What The Students Taught The Teacher

From Master Teacher to Master Learner by Will Richardson explores the fact that, although the world has seen great technological transformations, very little real school change has taken place. Creating true digital classrooms requires schools to desert their traditional practices in order to make better use of 21st century structures and technologies. This practical guide shows educators how to promote learning over knowing, and invites them to rethink the ways school can best prepare today's students for the future. Educators will: Contemplate antiquated education premises that educators need to abandon and unlearn to fit the modern world, Explore the differences between a culture of teaching and a culture of learning and how learning cultures diverge, Gain key starting points for creating atmospheres that encourage powerful learning, Reflect on the web literacies that teachers may have trouble developing, Review how students and educators can best use web tools, such as social medial and blogs, and in which areas these applications are the most helpful for educational purposes, Solutions Series Solutions for Digital Learner-Centered Classrooms offers K-12 educators easy-to-implement, recommendations on digital classrooms. In a short, reader-friendly format, these how-to guides equip practitioners with the digital tools they need to engage students and transport their district, school, or classroom into the 21st century.

What the Students Taught the Teacher is a delightful textbook full of teaching tips and scenarios. Frona Colquhoun relates her experiences in her search to find the best way to teach young children not only by enriching their minds, but their hearts and souls as well.

What is it really like to be a college professor in an American classroom today? An award-winning teacher with over twenty years of experience answers this question by offering an enlightening and entertaining behind-the-scenes view of a typical semester in his American history course. The unique result—part diary, part sustained reflection—recreates both the unstudied realities and intensely satisfying challenges that teachers encounter in university lecture halls. From the initial selection of reading materials through the assignment of final grades to each student, Patrick Allitt reports with keen insight and humor on the rewards and frustrations of teaching students who often are unable to draw a distinction between the words "novel" and "book." Readers get to know members of the class, many of whom thrive while others struggle with assignments, plead for better grades, and weep over failures. Although Allitt finds much to admire in today's students, he laments their frequent lack of preparedness—students who arrive in his classroom without basic writing skills, unpracticed with reading assignments. With sharp wit, a critical eye, and steady sympathy for both educators and students, I'm the Teacher, You're the Student examines issues both large and small, from the ethics of student-teacher relationships to how best to evaluate class participation and grade writing assignments. It offers invaluable guidance to those concerned with the state of higher education today, to young faculty facing the classroom for the first time, and to parents whose children are heading off to college.

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.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.

About the Title If you're reading this back cover, you obviously have read the title of my book. And if you read the title then you must be thinking to yourself: "What is he talking about?" How is it possible for students to teach the teacher how to teach? They spend 5 years in college securing their teaching certificate, then several months student teaching in a teacher's classroom. This is followed up with district training throughout each year and after-school weekly learning sessions. So let me explain how this title is both appropriate and accurate. My style and persona are one of having fun and bringing smiles and laughter into people's lives. I wanted this to include my students. But I wasn't sure if I could bring the "real me" into the classroom. I was concerned that if I acted silly or a little crazy or played a prank, the students would not be able to re-focus and immediately get back on track. I told my students on their first day, "I could be strict or we could have fun. It's up to you." Every year my students chose laughter and fun and as a result, they tried harder and scored higher than most classes in the district. They surely did teach me that by utilizing unorthodox teaching methods, they would rise up and excel (as if I were teaching an honors class). About the Author Jim Seaman is now a retired 5th and 6th-grade teacher who relocated to the Seattle area after losing his home in the 1994 Northridge, California earthquake. He pursued a nagging desire to become a teacher and went back to college at the age of 52 to receive his teaching certificate. His hobbies include Photography in which he and his wife, Karen, have received numerous awards, writing magazine articles, downloading his favorite songs (about 1100), writing poetry, and writing books. He has recently published, Where Does the Trombone Go? The Sex Ed Questions You Won't Believe Kids Ask (and answered by their teachers) and Partly Sunny with a Chance of Laughter, Poems that will make you think, wonder, question, and smile. He is currently in the process of completing, 54 Years (and counting) of Love, Laughs, and Lunacy: A Marriage lived as a T.V. Comedy Show. Be sure and check out his website: www.authorjimseaman.com.