Books in the Ideas in Action series

Offers practical information for teachers on developing their students' critical thinking skills. This practical book provides strategies for developing these skills.

Looks at ways in which teachers can identify and deal with barriers to learning and suggests strategies which motivate young people to develop an interest in their own learning. This book is suitable for teachers, trainees and NQTs.

Outlines teaching concepts and practical strategies to encourage reading both in and out of the classroom. This guide provides suggestions to encourage reading in various age groups, ideas to support reading for pleasure as well as for information gathering, and making the most of schemes offering incentives for children to read.

NLP is very effective in enabling young people to overcome fears, anxieties and limitations. This book provides strategies for teachers to use in the classroom. It includes topics such as: understanding that we only see what we believe is possible; realising that we create our own experience; and using embedded commands to aid homework.

Educators worldwide claim that as their pupils learn to control their emotional behaviour their learning improves drastically. This book shows teachers how they can use emotional intelligence to make a real difference to their student's literacy and overall learning abilities.

Putting Assessment for Learning into Practice is about the purpose of teaching and assessment as a means to ensuring deep, maximised, engaged and challenging learning. The simple message is good teaching can overcome bad testing and central to assessment for learning is empowering learners through developing learning autonomy. This means involving learners in their own learning through reflection but also as co-constructors and co-negotiators of their learning. This book is for all teachers and school leaders who are committed to ensuring learners are engaged in successful, meaningful and deep learning. Effective strategies based upon good practice are identified which place teachers and learners as central to the process of owning and adapting their teaching and learning.