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Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind , renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals
* Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content.
* The (until-now) unwritten rules for engagement that are essential for increasing student achievement.
* How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning.
* Steps you can take to create an exciting yet realistic implementation plan.
Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.
* Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content.
* The (until-now) unwritten rules for engagement that are essential for increasing student achievement.
* How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning.
* Steps you can take to create an exciting yet realistic implementation plan.
Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.
197 pages, Paperback
First published January 1, 2013
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836 people want to read
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July 30, 2021
الكتاب موجه بشكل أساسي للمعلمين ومدراء المدارس، ولكني كطالبة جامعية على أعتاب التخرج استفدت واستقيت منه بعض الأفكار حول تحسين العملية التعليمية في العموم.
الكاتب يعرض بعض الظروف والمعوقات التي يواجهها الطلاب في التحصيل الدراسي، ويضع خطط وأساليب تعليمية مختلفة مناسبة لكل مُعوِّق، منها مهارات يجب تعليمها للطلاب للتغلب علي تلك المعوقات. الشعور العام لدي أثناء قراءة الكتاب كان: ما أشد احتياج المعلمين أنفسهم لدينا هنا في المدارس الحكومية المصرية -فالكاتب يتحدث طوال الكتاب عن المدارس الأمريكية- لتعلم واكتساب تلك المهارات التي يجب عليهم تدريسها للطلاب، أنا عن نفسي معظم المعلمين الذين درَّسوا لي أثناء المدرسة في مختلف المراحل التعليمية، يفتقرون للمهارات التي يطالب الكاتب منهم تدريسها وإكسابها للطلبة!! ولكن كي أكون محقة، بعض الدكاترة الذين درسوا لي بالجامعة يطبقون بعض من تلك الأساليب التعليمية.
الكتاب يلجأ لعديد من الإحصاءات (بالطبع الخاصة بالنظام التعليم الأمريكي، وأكاد أجزم إننا لا نملك عُشر تلك الإحصاءات بمصر وأتمني إنني أكون خاطئة) منها علاقة النشاط الموسيقي أو الرياضي للطلاب بمستوى درجاتهم في التحصيل العلمي، ومدى تأثير كلا من: 1-نسبة الذكاء. 2-مقدار الجهد المبذول والانظباط الذاتي لدى الطلبة. بمعدل التحصيل لهم، ويؤكد الكاتب في أكثر من موضع أن الجهد والانظباط له التأثير الأكبر بين العاملين. وما أدهشني قليلا أن حتى ألعاب الڤيديو التي كنت أحسبها درب من التسلية الفارغة، لها دور في تنمية مهارة الإنتباه ووضع الاستراتيچيات وتحديد المهام لدي الطلاب.
اختصارًا، الكتاب مفيد ومكتوب بطريقة سلسة وأعتقد كل معلم أو مشرف على عملية تعليمية عليه قراءته، وحتى الطلاب سيعلمون ما المهارات التي يجب عليهم اكتسابها التي لم يحاول أحد في المدرسة ذكرها لنا ناهينا عن تعليمنا إياها، والاطلاع على خطط ومحاولات لرفع معدل التحصيل الأكاديمي، وأفكار معززة بأبحاث وإحصاءات لتحسين العملية التعليمية في العموم.
الترجمة جيدة جدا وأعتقد يرجع ذلك لأن المترجمة أستاذة بقسم علم النفس بكلية البنات - جامعة عين شمس كما مكتوب في التعريف بالمترجمة في نهاية الكتاب. عدد صفحات الكتاب ككل 222 صفحة لأن في النسخة المترجمة الموجودة على Goodreads غير مذكور بها عدد الصفحات، منها حوالي 20 صفحة في آخر الكتاب مصادر أستند إليها الكاتب.
وختامًا، جملة أعجبتني بالكتاب أرجو أن يتدبرها مسؤولو التعليم لدينا، أن "من مهام المدرسة تعليم الطلاب كيف يتعلمون."
الكاتب يعرض بعض الظروف والمعوقات التي يواجهها الطلاب في التحصيل الدراسي، ويضع خطط وأساليب تعليمية مختلفة مناسبة لكل مُعوِّق، منها مهارات يجب تعليمها للطلاب للتغلب علي تلك المعوقات. الشعور العام لدي أثناء قراءة الكتاب كان: ما أشد احتياج المعلمين أنفسهم لدينا هنا في المدارس الحكومية المصرية -فالكاتب يتحدث طوال الكتاب عن المدارس الأمريكية- لتعلم واكتساب تلك المهارات التي يجب عليهم تدريسها للطلاب، أنا عن نفسي معظم المعلمين الذين درَّسوا لي أثناء المدرسة في مختلف المراحل التعليمية، يفتقرون للمهارات التي يطالب الكاتب منهم تدريسها وإكسابها للطلبة!! ولكن كي أكون محقة، بعض الدكاترة الذين درسوا لي بالجامعة يطبقون بعض من تلك الأساليب التعليمية.
الكتاب يلجأ لعديد من الإحصاءات (بالطبع الخاصة بالنظام التعليم الأمريكي، وأكاد أجزم إننا لا نملك عُشر تلك الإحصاءات بمصر وأتمني إنني أكون خاطئة) منها علاقة النشاط الموسيقي أو الرياضي للطلاب بمستوى درجاتهم في التحصيل العلمي، ومدى تأثير كلا من: 1-نسبة الذكاء. 2-مقدار الجهد المبذول والانظباط الذاتي لدى الطلبة. بمعدل التحصيل لهم، ويؤكد الكاتب في أكثر من موضع أن الجهد والانظباط له التأثير الأكبر بين العاملين. وما أدهشني قليلا أن حتى ألعاب الڤيديو التي كنت أحسبها درب من التسلية الفارغة، لها دور في تنمية مهارة الإنتباه ووضع الاستراتيچيات وتحديد المهام لدي الطلاب.
