In 2001, The Guardian newspaper launched a competition called “The School I’d Like”. The initiative posed what seemed like a natural and appropriate question at the turn of the new century inviting children of school age to tell how they might change education and their experience of schooling for the better. From all of the ideas received, The Guardian with the help of ten children compiled a “Children’s Manifesto” to capture the essential ingredients of the perfect school in the hope that existing schools would listen to the voices of children and put their ideas into practice.
"The book is wonderfully illustrated by children's essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning” — Routledge
"The book makes for excellent reading and the perception of the children will amaze, astonish and sometimes sadden you. It's a powerful book and all those concerned with education, whether policy-makers or classroom teachers, should read and note the vital messages it conveys.” — Parents in Touch
In this book, author Doug Lemov offers the essential tools of the teaching craft so that you can unlock the talent and skill waiting in your students, no matter how many previous classrooms, schools, or teachers have been unsuccessful.
In Teach with Your Strengths, you'll hear from great teachers, many of whom reveal their unorthodox—and sure to be controversial—approaches. You'll gain key insights gleaned from 40 years of research into great teaching. And, you'll take an online assessment that reveals your Signature Themes of talent.
Any conversation about effective teaching must begin with a consideration of how students learn. Yet instructors who want to investigate the mechanisms and conditions that promote student learning may find themselves caught between two kinds of resources: Research articles with technical discussions of learning, or books and Web sites with concrete
Deeper Learning is the process of preparing and empowering students to master essential academic content, think critically and solve complex problems, work collaboratively, com-municate effectively, have an academic mindset, and be self-directed in their education. It fully encompasses the educational goals that, taken together, constitute the foundation for developing the single
Social historians of the industrialized world have documented the powerful effect of the compulsory schooling on the institutionalization of childhood.
School became a designated site of childhood, a space organized and controlled by adults to aid an ordered transition from childhood to adulthood.
Differences make the world go round. At the moment schools do the opposite, trying to make everybody normal.
If a student is being bullied or is worried about something they’d have a counselor on hand all the time, who would have experienced what the child was going through.
Children demanded that the timetables give “more time for the subject of your choice.” This means that students can work better in lessons because they want to learn the subject.
Children resent the idea of “one size fits all”. Norms of performance are condemned as damaging to self-esteem and, thereby, individual identity.