Elizabeth Breaux
How the Best Teachers Avoid the 20 Most Common Teaching Mistakes
Elizabeth Breaux
How the Best Teachers Avoid the 20 Most Common Teaching Mistakes
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First Published in 2009. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 2009. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 158
- Erscheinungstermin: 30. Januar 2009
- Englisch
- Abmessung: 249mm x 175mm x 10mm
- Gewicht: 340g
- ISBN-13: 9781596671096
- ISBN-10: 1596671092
- Artikelnr.: 39115760
- Verlag: Taylor & Francis
- Seitenzahl: 158
- Erscheinungstermin: 30. Januar 2009
- Englisch
- Abmessung: 249mm x 175mm x 10mm
- Gewicht: 340g
- ISBN-13: 9781596671096
- ISBN-10: 1596671092
- Artikelnr.: 39115760
Meet the Author Elizabeth Breaux is one of the most practical, down-to-earth, informative, and entertaining authors and speakers in education today. She has spoken to audiences across the country where she leaves them laughing, crying, and certain that they have chosen the right profession¿teaching. She is the author of three best-selling books: Classroom Management¿SIMPLIFIED, How to Reach and Teach ALL Students¿SIMPLIFIED, and the coauthor with her sister Annette Breaux of Real Teachers, Real Challenges, Real Solutions.A former curriculum coordinator and classroom teacher, she currently trains and supports new teachers in Lafayette, LA. She is also one of the coordinators of TIPS, an induction program for new teachers in Lafayette, LA. In addition, she trains assessors for the Louisiana Department of Education and is an international presenter for the Bureau of Education and Research.Liz has taught and worked with at-risk students for 24 years and believes that there is not a more challenging and rewarding job in the world. Her message has always been a simple one: ¿I cannot teach my students until I reach my students.¿For information on bringing Elizabeth Breaux to your school or district, contact her at 337-654-0040.
Chapter 1 Mistake 1 : Assuming Students Already Know
Chapter 2 Mistake 2 : Attempting to Control
Chapter 3 Mistake 3: Engaging in Power Struggles
Chapter 4 Mistake 4: Taking Student Behavior Personally
Chapter 5 Mistake 5: Foregoing the Real-Life Connection
Chapter 6 Mistake 6: Teaching to the Whole
Chapter 7 Mistake 7: Allowing for Unstructured Time
Chapter 8 Mistake 8: Failing to Organize
Chapter 9 Mistake 9: Being Unprofessional
Chapter 10 Mistake 10 : Lowering Expectations
Chapter 11 Mistake 11 : Treating Students Unfairly
Chapter 12 Mistake 12: Neglecting Priorities
Chapter 13 Mistake 13: Being Inconsistent
Chapter 14 Mistake 14: Planning Haphazardly
Chapter 15 Mistake 15: Misusing the Administration
Chapter 16 Mistake 16: Delaying Feedback
Chapter 17 Mistake 17: Discouraging Participation
Chapter 18 Mistake 18: Sacrificing the Parent-Teacher Alliance
Chapter 19 Mistake 19: Believing the Façade
Chapter 20 Mistake 20: Refusing to Acknowledge Mistakes
Chapter 21 Conclusion
Chapter 2 Mistake 2 : Attempting to Control
Chapter 3 Mistake 3: Engaging in Power Struggles
Chapter 4 Mistake 4: Taking Student Behavior Personally
Chapter 5 Mistake 5: Foregoing the Real-Life Connection
Chapter 6 Mistake 6: Teaching to the Whole
Chapter 7 Mistake 7: Allowing for Unstructured Time
Chapter 8 Mistake 8: Failing to Organize
Chapter 9 Mistake 9: Being Unprofessional
Chapter 10 Mistake 10 : Lowering Expectations
Chapter 11 Mistake 11 : Treating Students Unfairly
Chapter 12 Mistake 12: Neglecting Priorities
Chapter 13 Mistake 13: Being Inconsistent
Chapter 14 Mistake 14: Planning Haphazardly
Chapter 15 Mistake 15: Misusing the Administration
Chapter 16 Mistake 16: Delaying Feedback
Chapter 17 Mistake 17: Discouraging Participation
Chapter 18 Mistake 18: Sacrificing the Parent-Teacher Alliance
Chapter 19 Mistake 19: Believing the Façade
Chapter 20 Mistake 20: Refusing to Acknowledge Mistakes
Chapter 21 Conclusion
Chapter 1 Mistake 1 : Assuming Students Already Know
Chapter 2 Mistake 2 : Attempting to Control
Chapter 3 Mistake 3: Engaging in Power Struggles
Chapter 4 Mistake 4: Taking Student Behavior Personally
Chapter 5 Mistake 5: Foregoing the Real-Life Connection
Chapter 6 Mistake 6: Teaching to the Whole
Chapter 7 Mistake 7: Allowing for Unstructured Time
Chapter 8 Mistake 8: Failing to Organize
Chapter 9 Mistake 9: Being Unprofessional
Chapter 10 Mistake 10 : Lowering Expectations
Chapter 11 Mistake 11 : Treating Students Unfairly
Chapter 12 Mistake 12: Neglecting Priorities
Chapter 13 Mistake 13: Being Inconsistent
Chapter 14 Mistake 14: Planning Haphazardly
Chapter 15 Mistake 15: Misusing the Administration
Chapter 16 Mistake 16: Delaying Feedback
Chapter 17 Mistake 17: Discouraging Participation
Chapter 18 Mistake 18: Sacrificing the Parent-Teacher Alliance
Chapter 19 Mistake 19: Believing the Façade
Chapter 20 Mistake 20: Refusing to Acknowledge Mistakes
Chapter 21 Conclusion
Chapter 2 Mistake 2 : Attempting to Control
Chapter 3 Mistake 3: Engaging in Power Struggles
Chapter 4 Mistake 4: Taking Student Behavior Personally
Chapter 5 Mistake 5: Foregoing the Real-Life Connection
Chapter 6 Mistake 6: Teaching to the Whole
Chapter 7 Mistake 7: Allowing for Unstructured Time
Chapter 8 Mistake 8: Failing to Organize
Chapter 9 Mistake 9: Being Unprofessional
Chapter 10 Mistake 10 : Lowering Expectations
Chapter 11 Mistake 11 : Treating Students Unfairly
Chapter 12 Mistake 12: Neglecting Priorities
Chapter 13 Mistake 13: Being Inconsistent
Chapter 14 Mistake 14: Planning Haphazardly
Chapter 15 Mistake 15: Misusing the Administration
Chapter 16 Mistake 16: Delaying Feedback
Chapter 17 Mistake 17: Discouraging Participation
Chapter 18 Mistake 18: Sacrificing the Parent-Teacher Alliance
Chapter 19 Mistake 19: Believing the Façade
Chapter 20 Mistake 20: Refusing to Acknowledge Mistakes
Chapter 21 Conclusion