Too Scared To Learn

Too Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large percentage of women who come to adult literacy programs have experienced, or are currently experiencing, violence in their lives. This experience of violence negatively affects their ability to improve their literacy skills. Literacy programs and other educational programs have not integrated this reality into their work. This book builds on extensive research that revealed the wide range of impacts violence has on adult literacy learning. Interviews with counselors and therapists, literacy learners, and educators working in different situations, and a wide range of theoretical and experiential literature, form the basis of the analysis. Educators are offered information to support reconceptualizing programs and practices and making concrete changes that will enable women to learn more effectively. The book makes clear that without an acknowledgment of the impact of violence on learning, women, rather than getting a chance to succeed and improve their literacy skills, get only a chance to fail, confirming to themselves that they really cannot learn. Essential reading for literacy and adult education practitioners, teachers of English as a second language, and education theorists, Too Scared to Learn explores the intersection among trauma, psychological theory, and pedagogy. The book is filled with a wealth of practical ideas, possibilities, and thoughts about what practitioners might do differently in classrooms and educational institutions if we begin to think differently about violence.

Garcia explains academic anxiety and what causes it, and cribs its physical and intellectual effects. The author offers strategies you can use to help propel your students past this critical hurdle. She presents different methods of intervention and discusses their advantages and disadvantages. This book provides examples of classroom interventions using vignettes that give you the feel of a real classroom. The vignettes illustrate ways to address the problem in your classroom. Find out how to deal with anxiety issues through units of instruction. You'll begin to frame your interactions with anxious students so that you get right to the heart of any problem without upsetting anyone.

In 1976 twenty-six California children were kidnapped from their school bus and buried alive for motives never explained. All the children survived. This bizarre event signaled the beginning of Lenore Terr's landmark study on the effect of trauma on children. In this book Terr shows how trauma has affected not only the children she's treated but all of us.

In this entertaining and groundbreaking book, Dr. Paul Pimsleur, creator of the renowned Pimsleur Method, the world leader in audio-based language learning, shows how anyone can learn to speak a foreign language. If learning a language in high school left you bruised, with a sense that there was no way you can learn another language, How to Learn a Foreign Language will restore your sense of hope. In simple, straightforward terms, Dr. Pimsleur will help you learn grammar (seamlessly), vocabulary, and how to practice pronunciation (and come out sounding like a native). The key is the simplicity and directness of Pimsleur’s approach to a daunting subject, breaking it down piece by piece, demystifying the process along the way. Dr. Pimsleur draws on his own language learning trials and tribulations offering practical advice for overcoming the obstacles so many of us face. Originally published in 1980, How to Learn a Foreign Language is now available on the 50th anniversary of Dr. Pimsleur’s publication of the first of his first audio courses that embodied the concepts and methods found here. It's a fascinating glimpse into the inner workings of the mind of this amazing pioneer of language learning.

A heartbreaking and inspiring collection of true fostering stories perfect for fans of Cathy Glass and Rosie Lewis. Contains previously published stories Too Scared To Cry, The Girl No One Wanted and A Family For Christmas - brought together in this heartwarming and inspiring collection for the first time. ***** Maggie Hartley is one of the UK's most prolific foster mothers. This inspiring collection includes three heartbreaking, true short stories about the children who have passed through Maggie's care. TOO SCARED TO CRY When Ben and Damien arrive on Maggie's doorstep, the two toddlers are too scared to speak. More disturbingly still, their baby half-brother Noah is completely unresponsive - he doesn't smile or play or crawl. The three siblings have been conditioned to be seen and not heard, and it's up to Maggie to unpick what has caused this terrible void. THE GIRL NO ONE WANTED Eleven-year-old Leanne is out of control. With over forty placements in her short life, no local foster carers are willing to take in this angry and damaged little girl. Maggie is Leanne's only hope, and her last chance. If this placement fails, Leanne will be put in a secure unit. Where most others would simply walk away, Maggie refuses to give up on the little girl who's never known love. A FAMILY FOR CHRISTMAS A tragic accident leaves the life of toddler Edward changed forever and his family wracked with guilt. Maggie must help this family grieve for the son they've lost and learn to love the little boy he is now. But will Edward have a family to go home to at Christmas? These heartwarming and inspiring short stories show the power of a foster mother's love, and her determination to help the children who come into her care. Note: These stories have previously been published as individual ebooks. True stories of foster care and adoption and one foster mother's attempts to help the children in her care heal from abuse, neglect and trauma.

Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested. Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support. Table of Contents: Preface 1. Questioning School Authority 2. Student Rights versus School Rules With Irenee R. Beattie 3. How Judges Rule With Irenee R. Beattie 4. From the Bench to the Paddle With Richard Pitt and Jennifer Thompson 5. School Discipline and Youth Socialization With Sandra Way 6. Restoring Moral Authority in American Schools Appendix: Tables Notes Index Reviews of this book: This interesting study casts a critical eye on the American legal system, which [Arum] sees as having undermined the ability of teachers and administrators to socialize teenagers...Arum, it must be pointed out, is adamantly opposed to such measures as zero tolerance, which, he insists, often results in unfair and excessive punishment. What he wisely calls for is not authoritarianism, but for school folks to regain a sense of moral authority so that they can act decisively in matters of school discipline without having to look over their shoulders. --David Ruenzel, Teacher Magazine Reviews of this book: Arum's book should be compulsory reading for the legal profession; they need to recognise the long-term effects of their judgments on the climate of schools and the way in which judgments in favour of individual rights can reduce the moral authority of schools in disciplining errant students. But the author is no copybook conservative, and he is as critical of the Right's get-tough, zero-tolerance authoritarianism as he is of what he eloquently describes as the 'marshmallow effect' of liberal reformers, pushing the rules to their limits and tolerating increased misconduct. --John Dunford, Times Educational Supplement [UK] Reviews of this book: [Arum] argues that discipline is often ineffective because schools' legitimacy and moral authority have been eroded. He holds the courts responsible, because they have challenged schools' legal and moral authority, supporting this claim by examining over 6,200 state and federal appellate court decisions from 1960 to 1992. In describing the structure of these decisions, Arum provides interesting insights into school disciplinary practices and the law. --P. M. Socoski, Choice Reviews of this book: Arum's careful analysis of school discipline becomes so focused and revealing that the ideological boundaries of the debate seem almost to have been suspended. The result is a rich and original book, bold, important, useful, and--as this combination of attributes might suggest--surprising...Many years in the making, Judging School Discipline weds historical, theoretical, and statistical research within the problem-solving stance of a teacher working to piece together solutions in the interest of his students. The result is a book that promises to shape research as well as practice through its demonstration that students are liberated, as well as oppressed, by school discipline. --Steven L. VanderStaay, Urban Education Reviews of this book: [Arum's] break with education-school dogma on student rights is powerful and goes far toward explaining why so many teachers dread their students--when they are not actually fighting them off. --Heather MacDonald, Wall Street Journal

Discusses the basic psychological principles of interpersonal relationships.

Named a Best Book by: The Globe and Mail, Indigo, Out Magazine, Audible, CBC, Apple, Quill & Quire, Kirkus Reviews, Brooklyn Public Library, Writers’ Trust of Canada, Autostraddle, Bitch, and BookRiot. Finalist for the 2019 Lambda Literary Award, Transgender Nonfiction Nominated for the 2019 Forest of Reading Evergreen Award Winner of the 2018 Alcuin Society Awards for Excellence in Book Design – Prose Non-Fiction "Cultural rocket fuel." --Vanity Fair "Emotional and painful but also layered with humour, I'm Afraid of Men will widen your lens on gender and challenge you to do better. This challenge is a necessary one--one we must all take up. It is a gift to dive into Vivek's heart and mind." --Rupi Kaur, bestselling author of The Sun and Her Flowers and Milk and Honey A trans artist explores how masculinity was imposed on her as a boy and continues to haunt her as a girl--and how we might reimagine gender for the twenty-first century. Vivek Shraya has reason to be afraid. Throughout her life she's endured acts of cruelty and aggression for being too feminine as a boy and not feminine enough as a girl. In order to survive childhood, she had to learn to convincingly perform masculinity. As an adult, she makes daily compromises to steel herself against everything from verbal attacks to heartbreak. Now, with raw honesty, Shraya delivers an important record of the cumulative damage caused by misogyny, homophobia, and transphobia, releasing trauma from a body that has always refused to assimilate. I'm Afraid of Men is a journey from camouflage to a riot of colour and a blueprint for how we might cherish all that makes us different and conquer all that makes us afraid.