- Taschenbuch: 152 Seiten
- Verlag: Stenhouse Publ (15. März 2012)
- Sprache: Englisch
- ISBN-10: 1571108165
- ISBN-13: 978-1571108166
- Größe und/oder Gewicht: 15,2 x 1,1 x 22,9 cm
- Durchschnittliche Kundenbewertung: Schreiben Sie die erste Bewertung
- Amazon Bestseller-Rang: Nr. 149.152 in Fremdsprachige Bücher (Siehe Top 100 in Fremdsprachige Bücher)
Opening Minds: Using Language to Change Lives (Englisch) Taschenbuch – 15. März 2012
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"By combining rich descriptions of classroom interactions with research to back up his claims, Johnston writes convincingly and paints lasting images of effective ways to engender agency (the will to act), positive self-theories, and constructive perspectives to change lives within our classrooms." - "Language Arts"
"Johnston's thinking is transformative. He has created a layered effect of ideas and theories that form a solid path to becoming a master in the apprenticeship of children into humanity." - MiddleWeb
"It is brilliant. Just as in "Choice Words," Johnston packs a ton into a small book." - A Year of Reading blog
"Johnston s thinking is transformative. He has created a layered effect of ideas and theories that form a solid path to becoming a master in the apprenticeship of children into humanity." - MiddleWeb
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In Opening Minds, Johnston covers a wide range of issues, from more skillful ways to work with motivating students to ways of developing social intelligence (or, as he calls it, social imagination). Johnston does this in ways that hint at how he hopes others will teach. That is, he never hits us over the head with "shoulds" and "must-dos", but gives examples that help lead us to developing more thoughtful approaches.
I especially liked his chapter on praise. In it he points out how relying heavily on praise (which is a popular approach in this era of self-esteem boosting) has some downsides, such as creating an arms race around what is real praise and what is faint praise -- and ultimately keeps us in an externally-motivated rewards and punishment system. Instead, he gently leads us to see the greater value of taking a real interest in your students work. By asking questions that bring out greater depth, the student learns depth and intellectual probing is most important, and that you genuinely care; all this, without setting up a dynamic that leads the student to look for praise. The work itself becomes the reward. In retrospect this makes obvious sense: in a way, praise can be an easy short cut, while really paying attention and putting yourself in the student's frame of mind takes more work and effort. What I especially liked about this chapter is Johnston got us there in such a gentle way, that I wasn't left with the feeling of "what a dope I'd been in the past." This approach leads by example.
It's hard to imagine a teacher not benefitting from this book, and non-teachers too for that matter. Since we're all kids underneath our adult facade and protective layers, we can communicate more clearly with his gentle but thoughtful approaches.