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    The psychology of great teaching : (almost) everything teachers ought to know / Pedro De Bruyckere, Casper Hulshof, Liese Missinne.

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    • Title:The psychology of great teaching : (almost) everything teachers ought to know / Pedro De Bruyckere, Casper Hulshof, Liese Missinne.
    •    
    • Variant Title:Psychology of great teaching : almost everything teachers ought to know
      Psychology of great teaching : everything teachers ought to know
    • Author/Creator:De Bruyckere, Pedro, author.
    • Other Contributors/Collections:Hulshof, Casper, author.
      Missinne, Liese, author.
    • Published/Created:London ; Thousand Oaks, California : Corwin, 2022.
      ©2022

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    • Library of Congress Subjects:Teaching--Psychological aspects.
    • Description:xii, 338 pages : illustrations ; 25 cm
    • Summary:"This is your essential teaching companion that offers a broad understanding of modern psychology and how ideas from psychological theory and research can be relevant to any classroom. Explore robust, current ideas and contemporary findings from different psychological disciplines, such as cognitive psychology, developmental psychology, social psychology, personality theory and systems theory, and learn new insights to enhance your teaching. Deepen your knowledge of how students and young people develop as individuals and how a greater understanding of human behaviour can make you a more effective teacher. Each chapter includes 'teacher takeaways' offering practical advice on how to translate up-to-date psychological ideas into effective teaching techniques. The perfect read for teachers and those training to teach school students of any age."--Publisher's description.
    • Notes:Includes bibliographical references (pages 279-325) and index.
    • ISBN:9781529767513 hardcover
      1529767512 hardcover
      9781529767506 paperback
      1529767504 paperback
    • Contents:Machine generated contents note: Choices
      More
      How do we know something in psychology?
      Observation
      testing of hypotheses via research
      replication crisis
      1. `I'
      1.1. What determines who I am? Nature, nurture or something else?
      historical and current dichotomy
      How can this be researched?
      What do we know for certain?
      Are some characteristics pure nature or pure nurture?
      What is there in addition to nature and nurture?
      Does our environment also influence our genes? Epigenetics
      1.2. How does personality develop? Who am I?
      Ordering from nature to nurture
      Temperament
      Character
      Personality
      Identity
      How typical is the `difficult teenager'?
      1.3. Attachment as an important starting point
      What is secure attachment?
      What determines the secureness or otherwise of attachment?
      evolution of attachment
      Why is secure attachment so important?
      Attachment: yes but...
      Teacher takeaways: How do you support children in cases of death and grieving?
      1.4. Moral development: the difference between right and wrong, and how we learn it
      Kohlberg's stages of moral development
      limitations of the Kohlberg model
      Is moral behaviour innate or learnt? Theory of mind or the importance of empathy
      How can moral development be supported?
      Teacher takeaways: How do you deal with bad news in the media?
      1.5. Intelligence: more than just a figure after taking a test
      IQ tests: their creation and development
      Fluid and crystallised
      Is intelligence innate or learnt?
      dark side of intelligence tests
      Why we continue to use intelligence tests: good but not absolute predictors
      1.6. Cognitive development: when do we understand what we understand?
      Why this chapter makes no mention of stages
      importance of others in cognitive development
      Some starting points for dynamic systems theory
      Teacher takeaways: The importance of sleep
      1.7. Language development: from babbling to
      Is language innate or learnt?
      building blocks of language
      babbling of babies: the pre-linguistic phase
      Mummy, daddy and the rest of the dictionary
      Learning to communicate: pragmatic development
      What about bilingualism?
      Teacher takeaways: Helping children to learn how to read
      1.8. Physical development: enormous changes
      influence of the environment before birth
      Rapid physical evolution during the first two years of life
      physical development of infants
      physical development of primary school children
      Puberty
      1.9. Let's talk about sex(ual development)
      Words and letters
      Sexual and gender development during childhood
      Love and sex in adolescence
      Teacher takeaways: How to deal with all those screens and social media
      1.10. development of playing: not just a game
      characteristics of playing
      Parents and playing
      development of different kinds of playing
      2. Others
      2.1. bio-ecological model of Bronfenbrenner (or how you need a whole village to raise a child)
      How Bronfenbrenner can help to make broad-based or community schools possible
      How everyone pulling in the same direction can improve schools: collective teacher efficacy
      Teacher takeaways: The dynamics of a group
      2.2. Which parenting or teaching style should you adopt?
      different parenting styles
      What is the effect of the different parenting styles?
      Modem parents: tiger mothers, helicopter parents and curling parents
      Parenting styles and teaching styles
      Teacher takeaways: How do you keep control of a group of children or young people?
      2.3. Friends and other relationships
      development of friendships
      Why is friendship so important?
      Can you be friends with someone of the opposite gender?
      And the others?
      Teacher takeaways: Bullying
      3. Learning
      3.1. Everything starts with perception
      Bottom-up versus top-down
      Laws of perception
      order of perception
      Perception and reasoning
      Conclusion
      Teacher takeaways: How to deal with preconceptions
      3.2. Learning
      Learning is a condition for survival. But what exactly is learning?
      Perspectives on learning
      Behaviourism
      cognitive perspective: learning and memory
      Cognitive load
      Social-constructivism
      many-sided discipline
      Teacher takeaways: Effective studying methods
      3.3. What is the difference between a beginner and an expert?
      difference between beginners and experts
      Acquiring expertise
      Anders Ericsson: the importance of deliberate practice
      Conclusion
      Teacher takeaways: What is creativity? And can you learn it?
      4. Behaviour
      4.1. Everything under the control of our executive functions
      How do executive functions develop?
      Nature and/or nurture
      Can you work to improve executive functions?
      Practical examples of how you can work to improve executive functions
      Teacher takeaways: How can you work to improve your resilience?
      4.2. Motivation
      Motivation and learning viewed differently
      From intrinsic and extrinsic motivation to autonomous and controlled motivation
      ABC of basic needs
      How can you work at the ABC of basic needs with children?
      What do we not yet know?
      4.3. Behavioural economics: how to give people a push in the right direction
      alternative for classic economic thinking?
      How do errors of reasoning occur?
      summary of errors of reasoning
      Nudging: errors of reasoning as a push in the right direction?
      Behavioural economics and nudging at school
      Teacher takeaways: Growing up in a world of addictions
      Now what...?.
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