Hilary White – författare

Are you seeking to use your subject knowledge and teaching skills beyond the classroom?Many teachers don’t recognise the vast range of skills, expertise and experience they possess. Transferring your Teaching Skills into the Wider World will help you focus on how you can use your many transferable skills in a variety of contexts and settings across the educational sector and beyond.Deborah Lewis and Hilary White identify the skills developed through a teaching career and match them with the wide range of jobs open to teachers looking for a new direction. This highly practical handbook: Illustrates the diverse ways in which you can utilise your teaching skills and experience Surveys a wide variety of education related jobs and training options, using case studies to explore their advantages and disadvantages Explores the opportunities open to teachers seeking a complete career change Gives helpful advice for those wishing to develop their career within educationThe case studies are inspiring examples of individuals who have drawn on their teaching experiences to expand into other areas, describing the route they took and showing how they utilized their teaching expertise. Tips and hints show how you can follow a similar path.Transferring your Teaching Skills into the Wider World is essential reading for any teacher looking for guidance on how to change or develop their career whilst making the most of their existing skills and experience.

Are you seeking to use your subject knowledge and teaching skills beyond the classroom?Many teachers don’t recognise the vast range of skills, expertise and experience they possess. Transferring your Teaching Skills into the Wider World will help you focus on how you can use your many transferable skills in a variety of contexts and settings across the educational sector and beyond.Deborah Lewis and Hilary White identify the skills developed through a teaching career and match them with the wide range of jobs open to teachers looking for a new direction. This highly practical handbook: Illustrates the diverse ways in which you can utilise your teaching skills and experience Surveys a wide variety of education related jobs and training options, using case studies to explore their advantages and disadvantages Explores the opportunities open to teachers seeking a complete career change Gives helpful advice for those wishing to develop their career within educationThe case studies are inspiring examples of individuals who have drawn on their teaching experiences to expand into other areas, describing the route they took and showing how they utilized their teaching expertise. Tips and hints show how you can follow a similar path.Transferring your Teaching Skills into the Wider World is essential reading for any teacher looking for guidance on how to change or develop their career whilst making the most of their existing skills and experience.

The Visual Novel situates the work of Christine Brooke-Rose, Ann Quin and Brigid Brophy in relation to developments in the visual arts. Focusing on four forms recurring in the novels of these authors frames, circuits, flesh and crossings it outlines a trend of increasing visuality throughout the 1960s and 70s as Brooke-Rose, Quin and Brophy began to pose questions about literary and social forms, and the possible relationships between the two. With questions of form coming back into critical interest, Hilary White revisits the work of these decades to develop a new understanding of visuality as it relates to literary study and consider the potential for disrupting disciplinary space through writing and rewriting. As the first book to address the work of Brooke-Rose, Quin and Brophy in tandem, this volume asserts the continued relevance of these three important, but often overlooked, authors to discussions of visual form and (in)discipline in writing, aesthetics and politics.

The Visual Novel situates the work of Christine Brooke-Rose, Ann Quin and Brigid Brophy in relation to developments in the visual arts. Focusing on four forms recurring in the novels of these authors – frames, circuits, flesh and crossings – it outlines a trend of increasing visuality throughout the 1960s and 70s as Brooke-Rose, Quin and Brophy began to pose questions about literary and social forms, and the possible relationships between the two. With questions of form coming back into critical interest, Hilary White revisits the work of these decades to develop a new understanding of visuality as it relates to literary study and consider the potential for disrupting disciplinary space through writing and rewriting. As the first book to address the work of Brooke-Rose, Quin and Brophy in tandem, this volume asserts the continued relevance of these three important, but often overlooked, authors to discussions of visual form and (in)discipline in writing, aesthetics and politics.

'I found this book to be very useful and would recommend it to all infant teachers, especially those working with children with special needs... It gave me plenty of new ideas, and would be especially helpful to newly trained teachers' - REACH

Many young children need targeted support and encouragement to help develop their literacy skills. This book contains tried and tested activities to improve listening, verbal reasoning and language skills in young children and shows you how to turn theory into fun, practical ideas for the classroom.

The author shows how to link activities to the Early Learning Goals and the National Literacy Strategy and the book includes:

-lesson activities using puppets, nursery rhymes, story boxes and picture books;

-suggestions for using role-play;

-ideas for organising your play setting to encourage literacy-related play;

-lesson plans;

-assessment guidelines;

-lists of resources;

-a selection of photocopiable material.

This book is a valuable resource for those working with children aged 3 to 8 and those working in playgroups, day nurseries, nursery schools and reception classes will find it particularly useful. It suggests ways to improve young children's literacy skills and can also be used as an INSET resource to share with the whole staff.

Hilary White is a freelance writer, consultant and teacher. She lectured for many years in an early years training college.

'I found this book to be very useful and would recommend it to all infant teachers, especially those working with children with special needs... It gave me plenty of new ideas, and would be especially helpful to newly trained teachers' - REACH

Many young children need targeted support and encouragement to help develop their literacy skills. This book contains tried and tested activities to improve listening, verbal reasoning and language skills in young children and shows you how to turn theory into fun, practical ideas for the classroom.

