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"Teaching Psychological aspects."
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Mental well-being and self-care
This volume provides accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place. This title explores these increasingly significant issues for those training to teach or in the early stages of their teaching career. It draws upon a new body of evidence-based knowledge and an emerging lexicon which fosters and supports mentally healthy routines as teaching practice develops.
Book
Researching language teacher cognition and practice
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading expert in teacher cognition, as well as eight case studies by new researchers, accompanied by commentaries by internationally known researchers.
eBook
Multiple perspectives on the self in SLA
This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.
eBook
Gratitude in education : a radical view
\"Teachers at all levels of education will find this book practical and inspiring as they read how other educators have engaged with challenges that reveal different dimensions of gratitude and how some have discovered its relevance in gaining greater resilience, improved relationships and increased student engagement. In the first comprehensive text ever written that is solely dedicated to the specific relevance of gratitude to the teaching and learning process, Dr Howells pioneers an approach that accounts for both dilemmas and possibilities of gratitude in the midst of teachers' busy and stressful lives. She takes a contemporary and philosophical view of the notion of gratitude and goes beyond its conceptualisation simply from a religious or positive psychology framework. Exploring real situations with teachers, school leaders, students, parents, academics and pre-service teachers - Gratitude In Education: A Radical View examines many of the complexities encountered when gratitude is applied in a variety of secular educational environments.\"--P. [4] of cover.
Book
Language Teacher Noticing in Tasks
This book provides an accessible, evidence-based account of how
teacher noticing, the process of attending to, interpreting and
acting on events which occur during engagement with learners, can
be examined in contexts of language teacher education and
highlights the importance of reflective practice for professional
development. Central to the work is an innovative mixed-methods
study of task-based interaction which was undertaken with
pre-service English language teachers in Japan. Through close
analyses of task interaction coupled with recall data, it
illustrates the ways in which pre-service teachers noticed their
student partners' use of embodied and linguistic resources. This
focus on what teachers attend to, how they interpret it, and their
subsequent decisions has multiple implications for language
learning and teacher development. It demonstrates the value of
teacher noticing for developing rapport, supporting pupils'
language acquisition, enhancing participation, fostering reflection
and guiding observation, a central feature of language teachers'
career advancement.
eBook
Death Education in the Writing Classroom
Death is often encountered in English courses—Hamlet’s death, celebrity death, death from the terrorist attacks on 9/11—but students rarely have the opportunity to write about their own experiences with death. In Death Education in the Writing Classroom, Jeffrey Berman shows how college students can write safely about dying, death, and bereavement. The book is based on an undergraduate course on love and loss that Berman taught at the University at Albany in 2008. Part 1, “Diaries,” is organized around Berman’s diary entries written immediately after each class. These entries provide a week-by-week glimpse of class discussions, highlighting his students’ writings and their developing bonds with classmates and teacher. Part 2, \"Breakthroughs,\" focuses on several students’ important educational and psychological discoveries in their understanding of love and loss. The student writings touch on many aspects of death education, including disenfranchised grief. The book explores how students write about not only mourning and loss but also depression, cutting, and abortion—topics that occupy the ambiguous border of death-in-life.
Death Education in the Writing Classroom is the first book to demonstrate how love and loss can be taught in a college writing class—and the first to describe the week-by-week changes in students’ cognitive and affective responses to death. This interdisciplinary book will be of interest to writing teachers, students, clinicians, and bereavement counselors.
Acknowledgments
INTRODUCTION: “Life Lessons”
PART 1: Diaries
CHAPTER 1—Week One “Nervous Undergraduates Avoiding Eye Contact”
CHAPTER 2—Week Two “Hearing It Made His Death More Real”
CHAPTER 3—Week Three “She Helped Me Say What I Could Not Say Myself”
CHAPTER 4—Week Four “There’s Too Much Covering Up of Grief in America”
CHAPTER 5—Week Five “We’re Going to Die”
CHAPTER 6—Week Six “Thinking Like a Writer”
CHAPTER 7—Week Seven “I’m Sorry, I Understand”
CHAPTER 8—Week Eight “Sometimes I Feel Like an Outsider in This Class”
CHAPTER 9—Week Nine “I Felt As If I Were Reliving that Day”
CHAPTER 10—Week Ten “There Is No Preparation for a Sight of Death”
CHAPTER 11—Week Eleven “I Love You Too Much”
CHAPTER 12—Week Twelve “We’re Taking Risks in a Safe Place”
CHAPTER 13—Week Thirteen “Write As If You Were Dying”
CHAPTER 14—Week Fourteen “I Used to Cry in the Middle of the Night and Contemplate Suicide”
CHAPTER 15—Week Fifteen “I Am Not Alone in This Battle”
PART 2: Breakthroughs
CHAPTER 16—Chipo “I Have to Turn My Shattered Reality into a Livable Dream”
CHAPTER 17—Lia “Instead of Minimizing My Struggles, I Wrote about Them”
CHAPTER 18—Shannon “It’s Hard for Me to Express Emotion”
CHAPTER 19—Faith “If I Could Not Write, I Would Not Survive”
CHAPTER 20—Anonymous “I Will Always Remember My Unborn Baby”
Conclusion: Reading Dying to Teach Appendix: Syllabus for English 450: Writing about Love and Loss References Student Writers Index
eBook
Enticing Hard-To-Reach Writers
In her moving and personal book Enticing Hard-to-Reach Writers. Ruth Ayres weaves together her experience as a mother, teacher, and writer. She explores the power of stories to heal children from troubled backgrounds and offers up strategies for helping students discover and write about their own stories of strength and survival. She shares her own struggles and triumphs and hard-earned lessons from raising a family of four adopted children. Her experience is invaluable to any teacher whose has met children living in poverty, in unstable households, or in fear of abuse. Ayres explores brain research and the ways trauma can change the brain and how encouraging all students to write can help offset some of these effects. She believes that all students benefit from revealing their stories, by communicating information and opinion that allows darkness to turn to light in the lives of children. In the last part of her book she offers up practical suggestions for enticing all writers, regardless of their struggles. Enticing Hard-to-Reach Writers invites you on a journey to become a teacher who refuses to give up on any student, who helps children believe that they can have a positive impact on the world, and who-in some cases becomes the last hope for a child to heal.
eBook