| Document | Author and Details |
Type
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Classrooms as Learning Communities: What’s in It for Schools? |
Chris Watkins (2005)Available from: Taylor & Francis Group Ltd 2 Park Square Milton Park Abingdon Oxford OX14 4RN UK |
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| Community Capacity Building Programme | North Belfast Developing Leadership Initiative | |
| Contested Spaces | ||
| Epilogues: A multimedia exploration of the underlying causes of conflict.Stephen Gargan / Jim Keys. Tel: 028 7130 8980 | ||
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Group Work: InfedA new set of pages that explore the principles, theory, practice and development of work with groups | |
| Learning Citizenship: Practical Teaching Strategies for Secondary Schools | Jenny Wales, Paul ClarkeISBN: 0415335345 | |
Classroom Teaching Methods  |
NICIESection Three: Building a Positive Learning Environment: Using Groupwork and Facilitation • Introduction • Groupwork • The Facilitation Process • Co-facilitation: Working Together • Personal Preparation for Facilitation • Building Positive Relationships • Group Members and Group Dynamics • Enabling Group Members • Useful Tips for Facilitating Discussions • Responding to Behaviour which is “Challenging”Section Four: Exploring Controversial Issues • Diversity Dictionary • Acknowledging Fears and Concerns • Working with Emotions • Managing ConflictSection Five: Developing Programmes for Children, Young People and Adults • Introduction • Creating Safe Space – Working in a Circle – Developing a Contract/Learning Agreement – Developing Skills within a Group – Using Games – The Importance of Closure • Other Groupwork Tools and Strategies • Practical Preparation for Groupwork • Developing a Programme • If Things “Go Wrong” . |
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Reflective Teaching: Effective and Evidence Informed Professional Practice |
Andrew Pollardpps 229, 297, 369, 421 | |
Readings for Reflective Teaching  |
Andrew Pollard (Ed)pps 204; 226 & 272 | |
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Thinkbucket | |
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Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Bangkok: UNESCO Bangkok. 2004, 7 booklets ISBN 92-9223-032 To facilitate the process of promoting a rights-based approach to education programming, UNESCO Bangkok has developed a “Toolkit for Creating Inclusive, Learning-Friendly Environments”. It provides teachers and school administrators with concrete guidelines, case studies and tools to improve the learning environment at the school and community levels. This toolkit contains six booklets, each of which contains tools and activities for self-study to start creating an inclusive, learning-friendly environment (ILFE). The toolkit is very comprehensive, and is designed to be user-friendly and a source of inspiration for teachers. In addition, it can be used in both formal and non-formal education settings. UNESCO Bangkok is now in the process of disseminating, translating, adapting and piloting it to different country contexts to promote its wide usage in schools and for pre-service teacher education. See www.unescobkk.org for a range of resources designed to help educators apply a Rights-based approach to education programming. This provides a conceptual, analytical and methodological framework for identifying, planning, implementing and monitoring development activities based on international human rights standardsKatarina Tomasevski Collaborative project between the UN Special Raporteur on the Right to Education and UNESCO Asia and Pacific Regional Bureau for Education Bangkok: UNESCO Bangkok, 2004, 60 p. ISBN 92-9223-023-9 |
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The Whole Schooling Consortium is an international network of schools, teachers, parents, administrators, university faculty and community members. The consortium aims to promote excellence and equity in schools throughout the world- to build inclusive and democratic societies. The Whole Schooling Consortium links individuals and schools in work to build schools based on the following six principles.
Several tools and frameworks have been developed to assist schools in using the Six Principles of Whole Schooling for self-assessment and school improvement. Despite the American context, this site is rich with ideas suitable for adaptation within various cultural contexts. |
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Youthnet | |
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Educators for Social Responsibility (ESR) helps educators create safe, caring, respectful, and productive learning environments. We also help educators work with young people to develop the social skills, emotional competencies, and qualities of character they need to succeed in school and become contributing members of their communities. See also: ONLINE TEACHER CENTER |
