Maurice J Galton – författare

Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning. You will learn how to take account of your pupils' knowledge, skills and attitudes when selecting and applying principles of instruction, in order to make learning in your classroom as successful as possible.

Packed with informative case studies and classroom examples, this book explores how learning is conceptualised, direct instruction, interactive teaching, teaching as scaffolding, and how to overcome obstacles to learning.

This is a must-read for all practitioners and students of primary education who wish to understand how to best apply theories of instruction, and provide effective, dynamic teaching.

Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning. You will learn how to take account of your pupils' knowledge, skills and attitudes when selecting and applying principles of instruction, in order to make learning in your classroom as successful as possible.

Packed with informative case studies and classroom examples, this book explores how learning is conceptualised, direct instruction, interactive teaching, teaching as scaffolding, and how to overcome obstacles to learning.

This is a must-read for all practitioners and students of primary education who wish to understand how to best apply theories of instruction, and provide effective, dynamic teaching.

Why do so many pupils in Years 7, 8 and 9 'switch off' and make very little progress in the core subjects such as English and mathematics? What can teachers and schools do to improve pupils' attitudes and motivation?

Maurice Galton and his team have collected examples from various schools of what works in re-energising demotivated pupils. This book presents practical advice and strategies for improving lower secondary school classrooms, ranging from reducing class size, to innovative induction programmes emphasising the development of core study skills, and developing effective procedures to train pupils to cooperate rather than confront each other during lessons.

Chapters cover:

- Making a Good Start to Secondary Education.

- Creating a Cooperative Classroom Climate

- Improving Communication between Pupils and Teachers

- Why are some classrooms more successful?

- How can school structures influence positive relationships?

The book is a much-needed resource for all secondary teachers, and is particularly useful for year and subject heads.

Why do so many pupils in Years 7, 8 and 9 'switch off' and make very little progress in the core subjects such as English and mathematics? What can teachers and schools do to improve pupils' attitudes and motivation?

Maurice Galton and his team have collected examples from various schools of what works in re-energising demotivated pupils. This book presents practical advice and strategies for improving lower secondary school classrooms, ranging from reducing class size, to innovative induction programmes emphasising the development of core study skills, and developing effective procedures to train pupils to cooperate rather than confront each other during lessons.

Chapters cover:

- Making a Good Start to Secondary Education.

- Creating a Cooperative Classroom Climate

- Improving Communication between Pupils and Teachers

- Why are some classrooms more successful?

- How can school structures influence positive relationships?

The book is a much-needed resource for all secondary teachers, and is particularly useful for year and subject heads.

`This is a well written and thoroughly researched book on an issue of vital importance. It places the experiences of individual teachers under pressure into the larger UK and worldwide context. Policy makers need to wake up to its messages' - Sara Bubb, Institute of Education, University of London

What is it really like to be a teacher in today's demanding classrooms?

Maurice Galton and John MacBeath spoke to teachers, parents and students in England, and compared their responses to similar inquiries in Asia, America, Australia and New Zealand. Their findings were disturbing. Teacher stress and workload were persistent themes in the four studies, with teachers frequently stretched to breaking point as they endeavour to 'make a difference' to their pupils' learning and welfare.

Issues examined in the book include:

-frustrations facing those trying to make inclusive education work in practice

-effects of constantly changing policies on the staff required to implement them

-loss of status within the teaching profession

-reasons for teachers choosing to leave the profession

-the consequences of staying on and fighting for what one believes in

This fascinating read will be of interest to anyone involved in teaching, school leadership and educational policy.