Teaching English Creatively (Learning to Teach in the Primary School Series)

What does it mean to teach English creatively to primary school children? Teaching English Creatively encourages and enables teachers to adopt a more creative approach to the teaching of English in the primary school. Fully updated to reflect the changing UK curricula, the third edition of this popular text explores research-informed practice and offers new ideas to imaginatively engage readers, writers, speakers and listeners. Underpinned by up-to-date theory and research and illustrated throughout with more examples of children's work, it examines the core elements of creative practice and how to explore powerful literary, non-fiction, visual and digital texts creatively. Key themes addressed include: * Developing creativity in and through talk and drama * Creatively engaging readers and writers * Teaching grammar and comprehension imaginatively and in context * Profiling meaning and purpose, autonomy, collaboration and play * Planning, reviewing and celebrating literacy learning * Ensuring the creative involvement of the teacher Inspiring, accessible and connected to current challenges and new priorities in education, Teaching English Creatively puts contemporary and cutting-edge practice at the forefront and includes a wealth of innovative ideas to enrich English teaching. Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, it is an invaluable resource for any teacher who wishes to embed creative approaches to teaching in their classroom.

Education & Teaching

Cremin, Teresa

Schools & Teaching

Routledge

What does it mean to teach English creatively to primary school children? 
Teaching English Creatively encourages and enables teachers to adopt a more creative approach to the teaching of English in the primary school. Fully updated to reflect the changing UK curricula, the third edition of this popular text explores research-informed practice and offers new ideas to imaginatively engage readers, writers, speakers and listeners. 
Underpinned by up-to-date theory and research and illustrated throughout with more examples of children’s work, it examines the core elements of creative practice and how to explore powerful literary, non-fiction, visual and digital texts creatively. Key themes addressed include: 
• Developing creativity in and through talk and drama 
• Creatively engaging readers and writers 
• Teaching grammar and comprehension imaginatively and in context 
• Profiling meaning and purpose, autonomy, collaboration and play 
• Planning, reviewing and celebrating literacy learning 
• Ensuring the creative involvement of the teacher 
Inspiring, accessible and connected to current challenges and new priorities in education, Teaching English Creatively puts contemporary and cutting-edge practice at the forefront and includes a wealth of innovative ideas to enrich English teaching. 
Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, it is an invaluable resource for any teacher who wishes to embed creative approaches to teaching in their classroom.

What does it mean to teach English creatively to primary school children? How can you successfully develop pupils’ engagement with reading and writing skills? Teaching English Creatively demonstrates the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Underpinned by theory and research, it also offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching. Illustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing engaged readers, writers, speakers and listeners. Creative ways to explore powerful literary, non-fiction, visual and digital texts are offered throughout. Key themes addressed include: <ul>
<li>meaning and purpose</li> <li>play and engagement</li> <li>curiosity and autonomy</li> <li>collaboration and making connections</li> <li>reflection and celebration</li> <li>the creative involvement of the teacher.</li> </ul>
Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching English Creatively includes a wealth of innovative ideas to enrich literacy practice. Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, this book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.

What does it mean to teach English creatively to primary school children? How can you successfully develop pupils’ engagement with reading and writing skills? Teaching English Creatively demonstrates the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Underpinned by theory and research, it also offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching. Illustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing engaged readers, writers, speakers and listeners. Creative ways to explore powerful literary, non-fiction, visual and digital texts are offered throughout. Key themes addressed include:   meaning and purpose play and engagement curiosity and autonomy collaboration and making connections reflection and celebration the creative involvement of the teacher.   Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching English Creatively includes a wealth of innovative ideas to enrich literacy practice.  Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, this book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.

Writing Voices: Creating Communities of Writers

The perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer. Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: <ul>
<li>explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts;</li> <li>examines young people’s composing processes and attitudes to writing;</li> <li>considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing;</li> <li>shares a range of professional writers’ practices, processes and perspectives; </li> <li>gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries.</li> </ul>
This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing. It is an invaluable read for all teachers and trainees, as well as teacher educators, researchers and anyone with an interest in the pedagogy of writing.

Myhill, Debra

Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship.

Voices of Practice: Narrative Scholarship from the Margins

Morris, Sean Michael

Cruthers, Arley

Prinsloo, Paul

Elias, Tanya

Maritz, Jeanette

Higher & Continuing Education

Hybrid Pedagogy Inc.

Jumpstart! Drama: Games and Activities for Ages 5-11

Jumpstart! Drama contains more than forty engaging, practical, easy-to-do and highly motivating drama activities which will appeal to busy primary teachers who wish to enliven their practice and make more use of drama in line throughout their teaching.  Suitable for use across a variety of subjects and for a wide range of learning styles, the book introduces teaching practitioners to a range of drama conventions and demonstrates how to use them in the primary classroom. Organised in five clear parts, this new edition of Jumpstart! Drama covers the following topics:   The relationship and link between drama and literacy Analysing both fiction and non-fiction texts through drama conventions Exploring poetry through drama conventions Developing role play and learning through imaginary worlds    With all activities connected to well-known texts, this fully updated second edition now reflects picturebooks and novels published in the last five years, and is ideal for busy primary teachers who wish to encourage their pupils in drama using texts in a dramatic and motivating way.

MCDONALD, Roger

Longley, Emma

Blakemore, Louise

Researching Literacy Lives: Building communities between home and school

 ‘A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes – reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families ‘this is what we do’ and ask that they should do the same.’ Eve Bearne, Cambridge University, UK  In this new media age the potential for mismatch between children’s literacy practices at home and at school is considerable. Tensions exist between school conceptions of literacy as a set of self-contained skills and competences, and literacy as social practice. In indicating what families can do to support school literacy, schools often fail to recognise or build upon children’s lived experience of literacy, or available parental support for wider learning in the home and community.  Based on the findings of a research project developed in partnership busy schools, Researching Literacy Lives explores how teachers, positioned as researchers, developed an understanding of the cultural, linguistic and social assets that children bring with them from home. It examines how the practitioners widened their conceptions of literacy, built new relationships with parents and children and sought to develop two-way communication between homes and schools. Key ideas and challenges explored include:    positioning teachers as learners and researchers;    understanding children’s everyday literacy lives and funds of knowledge;    examining teachers’ own literacy histories, practices and identities;    creating culturally responsive curricula;    contesting implicit assumptions and deficit discourses about children and families;   developing less school-centric ways of working with parents;    constructing more equivalent, personal relationships with parents, families and children.   Illustrated throughout with examples and case studies of the project teachers, Researching Literacy Lives challenges the profession to think more critically about children’s out-of school literacy lives and funds of knowledge, and to invest in cultural change such that curriculum and pedagogy build upon children’s assets for learning and new home-school communities are created.

Researching Literacy Lives

Politics & Social Sciences

Mottram, Marilyn

Collins, Fiona M.

Powell, Sacha

Drury, Rose

Social Sciences

See the best price to sell, buy, or rent books by Cremin, Teresa. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Cremin, Teresa

See the best price to sell, buy, or rent books by Cremin, Teresa. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Teaching English Creatively (Learning to Teach in the Primary School Series)

Teaching English Creatively (Learning to Teach in the Primary School Series)

Teaching English Creatively (Learning to Teach in the Primary School Series)

Teaching English Creatively (Learning to Teach in the Primary School Series)

Writing Voices: Creating Communities of Writers

Writing Voices: Creating Communities of Writers

Voices of Practice: Narrative Scholarship from the Margins

Jumpstart! Drama: Games and Activities for Ages 5-11

Jumpstart! Drama: Games and Activities for Ages 5-11

Researching Literacy Lives