"Teaching Boys who struggle in school" Kathleen P Cleveland

219 pgs, 2011, ASCD.


Well, I loved this book. I really enjoyed reading Kathleen Cleveland's writing style - she has that effortless, easy to read but not dumbed down style that really helps you to take on board what she's saying. And here, she's saying a lot. And she manages to get her message across without alienating any one group. Magic.


As you may have guessed from the title, this book is about ameliorating the "problem" of boys underachieving at school. To begin, Cleveland first sought the guts of the issue. Was it really a problem? Was it as much of a problem as what the media intimated? And what were the main tenets of the issue?


She found there was a problem, though not as much as the media will tell us it is. There are boys - and any practising teacher will tell you this - that do struggle in our classrooms, and there is an urgent need to do something about it. But this change does not need to come at the expense of girls' education, nor anything else, it can be slotted into our current teaching. "Tweaking" what you already do.


Cleveland proposes a 6 step Pathways program that can underscore everything you do. She explains it at length, though not laboriously, and it is a solid structure. I am inspired to go ahead and begin making subtle changes to the way I teach, to take advantage of these very helpful suggestions.


Some of the important concepts I gleaned from the book include: experience learning, or active learning is essential - it is better to do things rather than just talk about them abstractly; collaboration is important, as are co-operative skills and social skills; informational feedback is important to provide direction; regular breaks and activity changers are essential. These are just some of the many helpful ideas within. As Cleveland herself says in the introduction - this isn't a book filled with strategies, it's rather a book about a way of thinking about teaching the kids in your class. Although it's mainly aimed at struggling boys, girls will also benefit from the ideas you try. Highly recommended.

"Connecting Teachers, Students and Standards" Voltz, Sims and Nelson

144pgs, 2011, ASCD.


Another Member book from ASCD! Well, if nothing else, they keep me busy with educational research. Not that I mind. This book began with all the promise of everything - and well, then narrowed it down to what they really meant.


The rather gregarious title of "Connecting Teachers, Students and Standards" appears to cover a whole gamut of global necessities for teaching, but it is in actuality another book targeted for the minority groups in your classroom. It kind of reminded me of the Bender book that I just finished - as he to was primarily focused on students with disabilities and not necessarily disclosing this information. Which perturbed me a little.


The subtitle however, on this book reads, "Strategies for Success in Diverse and Inclusive Classrooms", thus leading us to a more complete picture of what this is all about. The whole gist of this book is to lead you through a method of inclusive teaching. That method is from the MMECCA framework. It highlights:

• Methods of instruction
• Materials of instruction
• Environment of instruction
• Content of instruction
• Collaboration for instruction
• Assessment in instruction

When I think about it now, it's really a book aimed at younger teacher. It gives a larger picture. At the moment, I'm looking for something that will provide a larger picture, with more specifics drawn in. Talk about fussy!


A lot of the content in the this book I must say I already knew about (not to brag or anything). It was a nice little refresher, though, and certainly worth reading.


There are a range of useful strategies that you could use for a number of different lesson situations, such as the COPS strategy to help with editing in writing.


It's good when you're able to find at least a few tips that you can use. Worth it!

"Learning to Love Math" Judy Willis

(Kindle edition), 2010, ASCD.

Judy Willis, as a neurologist turned educator, has an unique perspective on how children learn. She infuses this knowledge into her teaching, and her students must be all the richer for it. Personally, I gained much from looking at teaching in this light - it can help you see just how children do struggle when conditions aren't right for them to learn.

Willis begin by revisiting what I'm sure we've all come across in our maths lessons, the 'negativity' that can occur, in particular in maths. With such a large range of content to 'cover', we are (well, I am) frequently at a loss as to how to teach it effectively. And Willis confirms what we already knew - children can't learn anyway when they're stressed, so you can't force it. They have to want to learn it.

And this is a reassuring point. From all of my previous research, this is an outstanding similarity. Children learn best when they are invested in what they are learning - teaching them 'because it's on the curriculum' won't suffice.

Throughout the book, Willis delivers in an even, pragmatic tone, teaching that you should and can be doing in maths. She blends in knowledge about the brain with fantastic ideas that will help with the boreds and the confused. She even includes a handy 'Brain Owner's Manual', which you can use to inform your students that yes, they can learn how to be smart!

