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A collection of over 3,000 entries from hundreds of professors, scholars, politicians, and celebrities who offer thoughts on the art of teaching and the acquisition of knowledge.
Nowhere is teachers’ lives and work more challenging than in Jamaican schools. Teachers in Jamaica are regularly faced with limited resources and challenging students. Teacher pay has been historically low and current conditions continue a long tradition of providing minimal compensation for teachers’ work. Recent school reform efforts has been successful in producing a teaching force that is better educated than ever before, and yet, teachers are seldom given the autonomy in decision-making and/or respect that accompanies the work of comparable professions. Coupled with these issues, teachers regularly face hunger, poverty, behavioral issues and a lack of parental support as part and parcel of their experience in 21st century schools. If teachers are perceived as having low professional status, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that “every child can learn, every child must learn;” however, the reality is that while all children can learn, many children do not learn in this country where the allocation of resources favors the rich and disowns the poor. Public schools in Jamaica vary tremendously across the fourteen parishes. Geography and social class regularly determine both the context and circumstances of teachers’ work, and yet, discussions of teachers seldom acknowledge the differences. There is a place for a more in-depth examination of teachers’ work and teachers’ lives in Jamaica where a consideration of the emergence of teacher leadership and higher professional status can intersect with a vision of new roles and responsibilities for teachers. While many of the reports on Jamaican education consider the role of administrative leaders, there is an absence of any discussion of the role of teacher leaders is school reform. It is interesting that a country can advocate for higher levels of teacher preparation and an upgrading of the professional status of teachers, and yet, ignore the potential power of teachers as major actors directing efforts to reform the schools. Teachers acting as leaders, in a profession dominated by women, would challenge the status quo and usurp preconceived notions regarding the work of teachers. In this book, 21st century descriptions of teachers’ lives and work will accompany a consideration of how the transformation of the teaching profession could positively impact both schools and classrooms across the island.
Not much has been written about technical colleges, especially teaching mathematics at one. Much had been written about community college mathematics. This book addresses this disparity. Mathematics is a beautiful subject worthy to be taught at the technical college level. The author sheds light on technical colleges and their importance in the higher education system. Technical colleges area more affordable for students and provide many career opportunities. These careers are becoming or have become as lucrative as careers requiring a four-year-degree. The interest in technical college education is likely to continue to grow. Mathematics, like all other classes, is a subject that needs time, energy, and dedication to learn. For an instructor, it takes many years of hard work and dedication just to be able to teach the subject. Students should not be expected to learn the mathematics overnight. As instructors, we need to be open, honest, and put forth our very best to our students so that they can see that they are able to succeed in whatever is placed in front of them. This book hopes to encourage such an effort. A notable percentage of students who are receiving associate degrees will go through at least one of more mathematics, courses. These students should not be forgotten about—their needs are similar to any student who is required to take a mathematics course to earn a degree. This book offers insight into teaching mathematics at a technical college. It is also a source for students to turn toward when they are feeling dread in taking a mathematics course. Mathematics instructors want to help students succeed. If they put forth their best effort, and us ours, we can all work as one team to get the student through the course and onto chasing their dreams. Though this book focuses on teaching mathematics, some chapters expand to focus on teaching in general. The overall hope is the reader, will be inspired by the great work that is happening at technical colleges all around the country. Technical college can be, should be, and is the backbone of the American working class.
This book brings an international perspective of school leadership, but this time, examines how such leadership can have a positive impact on students considered to be “unique.” At one time, such students considered “unique” or “special” were often placed in special education programs and/or special schools to address their physical, emotional, and/or mental disabilities. Through legislation and changes in beliefs, many countries have changed approaches with these students from a “warehouse” approach, where such students were placed in special schools, to more of an inclusive approach where such students remain in their particular home school in an environment that was more inclusive and less restrictive. Over the past two decades or so, schools around the globe have been experiencing a significance increase in not only the number of “traditional” types of students needing special services, but a new generation of unique and diverse students, including those with: sexual identity and orientation differences; extreme social and economic inequities; cultural differences, arising from the significant increase in the number of migrant families fleeing unstable nations. Through their educational systems, many nations are moving from compliance and deficit models to support and prevention; they are becoming more inclusive of unique and special students. Thus, the school leader, if provided the opportunity and support, can have a significant impact on the education of and all students by linking their leadership to the acceptance and inclusion of all students, and to ensuring that all adults in the school become responsible for each student.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Forget the 10,000 hour rule— what if it’s possible to learn the basics of any new skill in 20 hours or less? Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare? Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of practicing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . . In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct complex skills, maximize productive practice, and remove common learning barriers. By completing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well. Kaufman personally field-tested the methods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard keyboard, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the simple techniques he teaches: Define your target performance level: Figure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better. Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcomponents, it’s easier to figure out which ones are most important and practice those first. Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice. Create fast feedback loops: Getting accurate, real-time information about how well you’re performing during practice makes it much easier to improve. Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chainsaws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.
Confidence, emotional intelligence and resilience are vital to children's mental wellbeing, and this book gives early years practitioners all the tools they need to promote these skills in young children. The book explores how three approaches - Growth Mindset, Forest School and Multiple Intelligences - can be key to building these skills. Growth Mindset focuses on talents being strengthened through hard work and determination; Forest School uses the physical natural world to enhance learning and development; and Multiple Intelligences focuses on equally valuing the many different kinds of intelligences there are. Each chapter includes activities and ideas to show how the different approaches can be used in everyday practice. Also included are reflective questions, quick tips and case studies. This book will inspire and empower readers to reflect on themselves, their practice, and how they can support each child as an individual to give them the best start in life.
24 Hours Daily Teacher Planner - Lesson Plan and Record Book Our new Lesson Plan Book For Teachers is finally here! Features: 1. 366 Pages, Size-6*9. 2. Daily work planners, To do list, Not completed. 3. Lined boxes on the Notes section. This notebook will help you to memorize work and your tons of work easily. Grab your colored pens and washi tape and let's get organized! Search '' ParlaxTee '' on search bar to see even more cover design styles to suit your needs.
The purpose of 240 Ways to Close the Achievement Gap "Teacher Only" book is to extend to educators a tangible method to assess current practices, utilize existing resources, and identify instructional gaps in a positive environment that allows teachers, administrators and staff to walk away a plan for change. The structure of the workbook fosters authentic dialog between staff by acknowledging successful practices in addition to analyzing areas for improvement. The group approach facilitates team building in a twofold process. First, it enables staff to gain a common vision. Second, it allows for large scale change while dispersing the workload to reduce chances of staff burnout and exhaustion.
