Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    In this thought-provoking book, the author presents a compelling case for why contemporary American educators are the greatest generation in history. He carefully explains why current national reform policies have failed and presents specific steps policymakers, administrators, and teachers must take to transform American schools to meet student needs in the 21st century.

    Clear lessons and straightforward language reveal how to measure discipline in a classroom environment, as well as how to handle difficult situations, such as transition times, assemblies, lunchtime, and field trips. A separate chapter for school administrators explains how to support classroom teachers in creating discipline and how to evaluate those teachers.

    Yet lost are the stories on the other side of these history-making moments, the athletes who experienced not transcendent glory but crushing disappointment: the cornerback who missed the tackle on the big touchdown; the relief pitcher who lost the series; the world-record holding Olympian who fell on the ice.In Losing Isn’t Everything, famed sportscaster Curt Menefee, joined by bestselling writer Michael Arkush, examines a range of signature "disappointments" from the wide world of sports, interviewing the subject at the heart of each loss and uncovering what it means—months, years, or decades later—to be associated with failure. While history is written by the victorious, Menefee argues that these moments when an athlete has fallen short are equally valuable to sports history, offering deep insights into the individuals who suffered them and about humanity itself.Telling the losing stories behind such famous moments as the Patriots’ Rodney Harrison guarding the Giants' David Tyree during the "Helmet Catch" in Super Bowl XLII, Mary Decker’s fall in the 1984 Olympic 1500m, and Craig Ehlo who gave up "The Shot" to Michael Jordan in the 1989 NBA playoffs, Menefee examines the legacy of the hardest loses, revealing the unique path that athletes have to walk after they lose on their sport’s biggest stage. Shedding new light some of the most accepted scapegoat stories in the sports cannon, he also revisits both the Baltimore Colts' loss to the Jets in Super Bowl III, as well as the Red Sox loss in the 1986 World Series, showing why, despite years of humiliation, it might not be all Bill Buckner's fault.Illustrated with sixteen pages of color photos, this considered and compassionate study offers invaluable lessons about pain, resilience, disappointment, remorse, and acceptance that can help us look at our lives and ourselves in a profound new way.

    But what about all the sh*t you do give a f*ck about-like your career, health, relationships, and bank account?Now, Sarah's back with more hilarious advice to make life easier and better. Whether your dream is to quit your day job and buy a food truck, pay off your debt, or just spend more time with your cat, Sarah cuts through the bullsh*t cycle of self-sabotage to show you how to be happy.You'll learn:Three simple tools for getting (and keeping) your sh*t togetherThe Power of Negative ThinkingHow to balance work and fun-and save money while you're at itWays to manage anxietyAnd tons of other awesome sh*t!Soon you'll be setting real goals, crushing them, and getting out the door for happy hour-every damn day.Praise for Sarah Knight"Genius." - Cosmopolitan"Self-help to swear by." - The Boston Globe"Hilarious [and] truly practical." - Booklist

    The book establishes the top ten conditions for making engaged classroom reading possible for students at all levels and provides the practical support and structures necessary for achieving them.

    Inside, he shows teachers how to overcome their perceived obstacles and shows them how they can make conferring tangible. Conferring lays the groundwork for effective reading instruction. Conferences with students are purposeful conversations that scaffold reading comprehension strategies to guide the reader’s progress. Ultimately, through the gradual release of responsibility, you will create engaged and independent readers. Starting with what conferring isn’t, Allen unpacks the essential components of the process:Intimacy: the social context of conferringRigor: the cognitive context of conferringInquiry: the analytical context of conferring With his guidance, you will be able to set goals for student conferring and elevate student reader conferences from start to finish.

    This is the story of how Kristen Hadeed built Student Maid, a cleaning company where people are happy, loyal, productive, and empowered, even while they’re mopping floors and scrubbing toilets. It’s the story of how she went from being an almost comically inept leader to a sought-after CEO who teaches others how to lead.   Hadeed unintentionally launched Student Maid while attending college ten years ago. Since then, Student Maid has employed hundreds of students and is widely recognized for its industry-leading retention rate and its culture of trust and accountability. But Kristen and her company were no overnight sensa­tion. In fact, they were almost nothing at all. Along the way, Kristen got it wrong almost as often as she got it right. Giving out hugs instead of feed­back, fixing errors instead of enforcing accountability, and hosting parties instead of cultivating meaning­ful relationships were just a few of her many mistakes. But Kristen’s willingness to admit and learn from those mistakes helped her give her people the chance to learn from their own screwups too. Permission to Screw Up dismisses the idea that leaders and orga­nizations should try to be perfect. It encourages people of all ages to go for it and learn to lead by acting, rather than waiting or thinking. Through a brutally honest and often hilarious account of her own strug­gles, Kristen encourages us to embrace our failures and proves that we’ll be better leaders when we do.

