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What Successful Teachers Do - Book Cover

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Updated Edition of Bestseller

What Successful Teachers Do

101 Research-Based Classroom Strategies for New and Veteran Teachers

Second Edition
By: Neal A. Glasgow, Cathy D. Hicks

Avoid common mistakes and develop your skills as an educator!

Written for new and veteran K–12 teachers alike, this updated edition translates the latest research into 101 approaches for managing all aspects of classroom instruction—from collaborating with learners and the community to classroom discipline and student assessment. With a new chapter on supporting reading and literacy, this resource presents the strategies in a user-friendly format:

A concise statement of the strategy
A brief discussion of the research behind the strategy
How to apply the technique
Precautions and possible pitfalls
References to the original research

Full description

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Product Details

Grade Level: K-12
ISBN: 9781412966191
Published By: Corwin
Year: 2009
Page Count: 272
Publication date: November 09, 2012

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Review Copies

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Description

"I cannot imagine any teacher who wants to be the best possible teacher not loving this book!"
—Renee Peoples, Teacher/Math Coach
West Elementary School, Bryson City, NC

"This an exciting way for new teachers to really target the important strategies that successful teachers use, as well as for veteran teachers to confirm the things that they are already doing right!"
—Mary Ann Hartwick, Coordinator, LESD/ASU
Litchfield Elementary School District, Verrado, MS

Avoid common classroom mistakes and develop your skills as an educator!

Written for novice and seasoned professionals alike, this updated edition of a powerful bestseller provides research-based best practices and practical applications that promote strong instruction and classroom management.

The authors translate the latest research into 101 effective strategies for new and veteran K–12 teachers. Updated throughout, and with an entirely new chapter on supporting reading and literacy, this edition presents the strategies in a user-friendly format:

The Strategy: a concise statement of an instructional strategy
What the Research Says: a brief discussion of the research to provide readers with a deeper understanding of the principles involved
Classroom Application: how each strategy can be used in instructional settings
Precautions and Possible Pitfalls: caveats to help teachers avoid common problems
Sources: a reference list for further reading

What Successful Teachers Do is a valuable resource for strengthening teachers' professional development and improving student performance.

Key features

The authors present the strategies within each chapter in a user-friendly format:

The Strategy: a simple, concise, or crisp statement of an instructional strategy
What the Research Says: a brief discussion of the research that led to the strategy, providing the reader with a deeper understanding of the principles involved
Classroom Application: a description of how this teaching strategy can be used in instructional settings
Precautions and Possible Pitfalls: caveats intended to help teachers avoid common problems
Sources: gives readers access to the original research

Author(s)

Neal A. Glasgow

Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

Cathy D. Hicks

Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction, Training, and Support (2005); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That help Special Learns (2005); and What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do: 101 Research-Based Strategies for new and Veteran Teachers (2009).She is a frequent presenter on educational topics both at the state and national level. She taught Physical Education and Health at both the middle and high school level for more than 25 years. During that time, she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for “good enough,” but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching career.

Table of Contents

Foreword by Stephen Sroka

Preface

Acknowledgments

About the Authors

1. Interacting and Collaborating With Students

2. Managing the Classroom Environment, Time, and Discipline

3. Organizing Curricular Goals, Lesson Plans, and Instructional Delivery

4. Using Student Assessment and Feedback to Maximize Instructional Effectiveness

5. Celebrating Diversity in the Classroom

6. Integrating Technology in the Classroom

7. Enhancing Reading and Literacy Skills

8. Developing a Professional Identity

9. Fostering a Positive Relationship With Families and Community

Index

Reviews

"I cannot imagine any teacher who wants to be the best possible teacher not loving this book! This book will be well worn by any effective teacher who encounters it!"

Renee Peoples, Teacher/Math Coach
West Elementary School, Bryson City, NC

"I love this book! This an exciting way for new teachers to really target the important strategies that successful teachers use, as well as for veteran teachers to confirm the things that they are already doing right!"

Mary Ann Hartwick, Coordinator, LESD/ASU
Litchfield Elementary School District, Verrado, MS

"Excellent examples for the classroom teacher!"

Brigitte Tennis, Headmistress and Seventh-Grade Teacher
Stella Schola Middle School, Redmond, WA

"I have so enjoyed reading this incredibly helpful, meaningful, and easy-to-read book!"

Dara Feldman, Founder and CEO
The Heart of Education

Other Titles in: Classroom Management & Student Behavior | Teacher Induction | Teaching Methods & Learning Styles

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Review Copies

This book is not available as a review copy.