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If you can't reach them you can't teach them : building effective learning relationships /
A book about putting learning relationships at the heart of your teaching; then everything else will fall into place including positive behaviour management, stress reduction, student engagement and pupil progress.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
St Albans :
Critical Publishing,
2021.
|
| Colección: | Practical Teaching.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 100 | 1 | |a Hewitson, Kevin, |e author. | |
| 245 | 1 | 0 | |a If you can't reach them you can't teach them : |b building effective learning relationships / |c Kevin Hewitson. |
| 246 | 3 | |a If you cannot reach them you can't teach them | |
| 264 | 1 | |a St Albans : |b Critical Publishing, |c 2021. | |
| 264 | 4 | |c ©2021 | |
| 300 | |a 1 online resource (234 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Practical Teaching | |
| 505 | 0 | |a Cover -- Half-title -- Endorsements -- Title page -- Copyright information -- Table of contents -- Meet the author -- Introduction -- A reflection framework -- Feedback -- Feedforward -- In summary -- References and further reading -- 1. The challenges teachers face -- Being a teacher -- Relationships count -- Surviving or thriving? -- Surviving -- Thriving -- Balance -- The dynamics of teaching -- Exploring feelings -- Understanding our behaviours -- How are your Sundays? -- Monday morning -- Relationships and feelings -- Responding to challenges -- So why might you dread Mondays? | |
| 505 | 8 | |a On the other hand, 'Mondays are OK' -- How could things be any better? -- Time management -- What next? -- References and further reading -- Appendix A Reflection prompts -- Change prompts -- Reflection template -- Appendix B Intervention mic overview: Analysing capacity -- 2. The learning relationship responsibility -- The context of relationships -- The teacher-pupil relationship -- Relationship co-dependence -- Those involved in the learning relationship -- The pupil -- The teacher -- The school -- Government -- Parents or carers -- Towards developing a responsibility model | |
| 505 | 8 | |a The learning relationship -- Introducing the learning relationship responsibility ratio graph (LRRRG) -- Analysing LRRRG examples -- The independent learner -- Possible interdependent learner outcome -- A more realistic and planned LRRRG -- LRRRG explanation -- External relationship pressures -- Impact on LRRRG -- The responsibility of leadership -- The importance of the learning relationship -- Learning needs -- References and further reading -- 3. Meeting learning needs -- Introduction -- Part 1: Engagement in learning -- Engagement and effort -- Experience, reflection and self-beliefs | |
| 505 | 8 | |a Motivation to learn -- Motivation through needs -- Rewards -- Compliance -- Reluctance -- Peer pressure -- Past experiences -- The home -- The influence of needs -- Physical and sensory needs -- The learning zone and learning needs -- Part 2: Putting needs into a learning context -- Part 3: Addressing learning needs -- What next? -- References and further reading -- 4. The four learning needs -- Introduction -- Our four learning needs within an educational context -- Belonging -- The benefits of belonging -- Power -- First steps in exploring power -- Consistency in the school context | |
| 505 | 8 | |a Power in teaching and learning -- Asking questions -- Empowering pupils in your classroom -- Choice -- Choice in the classroom -- Making poor choices -- Making a choice -- Offering a choice -- Broadening our approach to learning through choice -- The importance of choice in assessing learning -- Fun -- The consequences of forgoing fun -- Why we forego fun -- 1. A consequence of a target-driven culture -- 2. The teacher as a learner -- 3. Linking fun to achievement -- 4. Discipline and fun -- Fun and rewards -- Fun can relieve or prevent stress -- The benefits of meeting the need for fun | |
| 500 | |a When elements of PBCF are missing. | ||
| 520 | |a A book about putting learning relationships at the heart of your teaching; then everything else will fall into place including positive behaviour management, stress reduction, student engagement and pupil progress. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Effective teaching. | |
| 650 | 0 | |a Teacher-student relationships. | |
| 650 | 0 | |a Learning. | |
| 650 | 2 | |a Learning | |
| 650 | 6 | |a Enseignement efficace. | |
| 650 | 6 | |a Apprentissage. | |
| 650 | 7 | |a Effective teaching. |2 fast |0 (OCoLC)fst00903762 | |
| 650 | 7 | |a Learning. |2 fast |0 (OCoLC)fst00994826 | |
| 650 | 7 | |a Teacher-student relationships. |2 fast |0 (OCoLC)fst01144236 | |
| 776 | 0 | 8 | |i Print version: |a Hewitson, Kevin. |t If you cant reach them you cant teach them. |d St Albans : Critical Publishing, ©2021 |z 9781913453138 |
| 830 | 0 | |a Practical Teaching. | |
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