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Introductory Education and Professional Experience 2020

CASE LEARNING FOR TEACHERS STRATEGIC KNOWLEDGE FOR PROFESSIONAL EXPERIENCE

AL STRANGEWAYS

Title Information Al Strangeways

AL STRANGEWAYS

Strategic Knowledge for Professional Experience

CASE LEARNING FOR TEACHERS

Case Learning for Teachers

9781108746946 Available July 2020 Paperback (also available as an eBook) 260 pages AUD $79.95 / NZD $86.95

Case Learning for Teachers: Strategic Knowledge for Professional Experience is a unique resource for Australian preservice educators that draws on the author’s experience as an education researcher, lecturer and classroom teacher. This textbook uses a case-stories approach to support preservice teachers in developing the skills of observation, problem solving and reflective practice necessary for professional experience placements and the transition to the classroom. Part 1 introduces the case-learning approach and outlines strategies for reading and writing case stories. Part 2 aligns with the Australian Professional Standards for Teachers. The text includes multiple case stories, with supporting artefacts and resources, which address knowing your students, knowing content, planning for teaching, managing behaviour, diverse learners, assessment, and the development of professional relationships in the school setting. The online student resources include printable templates to support the interpretation and writing of case stories, and prompts for alternative readings.

Key Features • • •

Unique approach informed by both research and classroom experience Useful tools to develop pre-service teachers’ skill sets Companion website offering student resources

Table of Contents Part I: Approaching the case stories 1. Why use cases for learning? 2. How best to interpret cases 3. How best to write cases

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Part II: The case stories 4. What does it mean to know your learner? 5. What does it mean to know your content? 6. What does planning for learning involve? 7. What does managing behaviour involve? 8. What approaches meet the needs of divers learners? 9. What does meaningful assessment look like? 10. What is necessary to build effective professional relationships?

Building and Sustaining a Teaching Career

Strategies for Professional Experience, Wellbeing and Mindful Practice

Title Information Narelle Lemon, Swinburne University of Technology Sharon McDonough, Federation University 9781108724722 Available Now Paperback (also available as an eBook) 260 pages AUD $79.95 / NZD $86.95 Building and Sustaining a Teaching Career emphasizes the importance of mindfulness for pre-service teachers undertaking professional experience. It introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care. The text uses case studies, teachable moments, ‘fill your bucket’ strategy-building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge. Pre-service teacher voices support the text throughout, highlighting key elements through real-world perspectives and experiences.

Key Features •

Combines emerging scholarly discourses around mindfulness and student teacher well-being with practical strategies that are readily useable in classroom contexts. • Features a friendly and approachable writing style that translates complex theoretical terminology in an easily digestible and engaging manner. • Draws close parallels with everyday teacher student experiences through the inclusion of ‘real-world’ voices from the classroom.

Table of Contents Introduction: Building mindful resources as a pre-service teacher Section 1: Mindfulness and its place in being a teacher 1. What is mindfulness? 2. Becoming and being a mindful teacher Section 2: Developing mindful practices as a teacher 3. Developing the confidence to teach: 4. Developing your skills as a teacher: Learning in school and in university contexts 5. Developing as a teacher: Learning from Professional Experience 6. Navigating the challenges of learning to teach as a pre-service teacher: Identifying and addressing stressors 7. Sustaining a career: Organising and caring for yourself as a teacher Conclusion: Putting your best foot forward –Transitions to the profession

Introduction to Education Knowledge, Practice, Engagement

Title Information Heather Sharp Sue Hudson Noelene Weatherby-Fell Jennifer Charteris Bernard Brown Jason Lodge

Lisa McKay-Brown Tracey Sempowicz Rachel Buchanan Scott Imig Peter Hudson Michaela Vergano Michael Walsh

9781108900188 Available January 2021 Paperback (also available as an eBook and VitalSource enhanced eBook) 500 pages AUD $119.95 / NZD $129.95 Introduction to Education orientates pre-service teachers to the context, craft and practice of teaching in Australian schools as they commence the journey from learner to classroom teacher. Each chapter poses questions about the nature of the education, teaching, learning and guides readers though the Australian Professional Standards for Teachers. Incorporating recent research and theoretical literature, Introduction to Education contextualises the theory and practice of teaching in Australia through the critical consideration of the professional, policy and curriculum contexts, and the nature of learners and learning. A complimentary enhanced eBook includes interactive questions and answers, weblinks, audio files and downloadable materials for use in the classroom.

