A Teacher's Guide to Learning Student Names Volume 2
Why You Should, Why It's Hard, How You Can
Seiten
2024
University of Oklahoma Press (Verlag)
9780806194660 (ISBN)
University of Oklahoma Press (Verlag)
9780806194660 (ISBN)
If teachers want an inclusive, engaging classroom, they must learn their students’ names. Sound advice, certainly, but rarely does it come with practical guidance—which is precisely what this book offers. Eschewing the random tips and mnemonic tricks that invariably fall short, Michelle D. Miller offers teachers a clear explanation of what is really going on when we learn a name, and a science-based approach for using this knowledge to pedagogical advantage.
Drawing on a deep background in the psychology of language and memory, Miller gives a lively overview of the surprising science of learning proper names, along with an account of why the practice is at once so difficult and yet so critical to effective teaching. She then sets out practical techniques for learning names, with examples of activities and practices tailored to a variety of different teaching styles and classroom configurations. In her discussion of certain factors that can make learning names especially challenging, Miller pays particular attention to neurodivergence and the effects of aging on this special form of memory. A Teacher’s Guide to Learning Student Names lays out strategies for putting these techniques into practice, suggests technological aids and other useful resources, and explains how to make name learning a core aspect of one’s teaching practice.
With its research-based strategies and concrete advice, this concise and highly readable guide provides teachers of all disciplines and levels an invaluable tool for creating a welcoming and productive learning environment.
Drawing on a deep background in the psychology of language and memory, Miller gives a lively overview of the surprising science of learning proper names, along with an account of why the practice is at once so difficult and yet so critical to effective teaching. She then sets out practical techniques for learning names, with examples of activities and practices tailored to a variety of different teaching styles and classroom configurations. In her discussion of certain factors that can make learning names especially challenging, Miller pays particular attention to neurodivergence and the effects of aging on this special form of memory. A Teacher’s Guide to Learning Student Names lays out strategies for putting these techniques into practice, suggests technological aids and other useful resources, and explains how to make name learning a core aspect of one’s teaching practice.
With its research-based strategies and concrete advice, this concise and highly readable guide provides teachers of all disciplines and levels an invaluable tool for creating a welcoming and productive learning environment.
Michelle D. Miller is Professor of Psychological Sciences at Northern Arizona University. She is the author of Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World.
| Erscheinungsdatum | 25.09.2024 |
|---|---|
| Reihe/Serie | Teaching, Engaging, and Thriving in Higher Ed |
| Verlagsort | Oklahoma |
| Sprache | englisch |
| Maße | 127 x 203 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| ISBN-13 | 9780806194660 / 9780806194660 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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