SUCCESSFUL TEACHING 14 19

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1 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page i SUCCESSFUL TEACHING 14 19

2 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page ii Education at SAGE SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets. Our education publishing includes: accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development inspirational advice and guidance for the classroom authoritative state of the art reference from the leading authors in the field Find out more at:

3 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page iii SUCCESSFUL TEACHING THEORY, PRACTICE AND REFLECTION WARREN KIDD AND GERRY CZERNIAWSKI

4 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page iv Warren Kidd and Gerry Czerniawski 2010 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 1 Oliver s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc Teller Road Thousand Oaks, California SAGE Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road New Delhi SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore Library of Congress Control Number: British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN ISBN (pbk) Typeset by C&M Digitals (P) Ltd., Chennai, India Printed in Great Britain by [to be supplied] Printed on paper from sustainable resources

5 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page v Gerry dedicates this book to Jen. Warren dedicates this book to his son Freddie.

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7 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page vii CONTENTS About the authors Acknowledgements How to use this book ix x xi Section 1 Educational Policy 1 1 Why teach? 3 2 Understanding secondary education 14 3 Understanding lifelong learning and post-compulsory education 29 4 Understanding the agenda 42 Section 2 Professional Skills 57 5 The habits of a good teacher 59 6 Starting to think about teaching and learning: what makes a good lesson? 70 7 Making a good start: mentoring, teaching placement and first encounters with learners 83 8 How to survive teaching practice 97 Section 3 Theory Educational theory: useful tools at your disposal Understanding the role of assessment in learning 127

8 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page viii VIII SUCCESSFUL TEACHING Behaviour and classroom management in schools and colleges Educational achievement and underachievement 160 Section 4 Practice Planning and preparation How to engage learners Classroom ideas that really work Ideas for organising learning: group work, revision and homework strategies Teaching thinking skills: examination, evaluation and differentiation Using technology to teach: e-learning, M-learning and blended learning 255 Section 5 Reflection Dealing with M-level credits: academic debates and issues Moving on: professional formation and continuing professional development 284 Glossary 295 Index 300

9 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page ix ABOUT THE AUTHORS Warren Kidd is Senior Lecturer in Post-Compulsory Education and Training (PCET) at the Cass School of Education, University of East London (UEL). He is the Programme Leader for the part time PCET PGCE/Cert Ed. provision. Previously, he has taught both sociology and psychology for 14 years in secondary schools and sixth form colleges in Surrey, Kent and London. Along with Gerry, Warren is an experienced author of sociology text books aimed at the A-Level market. For the past nine years, Warren has worked in the multicultural, urban environment of Newham in east London in the Post-Compulsory sector as a teacher of sociology, social science manager of a large sixth form college and as a cross-college manager responsible for Teaching and Learning. In 2007 he completed managing a highly commended Beacon Award action research project in transferable teaching skills. He was the teaching and learning development manager of a large, diverse sixth form college, and was an Advanced Teaching Practitioner. Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London (UEL). He has passionately worked in the multicultural environment in the London Borough of Newham for over 10 years teaching humanities, sociology and business studies at secondary and post-16 levels before gradually moving into teaching within Higher Education within both the political sciences and education (The Open University, University of Northampton, London Metropolitan University and London University's Institute of Education). An established author and teacher trainer, Gerry still teaches part-time in a comprehensive school in Hertfordshire.

10 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page x ACKNOWLEDGEMENTS To our colleagues in the Cass School of Education and our trainee teachers who have been the inspiration for this book. Gerry would like to acknowledge Pat McNeil for his wisdom and guidance, John Hickman for his relentlessly high standards and expectations of what a good teacher is, and Peta Jarmey for the scaffolding of his early journey into teacher education. Warren would like to acknowledge Jean Murray, Nina Weiss and Rania Hafez for their enthusiasm and support with changing professional identities and roles. Finally, both authors would like to thank all the readers who have looked and commented on previous drafts of the manuscript as well as Jude Bowen and Amy Jarrold at Sage for the opportunity to write this text, and for their continued support and guidance.