Willis suggests teaching your students about how their brain can improve, and so their maths skills (and indeed, any other) can also improve. She mentions such strategies as dend-writes, sy-naps, and the neuroplasticity of the brain that enables us to build on new knowledge. She does this, I might add, without the book being bogged down in academia.

She discusses the art of achievable challenge, that is, ensuring each child in the class is working to their capacity. Sound like pipe dreams? It can be done! Using formative assessment and targeted planning, for a start, you can put them on the right track to learning the maths they can.

It can be tricky, as an educator, juggling the different learning needs of a class of many, but the ideas in this book show you how. Alert those minds, differentiate for achievable challenge, and reduce anxiety! Start... now!

"Differentiating Math Instruction" William Bender

(2nd Ed), 2009, 132pgs, Corwin, USA.


My current improvement focus is mathematics, so I've been reading up on the subject of late. I picked this title, as it had a relevance to current pedagogy (the "differentiation" bit), and it looked as if it would encompass a modern teaching strategy that could help me to teach maths more effectively.


Bender introduces the text by offering it as a kind of "grab bag" of strategies and tricks that you can pick up and use immediately in the classroom. It is indeed accessible in this way. A number of the strategies also apply from Prep to year 8, as it purports to, and could even go further.


It was not really what I was looking for, that is, a program that has an overarching ethos that can be the basis of a successful maths program. I found that in the previous book, "Focus". Schmoker suggests teaching maths in the older style of interactive lecture, and that this can be very effective if taught correctly.


I also found difficulty in accepting the research and theory basis that Bender offers. His field and background is in children with learning difficulties, and this is where he has gathered much of his information. It's not really a problem - until he uses this information as a basis for strategies for general education students. Children with learning difficulties and children without are different, and can be taught in different ways. 


So the "differentiation" that was presented was really just suggestions for students with learning difficulties. There was only one suggestion for gifted or bright children, and this in itself was not really satisfactory, not providing any guidance for extending those children beyond their peers adequately. 


This, I believe, is not actually differentiation. It's just adapted lessons for those with learning difficulties. It's not so bad in itself, but Bender does not disclose this research bias, and thus discredits his own suggestions.


And yet, I found some useful tips that I could bring into the classroom. For example, there is merit in copying out flashcards as a method to learn the multiplication tables (even better for those with learning difficulties). Students that are bright and already know the content should not participate in the whole class minilesson - they should be taken out of the main group before that. The Concrete, Semi-Concrete, Abstract sequence is important, and should be heeded.


I will continue to look elsewhere for a text that I can base my maths teaching on. I'm thinking a new ASCD book, "Learning to Love Math" looks good. Stay tuned!

"Focus" Mike Schmoker

2011, 218pp, ASCD, USA.


I received this edition in the post, being a Select member of the ASCD in America (thus furthering my search for educational research!). Well, it got my attention straight away! The subtitle reads, "Elevating the Essentials To Radically Improve Student Learning". That said to me, "read me, read me NOW!" And so I dutifully obliged.


Schmoker is a previously published author, his most recent book being titled, "Results NOW" (2006), which also looks a good read. He has an effortless but convincing style that is easy to read, and enjoyable. He is most passionate about making grand improvements to education for all, and this is plainly read through his writing. It is a call to action.


Schmoker highlights a few proven, though, some would say, old-fashioned methods in pedagogy and leadership that he attests will improve student learning noticeably. In fact, he repeats these few core ideas a number of times, though I believe this was just because the methods are so versatile and can be applied in a number of places. This repetitious nature of strategy doesn't get boring, but by the end of the book, you can predict what he is going to say.


He stands by solid tactics such as reducing standards taught to Teach Them Properly (my caps), using the interactive lecture style to imbue direct teaching correctly (without all the mumbo-jumbo excessive activity-based frilly stuff that we have devolved into, or so he says), and reading, Reading, READING! Lots of reading.


I agree. 


There is, of course, a lot of other useful information in this book. I heartily urge you to read it. It's an influential read, and will get you moving. I will be!

