41. Children: Parenting: Discipline Mother and daughter bonding; How to teach a child to shows for children; Raising teaching an autistic Advice on effective parenting; Children and memory; Top 5 http://www.essortment.com/in/Children.Parenting.Discipline/

Children: Parenting: Discipline about this site Back to main site Find A Site SLEEP/BEDTIME How to get your kids to go to bed and stay there Get your baby to go to sleep Making bedtime fun for kids Bedtime routines ... Night bladder control and juveniles MONEY Teaching children about money Children establishing good credit How to choose an allowance for your child Teaching children about money ... Teaching children about money ATTACHMENT PARENTING The basics of attachment parenting Attachment parenting: should your baby sleep with you What is attachment parenting? What is attachment parenting? ... Sleeping with your child OTHER Alternatives to corporal punishment of children Am I adopted? The school voucher debate How to be a foster parent ... Becoming a foster parent TEACHING RESPONSIBILITY Children and chores How to teach children to bathe Parenting technique: consequences are teaching for structure How to control what your kids wear ... Parenting article for parents of latchkey children VALUES Talking with children about feelings Esteem, parents and children: 5 things a parent should never say

42. Effective Teaching: Book Reviews to be considered for publication in effective teaching? teaching Improvement PracticesSuccessful Strategies for Higher 101 Strategies to teach Any Subject. http://cte.uncwil.edu/et/books.htm

UNCW Home Randall Library CTE Home Events ... About CTE EFFECTIVE TEACHING Book Reviews edited by: Merritt Moseley (UNCA) Submissions: Would you like to submit a book review to be considered for publication in EFFECTIVE TEACHING ? This link will take you to a form for that purpose. Reviews: Most recent displayed first. Reviews Entered 03/06/97 Linc. Fisch, Editor. Ethical Dimensions of College and University Teaching: Understanding and Honoring the Special Relationship Between Teachers and Students . New Directions for Teaching and Learning #66 (San Francisco: Jossey-Bass Publishers, 1996; Phone 415-433-1740). Review by Nancy Warner Barrineau, UNC at Pembroke Entered 02/03/97 Jerry G. Gaff, James L. Ratcliff, and Associates. Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Change . (San Francisco: Jossey-Bass Publishers, 1997; Phone 415-433-1740). Review by Merritt Moseley, University of North Carolina at Asheville Entered 02/03/97 K. Peter J. Frost and M. Susan Taylor.

43. Teacher Development Center - Center web site at www.utdallas.edu/teach knowledge of their content area and teachingfield utilize effective teaching practices that focus on the needs of the http://www.utdallas.edu/teach/

The University of Texas at Dallas Teacher Development Center Notices Contacts Certification Areas - Grades EC to 4 - Grades 4 to 8 - Grades 8 to 12 - Principal Certification Certification Tests - ExCET / TExES Test Dates - Practice Tests - Review Sessions - Contact SBEC ... - Teaching Internship On-line Courses - Educational Technology - Chess On-line IMPORTANT NOTICE ABOUT UTD TEACHER CERTIFICATION PROGRAM JANUARY 8, 2003 Due to the increased interest in the teaching profession and the resulting growth in the certification program for teachers at The University of Texas at Dallas, the Teacher Certification Program is currently full and will not be open to new students until Fall 2003. Students who are interested in this program can apply for admission to The University through the regular admission process, but there will be no appointments made for certification advising until May 15, 2003. Current UTD students who are interested in seeking teaching credentials may attend small group briefing sessions currently scheduled on Tuesday and Wednesday at 12:30 in GR 2.530 or Thursday at 5:00 in GR 2.512. Please sign up for these information sessions in the Teacher Development Center. Students interested in general admission requirements and courses required for certification can get this information on the Teacher Development Center web site at www.utdallas.edu/teach

44. Talk About Teaching: Teaching Teachers At Penn - Mentoring Programs By Larry Rob at Penn. The University is clearly interested in creating an environmentthat promotes effective teaching and learning. One such http://www.upenn.edu/almanac/v43/n22/teach.html

