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Teacher's Survival Guide 2nd Edition
Teachers face a variety of difficulties which can lead to anxiety and
- How do I deal with difficult behaviour?
- How do I manage my workload and other school commitments and still manage to have a life?
- How do I cope with the stress of work?
Providing answers to these and other questions, this invaluable guide offers ideas and tactics that will help teachers
- tackle difficult situations in the classroom
- deal with stress and manage their time effectively
- build and sustain successful relationships with colleagues
- create a positive learning environment for your pupils
- develop or change their career. The second edition of this classic text has been fully up-dated and contains a new chapter on surviving supply teacher.
- How do I deal with difficult behaviour?
- How do I manage my workload and other school commitments and still manage to have a life?
- How do I cope with the stress of work?
Providing answers to these and other questions, this invaluable guide offers ideas and tactics that will help teachers
- tackle difficult situations in the classroom
- deal with stress and manage their time effectively
- build and sustain successful relationships with colleagues
- create a positive learning environment for your pupils
- develop or change their career. The second edition of this classic text has been fully up-dated and contains a new chapter on surviving supply teacher.
208 pages, Paperback
First published April 1, 2000
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Displaying 1 of 1 review
August 26, 2010
It wasn't "amazing," but it can make the reader feel more in control of the situation (i.e., teaching). The book tries to guide the reader (teacher or teacher-to-be) through general guidelines or steps that they see important in the arena of teaching.
I liked the idea that they didn't force a certain philosophy or require the reader to adopt their way of teaching. Rather, whenever there was a choice, they provided the reader with questions that can lead him/her to choosing what is most suitable for him/her.
It can be seen as a positive push to assure a beginning teacher: "You can do it."
****
-> "Start collecting a mental, or actual file, of 'things to do/talk about' when you have some unexpected time to fill before the end of a lesson."
"Pupils try to deliver what their teachers want, but they need to know what that is. Many teachers spend a lot of time emphasizing what the pupils shouldn't be doing instead of focusing on what they should be doing." (p. 33, italics in original)
I liked the idea that they didn't force a certain philosophy or require the reader to adopt their way of teaching. Rather, whenever there was a choice, they provided the reader with questions that can lead him/her to choosing what is most suitable for him/her.
It can be seen as a positive push to assure a beginning teacher: "You can do it."
****
-> "Start collecting a mental, or actual file, of 'things to do/talk about' when you have some unexpected time to fill before the end of a lesson."
"Pupils try to deliver what their teachers want, but they need to know what that is. Many teachers spend a lot of time emphasizing what the pupils shouldn't be doing instead of focusing on what they should be doing." (p. 33, italics in original)
Displaying 1 of 1 review