"Visible Learning" John A C Hattie

2008, 382pp, (Kindle edition), USA.

Previously in my reading, I had a feeling I was searching for something. To be sure, I was always looking for better practice, better pedagogy, and more sound theory. Every book I read took me a little closer, but yet, was not the definitive swipe I was looking for. The allegorical full stop to the journey of educational pedagogy. A book that would stand up and say -- I am theoretically sound and intensely helpful! It had to be waiting in the wings.

"Visible Learning" ends the search. (Though, I say this metaphorically, because there really is no end to the search.) John Hattie, a professor and obviously rigorous researcher, has completed a mammoth task of compiling over 800 meta analyses of educational reviews and articles. Or something like that. I wasn't really concerned so much with the data, more so interested in the content.

Hattie takes to task all of those programs, initiatives and strategies that we throw at schools and schoolchildren -- and clearly tells us if it works or not. If you were thinking, "wouldn't it be great if someone wrote a book that finally told us what worked and what didn't?" then your prayers have been answered.

It's a hard slog. There are numerous programs, etc that Hattie trawled through, but, it is ultimately rewarding. I can't really do it justice by summarising it in 200 words or less, but needless to say, it firstly confirmed the direction our school is going in, and also reassured me that I was also on the right track myself.

Big ideas to take away include a major focus on formative assessment and all that goes with it, eg. student self-assessment, peer assessment, learning criteria, etc; as well as making teaching clear and obvious. That is to say -- Visible Learning and Visible Teaching.

I think I must have highlighted approximately half of the book in my Kindle, so I'll be going over those notes regularly. It really is an enlightening and rewarding book to read. Recommended.

"Teaching and Assessing Spelling" Mary Jo Fresch & Aileen Wheaton

2002, 155 pgs, Scholastic Teaching Resources, USA.

Following on from "Spelling Smart", "Teaching and Assessing Spelling" nicely creates an umbrella program - more like a philosophy, actually - that both programs can co-exist in. (In fact, it was nice to note "Spelling Smart" in the bibliography of "Teaching and Assessing Spelling", confirming the complementary nature of both programs.)

"Teaching and Assessing Spelling" similarly rejects the old model of memorisation, both as a demoralising and incorrect model of spelling instruction. The focus is once again on conceptual learning of spelling patterns, providing a thorough sequence in which to learn these through (although, the authors are quick to note that this is not necessarily to be adhered to in strict sequential order).

Fresch and Wheaton have developed their own assessment method, dubbed the SKI - for Spelling Knowledge Inventory - which will work for any child from prep to the upper grades. They range from I to IV. The stages match developmental stages that the authors identify early on, specifically:

- I. Print and Symbol Awareness

- II. Print and Sound Awareness

- III. Print and Sound Connections

- IV. Self-Reliance

The authors point out that at all stages of spelling - or, as they prefer, word study - students are in need of direct and tailored instruction in order to consolidate and progress their level of understanding. They note that the stages are on a continuum, so at any particular stage, students may have one foot in one, and one foot in the other.

The book is replete with examples that demonstrate how to use the SKI Assessment, and also what to do with the results. They provide examples and suggestions of how to program for spelling instruction that focuses on discovery and word patterns, without really demanding that you adhere to any particular model. There is similarly a focus on etymology as a way to discover words in their irregularities, and to foster enthusiasm in words.

An extensive appendix is included, that facilitates creation of your specific SKI Assessments through word banks and forms.

As with "Spelling Smart", I believe that this program will encourage a richer, more thorough knowledge of spelling in students, and furthermore, will assist a burgeoning appreciation of words. As Fresch and Wheaton say in "Teaching and Assessing Spelling", "you'll begin to look at words in a different way" - both yourself and students.

"Spelling Smart" Cynthia M Stowe

2002, 415 pgs, Jossey-Bass Publishers, USA.

"Spelling Smart" is a complete spelling program that incorporates best practice research, and importantly, considers the child at the centre. It is specifically for students with spelling difficulties. There is a short section at the beginning outlining the theory, discussing implementation, and diagnostic assessments to use to prepare your students for the program. Most of the book is comprised of the 40 lessons that make up the program.

