What Parents, Pupils and Teachers Think Their School Should Emphasize in Its Instructional Program PDF Download

Author: Annabel Looper
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 124

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Author: Alfie Kohn
Publisher: Houghton Mifflin Harcourt
ISBN: 9780618083459
Category : Education
Languages : en
Pages : 356

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Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.

Author: Todd Whitaker
Publisher: Routledge
ISBN: 1317820738
Category : Education
Languages : en
Pages : 241

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This book provides tips and strategies to help school leaders improve, neutralize, or eliminate resistant and negative teachers. Learn how to handle staff members who gossip in the teacher's lounge, consistently say "it won't work" when any new idea is suggested, send an excessive number of student to your office for disciplinary reasons, undermine your efforts toward school improvement, or negatively influence other staff members. Don’t miss the revised and expanded third edition of this best-seller!

Author: Dr. Richard A. NeSmith
Publisher: Applied Principles of Education & Learning
ISBN:
Category : Education
Languages : en
Pages : 222

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COURSE 1 TEXTBOOK: This book contains the first nine chapters of the Book and is used for Course 1 (see http://richardnesmith.obior.cc). IF you are seeking the full 20-chapter book, look for SECOND EDITION> A research-based book addressing brain-based learning and how secondary age students best learn and how teachers can best teach to meet those needs. American public education is on life support like never before. Why? The shift from LEARNING to standardized testing, ticking boxes for administrators, and watering down curricula are some of the reasons. This synthesis of brain-based research emphasizes how students best learn. It is NOT a checklist, it is a strategy that empowered teachers can utilize to improve student learning. But, knowing how teens think enables teachers to know HOW TEENS best LEARN. --Dr. Richard NeSmith What Educators and Parents are Saying! Eric Demoncheaux, FRSC, Teaching Professional l Discoverer of the 'Nitrite Effect' l Founder & Editor Science Teachers Network. ence Teacher Network I am posting this note to thank Dr. Richard NeSmith for helping me know more about what goes through teenagers' minds and grow into a better teacher. Dr. NeSmith's 28-plus years teaching experience and careful study of biology, developmental and cognitive psychology make him one of the best experts in the field. His book explains the difficulties students have learning at school and reflects on how to overcome them, promoting a better understanding of the changes going on in teenagers' lives as well as an elementary understanding of what causes pain points in the brain of the adult-in-the-making. Above all, Dr. NeSmith reminds us that teenagers are individuals, with their personality, strengths, weaknesses and their ways of showing love and concern. The book has been carefully researched and will make you aware of the cognitive-emotional interactions going on inside the mind of preadolescents to improve your teaching strategies. It is such a privilege to teach and take teenagers from childhood to adulthood. Whether you are a parent, a teacher, or a school administrator you will find in this book strategies to facilitate learning and encourage lifelong learning. #teaching #cognitivescience #neuropsychology ​Everyone that teaches teens in someway needs this book! From teachers to school leaders and parents, TeachingTeenagers gives an intriguing look into the why behind what teens do. I wish I had this book many years ago at the start of my teaching career! Dr. NeSmith makes hard-hitting, research-supported, statements on curriculum, community,teaching and learning that expose what so many of us know needs to be changed in schools and, even offers a call to action. He has curated what we know about teens to equip us to advocate in our communities that there is a better way to "do school." This book is an exciting manifesto for anyone that wants to see a needed revolution in education. --Dr. Toni Hull, Middle School Principal, Department of Education Teaching Fellow, Las Cruces,New Mexico (27-year veteran teacher/principal) "As a parent and educator, Dr. NeSmith has a wealth of knowledge and research to share with us all. In this book, What We Know, he has provided a detailed guide for administrators, teachers, and parents who strive to learn more about the adolescent experience in education. This book would be beneficial in a preparation programs for teachers and administrators." --Dr. Ellie Baldwin, former Chair of Teacher Education,Regis University, Denver, CO "I think that this book should be read by parents and teachers. This reading has enlightened me to a new observation of students and their ways of learning. Thank you for sharing this with me as I will cherish it and refer back to it regularly to help me in the future!" --Tara LaRocca, Biology Teacher, Plaquemine High School, Plaquemine, Louisiana (6th-year as a teacher). "I think this should be required reading for every parent, teacher, and administrator. I love that it addresses so many of the problems within our schools today and also offers practical, common-sense solutions." --Dana Fideline, Inola Public Schools, Inola,Oklahoma (12th year as teacher) "After teaching 19 years in a middle school setting, one would think there is not a lot to learn about how adolescents learn, but I was wrong. Dr. NeSmith's book, What We Know about Teaching Teenagers! A Guide for Parents, Teachers,and Administrators, not only provided copious amounts of current scientific research about how students learn, what affects their learning potential, but also how adults in their life can help them become the person they want to become. Often when the parent of a struggling student is contacted, many parents are at a loss of what to do to help their child and seek advice from the school. I appreciate the many suggestions teachers or administrators can give to those parents to help positively impact the developing teenage brain." --Julie Allender, Teacher of 7th & 8th grade Integrated Science, DeAnza Middle School, Ontario, CA "When I think of middle schoolers I think of them as quirky and that's why I love them. When I attempt to provide words of conciliation to mothers of teens the best advice I can give it that they are works in progress. Richard captures these sentiments in a well-researched study of the teen and his/her quirks and habits and elaborates on strategies to improve the educational climate for ALL in a structured solution to teachers, parents AND administrators." --Mary Howard, Sixth Grade Teacher. Master Teacher and New York State Teacher of the year finalist. Grand Island Central School District, Grand Island, New York

