In the Zone : Helping children rise to the challenge of learning Paperback / softback

by Mike Lansdown

Part of the Practical Teaching series

Paperback / softback

Out of stock

Description

In the ZoneÂ argues that challenge is an essential element of true learning, without which there can be no progress.

It brings together supportive materials to encourage teachers to reflect on their present practice, take sensible risks with their teaching, and understand the importance of enjoyment and engagement for both teachers and pupils. At a time when test and examination results still dominate the educational landscape, there is a need to focus on, and support teachers with, the real meaning and purpose of learning.Â In the Zone concerns itself with important aspects of learning that are not always prominent in government policy and legislation.

In particular, it argues that challenge is an essential element of true learning, without which there can be no progress.

It brings together supportive materials aimed at encouraging teachers to reflect on their present practice, take sensible risks with their teaching, and understand the importance of enjoyment and engagement for both teachers and pupils.

Importantly, the book is fully up to date with the new Ofsted Education Inspection Framework and current thinking around positive pupil mental health. "In the Zone is a concise and accessible book focused on childrenâ€™s learning and how, as a teacher, we can maximise this, both at school and beyond...It is hard to strike the right balance and the author helps with this by offering questions or tasks at the end of each chapter providing structured reflection and prompts to relate the content to personal practice and experience.

Furthermore the authorâ€™s use of a wide range of research, opinions and visual aids alongside real life examples was thought provoking.

Therefore the book is ideal as a point of reference if you want to try something new or want to be reminded of personal key motivators for becoming a teacher." Isabelle Gulliver, University of Buckingham Â