اختصارًا، الكتاب مفيد ومكتوب بطريقة سلسة وأعتقد كل معلم أو مشرف على عملية تعليمية عليه قراءته، وحتى الطلاب سيعلمون ما المهارات التي يجب عليهم اكتسابها التي لم يحاول أحد في المدرسة ذكرها لنا ناهينا عن تعليمنا إياها، والاطلاع على خطط ومحاولات لرفع معدل التحصيل الأكاديمي، وأفكار معززة بأبحاث وإحصاءات لتحسين العملية التعليمية في العموم.
الترجمة جيدة جدا وأعتقد يرجع ذلك لأن المترجمة أستاذة بقسم علم النفس بكلية البنات - جامعة عين شمس كما مكتوب في التعريف بالمترجمة في نهاية الكتاب. عدد صفحات الكتاب ككل 222 صفحة لأن في النسخة المترجمة الموجودة على Goodreads غير مذكور بها عدد الصفحات، منها حوالي 20 صفحة في آخر الكتاب مصادر أستند إليها الكاتب.
وختامًا، جملة أعجبتني بالكتاب أرجو أن يتدبرها مسؤولو التعليم لدينا، أن "من مهام المدرسة تعليم الطلاب كيف يتعلمون."
December 30, 2018
الفقر والتعليم
ماذا يفعل الفقر بمخ أطفالنا؟ وماذا تفعل المدرسة لتصلح ما أفسده الفقر؟
تأليف/إيريك جنسن
ترجمة/ صفاء الأعسر.
...............................................
كون صدور هذا الكتاب عن المركز القومي للترجمة، فهذه شهادة أولي له بالجودة، وكونه ترجمة الدكتورة صفاء الأعسر، فهذه شهادة ثانية له بالجودة، وما بين الشهادتين نقدم عرض سريع لهذا الكتاب.
الكتاب من خلال عنوانه يتحدث عن أثر الفقر في مخ التلاميذ، وكيف تؤثر المدرسة _ إذا قامت بدورها الحقيقي _ تأثير معكوس لتأثير الفقر، وكيف تقوم بدور علاجي لإصلاح ما أفسده الفقر.
في البداية يري المؤلف أن الفقر يؤثر تأثير فيزيقي عضوي مدمر في المخ، فالفقر يؤدي إلي ضمور بعض الخلايا ويؤثر في قدرة المخ علي إنتاج استجابات ذكية توافقية مع المواقف المختلفة ويؤثر الفقر بالتالي في القدرات الابتكارية للمخ. ويري المؤلف أن التعليم الجيد هو العامل البيئي ذو التأثير الأكبر علي المخ؛ حيث يحدث تغييرا بنائيا في الوظائف التنفيذية للمخ، وقد أثبتت الدراسة المقارنة التتبعية وجود فروق دالة بين من تلقوا تعليما جيدا، ومن تلقوا تعليما سيئا، ومن لم يلتحقوا بالتعليم.
للفقر اثاره التي تنعكس علي سلوك التلاميذ في البيئة المدرسية وغيرها، فالفقر لا يتيح للتلاميذ بيئة مناسبة لتطوير استجابات سلوكية متنوعة لمواقف متنوعة؛ نظرا لفقر المؤثرات البيئية التي يعيشون فيها، لذلك فإن بعض المعلمين الذين نشئوا في الطبقة الوسطي قد يرون بعض سلوكيات التلاميذ من الطبقات الدنيا غير لائقة، في حين أنها أعراض ناتجة عن الفقر، وتشير إلي اضطراب مزمن ناتج عن تعرض الطفل الدائم للضغوط. هذا الاضطراب يغير بناء المخ لدي الطفل ويؤدي إلي اندفاعية شديدة، وإلي ضعف في الذاكرة قصيرة المدي ويترجم هذا الاضطراب في الفصل في سلوك الطفل دون تفكير أو تحسب للنتائج، فيتصرف الطفل دون إذن من المعلم، وينسي الخطوات المهمة التي عليه إنجازها.
قد يفسر بعض المعلمين هذا القصور الاجتماعي والانفعالي لدي هؤلاء التلاميذ بإساءة الأدب أو عدم الاحترام، ولكن التفسير الأدق والذي يساعد في التعامل معهم أن نفهم أنهم أتوا إلي المدرسة بحصيلة محدودة للغاية من الاستجابات الانفعالية المناسبة وهي أقل كثيرا مما نتوقعه. الحقيقة أن كثيرا من التلاميذ ليس في مخزونهم الاستجابات المناسبة. وكأن لوحة مفاتيح المخ لديهم لا تلعب إلا نوتة محدودة للغاية، لذلك فليس من المجدي أن نطالب التلاميذ باحترام المعلمين، فكثيرا منهم ليس لديه السياق ولا الخلفية ولا المهارات للتعبير عن الاحترام.
