Published in 1987, the central question with which this book is concerned is what can, and should, teachers do about teacher-pupil conflict in schools? Few teachers in secondary education would need to have this sort of conflict described as even if that have been fortunate enough to avoid it themselves they will know of it from staffroom discussion and from the media. In can be seen in disorderly classrooms where pupils ‘mess about’ and ‘have a laugh’, and in the bleak expression on the face of their teacher. Equally it can be detected in those classrooms where the teacher is in firm control, but where pupils gaze listlessly out of the window, or only minimally comply with work demands. It is characterized by sudden blazing temper on both sides, and also by long periods of weariness, boredom and disengagement. It is not that conflict which might arise from temporary private troubles, from having a bad day or going through a bad patch, for it is there week in week out, and involves significant numbers. Such conflict has been of interest to both psychologists and sociologists of education and important contributions have been offered by both of these disciplines. Sociologists have mapped out the differing cultural values and norms which appear to promote it. They have identified the social constraints present within the environment in which it is produced, constraints which emanate from the socio-economic organization of society and from the maintenance of an institutional framework, and which affect the micro-dynamics of teacher-pupil interaction. Psychologists have described the effects on behaviour of genetic factors, environmental conditions and cognitive states. Important though such insights are, however, they can only speak indirectly to teacher practice. This book provides an educational approach to the subject discussing topics including theoretical considerations, teacher-pupil discussion and relationships between classroom behaviour and the curriculum. It will appeal to those involved with schools and education, as well as psychologists, educational sociologists and researchers.
Blindness and Enlightenment presents a reading and a new translation of Diderot's Letter on the Blind. Diderot was the editor of the Encyclopédie, that Trojan horse of Enlightenment ideas, as well as a novelist, playwright, art critic and philosopher. His Letter on the Blind of 1749 is essential reading for anyone interested in Enlightenment philosophy or eighteenth-century literature because it contradicts a central assumption of Western literature and philosophy, and of the Enlightenment in particular, namely that moral and philosophical insight is dependent on seeing. Kate Tunstall's essay guides the reader through the Letter, its anecdotes, ideas and its conversational mode of presenting them, and it situates the Letter in relation both to the Encyclopedie and to a rich tradition of writing about and, most importantly, talking and listening to the blind.
Kate Evans, celebrated author of the breastfeeding bestseller, The Food of Love, acclaimed cartoonist, and mother, turns her attention to the joys and pains of growing a baby. Evans deftly handles the physical and emotional changes that come with being pregnant, looking at the practicalities of every stage as well as the challenges that may arise. Her no-nonsense, quirky, and accessible text is illustrated throughout with detailed artwork to guide the reader through the intricacies of human reproduction, whilst her customary laugh-out-loud cartoons demystify the complexities of pregnancy and birth.The book includes:• a graphic guide to conception• practical help for those trying to conceive• early pregnancy advice• stop telling me what to do• food, glorious food• the call of the duvet• engaging with the professionals• abortion rights and wrongs• miscarriage support• screening and scans• are you ready to have a baby?• the physical preparations• ripening and readying• waiting well past your due date• the art of birth: labor• push it real good• the Caesarean section
Agnes, Hattie and Jake travel on the school bus together, but don't know each other well. They plan a week in Weston, as a 'study break' before exams, but none of them admit the real reasons they need to get away. Agnes must find her sister. Hattie can't bear being home now all her friends have ghosted her. And Jake is afraid he's ill and has absolutely no idea how to tell anyone. In one amazing week, they'll risk their lives, face their fears and find themselves.A feel-good YA story from the author of Summer of No Regrets about valuing the friends that value you.
Pediatric Life Care Planning and Case Management provides a comprehensive and unique reference that goes beyond the clinical discussion to include legal and financial aspects, life expectancy data, and assistive technology. It also includes case samples of actual plans related to specific conditions. The book is divided into five parts: Normal Grow
When was the last time you listened to someone, or someone really listened to you? "If you’re like most people, you don’t listen as often or as well as you’d like. There’s no one better qualified than a talented journalist to introduce you to the right mindset and skillset—and this book does it with science and humor." -Adam Grant, #1 New York Times bestselling author of Originals and Give and Take **Hand picked by Malcolm Gladwell, Adam Grant, Susan Cain, and Daniel Pink for Next Big Ideas Club** "An essential book for our times." -Lori Gottlieb, New York Times bestselling author of Maybe You Should Talk to Someone At work, we’re taught to lead the conversation. On social media, we shape our personal narratives. At parties, we talk over one another. So do our politicians. We’re not listening. And no one is listening to us. Despite living in a world where technology allows constant digital communication and opportunities to connect, it seems no one is really listening or even knows how. And it’s making us lonelier, more isolated, and less tolerant than ever before. A listener by trade, New York Times contributor Kate Murphy wanted to know how we got here. In this always illuminating and often humorous deep dive, Murphy explains why we’re not listening, what it’s doing to us, and how we can reverse the trend. She makes accessible the psychology, neuroscience, and sociology of listening while also introducing us to some of the best listeners out there (including a CIA agent, focus group moderator, bartender, radio producer, and top furniture salesman). Equal parts cultural observation, scientific exploration, and rousing call to action that's full of practical advice, You're Not Listening is to listening what Susan Cain's Quiet was to introversion. It’s time to stop talking and start listening.
Published in 1987, the central question with which this book is concerned is what can, and should, teachers do about teacher-pupil conflict in schools? Few teachers in secondary education would need to have this sort of conflict described as even if that have been fortunate enough to avoid it themselves they will know of it from staffroom discussion and from the media. In can be seen in disorderly classrooms where pupils ‘mess about’ and ‘have a laugh’, and in the bleak expression on the face of their teacher. Equally it can be detected in those classrooms where the teacher is in firm control, but where pupils gaze listlessly out of the window, or only minimally comply with work demands. It is characterized by sudden blazing temper on both sides, and also by long periods of weariness, boredom and disengagement. It is not that conflict which might arise from temporary private troubles, from having a bad day or going through a bad patch, for it is there week in week out, and involves significant numbers. Such conflict has been of interest to both psychologists and sociologists of education and important contributions have been offered by both of these disciplines. Sociologists have mapped out the differing cultural values and norms which appear to promote it. They have identified the social constraints present within the environment in which it is produced, constraints which emanate from the socio-economic organization of society and from the maintenance of an institutional framework, and which affect the micro-dynamics of teacher-pupil interaction. Psychologists have described the effects on behaviour of genetic factors, environmental conditions and cognitive states. Important though such insights are, however, they can only speak indirectly to teacher practice. This book provides an educational approach to the subject discussing topics including theoretical considerations, teacher-pupil discussion and relationships between classroom behaviour and the curriculum. It will appeal to those involved with schools and education, as well as psychologists, educational sociologists and researchers.
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