Following the progress of pupils at various schools and into adult life, Jo Boaler outlines the crisis in maths education and proposes ways to motivate pupils about the subject. She offers concrete solutions, including classroom approaches, strategies for pupils, advice for parents and ways that parents can work with teachers.
Jo Boaler outlines the crisis in maths education and proposes ways to excite and motivate pupils about the subject.
Author: Jo Boaler
Publisher: Souvenir Press Ltd
So, the other day, I was talking with Ashley toward the end of class and mentioned she’d been absent a lot, so I asked if she had been ill. She said, “No. We’ve been getting the place ready for my parents. They’re coming home.” “Really?” I was a bit puzzled. “Yeah,” she said, “I pick dad up from prison on Monday and mom on Wednesday.” When a kid walks into class, he or she is carrying baggage. This is the reality: The most important thing for teachers to teach kids is that learning is fun and that they can do it. If they don’t learn this, it doesn’t matter what else is taught. Someone Else’s Problem just walked in your classroom (With apologies to Douglas Adams’s The Hitchhiker’s Guide to the Galaxy). They don’t cover this kind of thing in education classes in college, and they also don’t tell you about students coming to school hungry for food or love. To assume that your job as a teacher is just to teach subject matter is like a blind man describing an elephant. The Elephant in the Classroom was walking the halls of Columbine.
The Elephant in the Classroom “We think by feeling.” Theodore Roethke: “The
Waking” There is an elephant in your classroom. Yes, it's real and very big.
Unless you are aware of it, you will be like one of the three blind men trying to
Publisher: Strategic Book Publishing & Rights Agency
The Elephants in the Classroom talks directly to parents and teachers, providing a much-needed new perspective on the explosion of learning difficulties in our classrooms... and empowering them, with simple skills, to make many aspects of learning easier. Complementing Bridges to Success, this book explains how unlocking the use of mental imagery in a child's thinking can enable them to maximise their learning experiences. The challenges faced by neurodivergent thinkers and learners (for example, those with Dyslexia, Dyscalculia, Dyspraxia, ADHD, Asperger's and Autism) in today's conventional teaching settings could be addressed by a better understanding of how students learn visually. This book explores how some of the most talented creative children, with unrecognised and tremendous potential, can be the ones who struggle most in school. Hundreds of thousands of children are growing up, plagued by poor literacy, poor numeracy, the inability to concentrate, sensory overload and other problems that hold them back and may seriously affect their behaviour. Although committed to multi-sensory teaching and learning, schools often don't know how students employ the critical thinking skills of mental imagery - this is visual learning. The Elephants in the Classroom explains how these students, often with gifted with exceptional creative skills, can learn to control their mental images to make learning easier. Visual learning skills can be explored by parents at any age and easily taught, especially in primary school. Slightly adjusting how we educate children will allow them to maximise their learning experience. Although mental imagery is a natural skill for everyone, its contribution to learning is often overlooked.
Very different experiences of mental imagery characterise learning differences. In
short, mental imagery is a missing key to understanding both exceptional
strengths and their associated challenges. It is one of The Elephants in the
Author: Olive Hickmott
Publisher: Andrews UK Limited
After 45 years in the classroom the recently retired author has written a no-holds barred critique of contemporary education and a primer for aspiring and practising teachers and for those, like Mark Twain, who have never let schooling interfere with their education. This book is written for those who, like the author, are passionately interested in education.. It deliberately avoids the jargon that spoils much educational literature. It is not an academic treatise. It is a practical guide which the author wishes he could have read early in his teaching career. The insights have been gleaned from his personal experience and reflection. In many respects, it is a myth-busting exercise, exposing the 'elephants' in our classrooms which prevent them from becoming dynamic learning environments. Although the focus in this book is what happens in traditional schools, the insights could just as well be applied in any teaching setting.
Although the focus in this book is what happens in traditional schools, the insights could just as well be applied in any teaching setting.
Author: Greg Cudmore
One-quarter of all college students will experience a mental health problem throughout their college career. In response to this, colleges and universities have worked to improve mental health services on campuses. However, students still face barriers to accessing mental health services on college campuses. In this thesis, I focus on examining college students' perceptions of mental health and barriers to accessing mental health services on college campuses. A total of 46 students were surveyed using survey monkey and asked both closed and open ended questions. A number of variables were used to measure perceptions, such as stigma, campus attitudes toward mental health, and barriers to accessing mental health services. Results from this study indicate that while most college students have a personal experience with mental health problems and believe that mental health problems are prevalent on their college campuses, barriers to accessing campus mental health services exist. College students in this study had confidence in campus mental health services, but felt that these barriers, such as stigma and a lack of mental health knowledge, often prevented students from accessing services.