بعد أن قام المؤلف بعرض لما يمكن أن يفعله الفقر بمخ أطفالنا، بدأ في شرح الدور المنوط بالمدرسة تحقيقه للتغلب علي آثار الفقر المدمرة، والبداية لتقديم الحلول أن نعرف أن المخ يمكن أن يتغير، بل إنه يتغير بالفعل، لقد صُمم المخ ليتغير؛ بعض التغيرات تدريجية، كتلك الناتجة عن تعلم لغة جديدة، علي حين بعض التغييرات الأخري فورية كتلك النتاجة عن التغذية الصحية، والتدريب، والتعلم. بعض التغييرات سلبية كتلك الناتجة عن الإهمال لزمن طويل، أو التعاطي، أو الملل.
يري المؤلف أن الأنشطة المدرسية لها دورها الكبير في علاج الأضرار التي سببها الفقر، فمن هذه الأنشطة: الفن بأنواعه، فالفن يمكن أن يحسن مهارات الانتباه والمهارات المعرفية، كما تستخدم الفنون كاستراتيجية لإثارة الدافعية والاندماج لدي التلاميذ.
فالفنون من المواد التي غالبا ما تهمل في النظام التعليمي علي الرغم مما لها من تأثير كبير علي أداء التلاميذ، فالفنون تبني مهارات الانتباه ومهارات معالجة المعلومات؛ كمهارات التفكير التتابعي والمعالجة المعرفية، وتقوي مهارات التذكر وخاصة الذاكرة قصيرة المدي، وتبني مهارات تعمم علي المدي الطويل؛ مثل القراءة، كما أن المسرح والتمثيل وغيرها من الفنون الأدائية تنمي الذكاء الوجداني، والتأمل، واحترام الوقت، واحترام التنوع، كما تبني التذكر ومهارات معالجة المعلومات، وتساعد التلاميذ علي تحقيق مكانة اجتماعية وبناء صداقات ويرتبط تعلم الفنون بالحصول علي درجات مرتفعة علي اختبار الاستعداد المدرسي. عند المقارنة بين من يتلقون ومن لا يتلقون مقررات في الفنون، كانت درجات التلاميذ الذين يتلقون مقررات في المسرح والتمثيل أعلي علي اختبارات القبول بالمدارس الثانوية.
وضعت هيئة "الشراكة بين التربية والفنون بشيكاغو" منهجا تتكامل فيه الفنون مع المواد الأخري، ونتج عنه تحولات عظيمة في تحصيل التلاميذ في 14 مدرسة حكومية ذات مستويات فقر عالية في الأحياء المحرومة. في مدرسة ابتدائية بهذه الولاية 84% من التلاميذ يعيشون في أسر تحت خط الفقر، و30% لا يتكلمون الإنجليزية. قبل تقديم منهج الفنون كان 38% من التلاميذ يقرءون في مستوي الصف المناسب لهم، و49% كان أداؤهم في الحساب في مستوي الصف المناسب لهم، وقد أدي برنامج الفنون لتغيير هذه النتائج؛ أصبح 60% من التلاميذ يقرءون في مستوي الصف المناسب لهم، وأصبح أداء 68% منهم أعلي من مستوي الصف المناسب في الحساب.
اهتم المؤلف بالحديث عن الاستراتيجيات التعليمية التي تصلح لحالات البيئات المدرسية الفقيرة، فيري أن من أكثر الطرق تأثيرا من أجل اندماج التلاميذ في التعلم أن يتولوا بأنفسهم مسئولية التعلم. يعرفون أين يذهبون، ويعرفون أعضاء الفريق الذي يعملون فيه، ويعرفون أماكن المواد أو الأدوات التي يحتاجونها. ويكون لديهم تنظيم ذاتي ويضعون أهدافا يسعون لتحقيقها ومشكلات يسعون لحلها، وهي أهداف ومشكلات لها أهمية ومعني لديهم، وينظمون وقتهم، ويضعون معايير لتقييم مدي كفاءة أدائهم. هؤلاء التلاميذ لديهم ولع ومتعة وحماس بالتعلم. ويقوم المعلمون بدور الميسر، أو المدرب. يوجهون التلاميذ نحو الأهداف التي يرغبون في تحقيقها. ويشارك التلاميذ في أنشطة الحياة اليومية مع زملائهم من خلال التعاون، والاستكشاف، والتجريب. التلاميذ يحتاجون التشجيع، والتدريب، والتوجيه، والمساندة.
الكتاب من الكتب الممتازة التي يجب علي الجميع قراءتها خصوصا المعلمين، ولولا كثرة الاستشهاد بالبحوث الأكاديمية المختلفة، وكثرة ما بها من أرقام وبيانات إحصائية لتحول الكتاب إلي جرعة من المتعة الأدبية، إلا أن هذه البيانات الكثيرة قد تصيب القاريء بالملل لكثرتها وتشابهها، لكن في المجمل الكتاب ممتاز.
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ماذا يفعل الفقر بمخ أطفالنا؟ وماذا تفعل المدرسة لتصلح ما أفسده الفقر؟
تأليف/إيريك جنسن
ترجمة/ صفاء الأعسر.
...............................................
كون صدور هذا الكتاب عن المركز القومي للترجمة، فهذه شهادة أولي له بالجودة، وكونه ترجمة الدكتورة صفاء الأعسر، فهذه شهادة ثانية له بالجودة، وما بين الشهادتين نقدم عرض سريع لهذا الكتاب.
الكتاب من خلال عنوانه يتحدث عن أثر الفقر في مخ التلاميذ، وكيف تؤثر المدرسة _ إذا قامت بدورها الحقيقي _ تأثير معكوس لتأثير الفقر، وكيف تقوم بدور علاجي لإصلاح ما أفسده الفقر.