Key Features • • •

Chapter opening stimulus materials and questions to activate prior learning and challenge assumptions The voices of experienced teachers, pre-service teachers and students foster reflective practice skills Extracts from policy, theoretical and research literature, with questions, supports the development of academic and professional literacy

Table of Contents Part 1: Introduction to education 1. What is a teacher? 2. How do I prepare to be a teacher? 3. Why is the education system organised this way? 4. Who are my students?

Part 3: Working in education contexts 11. How do I create and maintain supportive learning environments? 12. How do I work with colleagues, parents, carers and the community?

Part 4: Developing professional practice Part 2: Understanding learning and understanding 13. How do I make the most of professional experience? teaching 14. When do I stop learning? 5. How do students learn? 6. Why are students taught this? 7. How do I plan effective teaching and learning? 8. How do I implement effective teaching and learning? 9. How do I assess, provide feedback and report on learning? 10. What is in a teacher’s toolkit?

Inside the Books Comp. by: K.VENKATESAN Stage: Revises1 Chapter No.: 1 Date:12/3/20 Time:06:52:14 Page Number: 15

Building and Sustaining a Teaching Career

Title Name: Lemon

1 Learning Objectives Beginning-of-chapter learning aims are included at the start of each chapter to ensure students gain a full understanding of all content, and to assist in the setting of learning goals.

What is mindfulness? Comp. by: K.VENKATESAN Stage: Revises1 Chapter No.: 3 Date:12/3/20 Time:10:39:39 Page Number: 57

Title Name: Lemon

CHAPTER 3

DEVELOPING THE CONFIDENCE TO TEACH

Chapter learning aims

3. Do you notice any physical reactions to these emotions? (For example, do you have butterﬂies in your stomach?)

In this chapter, you will gain an understanding of:

4. Think about why you might be feeling this way. Are you frustrated because your mentor teacher is reluctant to let you try a particular strategy? Do you feel that the feedback was unjust? Try to identify what might be causing your feelings.

• the nature of mindfulness • informal and formal mindful practices • the role of awareness, curiosity, being non-judgemental and being pre-

5. Now that you have noticed the feelings, you do not need to ‘ﬁx’ them. Being selfaware of what your emotions are and why you might feel that way is an important part of getting to know yourself as a teacher.

sent mindfully

• the concepts of self-compassion and self-care • mindfulness and looking after yourself.

6. Think about a goal for a future interaction you might have with your mentor teacher or for when you gain feedback. One goal might be to take 10 deep breaths before you read the feedback or to read the feedback and go for a mindful walk before you address it.

Comp. by: K.VENKATESAN Stage: Revises1 Chapter No.: 5 Date:12/3/20 Time:08:22:47 Page Number: 105

Looking after your wellbeing while engaging with this text

Title Name: Lemon

CHAPTER 5

DEVELOPING AS A TEACHERQUESTIONS 105 DISCUSSION

1. Your ﬁrst point of contact with your mentor teacher often takes place by email before

Test your Knowledge Questions Engaging questions are dispersed throughout the book for students to test their knowledge as they go.

. ...................................................................................you ..... ...... .school. How can you let mentor teachers know that you are looking arrive at.. . . . with and learning from them? forward . . For me, it was cognitive. I feel like everything I was learning was worthwhile. So, then it to working . . . . can you take to develop a positive relationship with your mentor was stressful when I didn’t get time to do everything for uni or that I wanted2.to What do forapproaches . . . . the placement. I felt like I was missing out because I thought it was worthwhile, not just when . .you ﬁrst begin your professional experience? teacher . . . . can you use to develop a positive approach in receiving feedback? busy work. . . 3. What strategies . . . . can you use to deal with challenging feedback from a mentor . . Danae, pre-service 4. teacher What approaches . . ..................................................................................... . teacher? . ............ 5. What supports do you have as a pre-service teacher to enable you to navigate The ﬁll your bucket below will help you think about what your priorities are by challenging situations and feedback? engaging in mindful prioritising. FIGURE 1.1 Take care of your wellbeing

15 FILL YOUR BUCKET

MINDFUL JOURNALING

Spend some time thinking about the following questions and responding to them in your journal based on your experiences. Before you consider how you can mindfully think about your priorities, think about where 1. How can you seek feedback and advice from your mentor about supporting student your time and attention is currently going using the steps below. engagement in the classroom? (3.5)

Mindful prioritising

...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

1. In your journal, draw a circular wheel that includes all the ‘balls’ you are 2. currently What kinds of sources could you use as a pre-service teacher to develop your juggling. The example in Figure 5.2 gives you an idea of some of the aspectsprofessional of your learning in working effectively with colleagues? (6.2) life that you might want to include, but this is your life so include all the things that 3. What strategies can you use for seeking and responding to feedback from your mentor are happening for you. teacher? (6.3) 4. How does the feedback you receive enable you to improve student learning? (6.4) 5. Are there any external professionals or community representatives at your school who can provide you with further insights on the feedback you have received? (7.4)

Engaging Pedagogical Elements Full coloured internals and useful diagrams throughout the book create an engaging reading experience.