TALK ABOUT TEACHING Teaching Teachers at Penn: Mentoring Programs by Larry Robbins and Herb Levine Recent Almanac articles have described important efforts to improve teaching at Penn. The University is clearly interested in creating an environment that promotes effective teaching and learning. One such initiative involves the concept of mentoring. A mentoring program has existed for over five years at Wharton and has subsequently been extended to SEAS and some departments in SAS. Two and half years ago, the chair of the Economics Department created a departmental mentoring program. The basic aim of a mentoring program is to enable teachers to observe their own techniques of instruction and to make appropriate changes. The mentoring program has three components: 1) an exploratory conversation about teaching issues important to the instructor; 2) videotaping of a class; and 3) a discussion between mentor and teacher about the videotaped class. Some of the individuals who participate in the mentoring program believe or have been told that they have some kind of problem. An effective mentoring relationship will certainly deal with problems but should also address some generic issues of teaching: for example, how to create a syllabus that encourages learning within a discipline and how to present intellectual material in a way that stimulates students to think analytically. While the class is being videotaped by a cameraperson, the mentor takes notes on the process of teaching: how and how soon the class begins, interaction between teacher and class, cross-talk among students, general organization including summaries and transitions, the way the class ends and, of course, presentation skills. When viewing the tape, the teacher is asked to make similar notes, concentrating both on organization and presentation.

45. Teaching Strategies - Table Of Contents What's Different Improving Planning Improving Planning Improving Interaction ImprovingInteraction effective teaching effective teaching Why teach at a Distance http://www.cdlponline.org/dlinfo/cdlp1/distance/teaching/teachtable.html

Teaching Strategies Meeting Student Needs What's Different Improving Planning Improving Interaction Effective Teaching Why Teach at a Distance ? Return to "What Is Distance Learning?"

46. Laptop Learning Challenge Technology expands our choices for teaching and facilitating learning in science,and it also provides opportunities to reflect on effective teaching practice. http://www.nsta.org/programs/laptop/teach.htm

Teaching with Laptops Introduction Karen Reynolds College of Education San Jose State University San Jose, California New technology, such as the laptop computer, benefits science educators in two major ways. Technology expands our choices for teaching and facilitating learning in science, and it also provides opportunities to reflect on effective teaching practice. The 1999 Toshiba/NSTA Laptop Learning Challenge October 1, 1999 NSTA Home Laptop Learning Challenge Home Contact Us

47. ED436528 1999-12-00 Effective Teaching In Distance Education. ERIC Digest. Whatever the modality used to teach at a distance, the instructor must encourageand facilitate ongoing Title effective teaching in Distance Education. http://www.ericfacility.net/databases/ERIC_Digests/ed436528.html

ERIC Identifier: Publication Date: Author: Mielke, Dan Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Effective Teaching in Distance Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC WHAT IS DISTANCE EDUCATION? FORMS OF DISTANCE EDUCATION In its original form, teachers using distance education traveled to remote sites and taught a class, or corresponded with students through mail, telephone, or fax machine. Individualized study has been a method of reaching the remote student for some time. Detailed course instructions are sent to the learner who performs the assigned tasks and returns the completed work to the teacher for evaluation and reassignment if necessary. Technology has raised the quality of individualized distance instruction. The use of various forms of electronic media increases time effectiveness and improves the delivery of information. Video, audio, and computer-based applications may enhance the product received by the independent learner. Electronic delivery can occur using synchronous communication, in which class members participate at the same time, or asynchronous communication where participants are separated by time (Romiszowski, 1993).

48. SUCCEED: Areas Of Focus and employing ways to teach engineering faculty learning, collaboration, learningand teaching styles, course planning, effective lecturing, assessment http://www.succeed.ufl.edu/focus/default.asp?category=5

49. I Wanna Teach! teaching skiing / snowboarding / telemarking to guests in an effective and enthusiasticmanner SPECIFIC DUTIES teaching Expected to teach twohour http://www.timberlinelodge.com/about/j_wanna.shtm

Teaching I Housing I Employment I Benefits So you want to be an instructor? Becoming an instructor takes much more than being a competent rider or skier. We look for those who are effective communicators and have a knowledge of teaching and learning theory, Biomechanics and Kinesisiology, and human developments. Do you value Professionalism in the workplace? Are you patient? Do you get along with other people, even if they think and act differently than you do? Can you stand to be in the cold for extended periods of time? Do you have a passion for your sport? If you are ready to take the next step toward a career in teaching, take a look at a typical day in the life of a ski/snowboard instructor: Wake up, commute to the mountain. The farther away you live from the mountain, the earlier you must rise-and-shine. The successful instructors know that it is better to get to the area earlier than needed, than to get stuck behind a string of school busses (especially when it is snowing!) Daily meeting with staff. Not required, but highly recommended. Meeting covers daily/weekly events, group arrivals, snow/weather conditions, and daily assignments.

