With an emphasis on developing a reflective, resilient approach that will ensure both effective teaching and teacher well-being, Surviving and Thriving in the Secondary School covers key issues that may be encountered in the day-to-day practice of teaching in the secondary school. With evidence-based practice at the forefront, this volume allows new teachers to avoid common pitfalls of teaching and it will help provide a new-found confidence within the classroom.
Including a wide range of tasks that will help guide and demonstrate successful practice, this book covers topics and concerns such as:
- Building relationships within teaching
- Managing and responding to change
- Becoming an inclusive educator
- Working to improve classroom climate and pupil behaviour
- Assessment, homework and marking
- Inclusion of digital technologies and ICT
- Looking after yourself and your professional development
Surviving and Thriving in the Secondary School can be utilised to help support and provide ideas on specific areas of concern, or it can be read as a continuing professional development (CPD) companion, allowing practice to be developed and refined. Written by world-renown experts in the field, this volume provides support for all newly qualified teachers and is an essential resource for the first year of teaching and beyond.
Table of Contents
List of illustrations
List of tasks
List of contributors
Chapter 1 Beyond your initial teacher education: staying in teaching
Culture and context; building relationships; building time for yourself; social media; subject associations; inspections
Chapter 2 Managing constant change
Why change; managing and responding to change; strategies for implementing change
Chapter 3 Mentoring and being mentored
Some mentoring challenges; Competence, apprenticeship and reflection; The mentoring relationship
Chapter 4 Your subject department
Steve Puttick and Nick Gee
What makes a subject department; Organiation; Culture; Psychological safety.
Chapter 5 Working with teaching assistants and other adults in the classroom – to support subject teaching
Fiona Hall and Maxine Pountney
Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults.
Chapter 6 Role of the form tutor
Grouping pupils for pastoral care; The role of a form tutor; What does a form tutor do?; Preparation and organisation for, and running of, your form time; attributes and skills of a good form tutor
Chapter 7 Every teacher is a teacher of English
Text types; expectations at KS2; describing language; oral language; reading
Chapter 8 Every student counts: learning mathematics across the curriculum
Jennie Golding, Rosalyn Hyde and Alison Clark-Wilson
Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete – visual – abstract pedagogy; digital technologies; language for mathematics
Chapter 9 Personal, Social, Health And Economic Education (PSHE)
Defining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education.
Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SEND
Mark Pulsford and Sana Rizvi
Building your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability;
Understanding self and others; Inclusive practice;
Chapter 11 Working to improve classroom climate and pupil behaviour
Learner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour management
Chapter 12 Understanding learners’ primary experiences and transition
Brian Matthews and Lyn Matthews
Fundamentals of Primary Education; Transition; Teaching year 7; Implications for teaching
Chapter 13 Learning beyond the classroom
Mark Chidler and Elizabeth Plummer
Defining learning beyond the classroom; LBtC and the curriculum; LBtC and developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional Development
Chapter 14 Improving pupil progress through quality questioning and talk
Using formative assessment to enhance the quality of teacher-learner talk; Taxonomies for higher-level thinking and talking: Bloom’s and SOLO; Effective questioning;
Chapter 15 Assessment, homework and marking
Helen Cassady and Barry Harwood
Accountability measures; Progress 8; Assessment 8; Marking; Homework
Chapter 16 Making the curriculum your own
Chris Shelton and Julia O’Kelly
Understanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomy
Chapter 17 Digital technologies: pedagogies and classroom practice
Digital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning.
Chapter 18 LEADERSHIP AND MANAGEMENT
School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership development
Chapter 19 Researching your teaching
Eira Wyn Patterson
Developing your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysis
Chapter 20 Looking after yourself and your professional development
Surviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwards
Appendix 1 Glossary of terms
Appendix 2 Subject associations and teaching councils
Appendix 3 Useful websites
Susan Capel is Emeritus Professor (Physical Education) at Brunel University, UK.
Julia Lawrence is Senior Lecturer at the University of Hull, UK.
Marilyn Leask is Chief Editor of the MESH Guides initiative and visiting professor at the University of Winchester and De Montfort University, UK.
Sarah Younie is Professor of Education Innovation at De Montfort University, UK, and Co-Chair of the Education Futures Collaboration charity.