11 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page xi HOW TO USE THIS BOOK Undertaking a teacher training course is both challenging and rewarding. It is a fabulous profession to join, and one full of many diverse learning experiences for yourself and your learners. The teacher education course you are enrolled onto is no different. For some, it will be the hardest period of your life. The transition you are about to make is enormous and the skills you are about to develop will fundamentally change both your professional and private personas. This book aimed to support those working within the age range covering secondary schools, school sixth forms and Further Education colleges. The subtitle for this book is theory, practice and reflection and these are the essential elements of any teacher training course and all subsequent professional practice. All three interrelate. As a professional-in-the-making you are required to reflect upon your teaching adopt theory as a means through which to see and make sense of the world of the classroom around you, and choose between theories at appropriate moments on the basis of the type of practice you are doing. As a teacher of learners, we recognise that you are also a learner yourself. This is true of all teachers. We see this book as part training manual, part introduction to academic debates around education and teaching and learning, and part teaching techniques, hints and tips. We hope that these elements enable you to complete your teacher training course, while at the same time develop as a practitioner. We have divided this book into five sections. Section 1 Context looks at your developing professional role and the background to recent educational change and reform. Section 2 Professional skills introduces you to the habits of good teachers and good teaching. This section ends with chapters that consider what good teaching is and what your teaching placement and practice will be like. Section 3 Theory looks at academic and research debates, literature and evidence surrounding effective teaching. We also introduce you to aspects of the sociology of education and the literature on teaching and learning styles. Section 4 practice, takes you through the mechanics of your practical placement and classroom-based elements of your training. We look at mentoring; understanding your placement institution; planning and preparation. Chapters in this section of the book also provide ideas for you to try in your classroom. It is important to recognise that good teaching is experimental and reflective it is about trying new things and seeing what works both for yourself and also for your learners. We will look, in turn, at questioning, skills development, group work, starts and ends of lessons, resource creation and e-learning.

12 00-Kidd & Czerniawski-4003-Prelims:Anning(Early)-3740-Prelims.qxp 26/11/2009 8:29 PM Page xii XII SUCCESSFUL TEACHING Section 5 Reflection, ties the various sections of the book together and presents issues and debates that you might take forward into your first year in the profession. In light of the government s plans for teaching to become a Master s (M)-level profession; we also present a chapter on academic debates looking at the M-level issues that many teacher training courses provide. Features Good teaching is about good communication. We feel the same could be said for good writing. To enable you to get the most from this book, we have adopted the following features. They are designed to aid your reading of the text and to help you choose more easily which ideas to try and when. Objectives : each chapter starts with learning objectives. We do this as we are very conscious that a great deal of effective teaching involves clear instruction and communication to the audience so that the learner understands at all times where s/he is. M-level thinking : from time to time you will see this icon running through the text of the book. This is so that you, the reader, can see the importance of these themes running through the text as a whole. These ideas are then taken up in the final section in Chapter 19. It is a consideration and awareness of these vital and contemporary debates that will really raise the levels of your critical awareness and evaluative writing. Discussion points : these enable us, the authors of this book, to really speak directly to you about our own experiences of teaching and learning to teach. Case studies : we use this feature as a means through which we can allow the story to shine through of various practitioners that we have met in our working lives as practitioners ourselves, managers and teacher educators. *** Ease of use : a large part of this book is madeup of practical ideas. The majority of these are contained in the chapters in Section 4, practice. We recognise that teaching is both academic and practical it is both informed by wider academic discourse and yet at the same time has a feel of a craft about it as practitioners are in their classrooms teaching their learners. We have rated each teaching tip and idea for its ease of use by the teacher. For each of the ideas and techniques we present in Section 4 of the book, we ask ourselves the question, does the successfulness of the learning being generated outweigh the practical and logistical considerations of planning and preparation? In a sense, this is a cooking book approach to lesson preparation how long does it take and what ingredients are needed? How can you, as the teacher, create something from the elements you draw together? References : we keep our references and guide to further reading to a minimum, but urge you to invest some time reading around the debates contained within this book. Good teaching is about the interplay and interface between the academic literature and how this impacts upon the classroom experience of the learner. See also the suggested further reading for useful next steps in your professional learning. Entering into teaching becoming a classroom craftsperson and understanding the theories and research behind your practice is a demanding and challenging endeavour. It is one that we have really valued and one that has completely changed how we viewed the world of work, young people and our own learning, and we sincerely hope you discover these things too. We hope you enjoy this book and hope you enjoy your new career and professional role. Warren Kidd Gerry Czerniawski