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E-raamat: Surviving and Thriving in the Secondary School: The NQT's Essential Companion

Edited by (Brunel University, UK), Edited by , Edited by (University of Hull.), Edited by (University of Bedfordshire, UK)
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This book covers the key issues that may be encountered in day-to-day practice of teaching in the secondary school. With evidence-based practice, this volume allows new teachers to avoid the common pitfalls of teaching and will help provide a new-found confidence within the classroom.



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.

List of illustrations
ix
List of tasks
xi
List of contributors
xiv
Introduction 1(5)
Meeting the requirements for newly qualified teacher status
Transitioning to beginning teacher
How to use this book
Continuing professional development (CPD)
Terminology used in this book
And finally
1 Beyond your initial teacher education: Stayinq in teachinq
6(7)
Kate Reynolds
The culture and context of your school and learners
Building relationships
Building time for yourself - meetings, workload and stress
A word about social media and professional associations
Inspection, inspection, inspection
2 Managing constant chanqe
13(12)
Lizana Oberholzer
Why change and what changes to expect in the education landscape
Managing and responding to change
Strategies to consider when faced with change
3 Mentoring and beinq mentored
25(11)
Trevor Wright
Some mentoring challenges
Competence, apprenticeship and reflection
The mentoring relationship
Focusing observation and balancing feedback
The off-line coach
4 Thriving in your subject department
36(10)
Steven Puttick
Nick Gee
What makes a subject department?
Organisational types
Departmental cultures
5 Working with teaching assistants and other adults in the classroom to support subject teachinq
46(12)
Fiona Hall
Maxine Pountney
Support staff - defining their role
Qualifications, training and experience of TAs
Deployment, preparedness and practice
Classroom leadership and relationships with other adults
6 Role of the form tutor
58(11)
Alexandra Titchmarsh
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
7 Every teacher is a teacher of English
69(20)
Paul Gardner
Text types in your subject
English to be expected of learners at Key Stage
2(87)
Describing language
The importance of oral language
Reading
Writing
8 Every learner counts: Learning mathematics across the curriculum
89(12)
Jennie Golding
Rosalyn Hyde
Alison Clark-Wilson
The nature of mathematics
The curriculum in mathematics
Conceptions and misconceptions in mathematics
Progression in learning mathematics
Representing mathematics
Concrete -visual - abstract pedagogy
Appropriate and meaningful use of digital technologies
Language for learning mathematics
9 Personal, Social, Health and Economic (PSHE) education
101(20)
Natasha Bye-Brooks
What is PSHE education and why is it important?
What does the programme of study look like for PSHE education?
PSHE education's contribution to the wider curriculum aims of creating successful learners, confident individuals and responsible citizens
Who is responsible for PSHE education?
How is PSHE education organised and delivered in secondary schools?
The whole-school approach to PSHE education
What are the pedagogical principles that underpin effective practice in PSHE education?
PSHE education - flexible approach within a planned framework
Transferable skills and concepts
10 Becominq an inclusive educator: Developinq your practice as a mainstream teacher of pupils with special educational needs and disabilities (SEND)
121(15)
Mark Pulsford
Sana Rizvi
Building your knowledge base
The development of `SEND' in the UK
Definitions and areas of SEND
The four areas of SEND
The models of disability
Understanding self and others
Developing a community of inclusive practice
11 Working to improve classroom climate and pupil behaviour
136(14)
Terry Haydn
Context
Complexity
Complex and sophisticated skills
What are the characteristics of teachers who develop to excellence in the management of pupils' behaviour?
12 Understanding learners' primary experiences and transition
150(12)
Brian Matthews
Lyn Matthews
The fundamentals of primary education
Primary schools and transition
Teaching Year 7s (11-12-year-olds) in secondary school
13 Learning beyond the classroom
162(12)
Mark Chidler
Elizabeth Plummer
What is learning beyond the classroom (LBtC)?
LBtC and the curriculum
LBtC and developing everyday classroom practice
Museums as an example of an LBtC resource for teaching and learning
Planning for LBtC
Professional development
14 Improving pupil progress through guality guestioning and talk
174(13)
Nikki Booth
Using formative assessment to enhance the quality of teacher-learner talk
Taxonomies for higher-level thinking and talking: Bloom's and SOLO
Enhancing the quality of learner-learner talk
15 Assessment, marking and homework
187(15)
Helen Cassady
Barry Harwood
Accountability measures, curriculum design and their impact on assessment
Marking
Homework
16 Making the curriculum your own
202(11)
Chris Shelton
Julia O'kelly
Understanding the school curriculum
How a subject curriculum is made
Designing the curriculum
The curriculum and your professional autonomy
Moving forward
17 Digital technologies: Pedagogies and classroom practice
213(20)
Andrew Csizmadia
Jon Audain
Digital technologies
Digital pedagogies
Digital tools and techniques to support teaching and learning
Professional learning
Digital wisdom
18 Leadership and management
233(11)
Rachel Peckover
School structures
Types of leadership
Preparing for leadership-first steps
Competencies required of a successful leader
Leadership development
19 Researching your teaching
244(17)
Eirawyn Patterson
Developing your research design
Developing researchable questions: operationalisation
Starting with the literature: doing your literature review
Understanding research methodology
Research methods and research tools
Considering ethics in your research
An introduction to analysing qualitative data
Examples of small-scale research study designs
20 Looking after yourself and your professional development
261(14)
Derek Boyle
Surviving
Well-being and the mentoring relationship
Self-realisation to actualisation
Support networks
Recognising your own indicators
Who is in your support network?
Making time for you and developing coping strategies
The changing relationship with your mentor - mentoring moving to coaching
Looking ahead - what sort of teacher do you want to be?
Building long-term networks
Onwards and upwards
Appendix 1 Glossary of terms 275(12)
Appendix 2 Subject associations and teaching councils 287(3)
Appendix 3 Useful websites 290(8)
References 298(21)
Author index 319(7)
Subject index 326
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.
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