The Confident Teacher offers a practical, step-by-step guide to developing the habits, characteristics and pedagogy that will enable you to do the best job possible. It unveils the tacit knowledge of great teachers and combines it with respected research and popular psychology. Covering topics such as organisation, using your body language effectively, combatting stress, managing student behaviour, questioning and feedback, and developing confident students, it shows how you can build the confidence and skill to flourish in the classroom.
This book will be an essential resource for all qualified and trainee teachers wanting to reach their full potential in this challenging but rewarding profession.
Alex Quigley (Huntington School UK)
Country of Publication:
01 May 2016
Professional and scholarly
Further / Higher Education
A / AS level
1. Introduction Section 1: The Confident Mind 2. How Much Confidence is Enough? 3. Developing Self-confidence 4. The Pursuit of Expertise Chapter 5: The Productive Teacher Section 2: Our Confident Body 6. Our Confident Body - Introduction 7. Combatting stress 8. The Performance of Teaching 9. Managing Student Behaviour Section 3: Confident Pedagogy 10. Confident Pedagogy - Introduction 11. Exemplary Explanations 12. Confident Questioning and Feedback 13. Successful Modelling and Metacognition 14. Memory for Learning Section 4: Confident Learners 15. Confident Learners
Alex Quigley is Director of Teaching and Learning at Huntington School, UK.
Reviews for The Confident Teacher: Developing successful habits of mind, body and pedagogy
[Quigley] has distilled the most pertinent cognitive and behavioural psychology research to provide a sound evidence base for his methods. The academic element is combined with recognisable scenarios, which show how the principles of confidence can be applied in realistic settings. [...] Newly qualified teachers will gain much from the pragmatic, sensible approach; experienced teachers will gain a sense of relief that often, day in, day out, most of what they do is right, while at the same time learning ways of making marginal - but not burdensome - gains in pedagogy. [...] Would I recommend this to classroom teachers? Happily. Gwen Nelson, Schools Week