Push Toward Higher Achieving Children

Push Toward Higher-Achieving Children is an ultimate guide and a must-read book for parents, guardians, teachers, community leaders, and others. Marilyn shares opportunities that will challenge you to inspire children to reach their potential and become high achievers.In this book, Marilyn emphasizes the importance of character development and pushing children to greatness. PUSH Toward Higher-Achieving Children is a step-by-step guide for unleashing a child's gift of greatness through the following principles:Pushing parents to create a healthy home with love, morals, values, and quality timePushing teachers and school administrators to create a learning environment that is safe, fun, and conducive for learningPushing toward discipline that creates respect for authority and positive interactions with othersPushing our children toward understanding the importance of positive self-esteem and ways to handle peer pressureMarilyn's book is highly recommended because she explains that the road to success is not a mystery but simply developing a healthy, supportive, and understanding relationship between the child, parent, school, and community. Grasping the importance of these principles will employ self-esteem into a mechanism to handle peer pressure and show high achieving youth the paths to success and becoming a great citizen who is prepared to give back to the community.

Incorporating HC 370

"Text first published in 1990 by Children's Press, Inc."

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus. Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.

“She has a funny way of looking at you,” a fourth-grader told Rhona Weinstein about his teacher. “She gets that look and says ‘I am very disappointed in you.’ I hate it when she does that. It makes me feel like I’m stupid. Just crazy, stupid, dumb.” Even young children know what adults think of them. All too often, they live down to expectations, as well as up to them. This book is about the context in which expectations play themselves out. Drawing upon a generation of research on self-fulfilling prophecies in education, including the author’s own extensive fieldwork in schools, Reaching Higher argues that our expectations of children are often too low. With compelling case studies, Weinstein shows that children typed early as “not very smart” can go on to accomplish far more than is expected of them by an educational system with too narrow a definition of ability and the way abilities should be nurtured. Weinstein faults the system, pointing out that teachers themselves are harnessed by policies that do not enable them to reach higher for all children. Her analysis takes us beyond current reforms that focus on accountability for test results. With rich descriptions of effective classrooms and schools, Weinstein makes a case for a changed system that will make the most of every child and enable students and teachers to engage more meaningfully in learning.

This groundbreaking volume provides a theoretical as well as clinical picture of the background and guidelines for clinical applications of neuropsychotherapy. It takes a multidisciplinary approach, combining neuropsychological knowledge with recent conceptualizations of other fields of neuroscience and models of psychotherapy with special emphasis on the role of working alliance.