Ian Eyres – författare

Teaching Assistants are uniquely placed to support children’s involvement with learning. The role of those who work alongside teachers in the classroom has changed dramatically in recent years and teaching assistants are increasingly involved in planning, teaching and assessing all aspects of the curriculum.This second edition has been thoroughly updated and includes new chapters on learning in gardens, children’s play in virtual environments, specialist approaches for children with communication difficulties, the nature of learning at home, the place of poetry, child abuse, learning in a breakfast club, children’s spelling, and the importance of playtime. Exploring the issues that are central to fostering children’s learning, the book examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. Written for teaching assistants and also teachers, the book aims to enrich the contribution that teaching assistants, as team members, can make to children’s learning.

Teaching Assistants are uniquely placed to support children’s involvement with learning. The role of those who work alongside teachers in the classroom has changed dramatically in recent years and teaching assistants are increasingly involved in planning, teaching and assessing all aspects of the curriculum.This second edition has been thoroughly updated and includes new chapters on learning in gardens, children’s play in virtual environments, specialist approaches for children with communication difficulties, the nature of learning at home, the place of poetry, child abuse, learning in a breakfast club, children’s spelling, and the importance of playtime. Exploring the issues that are central to fostering children’s learning, the book examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. Written for teaching assistants and also teachers, the book aims to enrich the contribution that teaching assistants, as team members, can make to children’s learning.

This book offers a thorough and comprehensive review of the lessons learnt from the award-winning ‘English in Action’ English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million school students, demonstrably raising standards of teachers’ classroom practice and students’ English language attainment, and won the British Council ELTON Award for Local innovation (2013) and Times Higher Education Award for International Impact (2107).The sixteen chapters explore the programme in detail, looking at both the successes and the challenges encountered throughout its course, including the strategies used to address the challenges. The key innovative factors of the programme include: · a positive choice to build on the existing context, such as the lives and experiences of local teachers and the demands of a nationally determined curriculum; · teacher learning taking place in the teachers’ own classrooms; · a focus on learning the ‘how’ of communicative language teaching through reflective practice and peer support; · the use - within a carefully constructed pedagogy - of affordable, readily-available mobile phone technology; · the use of mediated authentic video· a model of teacher development at very large scale that provided a successful alternative to the‘cascade’model;· a partnership with government institutions to ensure that improved practices are maintained beyond the life of the Programme.

This book offers a thorough and comprehensive review of the lessons learnt from the award-winning ''English in Action'' English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million school students, demonstrably raising standards of teachers'' classroom practice and students'' English language attainment, and won the British Council ELTON Award for Local innovation (2013) and Times Higher Education Award for International Impact (2107).The sixteen chapters explore the programme in detail, looking at both the successes and the challenges encountered throughout its course, including the strategies used to address the challenges. The key innovative factors of the programme include: · a positive choice to build on the existing context, such as the lives and experiences of local teachers and the demands of a nationally determined curriculum; · teacher learning taking place in the teachers'' own classrooms; · a focus on learning the ''how'' of communicative language teaching through reflective practice and peer support; · the use - within a carefully constructed pedagogy - of affordable, readily-available mobile phone technology; · the use of mediated authentic video · a model of teacher development at very large scale that provided a successful alternative to the''cascade''model; · a partnership with government institutions to ensure that improved practices are maintained beyond the life of the Programme.

This book offers a thorough and comprehensive review of the lessons learnt from the award-winning ''English in Action'' English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million school students, demonstrably raising standards of teachers'' classroom practice and students'' English language attainment, and won the British Council ELTON Award for Local innovation (2013) and Times Higher Education Award for International Impact (2107).The sixteen chapters explore the programme in detail, looking at both the successes and the challenges encountered throughout its course, including the strategies used to address the challenges. The key innovative factors of the programme include: · a positive choice to build on the existing context, such as the lives and experiences of local teachers and the demands of a nationally determined curriculum; · teacher learning taking place in the teachers'' own classrooms; · a focus on learning the ''how'' of communicative language teaching through reflective practice and peer support; · the use - within a carefully constructed pedagogy - of affordable, readily-available mobile phone technology; · the use of mediated authentic video · a model of teacher development at very large scale that provided a successful alternative to the''cascade''model; · a partnership with government institutions to ensure that improved practices are maintained beyond the life of the Programme.

This book offers a thorough and comprehensive review of the lessons learnt from the award-winning ‘English in Action’ English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million school students, demonstrably raising standards of teachers’ classroom practice and students’ English language attainment, and won the British Council ELTON Award for Local innovation (2013) and Times Higher Education Award for International Impact (2107).The sixteen chapters explore the programme in detail, looking at both the successes and the challenges encountered throughout its course, including the strategies used to address the challenges. The key innovative factors of the programme include: · a positive choice to build on the existing context, such as the lives and experiences of local teachers and the demands of a nationally determined curriculum; · teacher learning taking place in the teachers’ own classrooms; · a focus on learning the ‘how’ of communicative language teaching through reflective practice and peer support; · the use - within a carefully constructed pedagogy - of affordable, readily-available mobile phone technology; · the use of mediated authentic video· a model of teacher development at very large scale that provided a successful alternative to the‘cascade’model;· a partnership with government institutions to ensure that improved practices are maintained beyond the life of the Programme.

From a review of the first edition:

'Ian Eyres tackles every issue of the teacher training curriculum for English making it accessible and easy to understand. As well as this, he offers reflection pieces to check your own understanding… With English exams looming round the corner for my PGCE, this book really has been a lifesaver. Wholeheartedly recommended' - Amazon Review

English for Primary and Early Years is a comprehensive and essential guide to the structure of English. It draws on the reader's own knowledge and understanding of English as the basis for analysis of texts at word, sentence and whole text level. The book develops the reader's understanding of the linguistic and literary knowledge required by The National Curriculum at Key Stages 1 and 2 and by the National Literacy Strategy. Key concepts such as, Standard English, approaches to grammar, genre, clause structure and the role of phonics in reading are addressed in an interactive way which develops the reader's skills as an active analyst of English, leading to a far deeper understanding than the `do's and don'ts' of traditional grammar. The text is fully updated to include the most recent developments in such areas as synthetic and analytic phonics and multimodal texts. An in-depth self-assessment activity is included with the text.

This is a set book for the Open University Course, 'Ways of Knowing: language, mathematics and science in the early years'.