Without a steady stream of new private students or business customers, freelancing teachers will slip into the three-year death cycle and go out of business. Yet most brochures and business cards end up in the dustbin. Most start-ups and online teaching services don't know what to write when they advertise their teaching services. They believe that mastering the many aspects of teaching is enough to guarantee a successful career. But contrary to attracting potential private students and business customers, they end up doing the opposite. Instead, they write about framework levels or quote tired stock phrases such as 'we tailor our offer to your specific needs'. TEFL/TESOL and CELTA courses teach classroom management, pedagogical issues, and teaching methodologies. They don't teach how to start-up freelancing careers needing websites, social media pages, brochures and business cards. What is needed is 'a teacher must have freelance marketing book' that fills this gap. Tell Me... What Do You Teach? is a business and marketing book giving insights and worksheets on how to be a successful freelancer. It guides teachers to work out why their freelance teaching service exists and provides them with the skill to develop the copywriting skills they need to advertise their professional teaching activities. A clear statement telling potential private students and business customers exactly what is being taught and what skills (or benefits) they gain by attending their courses. This is what our customers want to read. Get your teacher must have marketing book Tell me... What Do You Teach? and avoid making mistakes that could affect your freelancing career. Take your teaching service beyond classroom management and teaching itself. These skills can be used for your advertising and acquisition situations as a professional teaching freelancer. And 'teacher wanted' is a thing of the past.

Readers, be warned: you are about to fall in love. Tracy writes, "Good math teaching begins with us." With those six words, she invites you on a journey through this most magnificent book of stories and portraits...This book turns on its head the common misconception of mathematics as a black-and-white discipline and of being good at math as entailing ease, speed, and correctness. You will find it full of color, possibility, puzzles, and delight...Let yourself be drawn in. Elham Kazemi, professor, math education, University of Washington While mathematicians describe mathematics as playful, beautiful, creative, and captivating, many students describe math class as boring, stressful, useless, and humiliating. In Becoming the Math Teacher You Wish You'd Had, Tracy Zager helps teachers close this gap by making math class more like mathematics. Tracy spent years with highly skilled math teachers in a diverse range of settings and grades. You'll find this book jam-packed with new thinking from these vibrant classrooms. You'll grapple with big ideas: How is taking risks inherent to mathematics? How do mathematicians balance intuition and proof? How can teachers value both productive mistakes and precision? You'll also find dozens of practical teaching techniques you can try in your classroom right away--strategies to stimulate students to connect ideas; rich tasks that encourage students to wonder, generalize, conjecture, and persevere; routines to teach students how to collaborate. All teachers can move toward increasingly authentic, delightful, robust mathematics teaching and learning for themselves and their students. This important book helps us develop instructional techniques that will make the math classes we teach so much better than the math classes we took.

This book provides easily accessible guidance for new teachers who are planning to apply for their first teaching job. The ideas in the book, garnered from years of experience hiring teachers at all levels of the public school system, are organized in time order, providing teacher applicants with timely and specific details about how to prepare for each step of the interview process. This is a book that every aspiring teacher should own.

Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on ÒEthics and the Internet.Ó The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom. In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question? Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions. Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure.

English as a second language is taught in many countries, yet many teachers are still teaching a form of English that they themselves would not use. They blind themselves to the fact that what they are teaching foreign students is bad English. Having discovered this fact in many countries, author Maud Robertson Ramsay Nomiyama found the epitome of it in Japan. She says, "When I first reached Japan, I was fearful of the people, and this was mostly due to the aggressive and offensive English spoken by most of the English-speaking Japanese, including the teachers. When I discovered that the foreign teachers employed by the Japanese schools were promoting this type of English, I felt the need to write the book." She previously wrote the book My Doll for primary school students studying English as a second language. "My daughter has a degree in economics from a Japanese university and a master's degree in education (TOEFL majoring in bilingualism), and yet when she explained to people that what they were trying to teach was not, in fact, a correct form of English, she was ignored because that English was written in the book. A book, any book, in English was viewed as a holy grail by people, highly qualified people, who should have known better. I decided that we needed to have it in a book." Born in Glasgow, Scotland, Maud Robertson Ramsay Nomiyama now lives in Osaka, Japan with her Japanese husband. She is a qualified primary school teacher with a Diploma of College of Education (DCE), taught for eight years, and then returned to college to take an Associateship in Education (ACE). Publisher's website: http: //sbprabooks.com/MaudRobertsonRamsayNomiyama Author's website: http: //sin-cos-group.com

This dynamic teaching book shows the difference between swimming coaches and swimming teachers. You Can Swim, but Can You Teach It? helps swimmers to teach complete beginners how to swim. It starts from how to enter the pool and takes the student through each step necessary until he can float. Then the different methods of swimming are studied. The book was written after the author was consulted by a mother whose child had failed to learn how to swim, despite having many swimming lessons and the mother was about to give up. "I taught the seven-year-old lad and within two years had taught him to swim every stroke including the butterfly. At that time, I vowed to write the book, but it never materialized until the need to teach young members of staff how to teach swimming arose." About the Author Maud Robertson Ramsay Nomiyama is a teacher. She grew up in Glasgow, Scotland, travelled the world for three years, married a Japanese man, and now lives in Osaka, Japan. "I wrote but did not publish a book on afternoon tea, a series of books on penmanship, a book for teaching bagpipes, and a book for young students of English as a foreign language. I have written and am now publishing a book for teachers of English as a foreign language. I am now writing a book on bullying and a book on the power of the bagpipes. I intend to write a book on how to teach skiing." Publisher's website: http: //sbprabooks.com/MaudRobertsonRamsayNomiyama

Marilyn Burns and Robyn Silbey offer sensible and practical advice guaranteed to give all teachers support and direction for improving their mathematics teaching. The lively Q-and-A format addresses the concerns that most kindergarten through grade 6 teachers grapple with about teaching mathematics.

Self-directed, self-paced professional learning teachers can use to build agency and improve their practice, with easy-to-digest ideas that can be implemented in the classroom the next day. Teachers start their professional journey with a clear aim: to teach well so students thrive socially, emotionally, and academically. All too often, though, the hard realities of teaching (mandated curricula, scripted lesson plans, overloaded schedules, students' personal struggles) hamper the best of intentions. Navigating these challenges and avoiding burnout calls for teachers to build strong relationships among colleagues, students, families, and communities. Those relationships in turn help teachers create contexts for deep learning, reflection, and student-centered instruction. This book provides strategies and tools for doing all this. This must-have resource: Provides student teachers and new teachers with a clear set of actions to move into their position and teach well right from the start. Offers practical, step-by-step guidance for building relationships with colleagues and administrators, affirming students' identities, navigating challenges with other professionals, and putting love and care at the heart of teaching. Helps educators build a foundation and philosophy for teaching and collaborating and includes stories from educators and sample dialogues. Dr. Elizabeth Soslau wrote this book to be a resource for self-directed, self-paced professional learning that teachers could use to develop and improve their practice, with easy-to-digest ideas that can be implemented in the classroom the next day. It's a guide that every student teacher, in-service teacher, host teacher, and student teaching field instructor needs.

A down-to earth fully up-dated collection of the nation's top teaching rants, that offers solutions to the issues that really bother teachers.