- Gebundene Ausgabe: 240 Seiten
- Verlag: The New Press (März 2003)
- Sprache: Englisch
- ISBN-10: 1565848020
- ISBN-13: 978-1565848023
- Größe und/oder Gewicht: 20,3 x 16,5 x 2 cm
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Synopsis
High school students share their views on what teachers can do to motivate students to learn.
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Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis | Rückseite
Buchdeckel | Copyright | Inhaltsverzeichnis | Auszug | Stichwortverzeichnis | Rückseite
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12 Rezensionen
25 von 29 Kunden fanden die folgende Rezension hilfreich
I wish I had read this before my first year of teaching
7. September 2003
Format:Gebundene Ausgabe
This book was awesome! If I had read this before my first year of teaching, I would have been a much better teacher. I'm really glad I came across it in a bookstore and bought it on a whim as I entered my second year of teaching. It's a book that I know I will read again after a bad day to connected to my students' point of view. It's also a book that I plan to share with many of my colleagues. It really hepled me see things from a kids' perspective. I think it will change my teaching for the better.
19 von 23 Kunden fanden die folgende Rezension hilfreich
Interesting view on education from students but a lack of criticality
6. Januar 2009
Format:Taschenbuch|Von Amazon bestätigter Kauf
This text has a lot to offer in terms of the nuances of how kids act and think, and about how they perceive education. What is particularly troubling about this text is an introduction about how the author worked with a group of children to get a colleague fired. I suppose this is okay because she is a journalist and not a teacher? But is this really a good model of writing/documenting - if not of teaching or of educational research? Surely there is some compromise between neglecting student voices and inappropriately colluding with students to fire inexperienced or overwhelmed colleagues. (Are the fires really in the bathroom?)
This rather large issue aside, the text is quite repetitive without offering elaboration. The suggestion to have students revise their work comes up again and again without much suggestion how. Lots of teachers use revision, and there are myriad ways to approach this. This is perhaps why it's a shame the journalist author left teachers out of the equation.
Some of the excerpts from kids are so brief and unclear that it seems to also ghettoize the dialect and casual statements of what seems like a usually articulate group of children. Cushman throws around the cultural capital of New York City public schools without a lot of basis. Out of 18 children interviewed, only five are from New York - and some of these attend "small" and possibly private schools. What this book perhaps more aptly addresses is a journalist's view of suburban teaching in Rhode Island and California, where most of her interviewees are students.
Overall a somewhat disappointing read - educators: please consider a wealth of texts from actual teachers and those within legitimately urban environments like yourselves.
This rather large issue aside, the text is quite repetitive without offering elaboration. The suggestion to have students revise their work comes up again and again without much suggestion how. Lots of teachers use revision, and there are myriad ways to approach this. This is perhaps why it's a shame the journalist author left teachers out of the equation.
Some of the excerpts from kids are so brief and unclear that it seems to also ghettoize the dialect and casual statements of what seems like a usually articulate group of children. Cushman throws around the cultural capital of New York City public schools without a lot of basis. Out of 18 children interviewed, only five are from New York - and some of these attend "small" and possibly private schools. What this book perhaps more aptly addresses is a journalist's view of suburban teaching in Rhode Island and California, where most of her interviewees are students.
Overall a somewhat disappointing read - educators: please consider a wealth of texts from actual teachers and those within legitimately urban environments like yourselves.
12 von 14 Kunden fanden die folgende Rezension hilfreich
one of the best books for new or old teachers
31. August 2005
Format:Taschenbuch
I was in the bookstore browsing and found this book. I've been teaching college students for over ten years, but only began teaching community college four years ago, and thus feel a bit at sea sometimes with the "high school mentality." This book contains some things that are obvious to those who have been teaching for a long time, but it's almost certain that at least one or two of the views of the kids will be helpful and will translate directly into classroom practice in a way that few books on teaching do.
The insights this book provides into what highschools are like, especially for kids in large city schools, are invaluable. I was surprised to find myself already following a piece of advice I read in the book in the classroom the next day. Definetely worth reading.
The insights this book provides into what highschools are like, especially for kids in large city schools, are invaluable. I was surprised to find myself already following a piece of advice I read in the book in the classroom the next day. Definetely worth reading.
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