This 100 Pages Ruled Notebook for Self-Enrichment Education Teachers. This notebook is perfect for Christmas, thanksgiving and birthday gift. This funny Lined notebook is filled with college ruled paper that's perfect for writing down your daily teaching thoughts, class ideas, writing your dreams. This Notebook features: ☑ Perfectly sized at 6" x 9" Inches ☑ Black & Large notebook ☑ Matte Finish Cover
Difficult and demanding times force educators to reevaluate their lives and current lifestyles. Times of crisis make them look for new ways to cope, grow, and thrive as individuals. Life Lessons for Educators provides a timely master plan to lead educators through today's difficult times. It charts out a journey that doesn't cost any money and that will afford educators and those they are the closest to with a priceless opportunity to live happy lives even in times of great stress. The recommendations put forward promote clarity, efficiency, and effectiveness in life. The Life Lessons for Educators have nothing to do with how much or how little money, talent, or opportunities you have. They have everything to do with how educators approach their current situations: what they think, say, and do to minimize the effects of negativity for themselves, their kids, and the students in their charge.
I want everyone, not just new and veteran teachers, to see what is possible, not just what exists in teaching. Without joy and hope life is - lifeless! I relate honestly some of my failures and worst mistakes as well as some of the greatest moments of the first fifteen years of my fifty years of teaching. When I tell these stories I still get thrilled or teary-eyed as my students outdid my fondest hopes. I began with little knowledge of what education could (should) be. I taught the way I had been taught. I talked and they sat quietly. My second year I was in a master's program in psychology and I learned about Biochemical Individuality. I was astonished at the uniqueness of each individual. I began developing ways to individualize instruction, but it caused my program to be unbalanced. I wanted them to be become independent, self-motivated, socialized, and responsible for their actions. I realized that I had to mix my interactions by having them learn in pairs, triads, small groups, and whole class. Strict individualization was as bad as straight lecturing. I called the result the Self-Sustaining Classroom. It took years to perfect it, but I was attempting more ways to help them achieve responsible independence. Despite pressures to do otherwise, I managed to offer my students a total program with the so-called 'frills" that not only brought them to school, but stimulated many parts of their brain. I was "touchy-feely" because children want and need the physical and emotional components in their relationship with their teacher. I attribute my success to my enjoyment of teaching children, my eclectic reading, and my determination to be my own person and do what I believed was best for the children. Teachers need autonomy! With the legal freedom to discover their Teaching Style and to express it without fear, teachers will enable children to find their Learning Style and all will realize their potentials.
"This book is for teachers who have good days and bad — and whose bad days bring the suffering that comes only from something one loves. It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." — Parker J. Palmer [from the Introduction] For many years, Parker Palmer has worked on behalf of teachers and others who choose their vocations for reasons of the heart but may lose heart because of the troubled, sometimes toxic systems in which they work. Hundreds of thousands of readers have benefited from his approach in THE COURAGE TO TEACH, which takes teachers on an inner journey toward reconnecting with themselves, their students, their colleagues, and their vocations, and reclaiming their passion for one of the most challenging and important of human endeavors. This book builds on a simple premise: good teaching cannot be reduced to technique but is rooted in the identity and integrity of the teacher. Good teaching takes myriad forms but good teachers share one trait: they are authentically present in the classroom, in community with their students and their subject. They possess "a capacity for connectedness" and are able to weave a complex web of connections between themselves, their subjects, and their students, helping their students weave a world for themselves. The connections made by good teachers are held not in their methods but in their hearts — the place where intellect, emotion, spirit, and will converge in the human self — supported by the community that emerges among us when we choose to live authentic lives. BONUS: Includes an audio CD featuring a 45-minute conversation between Parker Palmer and his colleagues, Marcy Jackson and Estrus Tucker from the Center for Courage & Renewal. They reflect on what they have learned from working with thousands of teachers in their "Courage to Teach" program (www.CourageRenewal.org)and with others who yearn for greater integrity in their professional lives. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
Provides instructions for teachers on identifying common impairments and symptomsm, allowing educators to make adjustments that enable students to learn effectively.
A perceptive literary critic, a world-famous writer of witty and playful verses for children, a leading authority on children's linguistic creativity and a highly skilled translator, Kornei Chukovsky was a complete man of letters. As benefactor to many writers including Alexander Solzhenitsyn and Joseph Brodsky, he stood for several decades at the centre of the Russian literary milieu. It is no exaggeration to claim that Chukovsky knew everyone involved in shaping the course of twentieth-century Russian literature. His voluminous diary, here translated into English for the first time, begins in prerevolutionary Russia and spans nearly the entire Soviet era. It is the candid commentary of a brilliant observer who documents fifty years of Soviet literary activity and the personal predicament of the writer under a totalitarian regime.
This anthology looks at arts partnerships which integrate community arts and cultural resources with schools. It also explores the structural, operational, and philosophical adaptations which take place within arts organizations and schools when they become engaged in the process of developing a healthy, responsive relationship. Finally, it examines the struggle to produce and sustain the changes that can occur in teaching and learning for children when artists, professional art educators and classroom teachers pool their expertise to integrated arts instruction into the basic curriculum. Ideas contributed through interviews with artists, art educators and arts administrators are incorporated in text of 8, subdivided chapters: (1) "Introduction: From Enrichment to Engagement"; (2) "What Schools are for and the Case for the Arts in General Education"; (3) "School Reform and the Arts"; (4) "Arts Partnership as a Strategy for Institutional Change"; (5) "Arts Partnerships in the Classroom"; (6) "Determining Program and Instructional Effectiveness: Research, Evaluation, Assessment and Standards"; (7) "Catalysts for Community Activism and Commitment: Arts Agencies Foundations and International Associations"; and (8) "Conclusion: The Oxymoronic Quest for Durable Change". The work concludes with Appendices, a Bibliography, and an Index. (MM)
Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