Key: Home Family Friends Study Work Hobbies Free time

FIGURE 5.2 Aspects of life in balance

Case Learning for Teachers

chapter 4 What does it mean to knoW your learner?

Case Stories Case stories and voices from the classroom are included throughout the book, with approximatley 4-5 cases per chapter. These provide an engaging and real-life perspective.

Test your Knowledge Questions Engaging questions are dispersed throughout the book for students to test their knowledge as they go.

Engaging Pedagogical Elements Full coloured internals and useful diagrams throughout the book create an engaging reading experience.

context

This story is set in a culturally diverse independent primary school. The narrator is half-way through his final teaching placement. A key question in this context is: What knowledge and dispositions are necessary to enable teachers to identify and respond safely to socio-emotional learning opportunities?

The case sTory It is Friday afternoon, halfway through Term 3. Summer has come early to our town and the classroom is warm. The timetable says ‘Modelled Reading’ and I’m tired. The chapter 7 What does managing behaviour involve? 135 students are tired. I expect some of them to fall asleep. They are only eight or nine years old after all. Stevie seemed as happy as the others to find a beanbag and a quiet place to sit. I Develop socio-emotional competence and emotional intelligence started reading. The story was about war and a sad cat. Stevie started to cry. I asked him Understanding emotions such as frustration and anger in ourselvestoand others is a Heathrow, my mentor, and returned to the reading. After a short while, speak with Mrs key element of behaviour management (Rogers, 2015). Research demonstrates Mrs Heathrowthat asked me to pause because Stevie wanted the class to know something. She socio-emotionally skilled teachers are: would tell the class, she said, because Stevie didn’t want to do the talking. 1. more able to create positive learning environments where students Stevie’s feel safedog, andRex, was dead. He had died that morning in Stevie’s bed and in Stevie’s valued arms. Rex was a Rottweiler, older than Stevie. He had shared a bed with Stevie for all of 2. more likely to develop the socio-emotional skills of their studentsStevie’s life, right from when he was a baby. Stevie was particularly sad because Rex had 3. less likely to experience burnout (Jennings & Greenberg, 2009).recently fathered puppies that he had not had the chance to meet. Emotional intelligence is the capacity to perceive, understand and manage emotions As Mrs Heathrow was speaking, Stevie sat on his beanbag against the classroom door when making decisions and interacting with others. Some characteristics of emowith a pillow over his face, sobbing. I didn’t mind. I don’t like sadness, but I like the empationally competent individuals are shown in Table 7.3. thetic responses that tears can bring from other children. All the students paid attention. They were concerned and wanted to know more. table 7.3 But Mrs Heathrow wanted to wrap it up quickly and move on. We had content to cover characteristics of an emotionally comPetent Person and she had never seemed particularly interested in the emotional side of things in class. I later to a teacher who had worked for many years with her. Her opinion was that Mrs • Notice their body’s reaction to emotions • Harness their emotions spoke to facilitate • Feel emotions without judgement thinking Heathrow’s emotional intelligence (Goleman, 2005) was not as developed as her other • Redirect their disruptive emotions or impulses • Feel comfortable talkingcapabilities about emotions and that this, combined with her focus on the students’ cognitive learning, • Recognise when their emotions influence • Sense when others are feeling upset meant she didn’t tend to pick up on opportunities for their socio-emotional development. decision making • Consider others’ feelings in I,the oncourse the other hand, wanted to explore emotions. I thought emotions were healthy. of decision making I thought sharing emotions was positive for wellbeing. I thought hearing from other kids Drawn from Goleman (2005) and https://www.brite.edu.au would help Stevie feel better. It didn’t. More students started crying. Maybe they wanted attention. Maybe they needed an emotional Which of these characteristics do you exhibit, and which would you would release – I don’t know. Jimmie cried softly. I wasn’t too concerned – I know his mother. Sarah had a go too. I was more worried about Rachel. Her mum is in prison for killing most benefit from developing? her grandmother, and Rachel was at a funeral yesterday: a four-year-old relative fell in a fire. I need to know more about emotions and nine-year-olds. I need to speak with Mrsin Heathrow. She clearly has different ideas and tendencies when it comes to kids consider your own attitudes to and exPerience and tears. How much did I need to know? About emotions but also about the backbehaviour management Professional grounds of the students? What is for school? And what is for home? The classroom is, knowledge mostly, a chaotic and insensitive place. Could a skilled teacher turn tears into effective Resource: As you work with the case stories in this chapter, use the questions below to learning experiences? Aren’t all moments in the classroom learning opportunities? Beane and