One-quarter of all college students will experience a mental health problem throughout their college career.
Author: Victoria M. Ong
All too often, race discourse in the United States devolves into shouting matches, silence, or violence, all of which are mirrored in today’s classrooms. This book will help individuals develop the skills needed to facilitate difficult dialogues across race in high school and college classrooms, in teacher professional learning communities, and beyond. The authors codify best practices in race dialogue facilitation by drawing on decades of research and examples from their own practices. They share their mistakes and hard-earned lessons to help readers avoid common pitfalls. Through their concrete lesson plans and hands-on material, both experienced and novice facilitators can immediately use this inclusive and wide-ranging curriculum in a variety of classrooms, work spaces, and organizations with diverse participants. “Race Dialogues: A Facilitator?s Guide to Tackling the Elephant in the Classroom is a scholarly, timely, and urgently needed book. While there is other literature on facilitation of intergroup dialogues, none are so deeply and effectively focused on race—the elephant in the room.” —From the foreword by Patricia Gurin, Nancy Cantor Distinguished University Professor and Emeritus Research Director, University of Michigan “This brilliant book is a gold mine of wisdom and resources for teachers, facilitators, and student dialogue leaders. It summarizes, explains, and elaborates upon everything I have ever been taught about what makes for great facilitation. With experience and compassion, the authors have written a clear, user-friendly guide to facilitation of race dialogue for both youth and adults. I will recommend this book to every facilitator and teacher I train or hire.” —Ali Michael, director of the Race Institute for K–12 Educators and author of Raising Race Questions: Whiteness and Inquiry in Education
I will recommend this book to every facilitator and teacher I train or hire.” —Ali Michael, director of the Race Institute for K–12 Educators and author of Raising Race Questions: Whiteness and Inquiry in Education
Author: Donna Rich Kaplowitz
Publisher: Teachers College Press
This brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines.
of. Boredom: The. Elephant. in. the. Classroom. The academic emotion of
boredom, interestingly, is one of the most commonly experienced emotions of
students in schools (Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010). It is not an
Author: Gayle L. Macklem
A view from within the whirlwind of parenting a child with special needs Four years ago, Denise Brodey’s young son was diagnosed with a combination of special needs. As she struggled to make sense of her new, chaotic world, what she found comforted her most was talking with other parents of kids with special needs, learning how they coped with the emotional, medical, and social challenges they faced. In The Elephant in the Playroom, Brodey introduces us to a community of intrepid moms and dads who eloquently share the extraordinary highs and heartbreaking lows of parenting a child with ADD/ADHD, sensory disorders, childhood depression, autism, and physical and learning disabilities, as well as kids who fall between diagnoses. Hailing from Florida to Alaska, with kids ages three to thirty-three, the parents in this collection address everything from deciding to medicate a child to how they’ve learned to take care of themselves, offering readers comfort, kinship, and much- needed perspective.
contrabassoon, this boy who says things like, “This is so nice, all eating in the
dining room together!”—it just didn't add up. This was the kid that no school was
willing to take? So when Emily told us about a flyer she saw on a coffee-shop ...
Author: Denise Brodey
Category: Family & Relationships
The open, inquiring nature of science is fundamentally incompatible with the closed, authoritarian nature of most religious training. Reasons for rejection of personal god concepts by Charles Darwin, Albert Einstein, and Bertrand Russell are used by this author to underline this incompatibility and to show how each of these important scientists came to reject organized religion. Conflicts between scientific and religious habits of mind are described and ideas for education are offered. Common assumptions about our natural environment and human nature are shown to be obstacles to scientific literacy and to a sound liberal education. Research on the nature of the relationship between scientific and religious habits of mind is proposed, recognizing the potential incompatibilities between these important influences in society.
DEALING WITH THE ELEPHANT IN THE CLASSROOM What can be done to
help reduce the obstacle of religious belief that ... most — students in the United
States bring to biology classrooms in particular and science classrooms in
Author: Ron Good
Publisher: Peter Lang
Educational resource for teachers, parents and kids!
