This engaging series of childhood recollections tells about an ideal school in Tokyo during World War II that combined learning with fun, freedom, and love. This unusual school had old railroad cars for classrooms, and it was run by an extraordinary man-its founder and headmaster, Sosaku Kobayashi-who was a firm believer in freedom of expression and activity.In real life, the Totto-chan of the book has become one of Japan's most popular television personalities-Tetsuko Kuroyanagi. She attributes her success in life to this wonderful school and its headmaster.The charm of this account has won the hearts of millions of people of all ages and made this book a runaway bestseller in Japan, with sales hitting the 4.5 million mark in its first year.
'Free from School' is Rahul Alvares' story of a year out of school, when the learning graph of his young life went up leaps and bounds. He wrote it to encourage other boys and girls his age to move out of the sterile school and college environment offered by India's antiquarian educational system, if they wish to experience another side to life and learning. He lost nothing but gained a lot. So did his parents. When you read his story, so will you. Copyright (C) 2003 by Rahul Alvares
First published in the mid 1960s, How Children Fail began an education reform movement that continues today. In his 1982 edition, John Holt added new insights into how children investigate the world, into the perennial problems of classroom learning, grading, testing, and into the role of the trust and authority in every learning situation. His understanding of children, the clarity of his thought, and his deep affection for children have made both How Children Fail and its companion volume, How Children Learn, enduring classics.
In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.
Research has consistently shown that student success is directly related to the strength of the relationships between parents and schools. This book provides teachers and administrators with tools to build a foundation for student success based on positive relationships with students and their families.Drawing on original research and their professional experiences, the authors identify the common sources of both negative and positive school-home relationships. The book presents a comprehensive approach to building closer connections and includes:(1) Tools to help educators develop a deeper understanding of the communities they serve.(2) Strategies for improving interpersonal skills and communication skills.(3) A chapter on the importance of documenting and celebrating school events.(4) Guidelines for creating three distinct levels of parental participation in schools.With suggestions for cultivating a community network of support services and a summary of lessons for forging constructive relationships, The School-Home Connection is an essential tool for educators looking to strengthen the learning community and increase student achievement.
The Fire Rises. And it is time for the voices of teachers to be heard. "I find it fascinating, and a bit insulting," confides Frank Stepnowski, the iconoclastic author of Why Are All the Good Teachers Crazy and S.C.R.E.W.E.D., An Educational Fairytale, "that so many people feel so enabled to criticize teachers. Folks get their homes repaired multiple times, but they don't automatically think they could be construction workers, plumbers, etc. People and their family members undergo surgeries and visit hospitals, but they don't instantly assume they could be doctors. I could go on and on and yet, because they went to school, or have children in school, legions of people feel like they know what it is to be a teacher. They're wrong; and the evidence is in both the children they send us, and the fact that they stand idle, ignorant to so many "educational" decisions being made about our children that could irreversibly damage future generations." Teaching Sucks - But We Love It is an unapologetic retaliation to those that would blame teachers exclusively for the ills that plague modern education, a wake-up call to the uninformed masses, and a love letter to those good teachers that continue to fight the good fight in the face of nearly insurmountable odds, in a nation that seems to increasingly devalue their importance.
Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors associated with these disorders. The volume addresses classification, assessment, and intervention for a range of disabilities involved in reading, mathematics, and written expression. With a focus on exploring the evolving scientific base of the field, as well as establishing effective educational practices, this book will serve as an essential text and an indispensable resource for school psychologists, neuropsychologists, special educators, and others who work with struggling learners.
"This book is for teachers who have good days and bad --and whose bad days bring the suffering that comes only fromsomething one loves. It is for teachers who refuse to hardentheir hearts, because they love learners, learning, and theteaching life."- Parker J. Palmer [from the Introduction]Teachers choose their vocation for reasons of the heart, because they care deeply about their students and abouttheir subject. But the demands of teaching cause too manyeducators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.
Leaders tend to obstinately stick to the leadership style that brought them most success in the past, usually one of two extreme styles: functional leadership that focuses on operational excellence or smart leadership that focuses on growth. When a leader's focus is too functional, the organization becomes introverted and can focus too much on bottom-line profitability while missing out on top-line growth opportunities. But when leaders focus too much on smart leadership, the organization may experience quick growth but lose its effectiveness quickly.From Smart to Wise offers a new approach that balances the two styles to achieve a form of wise leadership that is both functional and smart. Drawing on inspiring real-life stories of historical and contemporary wise leaders such as Bill Gates, Warren Buffet, and even Mahatma Gandhi, the authors identify six characteristics of wise leaders and offer a practical framework to help readers develop their own style of wise leadership.
A timely and innovative approach to leadership. Written by noted speakers who conduct dozens of keynote speeches and workshops, training thousands of people annually
In these affectionate letters to Francesca, a first grade teacher at an inner-city school in Boston, Jonathan Kozol vividly describes his repeated visits to her classroom while, under Francesca's likably irreverent questioning, he also reveals his own most personal stories of the years that he has spent in public schools.Letters to a Young Teacher reignites a numberof the controversial issues Jonathan has powerfully addressed in recent years: the mania of high-stakes testing that turns many classrooms into test-prep factories where spontaneity and critical intelligence are no longer valued, the invasion of our public schools by predatory private corporations, and the inequalities of urban schools that are once again almost as segregated as they were a century ago.But most of all, these letters are rich with the happiness of teaching children, the curiosity and jubilant excitement children bring into the classroom at an early age, and their ability to overcome their insecurities when they are in the hands of an adoring and hard-working teacher.