‘Learn to Teach, Teach to Learn’ by Chris Peter


Our published text book is available on Amazon HERE (£12.00 paperback, £7.50 Kindle)


Starting a training enterprise and generate lasting credibility and a positive reputation to secure long-term business income.


The book is aimed at the potential, novice, recently experienced tutor/trainer/teacher and anyone else who would like to explore how to enhance their learner’s/trainee’s life chances by facilitating deep learning, through education that includes: relevance, engagement, interest, challenge and personal motivation.


Teacher training qualifications opportunities are discussed, with examples of effective and non-effective teaching observation reports provided to illustrate how to teach/train even more effectively.


This book also examines the income generation aspects in teaching and training by exploring how to set up an approved centre with an appropriate awarding organisation in order to offer nationally accredited qualifications. The associated quality assurance aspects of doing this, together with the government’s funding framework, are also examined.


The book can also be used to help towards achieving teacher training qualifications as it explores some of the key underpinning educational theories and principles, aspects of neurodiversity, differentiation strategies. Preparing of lesson plans, especially for successfully undertaking ‘teaching practice’, where candidates are assessed teaching as a requirement of a qualification.



The author, Chris Peter, is the National Training Director at ‘Andragogic Education’, which, since 2004, specialises in providing consultancy and accredited teacher training programmes and qualifications.


Chris has been a Lecturer since 1987, head of staff development and quality assurance for a college from 1996, teacher trainer from 1996, consultant and teacher trainer to many well-known organisations, including; major universities, charities / third sector organisations for many years.


He is a Member of the Society for Education and Training’, consulted on the ‘The Education and Training Foundation’ (ETF) professional training standards. The Professional Standards provide a framework for teachers and trainers to critically appraise their own practice and improve their teaching through Continuing Professional Development (CPD). Post graduate qualification in Education (Professional Studies at Exeter University).



Content’s page:


Introduction         6

Chapter 1 - How to use this book and background       7

Author’s background      11

Chapter 2: Why start your own training business? The education ‘map’   12

Types of Training and courses    13

Courses (UK)       14

The education ‘system’   14

The structure of the book   17

Chapter 3: Becoming an accredited centre to issue exam certificates (UK)    18

A checklist for prospective examination centres (UK)   23

Chapter 4: Maintenance of standards - Quality Assurance   27

What does the Office for Standards in Education (Ofsted) do?   28

Professional Standards for Teachers and Trainers – Education & Training Foundation        29

Teacher training qualifications: become qualified         30

Teacher training qualifications    32

Career opportunities available in order to teach adults 34

Chapter 5: How to teach effectively - 55 Tips for encouraging effective learning              36

Example 1: teaching observation report for a candidate on the Award in Education              44

Example 2: teaching observation report for a candidate on the Award in Education           48

Comment on a few aspects of the example observation reports and the Training Cycle     54

Chapter 7: Overview of some key educational theories and principles:          55

Effective learning: Detail of some of the key educational theories and principles:   57

i) Pre-course assessments:          57

Example questions that could be used in a pre-course assessment questionnaire 58

Pre-course questionnaire completed and reviewed - what next?       60

Signposting – directing potential or current learners to other people and organisations for support on an academic, personal, legal, health, safety and wellbeing matter 61

What qualification levels mean (See the gov.uk website)            63

ii) Starting a new learning programme: Ground rules for maintaining mutual respect  69

a) Pedagogy (teacher centred) verses Andragogy (learner centred)        71

b) The four Honey and Mumford learning styles 80 question questionnaire   72


c) ‘Bloom’s Taxonomy of Learning’ The three learning domains (areas)         76

Teaching methods to address the three learning domains          81

Which learning domain might be the most important?         83

Recap: Mixing pedagogy and andragogy, the four learning styles and the 3 learning domains 84

d) Stimulating intrinsic motivation (Frederick Herzberg and Daniel Pink - management theory)       87

What does intrinsic motivation mean for us as tutors?  88

Frederick Herzberg’s thoughts on what motivates people   89

Herzberg – some interesting quotes? (From the ‘Jumping for the Jelly Beans’ BBC film, 1973)           96

Taylor’s Four Principles of ‘Scientific Management’ (a pedagogic tradition)  99

Humanists versus behaviourists      100

Analogy – the position of learners in the training environment related to organisational structure  102

e) The brain and neurodiversity – how might we work with people who think in different ways?     104

The brain and the way that we think in a social and educational context        110

Questions to consider when reflecting on ‘left-brain’ versus ‘right brain’ thinking    111

Snapshot of students' performance in maths, reading and science – UK comparisons     112

f) Understanding ‘dyslexia’ or neurodiversity  115

Possible Strains of ‘Dyslexia’ – neurodiverse traits             118

Famous people with the gift of neurodiverse traits        120

g) Eric Berne’s transactional analysis - The Unman, Wittering and Zigo enigma              122

Agency 125

h) Exploring the theories in action in the play Unman, Wittering and Zigo 129

i) The importance of ‘schema’ to improve effective learning and possibly improve intelligence        134

What is intelligence and how is it measured? 134

Chapter 8: Planning a lesson – exploring effective teaching practice             136

Lesson / session plan – example/case study  138

Differentiated learning for individual learners         140

Chapter 9: Teaching methods/strategies – just a selection  143

1) ‘Ice-breakers’   144

2) Case Studies/scenarios/situations        148

3) Brainstorming  151

4) Role Play        156

5) Video and discussion from it       159

6) Whole class discussion (small and large groups)             161

7) Debate             163

8) Verbal question and answer (Q&A)        165

9) Lecture             168

10) Demonstration by the teacher alone, to the learners       171

10a) ‘Flipping’ the structure of the ‘lesson’, especially in ‘demonstration’ 173

11) Distance learning (not on-line or e-Learning)    176

Chapter 10: Teaching and learning aids        179

Equipment that can help learners to learn effectively           179

a) Should we use UPPERCASE or lowercase in our teaching aids?         180

1) Paper resource packs/course manuals/PowerPoint slides used as thumbnails          181

2) Chalkboard/Whiteboard 185

3) Interactive whiteboard (IWB)/computer monitor  188

3a) Interactive display using a laptop computer hooked up to a data projector:     190

4) Computer based presentations, such as PowerPoint, LibreOffice’s ‘Impress’ and Prezi            191

5) Flipcharts         195

6) ‘Post-its/post-it notes’ 200

7) Audio clips/CDs/podcasts            205

8) Guest Speakers            207

9) Books (and other commercial pre-printed material)  210

10) Video (and discussion from it)             214

Glossary of terms used in education 216

Index     225 - 228




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