Table Of ContentLearning to Teach in the
Secondary School
Overall,a complete benefit to all PGCE students – an absolute must!
PGCE student’s response to the second edition.
Learning to teach might sound easy but the reality involves hard work and careful preparation.To
become an effective teacher requires subject knowledge,an understanding of your pupils and the
confidence to respond to dynamic classroom situations.This edition has been updated to include
changes to the National Curriculum for England and Wales that came into force in September
2000.It covers changes in the organisation of,and curriculum for,Initial Teacher Training and
Continuing Professional Development.
With even more useful strategies and ideas,Learning to Teach in the Secondary Schoolcovers the range
of situations and potential problems faced by the student teacher and the newly qualified teacher.
The book contains 29 units,organised into nine chapters each covering a key concept or skill,
including:
• Managing classroom behaviour
• Ways pupils learn
• Planning lessons and schemes of work
• Differentiation,progression and pupil grouping
• Assessment,including public examinations
• Inclusion and Special Educational needs
• Using ICT in teaching and learning
• Getting your first teaching post
This text offers a sound and practical introduction to the skills needed to gain Qualified Teacher
Status,and will help you to develop those qualities that lead to good practice and a successful
future in education.This book is the core text for the subject-specific Learning to Teachseries,also
published by RoutledgeFalmer,and is an essential buy for every student teacher.
Susan Capelis a Professor in the Department of Sports Science at Brunel University.Marilyn
Leask is a Principal Research Officer at the National Foundation for Educational Research.
Tony Turnerhas recently retired from the Institute of Education,University of London.
Learning to Teach Subjects in the
Secondary School Series
Series Editors
Susan Capel,Brunel University,London;Marilyn Leask,National Foundation for
Educational Research; and Tony Turner, formerly of the Institute of Education,
University of London.
Designed for all student teachers learning to teach in secondary schools,and particularly those on
school-based initial teacher training courses,the books in this series complement Learning to Teach
in the Secondary Schooland its companion,Starting to Teach in the Secondary School.Each book in the
series applies underpinning theory and addresses practical issues to support student teachers in
school and in the training institution in learning how to teach a particular subject.
Learning to Teach English in the Secondary School
Jon Davison and Jane Dowson
Learning to Teach Modern Foreign Languages in the Secondary School,2nd Edition
Norbert Pachler and Kit Field
Learning to Teach History in the Secondary School,2nd Edition
Terry Haydn,James Arthur and Martin Hunt
Learning to Teach Physical Education in the Secondary School
Edited by Susan Capel
Learning to Teach Science in the Secondary School
Tony Turner and Wendy DiMarco
Learning to Teach Mathematics in the Secondary School
Edited by Sue Johnston-Wilder,Peter Johnston-Wilder,David Pimm and John Westwell
Learning to Teach Religious Education in the Secondary School
Edited by Andrew Wright and Ann-Marie Brandom
Learning to Teach Art and Design in the Secondary School
Edited by Nicholas Addison and Lesley Burgess
Learning to Teach Geography in the Secondary School
David Lambert and David Balderstone
Learning to Teach Design and Technology in the Secondary School
Edited by Gwyneth Owen-Jackson
Learning to Teach Music in the Secondary School
Edited by Chris Philpott
Learning to Teach in the Secondary School,3rd Edition
Edited by Susan Capel,Marilyn Leask and Tony Turner
Learning to Teach in the
Secondary School
A companion to school experience
Third edition
Edited by Susan Capel, Marilyn Leask
and Tony Turner
London and New York
First published 2001
by RoutledgeFalmer
11 New Fetter Lane,London EC4P 4EE
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street,New York,NY 10001
This edition published in the Taylor & Francis e-Library, 2004.
