‘I cannot imagine any teacher who wants to be the best possible teacher not loving this book!’
—Renee Peoples, Teacher/Math Coach
West Elementary School, Bryson City, NC
‘This an exciting way for new teachers to really target the important strategies that successful teachers use, as well as for veteran teachers to confirm the things that they are already doing right!’
—Mary Ann Hartwick, Coordinator, LESD/ASU
Litchfield Elementary School District, Verrado, MS
Avoid common classroom mistakes and develop your skills as an educator!
Written for novice and seasoned professionals alike, this updated edition of a powerful bestseller provides research-based best practices and practical applications that promote strong instruction and classroom management.
The authors translate the latest research into 101 effective strategies for new and veteran K–12 teachers. Updated throughout, and with an entirely new chapter on supporting reading and literacy, this edition presents the strategies in a user-friendly format:
- The Strategy: a concise statement of an instructional strategy
- What the Research Says: a brief discussion of the research to provide readers with a deeper understanding of the principles involved
- Classroom Application: how each strategy can be used in instructional settings
- Precautions and Possible Pitfalls: caveats to help teachers avoid common problems
- Sources: a reference list for further reading
What Successful Teachers Do is a valuable resource for strengthening teachers′ professional development and improving student performance.
Содержание
Foreword by Stephen Sroka
Preface
Acknowledgments
About the Authors
1. Interacting and Collaborating With Students
2. Managing the Classroom Environment, Time, and Discipline
3. Organizing Curricular Goals, Lesson Plans, and Instructional Delivery
4. Using Student Assessment and Feedback to Maximize Instructional Effectiveness
5. Celebrating Diversity in the Classroom
6. Integrating Technology in the Classroom
7. Enhancing Reading and Literacy Skills
8. Developing a Professional Identity
9. Fostering a Positive Relationship With Families and Community
Index
Об авторе
Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction, Training, and Support (2005); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That help Special Learns (2005); and What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do: 101 Research-Based Strategies for new and Veteran Teachers (2009).She is a frequent presenter on educational topics both at the state and national level. She taught Physical Education and Health at both the middle and high school level for more than 25 years. During that time, she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for “good enough, ” but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching career.
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