في البداية يري المؤلف أن الفقر يؤثر تأثير فيزيقي عضوي مدمر في المخ، فالفقر يؤدي إلي ضمور بعض الخلايا ويؤثر في قدرة المخ علي إنتاج استجابات ذكية توافقية مع المواقف المختلفة ويؤثر الفقر بالتالي في القدرات الابتكارية للمخ. ويري المؤلف أن التعليم الجيد هو العامل البيئي ذو التأثير الأكبر علي المخ؛ حيث يحدث تغييرا بنائيا في الوظائف التنفيذية للمخ، وقد أثبتت الدراسة المقارنة التتبعية وجود فروق دالة بين من تلقوا تعليما جيدا، ومن تلقوا تعليما سيئا، ومن لم يلتحقوا بالتعليم.
للفقر اثاره التي تنعكس علي سلوك التلاميذ في البيئة المدرسية وغيرها، فالفقر لا يتيح للتلاميذ بيئة مناسبة لتطوير استجابات سلوكية متنوعة لمواقف متنوعة؛ نظرا لفقر المؤثرات البيئية التي يعيشون فيها، لذلك فإن بعض المعلمين الذين نشئوا في الطبقة الوسطي قد يرون بعض سلوكيات التلاميذ من الطبقات الدنيا غير لائقة، في حين أنها أعراض ناتجة عن الفقر، وتشير إلي اضطراب مزمن ناتج عن تعرض الطفل الدائم للضغوط. هذا الاضطراب يغير بناء المخ لدي الطفل ويؤدي إلي اندفاعية شديدة، وإلي ضعف في الذاكرة قصيرة المدي ويترجم هذا الاضطراب في الفصل في سلوك الطفل دون تفكير أو تحسب للنتائج، فيتصرف الطفل دون إذن من المعلم، وينسي الخطوات المهمة التي عليه إنجازها.
قد يفسر بعض المعلمين هذا القصور الاجتماعي والانفعالي لدي هؤلاء التلاميذ بإساءة الأدب أو عدم الاحترام، ولكن التفسير الأدق والذي يساعد في التعامل معهم أن نفهم أنهم أتوا إلي المدرسة بحصيلة محدودة للغاية من الاستجابات الانفعالية المناسبة وهي أقل كثيرا مما نتوقعه. الحقيقة أن كثيرا من التلاميذ ليس في مخزونهم الاستجابات المناسبة. وكأن لوحة مفاتيح المخ لديهم لا تلعب إلا نوتة محدودة للغاية، لذلك فليس من المجدي أن نطالب التلاميذ باحترام المعلمين، فكثيرا منهم ليس لديه السياق ولا الخلفية ولا المهارات للتعبير عن الاحترام.
بعد أن قام المؤلف بعرض لما يمكن أن يفعله الفقر بمخ أطفالنا، بدأ في شرح الدور المنوط بالمدرسة تحقيقه للتغلب علي آثار الفقر المدمرة، والبداية لتقديم الحلول أن نعرف أن المخ يمكن أن يتغير، بل إنه يتغير بالفعل، لقد صُمم المخ ليتغير؛ بعض التغيرات تدريجية، كتلك الناتجة عن تعلم لغة جديدة، علي حين بعض التغييرات الأخري فورية كتلك النتاجة عن التغذية الصحية، والتدريب، والتعلم. بعض التغييرات سلبية كتلك الناتجة عن الإهمال لزمن طويل، أو التعاطي، أو الملل.
يري المؤلف أن الأنشطة المدرسية لها دورها الكبير في علاج الأضرار التي سببها الفقر، فمن هذه الأنشطة: الفن بأنواعه، فالفن يمكن أن يحسن مهارات الانتباه والمهارات المعرفية، كما تستخدم الفنون كاستراتيجية لإثارة الدافعية والاندماج لدي التلاميذ.
فالفنون من المواد التي غالبا ما تهمل في النظام التعليمي علي الرغم مما لها من تأثير كبير علي أداء التلاميذ، فالفنون تبني مهارات الانتباه ومهارات معالجة المعلومات؛ كمهارات التفكير التتابعي والمعالجة المعرفية، وتقوي مهارات التذكر وخاصة الذاكرة قصيرة المدي، وتبني مهارات تعمم علي المدي الطويل؛ مثل القراءة، كما أن المسرح والتمثيل وغيرها من الفنون الأدائية تنمي الذكاء الوجداني، والتأمل، واحترام الوقت، واحترام التنوع، كما تبني التذكر ومهارات معالجة المعلومات، وتساعد التلاميذ علي تحقيق مكانة اجتماعية وبناء صداقات ويرتبط تعلم الفنون بالحصول علي درجات مرتفعة علي اختبار الاستعداد المدرسي. عند المقارنة بين من يتلقون ومن لا يتلقون مقررات في الفنون، كانت درجات التلاميذ الذين يتلقون مقررات في المسرح والتمثيل أعلي علي اختبارات القبول بالمدارس الثانوية.
