Advising and supporting teachers

Enhanced descriptions from Syndetics:

This book is in two parts. The first part looks at the processes of giving advice and the second part consists of a range of tasks for the advisor to consider. The main purpose of the book is to provide an opportunity for everyone engaged in the training arena to reflect on the most effective methods for giving feedback and support to teachers. The issues covered in this book include: when and why advisors advise, listening to the whole teacher including the non-verbal messages, talking to the teacher so there are no misunderstandings, raising consciousness, cultural sensitivity when advising in international contexts, and developing new understanding through discussion. This book will be of particular interest to everyone responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, Directors of Studies running teacher appraisal and induction programmes and teachers working together as 'critical friends' in more informal teacher development.

Table of contents provided by Syndetics

• Part 1
• Chapter 1 Contexts: when and why advisors advise
• Chapter 2 Learning to teach
• Chapter 3 The role of dialogue in learning to teach
• Chapter 4 Supervision and the three-stage model of helping
• Chapter 5 Providing a framework: Six Category Intervention Analysis
• Chapter 6 Ways of talking to teachers 1: creating the right atmosphere
• Chapter 7 Ways of talking to teachers 2: dealing with feelings
• Chapter 8 Ways of talking to teachers 3: directing and leading
• Chapter 9 Ways of talking to teachers 4: towards critical self-awareness
• Chapter 10 Putting it all together: personal and cultural factors
• Part 2
• 1.1 An inspector calls
• 1.2 Case studies in advising
• 1.3 SWOT analysis
• 1.4 Problems in supervision: lessons from the research
• 1.5 Who wants to be my critical friend?
• 2.1 Characteristics of successful learning
• 2.2 Beliefs about teaching
• 2.3 Good teachers and better teachers - multi-level teaching competencies
• 2.4 Hot slips: training for reflection
• 2.5 Being a catalyst
• 3.1 Implementing the teaching practice cycle
• 3.2 The roles of the advisor and the teaching cycle
• 3.3 Observation scenarios
• 3.4 'Objective' observations
• 3.5 Designing observation forms
• 3.6 What's important?
• 3.7 Scaffolding learning
• 4.1 Personal constructs of feedback roles
• 4.2 Effective advice
• 4.3 Exam cheat role play
• 4.4 Role play
• 4.5 Crossed/uncrossed
• 5.1 Facilitative or authoritative?
• 5.2 What you say is not what I hear
• 5.3 What did you intend?
• 5.4 Who's in charge?
• 6.1 Communication through body language
• 6.2 Investigating listening behaviour
• 6.3 The pre-lesson discussion
• 6.4 Giving oral feedback
• 8.1 Feedback role play
• 8.2 Written feedback
• 8.3 Formal reports
• 8.4 Self-assessment and target-setting
• 9.1 Leading or following?
• 9.2 Feedback role play
• 9.3 Is this your problem?
• 10.1 Exploring cultural differences
• Photocopiable resources
• References
• List of figures
• Index