WhaT does iT mean To knoW your learner?

build a picture of your approaches to behaviour management. • How do you balance planning for behaviour and for learning? • What is your attitude towards behaviour management? – On what beliefs and values about young people, schools and learning are they based? 9781108746946c04_p63-85.indd 73 – How might your experiences have affected these beliefs and values? • Evaluate your knowledge and skills in behaviour management. – What do you know? – How effectively do you apply your knowledge in the classroom? – Where and how might you develop your skills?

Brodhagen’s negotiatedcurriculum model

Resource: Dreikurs’ goalcentred behaviour model

Case story 2: Fell in a fire

In studying this chapter, you will learn to: • describe the relationship between behaviour management and curriculum planning • use a range of models and theories when analysing student behaviour

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Chapter aims • Evaluate the importance of relationships to student learning • Explain the influence of prior knowledge, learner disposition and socio-cultural factors on learning • Apply learning theory when identifying and responding to learner needs • Describe a range of approaches to engage learners and promote student-centred learning • Apply the SNAAPI steps to effectively interpret a range of case stories

Resource: ‘Know-do-say’ strategy for additional language learning

Case story 3: The new kid

Case story 1: 16/04/20 of10:07 PM The science engagement

chapter aims

9781108746946c07_p130-149.indd 135

Resource: CASEL framework for socio-emotional learning

Case story 4: See the story, tell the story, write the story

WHAT DOES IT MEAN TO KNOW YOUR LEARNER?

Resource: Maslow’s hierarchy of needs Case story 5: The key and the charging bar

There is something that I don’t know that I am supposed to know. I don’t know what it is I don’t know and yet am supposed to know. (R. D. Laing, 1972, p. 56)

9781108746946c04_p63-85.indd 64

16/04/20 10:06 PM

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New Education Titles Available Now

Available Now

Health and Wellbeing in Childhood, 3e Susanne Garvis, Donna Pendergast 9781108713870 AUD $ 89.95 / NZD $ 97.95

Learning to Research and Researching to Learn Annette Hilton, Geoff Hilton 9781108729079 AUD $ 69.95 / NZD $ 75.95

Secondary English: Subject and Method introduces students to the history and policy shaping the development of subject English in the Australian Curriculum context. The text features a detailed introduction of the three strands of secondary school English; Language, Literacy and Literature. It then explores assessment, unit planning and teaching strategies, including approaches to reading, oral presentations, grammar and language conventions. Each of the major text types, including novels, multimodal texts, drama and poetry, are addressed in individual chapters. The text is also supported by features such as: – Voice Boxes showcasing teacher and student experiences in the classroom – Pause and Think questions to enable reflection on content discussed – Theory to Practice boxes that offer practical suggestions and resources for use in the classroom – Information boxes – End-of-Chapter activity blocks to help build pre-service teachers’ resource files

Coming October 2020 Secondary English Subject and Method

Secondary English Subject and Method Rod Quin and Duncan Driver

Written by experienced English teacher and former head of school English departments Rod Quin and Assistant Professor Duncan Driver, this book combines theory and practice to provide an invaluable resource for pre-service English teachers. Rod Quin is an Education consultant, past head of school English departments, classroom teacher and English methods tutor. Duncan Driver is Assistant Professor in the Faculty of Education at the University of Canberra.

Quin & Driver

9781108746939 QUIN & DRIVER – SECONDARY ENGLISH: SUBJECT AND METHOD CMYK

Coming September 2020

Managing with Mindfulness Tony Yeigh 9781108724739 AUD $ 79.95 / NZD $ 86.95

Secondary English Rodney Quin, Duncan Driver 9781108746939 AUD $ 79.95 / NZD $ 86.95

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