The book starts by offering practical guidance on, and illustrative examples of, the full range of issues in the classroom: the repertoire of teaching, the main phases of learning, the classroom environment, keeping order, and planning lessons. The author goes on to consider the main areas of research that have contributed to our understanding of learning, teaching and motivation. In the final section he extends the coverage to more complex topics, such as intelligence, special educational needs, bullying, child abuse, gender, ethnicity, teacher expectations and assessment, all the while writing with both common sense and sensitivity.
Throughout the book, the author gives both national and international examples of practice across all four key stages and different school subjects. He also includes invaluable questions, exercises and transcripts of lessons to help readers engage with the text, and extensive cross–referencing to help readers make links between sections.
Part I Beginning to Teach.
1. The Repertoire of Teaching.
2. Learning and Task Demands.
3. Classrooms as Environments for Learning.
4. The Management of Order.
5. Lesson Design.
Part II The Psychology of Human Learning and Motivation.
6. Intuitive Learning.
7. Innate Capacities and Cultural Learning.
8. The Challenge of Deliberate Learning.
9. Human Motivation.
10. Influencing Student Motivation.
11. The Developing Mind.
12. Individual Differences.
Part III Extending Teaching.
13. Special Educational Needs, Bullying and Child Abuse.
14. Gender and Ethnicity.
15. Assessment for Learning.
16. Developing as a Professional Teacher.
"Richard Fox has written a fine book clear in presentation, wide in scope, deep in understanding. It is rare to find educational theory and practice brought so effectively together. Do read this book if you care about the experiences of children and teachers in our schools." Professor Margaret Donaldson, Edinburgh University and author, Human Minds
"A fascinating, practical book, challenging much accepted wisdom, which helped me to question my own assumptions about learning and teaching. Should be on every teacher s reading list." Victoria Bentata, Stanton Harcourt CE Primary School, Oxfordshire