50. AETAwards We learn from each other, and we teach each other. My dedication to teaching hasbeen and a desire to create my own approach to effective teaching in the http://webs.wichita.edu/ctre/AETAwards.htm

Effective Teaching Award Recipients Outstanding faculty members are sought out and recognized for their effective teaching. Each year, members of the Academy for Effective Teaching meet with classes representing all departments on campus to solicit student nominations of their most effective teachers. Finalists in the nomination process are invited to submit teaching portfolios which are then evaluated by Academy members. Each of the faculty members selected for this award receives public recognition at the annual Honors Convocation. They are also awarded an increase to their base salary so that the award continues. The faculty members listed below have been recognized for their abilities to teach effectively. The good teacher is one whose students learn and change. (Back to AET Page) Dale Barb Physical Therapy Engaging his students in the learning process is Barb's highest teaching priority. Because he prepares students to be teachers themselves for a variety of learnerspatients, family members, students, and peershe strives to be a good role model both inside and outside the classroom. "My learners have always been able to feel my passion for my subject matter, and I have seen them become excited as well, when they recognize its importance in their personal and professional lives. To be recognized by one's peers as an excellent teacher is an honor; however, to be nominated and supported by one's learners, I believe, is the greatest award a teacher can recieve."

51. Teaching To Overcome Dyslexia In The Dyslexia Institute We teach in ways that dyslexic pupils can learn. Regular Inservice days keep ourteachers abreast of new, effective teaching methods and current research. http://www.dyslexia-inst.org.uk/teach.htm

The Dyslexia Institute's 25 centres, located throughout the UK, and more than 125 outposts and in-school units provide specialist teaching for children and adults. Our teachers receive considerable in-service training to keep them at the 'leading edge'. Lessons are normally for one to three hours each week, taken on the same or different days, depending on the age and needs of the student. Two (Duo lessons) or three (Trio lessons) students will usually be working in the room, each following his or her own individual programme. Sometimes they will be working with the teacher, and sometimes doing practice work on their own, using a variety of aids to assist their learning, including computers. Many centres also offer study skills groups, adult groups and mathematics lessons. There is widespread agreement that teaching for dyslexic children and adults should be: STRUCTURED - so reading and spelling make sense. CUMULATIVE - to build up skills gradually. MULTI-SENSORY - using sight, sound and touch. THOROUGH - over-learning to compensate for weak memory.

52. Developing Effective Technology Plans effective technology plans help teachers answer the question, What do I have tostop teaching to teach about the computer? The answer to that question is http://www.nctp.com/john.see.html

Developing Effective Technology Plans John See Technology Integration Specialist Minnesota Department of Education Effective technology plans are short term, not long term. Five year plans are too long. Technology is changing so fast that it is almost impossible to plan what type of technology will be available for use five years from now. Even one year plans may now be about as far ahead as effective planning for purchases of certain types or brands of equipment can take place. If a long-term plan is derived, tie it to the district's budget cycle. Pull the plan out every year during the budget process and review it to make sure the plan has not tied your school into buying outdated equipment. Do not let a technology plan lock you into old technology and applications just because it says so in the plan. Newer, more powerful, lower cost technology may be available to replace what is specified in a five year old plan. Effective technology plans focus on applications, not technology. In other words, make your technology plan outcome-based, not input-based. Develop a plan that specifies what students, staff, and administration should be able to do with technology and let those outcomes determine the types and amount of technology your plan requests.