It is a valuable program that dismisses the old practice of memorisation - that is, having students memorise a list of words, with a weekly test to see how they fared. Stowe points out that this is actually a test of memorisation, not spelling skill, so the learning is not conceptual. The program aims to teach spelling with an understanding of the regular spelling patterns. Students are charged with discovering the different sounds that the English language can make, and at the same time, build their self-confidence as they make real learning progress.

The program focuses on the regular spelling patterns - not the irregularities that are so often talked about, the "spelling demons". Stowe mentions that the regular spelling patterns make up about 85% of words (p18), thus the bulk of the program should be about the regular patterns. The remainder are dealt with through regular use (not memorisation), reading, and noticing through reading or modeling.

Etymology (the study of word origins) is encouraged as both a way to explain the inconsistencies in the English language and nurture a fascination with language that can facilitate further interest in study.

Spelling lessons focus on using words in context, and highlighting spelling patterns through a range of different activities. A number of reproducibles are offered for each unit.

"Spelling Smart" is a sequential, systematic spelling program, that focuses on real learning of spelling patterns, thus leading to better spellers and writers. With students at the centre, this program is a bedrock for students with spelling difficulties, and will boost their confidence as they progress.

"Notebook Know-how: Strategies for the Writer's Notebook" Aimee Buckner

2005, 127 pgs, Stenhouse Publishers, USA.

Aimee Buckner shares her experiences in the classroom with writer's notebook - and she has a wealth of experience. "Notebook Know-how" provides a lot of useful, practical and accessible strategies to use in your own writer's workshop, specifically for the writer's notebook.

The writer's notebook is a tool - wonderfully underscored in the this book - that enables a writer to practise the craft of writing. Buckner begins by stating that her class writes a lot, some filling up two whole notebooks in a year. Through this essential practise, real progress with skill and strategy can take place.

And strategy is key. This book is replete with strategies that you can use immediately in your own classroom, such as "history of a name". At this point, I will make the distinction that Buckner does - this is a book of strategies, not writing prompts. With strategies, student writers can learn a craft, and begin working towards independence. A writing prompt will only suffice to help in the moment.

Strategies are provided for all facets of the development of the notebook - beginning (launching), expanding topics, writing from reading, genre study, editing and assessing. Each strategy is genuine, and I can see the real teaching and learning in it. There is a handy summary of the strategies in a table at the beginning of the book. Buckner also has her class keep a handy reference list of the strategies taught at the back of their notebook - easy to use when needed, and also a way to encourage responsibility for learning.

Bucker somewhat echoes the teaching style of Debbie Miller, in her use of modeling with rich literature all of the time. She also keeps a writer's notebook, and shares some of her entries as mini-lesson examples. With these real examples for lesson fodder, a real lesson can take place. Students will be able to see the purpose of the lesson when the example before them demonstrates it.

"Notebook Know-how" is a purposeful and essential part of teaching writer's notebooks. Use it to help bring the best out of student writers.

"Words, Words, Words" Janet Allen

1999, 160 pgs, Stenhouse Publishers, USA.

"Words, Words, Words" is all about vocabulary (if you didn't already work it out by the title), and Janet Allen presents this rather robust volume packed with strategies and lesson ideas. Allen begins by acknowledging the nebulous art of vocabulary instruction - in which it is mostly delivered in a skill-drill method - and many teachers' frustrations with this. The ever-present push for improved test scores often drives teachers to this method, believing that it is one way that will deliver results.

In short, no, this method does not work. Allen's research, presented early in the book, shows that vocabulary is best taught in context, accompanied by copious amounts of reading. The rather dry method of presenting a word list, and then sending children off to find the definitions of those words, will not ensure they learn the words. Further to this thought, they may be able to remember the word until the test perhaps, but won't learn the word. They haven't conceptualised the word and taken it to heart.

Allen provides a large number of strategies and lesson outlines, based on excellent suggestions for integrating vocabulary instruction into a busy classroom. Underpinning the suggestions is the idea of matching vocabulary instruction with reading. For example, pre-teaching words that may be encountered in a guided reading text, or shared text, is recommended, though forget the tell the definitions business. Allen provides excellent outlines and lesson ideas that encourage discussion among students about vocabulary, and enables them to interact with the words they are about to use - truly thinking about the words they know and can learn.

