The increasing demands for teaching excellence in higher education have led to new academics needing induction into what it is to teach and how students learn. In the United Kingdom in particular, the creation of the Institute for Learning and Teaching (ILT) has increased the pressure on universities to provide and deliver courses that meet the demands and recommendations of the ILT within the domain of teaching and learning.
In the current climate, students all too often are the losers . . . in glossy brochures they’re assured that teaching is important, that a spirit of community pervades the campus, and that general education is the core of the undergraduate experience. But the reality is that on far too many campuses, teaching is not well rewarded and faculty who spend too much time counseling and advising students may diminish their prospects for tenure and promotion.
The ideas presented in this book are a compilation of strategies observed in the 35,000 classrooms I’ve visited as a teacher educator.... .... This book is about those effective kinds of teaching behavior: connecting and bonding to students, teaching students self-management skills, integrating the goals of self-management into the curriculum, and finding the causes of misbehavior.
How English Works: A Grammar Handbook with Readings is designed for classroom use with intermediate and advanced students of English. Such a range of abilities can easily be addressed in a book of this kind: as we teachers know only too well, even advanced students who speak and understand English with apparent ease can still make many errors when they write and can still have surprising gaps in understanding.
This fully revised and updated new edition reflects a changed higher education environment, addressing issues of quality, standards and professional development in today’s universities. The book includes new research findings and suggestions for further reading, while case studies of exemplary teaching connect ideas to practice. The book is essential reading for new and experienced lecturers.
The increasing demands for teaching excellence in higher education have led to new academics needing induction into what it is to teach and how students learn. In the United Kingdom in particular, the creation of the Institute for Learning and Teaching (ILT) has increased the pressure on universities to provide and deliver courses that meet the demands and recommendations of the ILT within the domain of teaching and learning.