53. Link 2 Learn and the partnering museum to model effective practices and and an interactive websiteto teach, share, and VAST (Visual Arts Sources in teaching), Arts Alive http://www.uarts.edu/proj/l2l.html

Integrating Technology into Teacher Preparation Design For Teaching the Arts Project Summary The University of the Arts proposes to increase the proficiency of its pre-service teachers in using technology to improve teaching and learning. As a result of this initiative, by Spring 2000 participating pre-service teachers will possess the following minimum technology competencies: To create digital tools to develop and deliver more effective educational content for teaching in the arts using the "Design for Thinking" model and technology; To develop and use interactive media and web sites for individualized instruction, research, and content delivery; To use distance learning and video conferencing for shared resources and peer teaching; To acquire strategies for portfolio and performance assessment using on-line portfolios for faculty and mentor analysis. These competencies comprise knowledge and skills required for emergent teachers in the arts and are directed to supporting effective teaching of Commonwealth academic standards in applicable disciplines. These competencies will support effective teaching of the emergent Pennsylvania academic standards in the arts and humanities for grades K-12.

54. Teaching, ESL Jobs Overseas, Teachers Abroad, Teach English, Japan, Taiwan, Kore I have just signed a two year contract to teach ESL in teaching METHODS AND TIPS ..75; (1) General Overview ..75; (2) Tips for effective teaching ..76; http://asiafacts.kingston.net/

Teaching English ESL TEFL overseas in Asia, Japan, Korea, Thailand, Taiwan, China, Singapore, Hong Kong Read on for: (1) All you need for Teaching ESL and all subjects in Japan, Taiwan, Korea, Singapore, Thailand, China, Hong Kong. TEFL, jobs, recruiters, employers, "ESL recruiters", "ESL employers", success in finding that good job, info on living and working in your country of choice, qualifications, salaries, visas, accommodations, much more. There are jobs for those with no teaching qualifications or experience and jobs for qualified teachers. (2) Information, employers and recruiters for qualified and/or experienced teachers and education specialists for jobs in ESL and other subject areas - worldwide. For a summary look at the entire site see our Table of Contents below. . . . . . Last updated April 8, 2002 Imagine Imagine teaching English in Japan, Korea, Taiwan, Singapore, Thailand, China or Hong Kong, a job market where there is a shortage of people with your qualifications , the hours and salary are very good, you have your choice of job offers, respected status and the opportunity to travel and see the world........ Jobs are full time, short term or summer.

55. Department Of Educational Leadership/Administration College in the certificate program are encouraged to take effective teaching courses offered offerseminars and practica which prepare the student to teach courses in http://www.fsu.edu/~edleadr/college.html

56. AGATHON PRESS HOME ORDER BY FAX/PHONE effective teaching in Higher Education Research and Practice. a finite number ofteaching skills that postsecondary institutions who regularly teach as part of http://www.agathonpress.com/teach.html

AGATHON PRESS HOME ORDER BY FAX/PHONE Effective Teaching in Higher Education: Research and Practice Edited by Raymond P. Perry, Centre for Higher Education Research and Development, University of Manitoba, and John C. Smart, Department of Leadership, University of Memphis Does good teaching help college students learn? Fourteen distinguished scholars offer a comprehensive overview of the variety of current research, which abundantly demonstrates that there are a finite number of teaching skills that increase student motivation and scholastic achievement. Intended primarily for faculty in all postsecondary institutions who regularly teach as part of their job descriptions, this volume will also be useful for faculty developers, academic administrators, and policymakers committed to issues involving teaching proficiency 1997: 7 x 10" 464 pages Paper ISBN 0-87586-117-2 $30.00 Cloth ISBN 0-7586-116-4 $64.00 "Often in book reviews one sees the comment that a book should be required reading for a given field. Often the implications of ignoring that comment are negligible (an anonymous reviewer of your next article might suggest adding the book to your footnotes!). This book, however, with its clearly stated connections between research findings and their ramifications, indeed should be required reading for administrators and faculty at any stage of their careers. Many of the studies' results should be made known to students. The results of ignoring such research and discussions of its implications are felt far beyond the narrow field of specialists in higher education research and are all too familiar at many universities."