A tenet in this book is to encourage the joy of words and word play. Allen lists through a descriptive bibliography a large range of useful references for sharing this joy of words. It is important that students take these new words they encounter and work with them as they learn. Allen states, "words should be used in a meaningful context between ten and fifteen times". (Ch 3) This is supported by her research, that leads vocabulary knowledge through different stages. (Ch 2)

Allen quotes research by Nagy et al (1987) stating that "from 25 to 50% of annual vocabulary growth can be attributed to incidental learning from context while reading" (Ch 2), showing us the importance of reading in our learning environments, and lots of it.

Vocabulary instruction is an essential part of that literacy learning, and this book will help you to integrate it into your reading lessons.

"Reading with Meaning" Debbie Miller

2006, 209pgs, published by Stenhouse Publishers, USA.

Debbie Miller is an inspirational teacher, who lives and breathes her teaching, infusing the classroom with her personality. It is clear to see through her writing in her book, "Reading with Meaning". She takes us on a journey of a year with her year 1 class of 27. By the end of the year, they are reading with comprehension rich enough that you would be pleased if a year 4 student spoke with such confidence!

The beginning third of the book is comprised of how she sets up her classroom, ideas and ethos. Miller writes with a friendly, conversational style that is easy to digest. Of course, it helps that her ideas are fantastic and worth reading! Her passion, dedication and rigour are palpable through the pride she expresses in her class, and the evidence she presents.

The next section of the book delves deeper - how to get into teaching and learning comprehension. Specifically, Miller discusses schema, creating mental images, inferring, asking questions, importance, non-fiction comprehension, and synthesising. Granted, it is a lot to cover, but, by about half-way through this set of comprehension strategies, you get a feel for the method that Miller uses. She is deliberate and strategic when introducing and implementing new skills and concepts, and follows a particular method (which is discussed in the beginning section).

Miller provides evidence at the end of each strategy chapter, showing the confidence and level of understanding of her students with each skill. She uses rich literature, mostly picture books, as her examples when modeling during lessons, and provides an excellent list of books at the end of the book (and each chapter).

This book is filled with lots of "wow" moments - things that I am inspired to try. I can now see a clearer way, and a more deliberate way, to teach comprehension. I will be returning to this book for suggestions for future lessons.

"Classroom Discussions: Using Math Talk to Help Students Learn" Chapin, O'Connor and Anderson

2003, 204pgs, published by Math Solutions Publications, USA.

Classroom Discussions provides an excellent resource for bringing discussion into your maths lessons. It is a carefully structured book - first providing the background for the approach, the theory, the strategies themselves, and finally some vignettes, that I always find useful to put the strategies into context. In fact, the strategies are outlined using vignettes, enabling us to really see their effectiveness.

The "talk moves" suggested are in actuality nothing terribly new, just new in this context of mathematics discussion. If you are the kind of teacher used to giving out questions or worksheets, and telling students answers, then this will be a quite different approach. This approach is probably more used in subjects that lend themselves easily to inquiry - science, humanities, even literacy studies. But this book will show you that mathematics, too, can be discussed in an inquiry fashion.

By using the five talk moves suggested, your maths lessons will be richer, and student understanding will be deeper. Isn't that what we're on about?

The authors make a few poignant points early on in the book. This method of discussion will also assist the students in their development of self-regulation, as it provides the necessary practise they will need to hone that skill (p8). Students must provide evidence for their claims - especially if they are going to disagree with another student (p9). The ground rules for respectful discourse must be laid down early, as the kind of discussions they will be having require it.

When mathematical concepts are logical in fashion, for example, 2 cats and 2 dogs, how many animals? then a discussion can be had based around it (probably not that example though!). However, when concepts are linked to social conventions, such as mathematical symbols, there is no way for students to 'discover' this by themselves, so it is better to just tell them. (p18)

The vignettes at the end of the book are illustrative, in that the first one (out of two) goes horribly wrong, and it is made clear how to fix the problems. One of the things I noticed in the that vignette is that students are required to ask other students to repeat what they had said if they did not hear or were not listening. I think that is a valuable tool, as it makes students responsible for their listening and learning - encouraging them to take a more active role in it.

