Am I Teaching Well? : Self-Evaluation Strategies for Effective Techers

by Hayes, Lisa; Nikolic, Vesna; Cabaj, Hanna

• ISBN13: 9781903300305
• ISBN10: 1903300304
• Format: Paperback
• Copyright: 2001-10-01
• Publisher: Intl Specialized Book Service Inc

Summary

Am I Teaching Well? provides self-assessment strategies and ideas that encourage teachers to reflect actively on their own professional practice and to enrich their day-to-day work.

Table of Contents

Preface to UK edition	ix
From the authors of the original edition	xi
Chapter 1: Self evaluation	1	(8)
Why self-evaluate?	1	(1)
Benefits of self-evaluation	2	(1)
Techniques for self-evaluation	3	(4)
Identify your strengths and weaknesses	7	(1)
Summary	8	(1)
Chapter 2: Your school and professional community	9	(5)
The working environment	9	(4)
Summary	13	(1)
Chapter 3: Your classroom, your pupils and you	14	(8)
Your classroom	14	(2)
Seating arrangement, your presence and eye contact	16	(3)
Whiteboard use and organisation	19	(1)
Your role in the classroom	20	(1)
Summary	21	(1)
Chapter 4: Curriculum design	22	(6)
Teaching and learning styles	22	(1)
Curriculum goals	22	(1)
Curricula and schemes of work	23	(1)
Planning for task-based instruction	24	(3)
Summary	27	(1)
Chapter 5: Lesson plans	28	(14)
Unit planning/topics	28	(1)
Designing a lesson plan	29	(3)
Lesson objectives	32	(2)
Transitions	34	(1)
Variety	35	(1)
Localising and personalising the context and content	36	(1)
Keeping pupils informed	37	(1)
Reflective lesson plans	37	(1)
Planning homework	38	(1)
Overall evaluation of daily lessons	39	(2)
Summary	41	(1)
Chapter 6: Resources	42	(14)
Variety	42	(1)
Characteristics of resources	43	(3)
Textbooks versus authentic materials	46	(1)
Authentic reading materials: newspapers and magazines	46	(1)
Distribution	47	(1)
Technology in the classroom	47	(2)
Computers	49	(3)
Resources in the community	52	(2)
Pupils as resources	54	(1)
Summary	55	(1)
Chapter 7: Elements of a lesson	56	(11)
Presentation techniques and language	56	(1)
Giving instructions	57	(2)
Types of activities	59	(1)
Preparing pupils for activities	60	(1)
Pace	61	(2)
Activity evaluation	63	(3)
Summary	66	(1)
Chapter 8: Classroom communication	67	(11)
Patterns of interaction	67	(1)
Group work	68	(3)
Dealing with learner differences	71	(1)
Team-building, racial tensions, and conflict resolution	72	(2)
Dealing with discipline problems	74	(2)
Classroom confidence and trust	76	(1)
Summary	77	(1)
Chapter 9: Questions and responses	78	(9)
Teacher questions	78	(2)
Common errors	80	(2)
Pupil participation and responses	82	(1)
Wait time and listening	83	(1)
Pupil questions	84	(2)
Summary	86	(1)
Chapter 10: Motivation and attitude	87	(12)
Pupil motivation	87	(4)
Teacher qualities	91	(1)
Teacher motivation and attitude	92	(2)
Your overall well-being	94	(2)
Teacher-pupil relationships	96	(2)
Summary	98	(1)
Chapter 11: Feedback and correction	99	(4)
Positive and negative feedback	99	(3)
Summary	102	(1)
Chapter 12: Assessment, testing and marking	103	(9)
Testing	103	(4)
Marking	107	(1)
Teaching for the test	108	(1)
Qualitative assessment	109	(1)
Pupil self-assessment	109	(2)
Summary	111	(1)
Chapter 13: Course evaluation	112	(5)
The truth may hurt (but it helps us learn)	113	(1)
Evaluation by pupils	114	(1)
Supervisory evaluation	115	(1)
Summary	116	(1)
Chapter 14: Professional development	117	(6)
Research or practice?	117	(2)
Professional development options	119	(1)
Annual or termly professional growth plans	120	(2)
Summary	122	(1)
Useful resources	123