وضعت هيئة "الشراكة بين التربية والفنون بشيكاغو" منهجا تتكامل فيه الفنون مع المواد الأخري، ونتج عنه تحولات عظيمة في تحصيل التلاميذ في 14 مدرسة حكومية ذات مستويات فقر عالية في الأحياء المحرومة. في مدرسة ابتدائية بهذه الولاية 84% من التلاميذ يعيشون في أسر تحت خط الفقر، و30% لا يتكلمون الإنجليزية. قبل تقديم منهج الفنون كان 38% من التلاميذ يقرءون في مستوي الصف المناسب لهم، و49% كان أداؤهم في الحساب في مستوي الصف المناسب لهم، وقد أدي برنامج الفنون لتغيير هذه النتائج؛ أصبح 60% من التلاميذ يقرءون في مستوي الصف المناسب لهم، وأصبح أداء 68% منهم أعلي من مستوي الصف المناسب في الحساب.
اهتم المؤلف بالحديث عن الاستراتيجيات التعليمية التي تصلح لحالات البيئات المدرسية الفقيرة، فيري أن من أكثر الطرق تأثيرا من أجل اندماج التلاميذ في التعلم أن يتولوا بأنفسهم مسئولية التعلم. يعرفون أين يذهبون، ويعرفون أعضاء الفريق الذي يعملون فيه، ويعرفون أماكن المواد أو الأدوات التي يحتاجونها. ويكون لديهم تنظيم ذاتي ويضعون أهدافا يسعون لتحقيقها ومشكلات يسعون لحلها، وهي أهداف ومشكلات لها أهمية ومعني لديهم، وينظمون وقتهم، ويضعون معايير لتقييم مدي كفاءة أدائهم. هؤلاء التلاميذ لديهم ولع ومتعة وحماس بالتعلم. ويقوم المعلمون بدور الميسر، أو المدرب. يوجهون التلاميذ نحو الأهداف التي يرغبون في تحقيقها. ويشارك التلاميذ في أنشطة الحياة اليومية مع زملائهم من خلال التعاون، والاستكشاف، والتجريب. التلاميذ يحتاجون التشجيع، والتدريب، والتوجيه، والمساندة.
الكتاب من الكتب الممتازة التي يجب علي الجميع قراءتها خصوصا المعلمين، ولولا كثرة الاستشهاد بالبحوث الأكاديمية المختلفة، وكثرة ما بها من أرقام وبيانات إحصائية لتحول الكتاب إلي جرعة من المتعة الأدبية، إلا أن هذه البيانات الكثيرة قد تصيب القاريء بالملل لكثرتها وتشابهها، لكن في المجمل الكتاب ممتاز.
.....................
July 8, 2017
Engaging Students with Poverty In Mind is an overpriced technical manual that is a followup to Jensen's first book (which I also read) that expands his conclusions in applying strategies to support students from poverty. Rife with useless anecdotes, peer-reviewed sources taken out of context to support Jensen's assumptive conclusions, and great classroom strategies balled into supporting techniques that both support extrinsic motivation and supporting students with questioning and classroom practices even when they aren't learning, and illustrations that literally visualize a simple concept if only to put some clip art on the page, this book was largely a waste of time and its contents could probably be distilled into an 8.5x11 photocopied pamphlet of good classroom strategies.
I have little more to say about this book, except that I was shocked at the utter nonsensical uselessness of the imagined anecdotes (the one that begins chapter six actually made me angry at its absurd after school special sentimentality) and his support for techniques such as using Luminosity to boost working memory, which has both definitively and legally been completely discredited.
While these strategies may beneficial for *engaging* students in the classroom, and of course that is the goal of the book according to the title, there is nothing to support that it benefits student learning, boosts academic performance, prepares students for the workforce (in fact, I am convinced that the extrinsic motivators in this book would very much create a student who is an awful, entitled employee), and allows for academic success rather than placation. The teaching strategies within are in many ways good strategies, but they are presented under the umbrella of getting students to like the instructor, and buying in from there, and I honestly see that not as the point of them sitting in the classroom to begin with. Sure, we love stories of that one teacher that benefited a person in their life and their vocation, but that teacher is different for everyone, and they never mention the other teachers in their twelve plus years of education in whose classroom they just worked. Are relationships important? Sure... But they won't read the book, or write the essay, or get the student to school, and that is where I think Jensen's claims really ride off the rails.
I have little more to say about this book, except that I was shocked at the utter nonsensical uselessness of the imagined anecdotes (the one that begins chapter six actually made me angry at its absurd after school special sentimentality) and his support for techniques such as using Luminosity to boost working memory, which has both definitively and legally been completely discredited.
While these strategies may beneficial for *engaging* students in the classroom, and of course that is the goal of the book according to the title, there is nothing to support that it benefits student learning, boosts academic performance, prepares students for the workforce (in fact, I am convinced that the extrinsic motivators in this book would very much create a student who is an awful, entitled employee), and allows for academic success rather than placation. The teaching strategies within are in many ways good strategies, but they are presented under the umbrella of getting students to like the instructor, and buying in from there, and I honestly see that not as the point of them sitting in the classroom to begin with. Sure, we love stories of that one teacher that benefited a person in their life and their vocation, but that teacher is different for everyone, and they never mention the other teachers in their twelve plus years of education in whose classroom they just worked. Are relationships important? Sure... But they won't read the book, or write the essay, or get the student to school, and that is where I think Jensen's claims really ride off the rails.
September 18, 2018
استمتعت بالمعلومات الوفيرة في الكتاب المؤكدة علميا بالادلة.
كمان حلول الكتاب العملية ملهمة.
طبعا هناك اختلاف في سياق الكلام لان الكتاب مركز علي امريكا , مش مصر طبعا، بحكم انه مترجم.
كمان حلول الكتاب العملية ملهمة.
طبعا هناك اختلاف في سياق الكلام لان الكتاب مركز علي امريكا , مش مصر طبعا، بحكم انه مترجم.
