These highly personal essays from a range of academic settings explore the palpable moments of discomfort, disempowerment, and/or enlightenment that emerge when we discard the fiction that the teacher has no body. Visible and/or invisible, the body can transform both the teacher's experience and classroom dynamics. When students think the teacher's body is clearly marked by ethnicity, race, disability, size, gender, sexuality, illness, age, pregnancy, class, linguistic and geographic origins, or some combination of these, both the mode and the content of education can change. Other, less visible aspects of a teacher's body, such as depression or a history of sexual assault, can have an equally powerful impact on how we teach and learn. The collection anatomizes these moments of embodied pedagogy as unexpected teaching opportunities and examines their apparent impact on teacher-student educational dynamics of power, authority, desire, friendship, open-mindedness, and resistance.

Provides an overview of the professional, legal and ethical issues teachers may encounter in the classroom and the school.

In Indian context.

Designed for use by teachers and teacher educators, this text should help both novice and experienced teachers reinterpret their working lives. The reader is led on a path of personal exploration that goes beyond standard approaches and leads from the personal to the critical. Illustrative material is drawn from all levels, from kindergarten to high school, to illuminate issues and questions fundamental to teachers' lives. Film and literary narratives supply further case studies and contribute to the fusion of critical reflection and everyday realities that typically inform teachers' experiences of work.

Essential Resources for Mindfulness Teachers offers the reader a wealth of knowledge about the explicit and implicit aspects of mindfulness-based teaching. The book focuses on how to develop the craft of teaching mindfulness-based courses and is divided into three parts. Part I addresses the explicit elements of mindfulness-based courses, such as how to offer meditation practices and inquiry. Part II investigates the subtle but powerful implicit qualities needed within the teacher to convey the essence of mindfulness. Part III is a series of chapters on the underpinnings, considerations, and theories surrounding the teaching of mindfulness-based courses, and includes a new framework for reflective practice – the Mindfulness-Based Interventions: Teaching and Learning Companion (the TLC). The book is a core companion text for both trainees and established mindfulness-based teachers, and is a resource you will return to again and again.

Discover the simple three-part self-care system that will help you stay calm in class, enjoy a good work–life balance, and keep doing the job you love. It’s a cliché but it’s true: teaching is the best job in the world. So why are more teachers leaving the profession than ever before? Thanks to staff shortages, accountability pressures, and heavy workloads, teachers are burning out fast. This raises the question: How do you stay happy and keep teaching? Michelle Auton has the answer. Drawing on both her own 20+ years in the profession and the experiences of her many teacher friends, Michelle has developed a three-part system to help you not just survive, but thrive in teaching. In What Happy Teachers Do, she takes you through these three principles: 1. Self-care: You’ll learn how to deal with the unique highs and lows of the teaching year and practice good self-care every day. 2. Mindfulness: Michelle explains the neuroscience and benefits of mindfulness, and details short mindful practices that can help you in times of stress, overwhelm, exhaustion, or judgment. 3. Tapping: Tapping is an alternative treatment for physical pain and emotional distress, and can help to restore balance to your body's energy. Use these tapping—aka Emotional Freedom Techniques (EFT)—scripts in both your personal and teaching life, such as when you’re having difficulty sleeping, preparing for a lesson observation, or worried about an awkward conversation with a parent. This book will help all teachers, whether you’re in your first or thirty-first year of teaching, to reduce stress, prioritize self-care, and feel empowered. This is what happy teachers do.

This book provides tips and strategies to help school leaders improve, neutralize, or eliminate resistant and negative teachers. Learn how to handle staff members who gossip in the teacher's lounge, consistently say "it won't work" when any new idea is suggested, send an excessive number of student to your office for disciplinary reasons, undermine your efforts toward school improvement, or negatively influence other staff members. Don’t miss the revised and expanded third edition of this best-seller!

This book will be invaluable to teachers and other education professionals interested in behavior management, discipline, and colleague support issues.

Inflammable is a strategy driven book to raise awareness of a growing problem in schools known as "Principal Bullying." The book provides strategies and suggestions to teachers to increase their stamina in the teaching profession so that they do not lose sight of their purpose.

Acting Lessons for Teachers presents a solid theoretical foundation for the pedagogical benefits of enthusiastic teaching. Simply put, students are more engaged, misbehave less, and learn better from teachers who teach enthusiastically. A teacher's enthusiasm for his or her subject matter can be contagious. Since the dynamic of the classroom is similar to that of the stage in terms of speaker-listener relationships, the acting craft offers teachers a model for the skills and strategies that could be incorporated in their work to convey more enthusiasm for the material and for the students. This book presents concrete descriptions of the specific acting strategies that would benefit the teacher: physical and vocal animation, teacher role-playing, strategic entrances and exits, humor, props, suspense and surprise, and creative use of space. Special attention is given to the potential advantage of instructional technology as a modern-day prop. Strategies are explained in terms of their importance and ease of incorporation into the classroom. Each is proposed as a skill that can be learned by any teachers who have the desire to enliven their teaching. Student descriptions of their own experience with teachers' use of acting strategies add real examples for each lesson. Finally, testimony of award-winning classroom teachers from a variety of disciplines and age levels provides evidence of the wide and easy applicability of these strategies.