Classroom . – 200 . . : 10 10 10 . . .tamat kitabat aldalil al’asasii limumarasat Classroom mae wade sualayn fi alaietibar. hadhih hi al’asyilat al’akthar ‘ahamiyatan lajamie almumarisin aladhin yaseawn ‘iilaa tahsin jawdat altaelim fi alfusul aldirasiat – ma hi alaistiratijiat alty taeml? wakayf nutabiquha?yughatiy hdha alnasi jmye almajalat alty tuetabar ‘asasiatan liltadris waltaelim alfaeeal , wayatakawan min ‘akthar min 200 ‘iistratijiat eamaliat yumkin limuelimi almarhalat alththanawiat aietimadiha watatbiqiha dakhil alfasl aldirasii. tatarawah hadhih alaistiratijiat min ‘adwat basitat litahsin jawdat al’asyilat , ‘iilaa almabadi alty ymkn ‘an tushakil alnahj alkamil liltaealm. tashmal almawdueat alrayiysiat alty tama tanawuliha ma yly:khutat aldars min khmst ‘ajza’tanmiat maharat altafkirkayfiat ‘iishrak almutaealimintashjie altaelum altaeawuniitahadiy wadaemaltaghdhiat alrrajieat waltaqyimalsimat alrayiysiat lhdha alkita. The Essential Guide to Classroom Practice has been written with two questions in mind. These are the questions that are most important to all practitioners who seek to improve the quality of learning in their classrooms – what strategies work? and, how do we implement them?
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