January 13, 2018
Read with a discussion group of teachers in my district. The guiding principle here is to take 100% responsibility for the learning of your students. Every problem we find in our classroom (poor motivation, retention, behavior, comprehension, etc.) is due to poor teaching on our part, nothing more.
This was difficult to accept, but since I'm not particularly confident in my teaching ability (half of my students perform poorly), I was willing to take it. There are many methods, strategies, and tips that will help us motivate our students to succeed, and they were applicable to elementary and middle school students (some even for high school, but fewer).
A quick and beneficial read for any teacher.
Update: Read this over again for another book study with a different group of teachers, and I focused on different things this time (now that I've already accepted the shocking "you are 100% responsible for every student's lack of achievement and their behavior" thing).
I realize this time that this has one chapter about poverty, but the rest is just a lot of effective teaching strategies, the kind you can find in most teaching books, but again, many of them are quite useful. It doesn't necessarily help you target poverty issues in any way. A pretty good book for teachers.
This was difficult to accept, but since I'm not particularly confident in my teaching ability (half of my students perform poorly), I was willing to take it. There are many methods, strategies, and tips that will help us motivate our students to succeed, and they were applicable to elementary and middle school students (some even for high school, but fewer).
A quick and beneficial read for any teacher.
Update: Read this over again for another book study with a different group of teachers, and I focused on different things this time (now that I've already accepted the shocking "you are 100% responsible for every student's lack of achievement and their behavior" thing).
I realize this time that this has one chapter about poverty, but the rest is just a lot of effective teaching strategies, the kind you can find in most teaching books, but again, many of them are quite useful. It doesn't necessarily help you target poverty issues in any way. A pretty good book for teachers.
July 17, 2015
A must-read for all educators! Jensen offers practical, student-centered strategies that will change the way you teach and energize your classroom. He includes the research to support these strategies. At the heart of this book is the importance of building relationships with students and making the classroom a haven for positivity and hope. After reading this book, I feel incredibly energized to tackle the new school year!
February 21, 2017
This book includes a lot of ready to use strategies to engage students, but I took issue with the author's stance. In my experience, implying that something isn't working because the teacher doesn't care enough is not a good way to "rally the troops."
January 26, 2016
Eric Jensen presents in Engaging Students with Poverty in Mind strategies that address factors which are, in his estimation, "crucial" to engagement of students who are challenged by socioeconomic factors.
In Chapter 1, Jensen reveals the 7 factors crucial to student engagement:
- Good health & nutrition
- Rich vocabulary experiences
- Effort & energy
- Positive, growth-oriented mind set
- Cognitive capacity
- Positive adult (teacher) relationships
- Effective reduction of stress levels
In Chapter 2, Jensen outlines his 5 rules for engagement for teachers of socioeconomically-challenged students:
- Upgrade your attitude by affirming & engaging
- Build relationships & respect with students by taking genuine interest in them and being
accepting of their cultural & social capital
- Get buy-in by selling students on learning; use hooks like incentives & challenges
- Embrace clarity in expectations
- Show your passion by being positive and active
With respect to the 2nd rule, Jensen reminds teachers that, according John Hattie, “teacher-student relationships have a whopping 0.72 effect size when it comes to student achievement.”
Jensen, in Chapter 3, outlines 5 actions that teachers can take to create a positive classroom climate which will enable student achievement.
- Raise the bar of expectations regarding student success by affirming their achievements and
projecting an attitude that they will succeed
- Manage mind-body states by reducing lecture time, asking compelling questions, and giving
students more control
- Establish a family atmosphere – use get-to-know-you activities and lots of social interaction
time
- Sustain positivity by teacher and peer affirmation and class/team celebrations
- Teach positive social & emotional responses – mainly by modelling them
Jensen quotes the “staggering” effect size (1.03) of teachers’ expectations of students in support of the 1st action for teachers.
Chapter 4 opens with the sobering recent research finding that children who grow up poor are more likely to have less developed executive function skills - including critical thinking and problem-solving skills. However, teaching cognitive skills has a significant 0.69 effect size. Thus, teachers should practice the 5 actions Jensen identifies for building students' cognitive capacity.