Author: Mike Anderson
Publisher:
ISBN: 9781892989819
Category : Education
Languages : en
Pages : 297

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Book Description
This second edition of a teacher favorite features a fresh, easy-to-use layout including color coding by grade level, more support for student engagement in academics, greater emphasis on the effective use of teacher language, and a dedicated chapter on the all-important first day of school.

Author: Yvette Jackson
Publisher: Teachers College Press
ISBN: 0807752231
Category : Education
Languages : en
Pages : 209

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In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, To reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds To The faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to "rekindle the belief in the vast capacity of underachieving urban students," and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, The influence of new technologies, and language preferences of students.

Author: Susan Cain
Publisher: Crown
ISBN: 0307352153
Category : Psychology
Languages : en
Pages : 370

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#1 NEW YORK TIMES BESTSELLER • Experience the book that started the Quiet Movement and revolutionized how the world sees introverts—and how introverts see themselves—by offering validation, inclusion, and inspiration “Superbly researched, deeply insightful, and a fascinating read, Quiet is an indispensable resource for anyone who wants to understand the gifts of the introverted half of the population.”—Gretchen Rubin, author of The Happiness Project NAMED ONE OF THE BEST BOOKS OF THE YEAR BY People • O: The Oprah Magazine • Christian Science Monitor • Inc. • Library Journal • Kirkus Reviews At least one-third of the people we know are introverts. They are the ones who prefer listening to speaking; who innovate and create but dislike self-promotion; who favor working on their own over working in teams. It is to introverts—Rosa Parks, Chopin, Dr. Seuss, Steve Wozniak—that we owe many of the great contributions to society. In Quiet, Susan Cain argues that we dramatically undervalue introverts and shows how much we lose in doing so. She charts the rise of the Extrovert Ideal throughout the twentieth century and explores how deeply it has come to permeate our culture. She also introduces us to successful introverts—from a witty, high-octane public speaker who recharges in solitude after his talks, to a record-breaking salesman who quietly taps into the power of questions. Passionately argued, impeccably researched, and filled with indelible stories of real people, Quiet has the power to permanently change how we see introverts and, equally important, how they see themselves. Now with Extra Libris material, including a reader’s guide and bonus content

Author: Robert Rose Ph.D.
Publisher: Xlibris Corporation
ISBN: 1462831621
Category : Education
Languages : en
Pages : 153