That sounded like an elephant ! ” Instead of returning to our room to continue with
the lesson plans I had organized for the day , I told the children that we would
return to the classroom and write a story about the sound we had just heard .
Author: Carol Simpson
Publisher: Good Year Books
Category: Language Arts & Disciplines
Boredom and boredom avoidance drive the behaviours of inattention, impulsivity, and hyperactivity – the diagnostic criteria of ADHD. This is the first ADHD resource to thoroughly explore the connection between the two. Full of innovative approaches, the book introduces a wide range of strategies for professionals working in clinical, educational and therapeutic settings to help those with ADHD beat boredom and engage with tasks and goals they want or need to achieve. Approaches specifically designed for toddlers, children, teenagers and adults are included, which can then be incorporated into schoolwork, jobs, relationships and everyday life. This practical resource will provide professionals who diagnose, treat, coach, and teach those with ADHD or those who suffer from frequent or pervasive boredom, with the tools to alleviate boredom in order to improve both concentration and mood.
in. school. The task of a teacher is to help each child reach her potential; that
often requires accommodations for the child with ADHD. Kirk Martin, behavioral
consultant and founder of Celebrate Calm, teaches research-based interventions
Author: Letitia Sweitzer
Publisher: Jessica Kingsley Publishers
In today's public schools, teachers are often discouraged by the restrictions placed on them by the education system: federal mandates such as No Child Left Behind, excessive emphasis on standardized testing, pre-packaged curricula, inadequate funding, overcrowded classrooms, cultural incongruence, and social injustices. Teachers feel thwarted from meeting the unique needs of each student, and students continue to fall between the cracks in the system. This book encourages educators to teach boldly, using wisdom and courage to do what they know is best for their students despite the obstacles. A collection of letters from leading educators and scholars to practicing and future teachers, Teach Boldly! offers advice, encouragement, and inspiration in the form of bold, innovative ideas to ignite teachers' passion for their work in the midst of a range of discouraging situations. The book can be used as a resource for practicing teachers or as a textbook in teacher education programs. It is relevant to courses in foundations of education, curriculum studies, issues in education, education policy, critical pedagogy, ethics in education, school reform, and educational leadership.
Chapter 7 An Elephant in the Classroom : LGBTQ Students and the Silent
Minority Paul Chamness Reece - Miller Dear Fellow and Future Educators ,
There is an elephant in our classrooms , and too many educators want to ignore it
Author: Mary Cain Fehr
Publisher: Peter Lang
On the whim of an idea, a sophomore student, unlike any other sophomore, takes on the might of the academic world with one of the most thought provoking books written on psychology and philosophy. Play Intelligence: From IQ to PIQ challenges the very heart of our modern science with a radical, if not explosive, hypothesis that human intelligence is playing. He takes on two of the most difficult concepts in science, since we first began to think of science. What is intelligence, and why do we play as we do? With a simple toy brick, he demonstrates how play affects our brain and thought processes and how our abilities transfer from one intelligence to another. He also demonstrates how play is vital in our education and communication, for both children and adults. Like the children all around us, if we dare but play, we could face the challenges in our daily life and have fun while doing so.
We all instinctually knew, that the school enemy, play, would be locked outside.
WHEN PLAY IS THE ELEPHANT IN THE CLASSROOM The elephant in the room
is an English metaphorical idiom to describe an obvious problem, which no one ...
