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The Perfect Teacher is a practical book for teachers of all levels of experience, which deals with the major issues of the profession, such as discipline, time management and teaching style, by showing teachers how other people see them. Schools are busy places, but spending most of the day in the company of 30+ children can still feel rather lonely. There is little time for teachers to make meaningful contact with other adults, to talk about how they can help one another and share ideas. And when these opportunities do arise, they are usually in formal circumstances: inspections, observations, appraisals and training days.
As a result, it can be difficult for teachers to develop a fair view of their own practice. Many are overly self-critical, because they rarely get to see that they are not the only ones who struggle with certain students or have difficulties keeping up with the workload. Some find it tough, because they become too insular – they get stuck in the same routines, or feel that they have run out of ideas. Others become demoralised – they feel over criticised, undervalued and very misunderstood.
The Perfect Teacher intends to light up the shadows of the classroom: to provide a multi-faceted insight into what makes a good teacher, taking the perspectives of different education related professionals as its starting point. It acts as a critical friend, helping teachers to reflect on their strengths whilst offering a range of viewpoints that may throw up new and fresh solutions to old problems.
The book provides advice from classroom teachers (primary and secondary), parents, pupils, headmasters, senior teachers, social workers, special educational needs co-ordinators, support staff, teacher trainers, and school governors, which will provide readers with a broad and balanced profile of the ‘perfect’ teacher.
1. Whose opinion is it anyway? (How other people’s opinions can help)
2. You and your Teaching Style
Teacher ‘personality’
Communication skills
Relationships with pupils
Assertiveness and self-confidence
3. Making Learning Happen
Subject knowledge
Planning and preparation
Learning content, structure and pace
Assessment
Pupil motivation
Special educational needs and differentiation
4. Dealing with Discipline
Creating calm
Whole-class low level behaviour
Self-esteem
Rewards and sanctions
Establishing boundaries
Resolving conflicts
5. Organising the Classroom
Creating a learning space
Setting up routines
Time management and paperwork
Working with teaching assistants and other staff
6. School Life beyond the Classroom
Coping with stress
Communication with parents
Relationships with teaching colleagues
Extra responsibilities
Observations
Final Thoughts
Resources and further reading
Louisa Leaman is an experienced teacher, having taught in a variety of special and mainstream schools. She now combines teaching part-time with writing, lecturing and training.
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