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"

    It ties together culture and language in a comprehensive format, providing teachers with a wealth of specific strategies and classroom examples to apply to educational practice.

    Nadine Burke Harris was already known as a crusading physician delivering targeted care to vulnerable children. But it was Diego — a boy who had stopped growing after a sexual assault — who galvanized her journey to uncover the connections between toxic stress and lifelong illnesses.The news of Burke Harris’s research is just how deeply our bodies can be imprinted by ACEs—adverse childhood experiences like abuse, neglect, parental addiction, mental illness, and divorce. Childhood adversity changes our biological systems, and lasts a lifetime.  For anyone who has faced a difficult childhood, or who cares about the millions of children who do, the scientific insight and innovative, acclaimed health interventions in The Deepest Well represent hope for preventing lifelong illness for those we love and for generations to come​.

    In Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5 , Miller defines her actions to ensure that children are the true beneficiaries of her teaching. As Peter Johnston writes, "Through this book we have Debbie's teaching mind on loan. She engages us in the details of a teaching life from inside her mind, showing the thinking behind her teaching and the consequences of her actions." Teaching with Intention brings us into classrooms of teachers and children Miller has met over the last five years in her work as a literacy consultant. From setting up the classroom environment to the intentional use of language, from comprehension instruction to lesson design, Miller is explicit about what she does and why. At the same time, she encourages teachers to develop their own belief statements concerning teaching and learning and includes key questions to guide them in this important process.In an environment where the handing down of scripted programs and "foolproof" curricula is increasingly the norm, Teaching with Intention offers a compelling reminder that truly transformative teaching is built from the ground up, and is rebuilt every year, by every teacher, in every classroom, with every new group of students.

    Halpern is funny. He is handsome. He likes to laugh. I love Mr. Halpern. How can I top that? Who doesn't want to be funny, handsome, laugh all the time, and be loved by their students? What they don't know is I left a dreary cubicle job for the exciting, never boring life of a kindergarten teacher eight years ago and never looked back. I have seen and heard some crazy, hilarious, and even touching moments. Look at My Happy Rainbow is my account of the first few years working in a kindergarten classroom experiencing the day to day trials and tribulations and trying to see the world a little more through the eyes of a five-year-old. From the first time a child reached up to take my hand to learning the true value of zipping a coat, being a 'rooster in a world of hens' my unique perspective on teaching and children will (hopefully) warm your heart, make you laugh, and might even help you remember what it felt like to be in kindergarten. Warning: I have a very short attention span (this is why I'm so well suited to teach kindergarten). Some of the chapters are short. One is less than one page. I think this makes the book 'charming', but please know - this is not War and Peace.

    Written in a warm, feminine tone, this book masterfully interlaces authoritative voices with personal stories from the author’s 35 year marriage and her motivational speaking and mentoring career. Nearly divorced two years after her own wedding, the author has become an advocate and exemplar of marital success for women who want to believe. Her compassion and know-how, uniquely presented in three parts: “Why You Both Want a Grand, Lifelong Marriage”, “How to Avoid Becoming a Dream Breaker”, and “What to Do to Make Dreams Come True”, is proving transformative. Inspired by new perspective, women from every stage of life and marital status are gaining the skills, confidence, and long-range vision needed to affect their own happiness as well as the ultimate outcome of their marriage. Wife for Life has helped women turn troubled marriages around, transform good marriages into great ones, and grow great marriages into “grand empires of love” that can last forever.

    You love your children--don't you want them to be happy and to fit in?Kristen Welch knows firsthand it's not that easy. In fact, she's found out that when you say yes too often, it's not only hard on your peace of mind and your wallet--it actually puts your kids at long-term risk. In Raising Grateful Kids in an Entitled World, Kristen shares the ups and downs in her own family's journey of discovering why it's healthiest not to give their kids everything. Teaching them the difference between "want" and "need" is the first step in the right direction. With many practical tips and anecdotes, she shares how to say the ultimate yes as a family by bringing up faith-filled kids who will love God, serve others, and grow into hardworking, fulfilled, and successful adults.It's never too late to raise grateful kids. Get ready to cultivate a spirit of genuine appreciation and create a Jesus-centered home in which your kids don't just say--but mean!--"thank you" for everything they have.