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|Lee Canter||Solution Tree Press||ePub|
You can establish a classroom environment in which you teach and students learn free from the distraction of disruptive student behavior!
How can I make such a bold statement not knowing you or your students?
Over the last thirty years, my staff and I have worked with more than one million teachers at all grade levels and from all types of socioeconomic backgrounds, and we have learned firsthand that any motivated teacher can develop the skills and confidence needed to teach his or her students how to behave.
If you are ready to join this enormous contingent of educators who have learned to successfully manage their students’ behavior, then please continue reading.
If you are reading this book, you are either struggling with managing student behavior or concerned that you will soon be facing this issue.
Trust me, you are not alone.
Seventy-seven percent of teachers admit that their teaching would be more effective if they did not have to spend so much time dealing with disruptive students (Public Agenda, 2004).See All Chapters
|Rowman & Littlefield Publishers||ePub|
PEGGY A. ERTMER
ABSTRACT: Current recommendations for achieving high-quality professional development for teachers include the creation of a professional learning community. Key to the success of this approach, however, is the role of the peer mentor or coach. This study examined the experiences and perceptions of 31 professional development coaches in order to highlight the characteristics believed to be essential for success. Results suggest that, while content expertise is perceived to be important, coaches believe that strong interpersonal skills are more critical since, without them, they are unable to use their content knowledge to facilitate changes in teachers' practice. Suggestions for selecting and training peer coaches are included.
Although it is generally agreed that professional development is necessary for today's teachers as they confront the challenges of teaching in a climate of reform, what remains in dispute is the most effective method for achieving this goal (Guskey, 1995; Lee, 2001; National Commission on Teaching and America's Future, 2003). Traditionally, the improvement of teaching practices has been left to individual teachers working in isolation, perhaps coming together for a workshop, seminar, or lecture-based training session, but the outcomes have not been as promising as hoped (Pierce & Hunsaker, 1996). New definitions of professional development, currently advocated by state and national professional organizations (e.g., Arizona Education Association, 2003; National Staff Development Council, 2001), as well as governmental and funding agencies (e.g., U.S. Department of Education, 2000, 2001) characterize professional development as a systemic, intentional process, involving multiple members of the educational community, with a clear focus on improving student learning.See All Chapters
|Elizabeth Jennings||Carcanet Press Ltd.|
France fell and concentration camps were filled
But all the blood I knew was how my own
Body grew strange. The gazing child was killed.
Nations fought on: simply I was alone.
The clear pool held the shadow of the world.
‘No Worse, There is None’
Not love or hate or any magic thing
Will help me now, I feel so much alone.
It is as if I shrank to nothingness,
Had lost all power to write words, make them sing.
O God, it seems that everything has gone;
Call it self-pity, call it suffering.
In happy moments now (and they are few),
I paint, make up strange verse, become a child;
But momentarily, within my head,
My heart also, a pain, I never knew
Exists and then I wish that I were dead.
But fear still holds me back before I can
Do damage, only cry so deep within
Myself, I could not say what sickness fills
Me, yet I can retain a sense of sin;
This is no drama, nothing new to man.
God is remote, I cannot put my hand
Or mind out to him; words seem meaningless,
Others have been the same and worse, I know
But where is that first-last clear caritas?See All Chapters
|Stephen Leather||Monsoon Books Pte. Ltd.||ePub|
INSPECTOR ZHANG AND THE FALLING WOMAN
Mrs. Zhang slipped her hand inside her husband’s as they walked together away from the seafood restaurant. “That was a lovely evening,” she said. “Thank you so much.”
Inspector Zhang smiled and gently squeezed her delicate hand. “It isn’t over yet,” he said. “It isn’t every day that I get to celebrate thirty years of marriage to the most wonderful girl in Singapore.”
Mrs. Zhang giggled. “I’ve not been a girl for a long time,” she said.
“You will always be my girl,” said Inspector Zhang.
Mrs. Zhang stopped walking and turned to face him. She put her arms around his neck and stood on tiptoe to kiss him on the lips. “I will love you until my last breath, and beyond,” she said.
“That’s probably the lobster and the champagne talking,” said Inspector Zhang.
Mrs. Zhang laughed. “It was very good lobster,” she admitted. She released her grip on his neck and slid her hand into his again.
The restaurant that Inspector Zhang had taken his wife to was on a quay overlooking the Singapore River, with cute little tables and candles in old wine bottles and a chef who cooked the best lobster in the city. The chef was known to have a predilection for the ladyboys of Orchard Towers but his culinary skills were such that everyone turned a blind eye to his weakness.See All Chapters
|Michael Eigen||Karnac Books||ePub|
The Self-Other Context
Self and other constitute each other. There is no other without self, no self without other.1 This is a premise that permeates all my therapy work and writings. I do not and cannot define these terms. They are open. With each individual and each session, I have a chance to learn anew what self and other can be.
No two therapy sessions are the same. This is like saying you can't step into the same river twice. It is also true that you can never step out of the river. Self-other is the medium we live in—our emotional river, our psychological air, our matrix. Our moods and attitudes, the flavor of our lives feed and are fed by changing nuances and intensities of self-other dramas.
We fight our selves, each other, our times. We war against limitations, defects, injustices. The might of the warrior and the ecstasy of power are exhilarating, but they ebb and flow. A time comes for the mighty to run and hide, to be clever, patient, and learn the lessons of weakness. Strong now, weak later; weak now, strong later. The wheel turns. Self and other redistribute themselves along variable axes of power.See All Chapters
Business & Economics