Body Language for Competent Teachers

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Body Language for Competent Teachers by Chris Caswell, Sean Neill, Taylor and Francis
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Author: Chris Caswell, Sean Neill ISBN: 9781134919482
Publisher: Taylor and Francis Publication: September 2, 2003
Imprint: Routledge Language: English
Author: Chris Caswell, Sean Neill
ISBN: 9781134919482
Publisher: Taylor and Francis
Publication: September 2, 2003
Imprint: Routledge
Language: English

Non-verbal skills are invaluable for teachers in getting their own messages across to classes and understanding the messages pupils are sending them.
Here an educational psychologist and a classroom teacher join forces to show new teachers in particular how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach. Each chapter is illustrated with clear drawings of pupils and teachers in common classroom situations and accompanied by training exercises aimed at improving the new teacher's ability to observe both her class and her own practice.
A section at the end of the book gives suggested solutions to some of the exercises and the final chapter, addressed to staff responsible for their colleagues' professional development, provides suggestions for half and whole day courses.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Non-verbal skills are invaluable for teachers in getting their own messages across to classes and understanding the messages pupils are sending them.
Here an educational psychologist and a classroom teacher join forces to show new teachers in particular how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach. Each chapter is illustrated with clear drawings of pupils and teachers in common classroom situations and accompanied by training exercises aimed at improving the new teacher's ability to observe both her class and her own practice.
A section at the end of the book gives suggested solutions to some of the exercises and the final chapter, addressed to staff responsible for their colleagues' professional development, provides suggestions for half and whole day courses.

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