How to Be a Successful Teacher: Strategies for Personal and Professional Development

ISBN-13: 9781849200172 / Angielski / Miękka / 2009 / 232 str.

Paul Castle

Opis

This book focuses on the applied psychological skills, strategies and resources, which will ensure that teachers are equipped with personal and professional expertise to survive in the classroom.

Recenzje

'Reading this book may change your attitude to your students, your colleagues and most of all, to yourself. It is written accessibly and has a pleasingly irreverent tone, but a warning: it will challenge you to think differently!' - Phil Beadle, Columnist, Education Guardian

' I picked the book up thinking that I'd better have a look at it as the deadline for submission of my review is looming and... I found myself hooked! Ten minutes later I was still reading for pleasure. I even found myself laughing!' - ESCalate

'It is rare to find a book on teaching that actually provokes thought and stimulates a whole new approach to improving the chances of successful teaching. This book really is a must for anyone within the teaching sector wishing to reach new standards and enjoy greater success in their chosen career...The book is packed with advice, activities and reflections and each chapter concludes with a one minute summary. Overall, this is an excellent book that can really make a difference' - Amazon Customer Review

Spis treści

About the authors
Acknowledgments
Preface
Foreword
How to use this book
PART ONE: PSYCHOLOGICAL ASPECTS
The morning bell: another day begins! Introduction
What was I saying? Concentration and attention
What am I doing here? Motivation
I can't do it! Confidence and self-esteem
I can't cope! Emotion, mood and stress
Flexibility for action! Adapting to change
PART TWO: PHYSICAL ISSUES
Fitness to Teach: A healthy body equals a healthy mind - Nutrition, hydration and health
PART THREE: PSYCHOLOGICAL SKILLS TRAINING
I have 101 things to do...what do I attempt first? Goal setting
Take a 'break': Relaxation
Is talking to yourself the first sign of 'madness'? Self-talk and cognitive restructuring
Is hallucinating the second sign of 'madness'? Mental imagery
When the going gets tough...! Mental resilience
PART FOUR: EPILOGUE
The final bell... the journey begins
References
Index

O autorze

Paul Castle joined the University of Worcester as a senior lecturer in September 2004. He was a Chartered Sport and Exercise Psychologist, Associate Fellow of the British Psychological Society and registered with the Health & Care Professions Council. As an active practitioner, with over 20 years' experience, Paul provided applied psychology consultancy to clients in a wide array of disciplines, with a particular emphasis on providing individual- and small-group support to teachers and lecturers, to ameliorate the effects of stress, depression and burnout. As Mental Health and Wellbeing (MHWB or MWB) Lead for the School of Sport & Exercise Science at Worcester, Paul embraced the emerging issue of MWB in students and staff within primary, secondary and tertiary education. He was an advocate for reducing the stigma associated with MWB and provided applied psychological support in guiding students through their own 'personal challenges' by a combination of sport, physical activity and psychological skills training. Paul was trained in Mental Health First Aid (MHFA) and Applied Suicide Intervention Skills Training (ASIST), in conjunction with his professional grounding. He was an active member of the 'Suicide Safer' Project Group at the University of Worcester, which aimed to promote 'suicide safer communities' both regionally and nationally.

Scott Buckler has an extensive career in education, as a primary and secondary school teacher, elearning developer, and as a principal lecturer, having worked for four universities predominantly in education, psychology and inclusion. Scott has led degree programmes from undergraduate to doctoral level, and lectured predominantly on applied educational psychology, research methods, elearning and leadership. Scott has a PhD in anthropology and is widely published in the areas of psychology and education. He is a Chartered Teacher and a Chartered Psychologist with expertise in transpersonal psychology. In recent years, Scott has returned to schools given that his belief that to work and write in the academic context of education, school experience needs to be both recent and relevant.