I will be slowly activating these talk moves into my maths classes - but, as the authors warn, only limiting myself to one new thing at a time!

"How to Give Effective Feedback to your Students" Susan M. Brookhart

2008, 113pgs, published by ASCD USA.

Feedback is a powerful tool that a teacher can wield, and used correctly, can make the different between quality learning, and ineffective learning. And so, in this book by Susan M. Brookhart (who has an extensive career in this specific field of education), feedback itself is dissected so that each teacher who reads it can add it - as effective feedback - to their toolbox.

Brookhart begins by outlining at first what effective feedback is. There is a clear difference between good and bad feedback, and it can make the difference in particular in the learner and their motivations. There are a number of things at play within a student's mind when attempting to learn - the least of which is the actual task. Prior learning, self-confidence, self-efficacy, and more, cogitate together to form a response, making it difficult to follow any kind of script. Therefore, teachers need to get better at giving good feedback, and there are hallmarks of this.

Ensuring the correct timing, amount (of feedback), mode and audience are important. Then you have feedback content to ensure: focus (should primarily be the task or process), comparison (again, should either be criteria or self-referenced), function, and valence (always positive, always positive).

Brookhart goes on to assist with both written and oral feedback. There is a time and place for both, depending on the age of student, in particular, and the task that you are talking about. There are some great ideas from vignettes that I believe I will use very soon. For example, there is a test review sheet, that draws attention to why a student got a question wrong (rather than telling them why yourself). This process brings out students own self-efficacy in themselves as learners, and challenges them to improve themselves. That is the real meaning of scaffolding, I believe.

There are also content-specific suggestions for feedback, which really outline that good feedback can span all areas. It really doesn't change much, as long as it is phrased correctly. Finally, Brookhart looks at how best to differentiate feedback for different types of learners. She underscores the fact that all learners deserve feedback, as all learners can benefit from it.

"Rethinking Homework" Cathy Vatterott

2009, 180 pgs, published by ASCD USA.

"Rethinking Homework" is for those questioning the role homework has in our teaching, and indeed, in our students' very lives. I have always found homework a difficult area to settle effectively, there are many considerations, and not limited to the teacher's own. Parents weigh in on this matter, and the students themselves are a part of the field.

Vatterott writes well. You can feel her own frustrations with homework that led her to begin writing the book. She begins by outlining a little homework history, and within is a reminder of the place of school at the turn of the 20th century. School is a very different place, yet homework, to some degree, remains the same! (p3)

She urges us to confront our own dubiously held beliefs that homework is "sacred", and cannot be altered. Many of these beliefs are held without questions - it is an accepted cultural dogma that exists beyond us. I must admit that I was surprised that I, too, held those beliefs. Here I was, thinking that I was progressive! The "swinging pendulum" (p25) of the homework movement has in itself created a divisive arena of opinions on what homework is best.

Vatterott spends an entire chapter (Ch 2) addressing the role of homework within the family. This is not out of place, considering that homework takes place in the home. I noted a great respect for variation amongst family values - and a great variation exists. Nonetheless, it is important - regardless of any congruence with your own beliefs - to convey this respect when issuing homework. If we are to gain any effective partnership with parents, then this point is underscored.

Another belief is communicated, that of teachers being underprepared to plan, distribute and develop homework themselves. Teachers do not learn about homework when training at university. Teachers learn how to "do" homework from other teachers, or from a school policy. Either way, they are continuations of what happened before. In other words, homework, the "old way" is maintained.

Vatterott provides some excellent surveys and forms to engage parents and students in more productive methods of homework. I have used some of them already, and can see a changing opinion of homework within the year level. Students are beginning to see homework as purposeful, and something that can assist with being more productive with study.

Chapter 3 goes on to look at (mostly) recent homework research, in particular pointing at some of the flaws of this research in educational discussions. In essence, most of the research is either "broken" in some way, or limited in its capacity to assist us as educators. But, thankfully, we are not left there despairing. Vatterott goes on to provide us with some inalienable tenants about learning that can be applied to homework.