Author: James W. Findlay
Publisher: University Press of America
The second edition of Effective Grading—the book that has become a classic in the field—provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading. Authors Barbara E. Walvoord and Virginia Johnson Anderson explain that grades are not isolated artifacts but part of a process that, when integrated with course objectives, provides rich information about student learning, as well as being a tool for learning itself. The authors show how the grading process can be used for broader assessment objectives, such as curriculum and institutional assessment. This thoroughly revised and updated edition includes a wealth of new material including: Expanded integration of the use of technology and online teaching A sample syllabus with goals, outcomes, and criteria for student work New developments in assessment for grant-funded projects Additional information on grading group work, portfolios, and service-learning experiences New strategies for aligning tests and assignments with learning goals Current thought on assessment in departments and general education, using classroom work for program assessments, and using assessment data systematically to "close the loop" Material on using the best of classroom assessment to foster institutional assessment New case examples from colleges and universities, including community colleges "When the first edition of Effective Grading came out, it quickly became the go-to book on evaluating student learning. This second edition, especially with its extension into evaluating the learning goals of departments and general education programs, will make it even more valuable for everyone working to improve teaching and learning in higher education." —L. Dee Fink, author, Creating Significant Learning Experiences "Informed by encounters with hundreds of faculty in their workshops, these two accomplished teachers, assessors, and faculty developers have created another essential text. Current faculty, as well as graduate students who aspire to teach in college, will carry this edition in a briefcase for quick reference to scores of examples of classroom teaching and assessment techniques and ways to use students' classroom work in demonstrating departmental and institutional effectiveness." —Trudy W. Banta, author, Designing Effective Assessment
Trying to pretend that grades are not important is unrealistic. Trying to establish
an institutional assessment program unconnected to the grading process is
wasteful. Grades are the elephant in the classroom. Instead of ignoring the
Author: Barbara E. Walvoord
Publisher: John Wiley & Sons
Racism, Research, and Educational Reform adds to the knowledge base on educational reform, through individual, personal voices. Describing the complexities of multiple levels of engagement, it provides more accessible reading for teachers and the general public than most reform texts. This book also adds to the literature about multiple K-16 partnerships; collaborations between mainstream universities and Historically Black Colleges and Universities (HBCU); cross-district school system collaborations; the impact of racism on school reform efforts; communication problems in school collaborations; parent and teacher struggles for equal engagement; and issues of parental equity in school communities of diverse ethnic families.
Chapter 5 Joan T . Wynne The Elephant in the Classroom Racism in School
Reform hy is it that White women will not raise the issue of racism when engaged
in serious conversation about issues that concern us as women ? ” That question
Author: Joanne Kilgour Dowdy
Publisher: Peter Lang
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona
In the school year previous to the one noted above, a teacher colleague had
tutored a 4th-grade student in reading. ... myself, had stopped short of making
race issues—the elephant in the classroom and the school district—problematic
when I ...
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
A church can be a dangerous place. The perils may be so obvious, they become “elephants” standing in the fellowship hall, lurking in the sanctuary, ready to spring into the pastor’s study, and tromp out of the choir room. The word “elephant” stands for an obvious truth or issue that is ignored or unnamed—a blind spot. Yet we allow elephants to occupy a large amount of space in the minds and hearts of those that tiptoe around them. Discussing common blind-spots of congregations and church leaders, the authors provide examples and illustrations for how to stop these "elephants" from ruining a ministry.
I have dedicated this book to Mary Davis, teacher, mentor, and friend who is now
102 years of age. I was a teacher at St. Mary's Episcopal School in Memphis,
Tennessee, when she was Dean in the early 1970s. She courageously stood
Author: Mary Lynn Dell
Publisher: Abingdon Press
About half of the undergraduate and roughly 40 percent of graduate degree recipients in science and engineering are women. As increasing numbers of these women pursue research careers in science, many who choose to have children discover the unique difficulties of balancing a professional life in these highly competitive (and often male-dominated) fields with the demands of motherhood. Although this issue directly affects the career advancement of women scientists, it is rarely discussed as a professional concern, leaving individuals to face the dilemma on their own. To address this obvious but unacknowledged crisis—the elephant in the laboratory, according to one scientist—Emily Monosson, an independent toxicologist, has brought together 34 women scientists from overlapping generations and several fields of research—including physics, chemistry, geography, paleontology, and ecology, among others—to share their experiences. From women who began their careers in the 1970s and brought their newborns to work, breastfeeding them under ponchos, to graduate students today, the authors of the candid essays written for this groundbreaking volume reveal a range of career choices: the authors work part-time and full-time; they opt out and then opt back in; they become entrepreneurs and job share; they teach high school and have achieved tenure. The personal stories that comprise Motherhood, the Elephant in the Laboratory not only show the many ways in which women can successfully combine motherhood and a career in science but also address and redefine what it means to be a successful scientist. These valuable narratives encourage institutions of higher education and scientific research to accommodate the needs of scientists who decide to have children.
the. Old. and. In. with. the. New. Marie. Remiker. Fourth-Year PhD Candidate,
Zoology After two years of graduate school, I fell in love with the man of my
dreams. He was an ecologist, and my research field station was located in the
city where ...
Author: Emily Monosson
Publisher: Cornell University Press
A book that is part memories of my time as a teacher and part the really stupid things that the field of education does.
A book that is part memories of my time as a teacher and part the really stupid things that the field of education does.
Author: Ken Lummus