- Build attention skills with strategies such as pauses and chunked learning, physical activity
breaks, high-interest reading material, and quick writing tasks
- Teach problem solving (ie; transferrable models for problem solving) and critical thinking
- Training working memory for both images and sounds by having students practice recall
through games
- Develop processing speed such as sorting, calculating and analyzing skills
- Foster self control by teacher wait skills
Jensen opens Chapter 5 with a statement of intent to shake teachers out of complacency when it comes to motivating students: “There is no such thing as an unmotivated student; there are only students in unmotivated states, sitting in demotivating classrooms.” (73) In this chapter, he then outlines 5 “powerful actions” for increasing student motivation:
- Make learning students’ idea by giving them choice in content, having them create rubrics and
self-assess, and allowing them to be mentors
- Manage risk by making the classroom a safe place to contribute, share and ask questions
- Build a growth mindset in students by affirming their choices, attitudes, effort, and ability to
learn
- Provide specific feedback on learning goals, progress towards goals, and next steps
- Get a “trial-size effort” by “micro-chunking” content
In Chapter 6, the author explores specific actions related to the 5 “building blocks” of learning that teachers can take to allow students to develop deep, sustained understanding:
- Teach understanding of labels (terms) by assessing their prior knowledge and teaching
mnemonics
- Help students discover properties of new terms by having them organize labels and analyze
the properties that make a label unique
- Aid students to develop context and meaning by allowing them to share personal stories
related to the topic of study, generate hypotheses, establish meaning through metaphors, and
engage in authentic projects
- Ensure students “Get it right” by providing success criteria and using peer feedback
- Help students transfer learning by setting it in the context of students’ world
Four actions that help increase energy and focus in the classroom are the theme of Chapter 7:
- Get students moving with short (every few minutes) activities such as gallery walk critiques
and scavenger hunts
- Energize students in their seats
- Increase focus by positive talk exercises and pre-test reflective writing
- Use music to influence energy level with upbeat music for high-energy activities and soft
instrumental music for reflective activities
In Chapter 8, five actions to “automate” engagement in the classroom are shared:
- Establish classroom rituals such as “callback” songs to begin class
- Foster leadership and teamwork by assigning clear roles in cooperative learning and getting
students involved in community projects
- Captivate with stimulating curriculum such as project-based learning
- Integrate technology - using it to demonstrate and share learning and to assess learning
- Cultivate school-wide support
Jensen concludes the book by giving teachers 4 actions for successful implementation of engagement strategies:
- Get organized by determining which “engagement domain” (attitude, effort, behaviour, or
cognitive capacity) is your most pressing priority
- Engage with differentiation by shifting your attitude and application, boundaries, or context of
engagement strategies
- Know what to expect from students, colleagues, and yourself
Break down the breakdowns by debriefing on what went wrong, thinking through next step, and setting goals & implementation intentions.
In Chapter 1, Jensen reveals the 7 factors crucial to student engagement:
- Good health & nutrition
- Rich vocabulary experiences
- Effort & energy
- Positive, growth-oriented mind set
- Cognitive capacity
- Positive adult (teacher) relationships
- Effective reduction of stress levels
In Chapter 2, Jensen outlines his 5 rules for engagement for teachers of socioeconomically-challenged students:
- Upgrade your attitude by affirming & engaging
- Build relationships & respect with students by taking genuine interest in them and being
accepting of their cultural & social capital
- Get buy-in by selling students on learning; use hooks like incentives & challenges
- Embrace clarity in expectations
- Show your passion by being positive and active
With respect to the 2nd rule, Jensen reminds teachers that, according John Hattie, “teacher-student relationships have a whopping 0.72 effect size when it comes to student achievement.”
Jensen, in Chapter 3, outlines 5 actions that teachers can take to create a positive classroom climate which will enable student achievement.
- Raise the bar of expectations regarding student success by affirming their achievements and
projecting an attitude that they will succeed
- Manage mind-body states by reducing lecture time, asking compelling questions, and giving
students more control
- Establish a family atmosphere – use get-to-know-you activities and lots of social interaction
time
- Sustain positivity by teacher and peer affirmation and class/team celebrations
- Teach positive social & emotional responses – mainly by modelling them
Jensen quotes the “staggering” effect size (1.03) of teachers’ expectations of students in support of the 1st action for teachers.
Chapter 4 opens with the sobering recent research finding that children who grow up poor are more likely to have less developed executive function skills - including critical thinking and problem-solving skills. However, teaching cognitive skills has a significant 0.69 effect size. Thus, teachers should practice the 5 actions Jensen identifies for building students' cognitive capacity.
- Build attention skills with strategies such as pauses and chunked learning, physical activity
breaks, high-interest reading material, and quick writing tasks
- Teach problem solving (ie; transferrable models for problem solving) and critical thinking
- Training working memory for both images and sounds by having students practice recall
through games
- Develop processing speed such as sorting, calculating and analyzing skills
- Foster self control by teacher wait skills
Jensen opens Chapter 5 with a statement of intent to shake teachers out of complacency when it comes to motivating students: “There is no such thing as an unmotivated student; there are only students in unmotivated states, sitting in demotivating classrooms.” (73) In this chapter, he then outlines 5 “powerful actions” for increasing student motivation:
- Make learning students’ idea by giving them choice in content, having them create rubrics and
self-assess, and allowing them to be mentors
- Manage risk by making the classroom a safe place to contribute, share and ask questions
- Build a growth mindset in students by affirming their choices, attitudes, effort, and ability to
learn
- Provide specific feedback on learning goals, progress towards goals, and next steps
- Get a “trial-size effort” by “micro-chunking” content
In Chapter 6, the author explores specific actions related to the 5 “building blocks” of learning that teachers can take to allow students to develop deep, sustained understanding:
- Teach understanding of labels (terms) by assessing their prior knowledge and teaching
mnemonics
- Help students discover properties of new terms by having them organize labels and analyze
the properties that make a label unique
- Aid students to develop context and meaning by allowing them to share personal stories
related to the topic of study, generate hypotheses, establish meaning through metaphors, and
engage in authentic projects
- Ensure students “Get it right” by providing success criteria and using peer feedback
- Help students transfer learning by setting it in the context of students’ world
Four actions that help increase energy and focus in the classroom are the theme of Chapter 7:
- Get students moving with short (every few minutes) activities such as gallery walk critiques
and scavenger hunts
- Energize students in their seats
- Increase focus by positive talk exercises and pre-test reflective writing
- Use music to influence energy level with upbeat music for high-energy activities and soft
instrumental music for reflective activities
In Chapter 8, five actions to “automate” engagement in the classroom are shared:
- Establish classroom rituals such as “callback” songs to begin class
- Foster leadership and teamwork by assigning clear roles in cooperative learning and getting
students involved in community projects
- Captivate with stimulating curriculum such as project-based learning
- Integrate technology - using it to demonstrate and share learning and to assess learning
- Cultivate school-wide support
Jensen concludes the book by giving teachers 4 actions for successful implementation of engagement strategies:
- Get organized by determining which “engagement domain” (attitude, effort, behaviour, or
cognitive capacity) is your most pressing priority
- Engage with differentiation by shifting your attitude and application, boundaries, or context of
engagement strategies
- Know what to expect from students, colleagues, and yourself
Break down the breakdowns by debriefing on what went wrong, thinking through next step, and setting goals & implementation intentions.
