Targeted Teaching
Strategies for secondary teaching
- Tremaine Baker - Middlesex University London, UK
- Gareth Evers - Middlesex University London, UK
- Richard Brock
This new text challenges the idea that there is a 'best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class one week, may prove ineffective the next.
This book:
- presents a range of strategies, well grounded in research, for trainees and beginning teachers to use in their own classroom settings and contexts
- presents a model of teaching that views teaching not as a profession in which there is always a single correct answer, but as a complex interaction between teacher and students
- addresses common issues that beginning teachers face when developing their practice
If you are a teacher wanting to find out what works best for your class, in your school, right now, this text will show you how to harness the power of small or large scale research to help you find the answer.
A very relevant and user friendly guide to teaching techniques for new teachers.
This is an easy to read book which contains some really useful, practical tips for those who are just starting out on their teaching careers, and is also worth a look for those who are experienced in the role!
Accessible guidance - but similar to many other texts to guide new teachers within the current marketplace.
Have recommended to graduating trainees as a very useful book to support their NQT year and beyond. The work has been well organised to offer both 'quick wins' and 'slow burners', covering a range of practical and do-able techniques that will enable teachers to push their practice forward.
'Targeted Teaching' is an accessible and straightforward text that deals with the situations and challenges that often meet teachers in their day-to-day practice. It focusses on lesson planning, behaviour management, pace, differentiation and questioning amongst other useful topics, giving thoughtful and useful advice. This is not a traditional textbook - more of a handy guide to dealing with some recurring experiences in teaching.