Chapter 4 and 5 are practically-minded, and will provide you with enough material to begin your own rethinking on homework. Chapter 5 in particular offers some vignettes of schools and teachers that have made efforts to improve their schools' homework practices.

I found "Rethinking Homework" a timely, hopeful, and useful book, which I will continue to use to inform my own homework procedures. Anyone who wishes to update their own homework practice to a more research-based method, that is modern and more respectful of both students and families, will find this book helpful. What we know about students, and the way they learn, has been transformed in the last 10-20 years. It is time then, that homework is brought into line with this knowledge.

"Teaching Children to Care" Ruth Sidney Charney

2002, 447 pgs, published by NEFC USA.

This is an holistic teaching method that encourages empathy and understanding going both ways between teacher and student. It adopts the Responsive Classroom approach. Using vignettes to illustrate her points, Charney teaches the teacher to listen carefully to the students and enable them to be involved in their own classroom and henceforth, lives. It is only when you begin to know and understand the person that you can begin to teach them with empathy.

Charney makes great use of the old favourite, 'time out'. But, this is time out with a difference. It is no longer used as a punishment, or to distance the child from what is 'normal'. It is used instead as a supportive tool, with the child, to assist their regaining of self-control. They communicate to the child transgressing that they have gone over the limit (p167). A simple "time out" or even a simple hand movement lets the child know that they need to have a break for a short period, until the teacher agrees that it is right for them to rejoin. 

Time out is instituted early, before any large problems erupt - before the child is fully out of control. All time outs are accompanied by a discussion at the end, a debriefing, if you will. 

Of course, time out may not work for all children. For these children, Charney suggests a different plan, which can involve certain strategies such as bargaining.

The second half of the book is devoted to problem solving in more depth. There are methods to assist students and whole classes to problem solve, with a view to them taking this on independently. Charney points out the importance of 'noticing': stating what you see rather than cajoling and nagging. It is even useful when questioning a child about their actions. They cannot deny the bare facts.

"Teaching Children to Care" goes through the very methodology of doing so, it helps you to create an environment with which children can learn the skills of caring for others. It provides a platform with which children can become more independent, and take responsibility for themselves.

"The Explosive Child" Ross Greene, PhD

2nd ed, 2001, 334pgs, published by Quill, USA.

We've heard of the children that are "chronically inflexible", children that lose their temper quickly over seemingly nothing, children that seem to be quite miserable overall. Standard modus operandus for these people is to implement the "discipline" even harder, which, if you've read the previous post's book, won't work. And it doesn't.

Similarly, dangling rewards like carrots and being clearer in consequences, only frustrates further, for these children who just can't. He illustrates this point with a great story on page 89, suggesting that if he were paid Michael Jordan's salary to play like Michael Jordan, well sure, he'd be motivated, but that alone wouldn't be enough to be an outstanding basketballer.

Greene argues that these children are developmentally unable to deal with frustrations, such as doing something that they don't want to do, leading them to lose it like a two year old. They may have any number of the various learning difficulties as well, so put these together, and you have one confused and tense child.

Greene's solution is simple enough: choose your battles. But, of course, it is difficult to implement, given a human's basic desire to avoid conflict. Through choosing (and you choose, not them) a "teachable" moment of conflict, you can get through to these children. That is not to "let them get away with things". It's merely a way of reducing their stress for the time being. Once they are better equipped to deal with conflict and exhibit a more controlled response, then the smaller things can begin to matter.

This is for those teachers and parents of children who are difficult to work out and manage. Ross Greene has an endearing writing style, and displays a sympathy - having met so many of these frustrated children.

Next review: "Teaching Children to Care" Ruth Sidney Charney....

"Why we do what we do" Edward L Deci and Richard Flaste

1996, 230pgs, published by Penguin USA.

A short book, but filled with psych theory and primarily devoted to the discussion/sharing of research on motivation. Which is thought-provoking, if you've ever thought further about "how can I help these kids be more motivated?"

Well, according to Deci, that is not the question. Rather than "how can I motivate people?" the question is, "how can I create the conditions within which people will motivate themselves?" (from the blurb). It isn't just semantics either. Deci presents a thoroughly researched argument - he studied this area empirically for over 25 years - and well-chosen vignettes that illustrate his main points.