The author shows how to link activities to the Early Learning Goals and the National Literacy Strategy and the book includes:

-lesson activities using puppets, nursery rhymes, story boxes and picture books;

-suggestions for using role-play;

-ideas for organising your play setting to encourage literacy-related play;

-lesson plans;

-assessment guidelines;

-lists of resources;

-a selection of photocopiable material.

This book is a valuable resource for those working with children aged 3 to 8 and those working in playgroups, day nurseries, nursery schools and reception classes will find it particularly useful. It suggests ways to improve young children's literacy skills and can also be used as an INSET resource to share with the whole staff.

Hilary White is a freelance writer, consultant and teacher. She lectured for many years in an early years training college.

'Every Day a Good Day is an excellent classroom management tool for newly qualified early years practitioners. With its focus on daily routines it provides practical, sensitive and diverse advice on topics such as settling in children, mealtimes, toileting and beginning and ending of sessions. It also tackles more complex issues of working with groups of children and supporting positive behaviour. The clarity and simplicity of its presentation is appealing' - Barbara Isaacs, College Chief Executive, Montessori Centre International

`The book guides the reader through the practicality of organising and running a pre-school provision. It gives lots of practical suggestions for activities to meet the needs of children and parents in situations ranging from settling in, to ideas for the curriculum. The snapshot scenarios are a true reflection of daily occurances in a pre-school setting and provides a basis for both experienced and new practitioners to evaluate their practice' - Santa Nyeko, Senior Pre-school Development Worker, PLA

'My first impression of this book was very positive and I was not disappointed. Well managed everyday routines are essential to an enjoyable and constructive day for the children and practitioners involved. This book helps towards a common-sense approach to good practice in everyday routines. I thoroughly enjoyed this book' - National Childminding Association

'This is a practical book, which will help any leader as they think about the daily routines of their setting' - Early Years Update

Focusing on the common, everyday issues that are daily concerns for all early years settings, this book looks at how to:

"settle new children

"start and end learning activities

"work with groups

"establish routines that promote positive behaviour

"manage mealtimes and naps

"offer safe and exciting outdoor activities

"observe young children in the setting

"foster a sense of belonging

"work effectively with parents

It covers the daily routine of the typical early years educator, and offers lots of suggestions for useful strategies to try out in key areas of practice.

Highly practical and clearly written by two teachers, all early years workers will find something useful and helpful in this book.

'Every Day a Good Day is an excellent classroom management tool for newly qualified early years practitioners. With its focus on daily routines it provides practical, sensitive and diverse advice on topics such as settling in children, mealtimes, toileting and beginning and ending of sessions. It also tackles more complex issues of working with groups of children and supporting positive behaviour. The clarity and simplicity of its presentation is appealing' - Barbara Isaacs, College Chief Executive, Montessori Centre International

`The book guides the reader through the practicality of organising and running a pre-school provision. It gives lots of practical suggestions for activities to meet the needs of children and parents in situations ranging from settling in, to ideas for the curriculum. The snapshot scenarios are a true reflection of daily occurances in a pre-school setting and provides a basis for both experienced and new practitioners to evaluate their practice' - Santa Nyeko, Senior Pre-school Development Worker, PLA

'My first impression of this book was very positive and I was not disappointed. Well managed everyday routines are essential to an enjoyable and constructive day for the children and practitioners involved. This book helps towards a common-sense approach to good practice in everyday routines. I thoroughly enjoyed this book' - National Childminding Association

'This is a practical book, which will help any leader as they think about the daily routines of their setting' - Early Years Update

Focusing on the common, everyday issues that are daily concerns for all early years settings, this book looks at how to:

"settle new children

"start and end learning activities

"work with groups

"establish routines that promote positive behaviour

"manage mealtimes and naps

"offer safe and exciting outdoor activities

"observe young children in the setting

"foster a sense of belonging

"work effectively with parents

It covers the daily routine of the typical early years educator, and offers lots of suggestions for useful strategies to try out in key areas of practice.

Highly practical and clearly written by two teachers, all early years workers will find something useful and helpful in this book.

Gestures: A body of work is a cross-disciplinary collection of feminist approaches to ‘gesture’ that considers the term’s complex registers across embodied, aesthetic and political scenes. Attending to gestural movements, languages, feelings and communications, the book argues that gestures can unsettle gendered, sexed and racialised relations, norms and affects. Contributors activate the lens of gesture to offer innovative readings of art and literary works from the 1960s onwards and in transnational contexts. Experiments in art writing and autotheory reflect on the entanglement of the body, gesture and feminist practice. The book proposes that gesture be rethought as a mode of feminist practice that includes art, writing, performance and theory. Mixing disciplines, forms, genres and voices, these contributions and the book’s gestural structure offer a bold intervention into the conventions of critical writing.

Gestures: A body of work is a cross-disciplinary collection of feminist approaches to ‘gesture’ that considers the term’s complex registers across embodied, aesthetic and political scenes. Attending to gestural movements, languages, feelings and communications, the book argues that gestures can unsettle gendered, sexed and racialised relations, norms and affects. Contributors activate the lens of gesture to offer innovative readings of art and literary works from the 1960s onwards and in transnational contexts. Experiments in art writing and autotheory reflect on the entanglement of the body, gesture and feminist practice. The book proposes that gesture be rethought as a mode of feminist practice that includes art, writing, performance and theory. Mixing disciplines, forms, genres and voices, these contributions and the book’s gestural structure offer a bold intervention into the conventions of critical writing.