57. Teach For America: Why Join TFA?: Make An Impact: While nothing teach For America can do will firm evaluates our corps members' teachingperformance by On 23 key indicators of effective teaching, ranging from http://www.teachforamerica.org/why/teacher.html

Teach For America corps members face all the challenges encountered by first-year teachers anywhere. They must learn how to manage classes of students, plan for their instruction, assess their students’ progress, and so on, and they must learn to work effectively with the administrators and teachers in their unique schools. On top of all this, corps members face even greater challenges than new teachers who are not working in under-resourced areas. They see all the challenges of poverty play out in their classrooms, and in order to be successful they must go above and beyond traditional expectations to help their students tackle them. While nothing Teach For America can do will make the challenge of teaching in an under-resourced area easy, we have developed a training program over time that is geared toward helping you learn what has worked for successful teachers in urban and rural areas. Moreover, we offer access to a strong regional support network that many corps members have found to be invaluable in their success. “It is without reservation that I endorse Teach For America as an organization that has already contributed significantly to our ongoing quest for student success, and will continue to play a vital part in the realization of our mission to make dramatic gains in every student ’s achievement.”

58. Bexley Council - Teacher Recruitment - Those Who Can, Teach We believe that the role of teachers is to teach, enabling them to with the key areasof planning, classroom management, effective teaching styles, assessment http://www.bexley.gov.uk/service/education/teacherscan.html

home page services education teacher recruitment / can teach All About Bexley News, events and local attractions Ten things you never knew about Bexley Living in Bexley Schools in the London Borough of Bexley Why Teach In Bexley Why you'll always come back to Bexley Learning for life: our education vision Give your career a flying start Career development courses ... What others say Those Who Can, Teach Information for newly qualified teachers (NQT) Information for EC qualified teachers (ECT) Information for overseas trained teachers (OTT) Information for supply / part-time / jobsharers How To Apply How to apply for vacancies Current vacancies Register your interest Online application form ... Equal opportunities Contact Details: teacher.recruitment

59. Chapter 13: Effective Learning And Teaching But then, to teach scientific reasoning as a set should be the main purpose of scienceteaching. to clarify thinking and promote effective communication, then http://www.project2061.org/tools/sfaaol/Chap13.htm

Chapter 13: EFFECTIVE LEARNING AND TEACHING P RINCIPLES OF L ... ECHNOLOGY Chapter 13: EFFECTIVE LEARNING AND TEACHING Although Science for All Americans emphasizes what students should learn, it also recognizes that how science is taught is equally important. In planning instruction, effective teachers draw on a growing body of research knowledge about the nature of learning and on craft knowledge about teaching that has stood the test of time. Typically, they consider the special characteristics of the material to be learned, the background of their students, and the conditions under which the teaching and learning are to take place. P RINCIPLES OF L EARNING Learning Is Not Necessarily an Outcome of Teaching Cognitive research is revealing that even with what is taken to be good instruction, many students, including academically talented ones, understand less than we think they do. With determination, students taking an examination are commonly able to identify what they have been told or what they have read; careful probing, however, often shows that their understanding is limited or distorted, if not altogether wrong. This finding suggests that parsimony is essential in setting out educational goals: Schools should pick the most important concepts and skills to emphasize so that they can concentrate on the quality of understanding rather than on the quantity of information presented.

60. OID: Faculty Consultation UCLA Faculty Consultant (310) 8259148 teach@ucla.edu. Approach. using informalfeedback to improve teaching. constructing more effective tests. http://www.oid.ucla.edu/Teach/index_body.htm

Faculty Consultation on Instructional Improvement 60 Powell Library Building 151504 Campus Fax 310 206-1455 teach@ucla.edu Hours: By appointment The Office of Instructional Development offers consultation to faculty on all aspects of teaching and learning. Our objective is to help faculty reflect on classroom practice and suggest strategies for improvement. Services take the form of individual consultations by appointment, workshops for groups of interested faculty, and seminars in college teaching tailored for individual schools/departments. All consultations are strictly confidential and participation by faculty is entirely voluntary. For more information or to schedule an appointment please contact: UCLA Faculty Consultant teach@ucla.edu Approach Professional consultation will be given based on an analysis of some initial data such as a videotape, faculty self-assessment, or set of evaluation results (please contact the Evaluation of Instruction Program for information about the administration of student evaluations of faculty teaching). Suggested strategies will be tailored to individual needs.

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