Robert Hull - Böcker

Poetry – From Reading to Writing covers the process of writing poetry, from reading poems through to writing them. It is intended particularly for teachers at key stage 2 level, but other teachers will also find it valuable. It is clearly and accessibly written and jargon-free. In providing a wealth of practical ideas and activities preparing for the writing of poems, the book also stresses the use of talk, improvised drama and the reading and performance of poems. The author, who has published four collections of poetry, uses his own work and the work of others to explore how creative readings of poems can spark a child’s imagination and lead to original writing. Pupils are encouraged throughout the book to explore different forms of poetry, including: Rhyming and non-rhyming poems Riddles Short poems Haiku, tanka, renga Poems from stories Free verse Narrative poems Poems drawing on current affairs and history This book can be used by both pupils and teachers, and contains motivating tasks and tips to build pupils’ confidence in poetry writing. Explicit links are made throughout to the latest primary framework for literacy, making this an invaluable resource for all practising and trainee teachers who wish to teach poetry in the classroom in a creative and enjoyable way.

Poetry – From Reading to Writing covers the process of writing poetry, from reading poems through to writing them. It is intended particularly for teachers at key stage 2 level, but other teachers will also find it valuable. It is clearly and accessibly written and jargon-free. In providing a wealth of practical ideas and activities preparing for the writing of poems, the book also stresses the use of talk, improvised drama and the reading and performance of poems. The author, who has published four collections of poetry, uses his own work and the work of others to explore how creative readings of poems can spark a child’s imagination and lead to original writing. Pupils are encouraged throughout the book to explore different forms of poetry, including: Rhyming and non-rhyming poems Riddles Short poems Haiku, tanka, renga Poems from stories Free verse Narrative poems Poems drawing on current affairs and history This book can be used by both pupils and teachers, and contains motivating tasks and tips to build pupils’ confidence in poetry writing. Explicit links are made throughout to the latest primary framework for literacy, making this an invaluable resource for all practising and trainee teachers who wish to teach poetry in the classroom in a creative and enjoyable way.

Published in 1985. Dialogue between teacher and pupil is a crucial factor in the learning experience. This book questions the role of language as a ‘natural’ vehicle for learning and considers how it may, in fact, hinder communication. In a detailed examination of day-to-day language practices across a range of subjects, including English, History, Maths and Remedial teaching, in a particular comprehensive school, Robert Hull develops a powerful and coherent critique of the closed and limiting nature of the language employed by classroom teachers. By analysing the texts of school knowledge – worksheets, textbooks and teacher’s talk – and relating pupils’ views and responses to teachers’ intentions and attitudes, he indicates how pupils are denied access to that knowledge, and prevented from sharing their own, by those very practices which are intended to facilitate learning – talk which actually gets in the way of learning.Written by a schoolteacher for schoolteachers, this book should help any training or practising teacher in the primary or secondary context concerned with the crucial relationship between language and learning to develop an alternative approach, and so make better sense in the classroom.

Published in 1985. Dialogue between teacher and pupil is a crucial factor in the learning experience. This book questions the role of language as a ‘natural’ vehicle for learning and considers how it may, in fact, hinder communication. In a detailed examination of day-to-day language practices across a range of subjects, including English, History, Maths and Remedial teaching, in a particular comprehensive school, Robert Hull develops a powerful and coherent critique of the closed and limiting nature of the language employed by classroom teachers. By analysing the texts of school knowledge – worksheets, textbooks and teacher’s talk – and relating pupils’ views and responses to teachers’ intentions and attitudes, he indicates how pupils are denied access to that knowledge, and prevented from sharing their own, by those very practices which are intended to facilitate learning – talk which actually gets in the way of learning.Written by a schoolteacher for schoolteachers, this book should help any training or practising teacher in the primary or secondary context concerned with the crucial relationship between language and learning to develop an alternative approach, and so make better sense in the classroom.

Published in 1988, this book is a teacher’s eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years’ experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher’s planning, recognition, and definition of children’s emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.

Published in 1988, this book is a teacher’s eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years’ experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher’s planning, recognition, and definition of children’s emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.

The mechanical properties of small volumes of materials such as thin films and patterned structures can be very different from the mechanical properties of those same materials in bulk. Many explanations of the mechanical behaviors of such small volumes have depended on simplified models of dislocation behavior. However, recent developments in dislocation modeling have made it possible to understand dislocation behavior in much more detail than before. A wide range of topics is presented in these proceedings, including mechanisms of plastic deformation in heteroepitaxial, multilayered and polycrystalline thin films, as well as three-dimensional mesostructures such as epitaxial islands, semiconducting devices and microcrystallites. Experimental, theoretical and numerical simulations are addressed. Topics include: dislocation and deformation mechanisms in thin metal films and multilayers; discrete dislocations - observations and simulations; dislocations and deformation mechanisms in thin films and small structures; dislocations in small structures; dislocations and deformation in epitaxial layers; dislocation fundamentals -observations, calculations and simulations.

High Tide is a collection of the best of my poems for children written since 2002. This is a book of very accessible, crafted poetry for children of seven years old and upwards, with a balance of rhyming poems and non-rhyming poems, amusing poems and serious poems. It ranges from pieces about animals and nature to poems about space, school, and family. It includes some nonsense and riddles, and two long story poems.