Rob Barnes – författare

This is a practical guide to studying more effectively at first and higher degree levels. Primarily for students looking for more than just a basic study skills book, it blends practical ideas with sound principles to offer a readily accessible, handy guide.This third edition includes a new chapter on distance learning and updated chapters about online and computer-based learning, in addition to essential advice on:

Packed with useful information and guidance, this is an indispensable read for any student in higher education.

This is a practical guide to studying more effectively at first and higher degree levels. Primarily for students looking for more than just a basic study skills book, it blends practical ideas with sound principles to offer a readily accessible, handy guide.This third edition includes a new chapter on distance learning and updated chapters about online and computer-based learning, in addition to essential advice on:

Packed with useful information and guidance, this is an indispensable read for any student in higher education.

Positive Teaching, Positive Learning offers teachers and student-teachers in training a number of practical strategies for developing and improving teaching and learning. It provides insights into very positive teacher-pupil management and learning, such as ways to increase pupil involvement and give constructive feedback from assessment. The book draws together findings about pupils'' and teachers'' classroom practice, and suggests how practical steps can be taken to create a positive attitude towards generating high expectations. It includes quoted material researched over five years through interviews with known effective teachers (identified by OFSTED) about the teaching strategies they use.

Positive Teaching, Positive Learning offers teachers and student-teachers in training a number of practical strategies for developing and improving teaching and learning. It provides insights into very positive teacher-pupil management and learning, such as ways to increase pupil involvement and give constructive feedback from assessment. The book draws together findings about pupils'' and teachers'' classroom practice, and suggests how practical steps can be taken to create a positive attitude towards generating high expectations. It includes quoted material researched over five years through interviews with known effective teachers (identified by OFSTED) about the teaching strategies they use.

How can teachers develop best practice in art teaching?

This fully updated third edition of Rob Barnes’ classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and ‘best practice’ this book presents many important issues in art education with clarity and insight.

Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as:

Rob Barnes’ unique approach encourages teachers to develop and think about art as part of a rich curriculum of learning, highlighting how it shouldn’t be taught in isolation but with purposeful links to other areas of the curriculum.

How can teachers develop best practice in art teaching?

This fully updated third edition of Rob Barnes’ classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and ‘best practice’ this book presents many important issues in art education with clarity and insight.

Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as:

Rob Barnes’ unique approach encourages teachers to develop and think about art as part of a rich curriculum of learning, highlighting how it shouldn’t be taught in isolation but with purposeful links to other areas of the curriculum.

`Seems excellent - I know I would want to use this book' - Helen Bilton, Reading University

`Very relevant and appropriate for all trainees and the content would provide support for the area that the trainees are most concerned with' - Jane Warwick, University of Cambridge

Classroom management is an area of genuine concern to students and NQTs. As there is only basic coverage of classroom management issues on initial training courses, new teachers often find it difficult to cope in busy classroom situations.

This easy-to-read book helps you to select the right strategies for your classroom. The practical advice and points for reflection help you to think about why some strategies work and why others do not, and to decide which ones will work for you.

Chapters include advice on:

o behaviour management

o organizing your classroom

o routines, scripts and 'teacher-talk'

o positive prevention through class rules and targets

o praise, rewards and sanctions

o teacher 'presence'

o coping with difficult students.

`Seems excellent - I know I would want to use this book′ - Helen Bilton, Reading University

`Very relevant and appropriate for all trainees and the content would provide support for the area that the trainees are most concerned with′ - Jane Warwick, University of Cambridge

Classroom management is an area of genuine concern to students and NQTs. As there is only basic coverage of classroom management issues on initial training courses, new teachers often find it difficult to cope in busy classroom situations.

This easy-to-read book helps you to select the right strategies for your classroom. The practical advice and points for reflection help you to think about why some strategies work and why others do not, and to decide which ones will work for you.

Chapters include advice on:

o behaviour management

o organizing your classroom

o routines, scripts and ′teacher-talk′

o positive prevention through class rules and targets

o praise, rewards and sanctions

o teacher ′presence′

o coping with difficult students.