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To get into this let me first reprise what I said about "MICROSCOPE," because these two books are part of the same research project and are related. Even though the incidents occurred in 1978, "TEACHER UNDER A MICROSCOPE" examines ongoing issues in education through the eyes and ears of trained observers and evaluators. They observe, comment, and critique everything I say and do. The intake and exit interviews explore my philosophy of education as well as my comments and responses to their questions about what I actually did and why I did it. The conflicts between a disturbed principal (who was backed by the District) and me demonstrate the lack of balance of power in the schools. One of my main contentions is about the necessity of teacher autonomy. You see how I fight for it, not for me, but to better serve and teach my students. There are some basic questions asked and answered through the Observers interviews and protocol and the daily and weekly journals or commentaries I was asked to make. A few times I give you some overlapping of the same incidents as seen by the Observer and then in my journal so you can see them in greater depth. First. What should life in the schools be like for the children and their caretakers teachers and support personnel? Second. What are the basic goals of public education and how should they be accomplished? Third. How much freedom or autonomy should a teacher have or needs to properly achieve these goals? With the accountability movement gaining strength coupled with powerful back-to-basics and safe schools components, it appears the public believes schools should emphasize basic skills. To assure this happening testing is the rage to demonstrate that the students are achieving higher standards of skills and as a way to evaluate the effectiveness of each teacher. Testing is reasonable and necessary as one way to determine what a student has learned and a teacher has taught. It is one way. It does not take the place of all the complex and useful things a teacher has learned about a student during the year. Often, because a student is learning English or is enduring serious emotional distress or has some type of learning handicap, the teacher is in the best position to know whether a test assesses accurately his skill levels, knowledge, or progress. When a single test is the only determiner of whether a child passes or fails, injustices occur. The same is true when the test results of the class are the only determiners of the teachers ability or success. The threat of being fired for the poor performance of a class will discourage even good teachers from taking classes or individual children who have academic or behavior problems. I have already read about and seen instances of teachers trying to insure they have more than their share of "good" and capable students. This stacking of a class will most affect new teachers (and their students) who have always suffered trial by fire. It makes good sense for the experienced teachers not to jeopardize their career, but is it ethical or good educational practice? The positive aspect of mass testing and accountability is that more students are being exposed to a much wider variety of useful academic skills In many poverty areas the students, because of alleged or believed weak academic abilities, were limited in what was taught to them. Asking teachers to carefully examine what they teach and expecting them to know why as well as what they are teaching is a positive step for the profession. However, school should offer more than an enhanced basic education, because those skills are what are most easily testable. Schools are where students can learn the social skills that enable them to move successfully through society in their personal and work lives. This was a job parents and extended

Author: Cheryl James-Ward
Publisher: ASCD
ISBN: 1416614842
Category : Education
Languages : en
Pages : 145

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Overcome uncertainty and concerns as you and your colleagues learn how to analyze and use data to get better at teaching students.

Author: Ronald A. Wolk
Publisher: ASCD
ISBN: 1416613056
Category : Education
Languages : en
Pages : 219

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Why has successful school reform been so difficult to achieve, despite decades of well-intentioned efforts, endless rhetoric, and billions of dollars of investment? Why do most U.S. schools continue to produce disappointing results? Why is there such a disconnect between the schools we need and the schools we have? In this thoughtful and insightful book, Ronald A. Wolk tackles these questions head-on, identifying key assumptions that have shaped the debate on school reform for the past several decades, including the emphasis on standards and testing, calls for a longer school day and year, the push to enroll more students in advanced math classes, and the quest to place a highly qualified teacher in every classroom. Backed by research and other evidence, he points out the flaws in each assumption, and then proposes alternative assumptions as the basis for new, innovative schools that would emphasize such elements as * Individualized instruction, with various pathways for learning; * Real-world contexts for learning; * Performance assessment; * A restructuring of public education to expand preschool; and * Transformation of the teachers' role from instructor to advisor. Acknowledging that the current system is too entrenched to accept radical reform, Wolk suggests incorporating his assumptions into a separate, parallel strategy for new schools. The result is a provocative proposal for teachers, administrators, policymakers, parents, and others to consider as they contemplate the future of public education in the United States.