Demonstrating effective teaching behaviour

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Find out more about what the professional practice 'Demonstrating effective teaching behaviour' involves. You can also try out some practical and reflective tasks to develop this professional practice.

This study explores how metacognitive knowledge and strategy training may support and enhance language proficiency across cultures.

This report recognises both the arguments for education to be in a familiar language and the demand for English.

This handbook offers a set of activities that teachers have tried out in their Indian school classrooms with children of 8 to 14 years of age.

This publication brings together a range of innovative ideas for teaching creatively while raising awareness of the United Nations Sustainable Development Goals.

In this webinar recording from Wednesday 24 May, Martina Limburg Loučková, language teacher and teacher trainer, presents the Mooveez app and explores various ways of learning and teaching English through films. The Mooveez app was winner of the 2016 British Council ELTon award for Digital Innovation.

In this step-by-step task, we look at what classroom action research is and how to get started.

This step-by-step task looks at how to set up a research circle with colleagues. 

This webinar recording examines gender-neutral language and discusses why the teaching of gender-neutral language should be an important element of the ELT classroom. It also provides practical examples as to how teachers can integrate teaching of this aspect into their own syllabuses. 

This training session is aimed at teachers working with young learners and looks at the topic of e-safety.

Edited by Dr Gary Motteram, University of Manchester

Jointly published by British Council India and Central Square Foundation, this collection of case studies illustrates teachers and organisations using technology in innovative ways in schools and classrooms across India.

Susan Sheehan and Sonia Munro

This paper explores teachers’ attitudes, practices and needs relating to assessment. The observations of practice would suggest that teachers engage in a variety of assessment practices successfully, but consider these practices to be part of good teaching and not assessment.

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