He begins by stating that rewards can hinder intrinsic motivation, and in some cases, can go further to destroy it. Praise can be considered a reward, if it used contiguously. In fact, rewards in general used contiguously are more akin to manipulation, which is considered external motivation and produces unsatisfactory results for everyone involved. (pp 67) In short, if intrinsic motivation is encouraged, then the learning will be deeper, retained longer, more likely to be pursued independently, and will positively affect future learning.

Deci places a lot of importance on the way that the message is delivered by a person in a "one-up" position, eg. teacher. Through his research, he has found that providing rationale, acknowledging feelings, and using inviting language rather than controlling to be the best to encourage intrinsic motivation in others. (pp 101)

Deci notes early on that taking care to nurture intrinsic motivation is hard. In contrast, it is easy to hand out a sticker, and usually gain compliance. But, at what cost is that compliance? And what of the learning you are trying to encourage?

I recommend this book for those who are interested in improving their pedagogy to incorporate deeper learning in their classes.

Ok, I've thought this through a bit more...

I just realised that this blog is an absolute mess. I mean, where is it going? What kind of purpose is pulling it together? What was I thinking?

I have another blog filled with purposeless rambling. I don't need another. I probably don't even need to ramble on that one.

So. Let's bring new purpose and direction to this lost boat in a sea of flotsam (or is it jetsam?). From now on (thereby excluding any previous entries), this blog will be filled with useful information. Since, as previously mentioned, I read a lot about education, I'll post all my reviews of those books at this spot.

Well, I'm excited by it!

There are some kind-of reviews already in the blog, I know. I'll add to them.

I've also been inspired by "The Polyphonic Spree" by Nick Hornsby, where he lists his reading for the month, and then reviews them. I probably can't do funny like he does, but I like the book listing idea. Thanks!

First book to review: "Why we do what we do" by Edward Deci. Coming soon...

New book... surprise, surprise!

New book is called Making Revision Matter by Janet Angelillo. I've read her other Writing Workshop book, called A Fresh Approach to Teaching Punctuation. She's got some sterling ideas, mainly focusing in on helping students become more independent in their learning, which I think is the bees knees. Good revision is attached to good reading, and reading like a writer. Thusly, a revision unit may entail reading a mentor author, eg Cynthia Rylant, and viewing how their writing is unique. From this, the students can revise to try out their strategies, such as, alliteration. It reminded me of the old composers of the 16th century, something like that, who would copy famous composers' works to learn the craft. It's not plagarism either, they change the words!

Another new book

It's safe to say, I like reading. Not only that, but it enables me to target the PD that I want, rather than what someone else wants for me. If I don't like it, I can put it down, or skip the offensive bit.

Having said that, I want to tell you about another new book that I want to recommend to y'all. It's called "Young Children Continue to Reinvent Arithmetic 3rd Grade", and it's written by Constance Kamii. She's a researcher of Piaget's ideas. Basically, if I were to trim the ideas down, she's saying that we shouldn't teach algorithms (that is, how you do your sums), as if they were the word of the law. Kids should be able to invent their own ways of working out sums.

I must admit, I thought, what? at first. But, she does give a convincing argument. Children, when left to invent their own ways, usually work from left to right, which is the way the we would read number. However, when using an algorithm, they work from right to left (excluding division). With this seemingly insignificant detail, they tend to lose their understanding of place value, and thus, cannot use the algorithm, or anything to solve the problem.

I can back her ideas up though, having looked at the work of algorithms through my class. They just don't understand it. I am making it my goal to give this constructivist idea a go. More later.

Oh, if you were wondering, Alfie Kohn got me onto this new book. No, not personally. Through reading his book, "The Schools our Children Deserve", another great one. Big eye opener.


On another note, the Developmental Discipline is going well. Of particular note, I've focused on:

• co-operation instead of competition
• better tasks and more enjoyable content instead of rewards
• consequences instead of punishment (difference is not just semantics!)
• group tasks instead of working alone, where possible
• lots of talk
• social skills discussions
• workshop based instruction instead of whole class
• student choice
  

So now, I'm going to add to that, constructivist maths. We'll see how it goes. I think it's going to work!