RoutledgeFalmer is an imprint of the Taylor & Francis Group
© 2001 Susan Capel,Marilyn Leask and Tony Turner
All rights reserved.No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic,mechanical,or other
means,now known or hereafter invented,including photocopying
and recording,or in any information storage or retrieval system,without
permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0-203-11729-8 Master e-book ISBN
ISBN 0-203-16337-0 (Adobe eReader Format)
ISBN0–415–25976–2(Print Edition)
CONTENTS
List of figures ix
List of tables xi
List of tasks xiii
Notes on contributors xvii
Foreword xxi
Introduction 1
CHAPTER 1 BECOMING A TEACHER 6
1.1 What do teachers do? 8
Marilyn Leask
1.2 The student teacher’s role and responsibilities 18
Marilyn Leask
1.3 Managing your time and preventing stress 29
Susan Capel
1.4 Teaching and learning with ICT:an introduction 37
Marilyn Leask
CHAPTER 2 BEGINNING TO TEACH 49
2.1 Reading classrooms 50
Tony Turner
2.2 Schemes of work and lesson planning 65
Marilyn Leask and Jon Davison
2.3 Taking responsibility for whole lessons 77
Marilyn Leask
CHAPTER 3 CLASSROOM INTERACTIONS AND MANAGING PUPILS 88
3.1 Communicating with pupils 89
Susan Capel,Roger Strangwick and Margaret Whitehead
vi CONTENTS
3.2 Motivating pupils 103
Susan Capel
3.3 Managing classroom behaviour 116
Jon Davison
CHAPTER 4 PUPIL DIFFERENCES 128
4.1 Pupil grouping,progression and differentiation 130
Tony Turner
4.2 Growth,development and diet 147
Tony Turner
4.3 Cognitive development 160
Tony Turner
4.4 Responding to diversity 178
Tony Turner
4.5 Moral development and values 203
Tony Turner
4.6 An introduction to inclusion and special educational needs 218
Nick Peacey
CHAPTER 5 HELPING PUPILS LEARN 234
5.1 Ways pupils learn 235
Diana Burton
5.2 Active learning 250
Tony Turner
5.3 Teaching styles 268
Marilyn Leask
5.4 Improving your teaching:an introduction to action research and
reflective practice 278
Marilyn Leask
CHAPTER 6 ASSESSMENT 286
6.1 Assessment and accountability 287
Terry Haydn
6.2 External assessment and examinations 313
Bernadette Youens
CONTENTS vii
CHAPTER 7 THE SCHOOL,CURRICULUM AND SOCIETY 326
7.1 Aims of education 327
Graham Haydon
7.2 The school curriculum 338
Graham Haydon
7.3 The National Curriculum 347
Gill Watson
CHAPTER 8 YOUR PROFESSIONAL DEVELOPMENT 362
8.1 Getting your first post 363
Susan Capel and Alexis Taylor
8.2 Developing further as a teacher 381
Susan Capel and Alexis Taylor
8.3 Accountability,contractual and statutory duties 395
Marilyn Leask
CHAPTER 9 AND FINALLY 402
APPENDICES
Appendix 1 Glossary of terms 404
Appendix 2 Guidance for writing,Susan Capel and John Moss 418
Appendix 3 Discipline in schools (The Elton Report) 427
Appendix 4 Useful addresses 431
Bibliography 435
Name index 448
Subject index 453
FIGURES
1.1.1 The work in the classroom – the tip of the iceberg 11
1.1.2 Subject knowledge is just part of the effective teacher’s professional tool kit 13
1.2.1 Phases of development of a teacher 23
1.2.2 Becoming an effective teacher 23
1.3.1 How to avoid working around the clock 32
1.4.1 Example of ‘WebQuest’ 44
2.1.1 Classroom observation guide 56
2.1.2 Teacher–pupil interaction 57
2.1.3 Monitoring teachers’questions 62
2.2.1 Scheme of work pro forma 68
2.2.2 Planning a lesson:one possible approach 70
2.2.3 The structure of a lesson 72
4.1.1 Scheme for developing differentiated activities 136
4.1.2 Forms of differentiation:a contrast 144
4.2.1 Mean height of children,5–16 years 149
4.2.2 Mean height of children,10–16 years 149
4.2.3 Mean weight of children,5–16 years 150
4.2.4 Mean weight of children,9–16 years 150
4.3.1 The pendulum:variables 166
4.3.2 Fifty percent of what? 168
4.3.3 A bicycle for a postman 174
4.4.1 Population changes in England and Wales,1901–1999 181
4.4.2 Sylvia’s story 182
4.4.3 Differences in GCSE achievement,by class,gender and ethnicity
(five or more GCSE passes at grade A–C) 186
4.4.4 Differences in achievement by ethnicity (five or more GCSE passes at grade A–C) 187
4.4.5 GCSE/SCE Standard Grade Examination entries and results 1996/97 190
4.4.6 GCE A level and SCE Higher Grade Examination,entries and results 1996/97 190
4.4.7 Examination achievements 1996/97:Great Britain 191
4.4.8 Modern apprenticeships 1999 in England and Wales 192
4.4.9 Employment by occupation and gender,1998,Great Britain 192
4.4.10 The gendered occupations of men and women,1998,Great Britain 193
4.4.11 Equal opportunity policy of Nonesuch School 196
4.5.1 A set of values 206
5.1.1 Kolb’s experiential learning cycle (1985) 246