December 18, 2015
Some good ideas but many things I've already been doing as an educator. Good refresher!
June 20, 2024
One thing I’ve realized as I’ve continued teaching is that every student wants to learn.. no matter how far behind they are, no matter how much trauma they have experienced. They all want to feel proud of themselves and their academic capabilities. Even on days when I am internally screaming “I just can’t help this kid” I have to take a step back and realize that I am responsible for finding a way to engage that student. I just wish people cared more about education and valued educators more.. maybe then the work wouldn’t feel so hopeless at times.
sometimes when I read books about education I’m like…. no duhhhhhh ?? Working in education can be so frustrating because it seems so straightforward but then I start teaching and I’m hmmm… simply no one is listening right now. I am really trying to engage my students more this year and the book was helpful.. but not too helpful. Like it’s more complex than playing Simon says to wake them up .. lol.
Fav quote:
“In my several decades of teaching, the most humbling realization I’ve ever had - and that I continue to have - is that the reason learners aren’t getting what I’m teaching is not that they’re incompetent, but that I’m failing to help them get it right.”
stat quotes:
“In poor homes, the ratio of positives to negatives is typically a 1-to-2 ratio. Contrast this to the 6-to-1 positives-to-negatives ratio in the homes of higher-income families.”
“Almost 3/4 of all poor parents with children are unmarried, compared with about 1/4 of higher SES parents.”
“Toddlers from middle-upper income families actually used more words in talking to their parents than low SES mothers used in talking to their own children.”
sometimes when I read books about education I’m like…. no duhhhhhh ?? Working in education can be so frustrating because it seems so straightforward but then I start teaching and I’m hmmm… simply no one is listening right now. I am really trying to engage my students more this year and the book was helpful.. but not too helpful. Like it’s more complex than playing Simon says to wake them up .. lol.
Fav quote:
“In my several decades of teaching, the most humbling realization I’ve ever had - and that I continue to have - is that the reason learners aren’t getting what I’m teaching is not that they’re incompetent, but that I’m failing to help them get it right.”
stat quotes:
“In poor homes, the ratio of positives to negatives is typically a 1-to-2 ratio. Contrast this to the 6-to-1 positives-to-negatives ratio in the homes of higher-income families.”
“Almost 3/4 of all poor parents with children are unmarried, compared with about 1/4 of higher SES parents.”
“Toddlers from middle-upper income families actually used more words in talking to their parents than low SES mothers used in talking to their own children.”
May 13, 2020
I started reading this book through the library and decided it was such an amazing book that I needed to buy it to keep for referencing. This is book is written forTitle 1 settings but could totally be useful in so many other settings. Eric offers so much practical advice on how to engage students. It's short and practical. A must-read for educators.
July 21, 2014
I think this is what many educators are looking for: reasonable strategies to engage students of all backgrounds in classroom content. While Jensen addresses how these teaching strategies are beneficial for students living with poverty or low SES, he makes certain to stress that adopting these teaching methods will benefit ALL students. The chapters are well-organized and each concept is well explained with multiple real-world examples. Jensen provides resource recommendations as well, and his concepts are backed up by extensive research. I read this book over the summer, and am looking forward to giving the strategies a try this fall. I also read Jensen's book: "Teaching Students With Poverty in Mind". While that book gave me a deeper understanding of the struggles of these students, this book (Engaging Students...) provided the real application of teaching strategies that I needed and wanted. Appropriate for all grade levels, pre-K-12 and even college, and all subject areas. Jensen gives many examples of how each strategy might work in different grade levels and subject areas (English/language arts, science, math, social studies, art, music, physical education, and even foreign language classes). One of my favorite professional reads this year.
February 20, 2017
This book is full of good strategies, although not many of them were terrifically new to me. It's good advice that is much more difficult than the little vignettes make it seem to implement. Something about the author's tone is a little accusative, and made the non-strategy parts hard for me to get through. The author puts a lot of justifiable pressure on teachers to be the one thing that changes students lives. I get what he is saying, but at the same time recognize teachers need release too and making excuses is different from venting complaints about the odds stacked against us. Jensen leaves no room for that, and is pretty abrasive in his claim that kids are not the problem, you are.
I took a lot of notes, wrote down some strategies I thought might work with my kids, but at the end of the day, it didn't present me with the most achievable vision of success. He advises choosing one strategy and honing it until it's right, which I think is the best advice in the book.
I took a lot of notes, wrote down some strategies I thought might work with my kids, but at the end of the day, it didn't present me with the most achievable vision of success. He advises choosing one strategy and honing it until it's right, which I think is the best advice in the book.
September 5, 2016
I would mark this 4.5 if that were possible. Well researched, concise and full of practical ways to engage students, but most specifically geared to those from low SES backgrounds. There are enough ideas to implement that you are likely to find several (at least) that you want to implement yourself. Definitely worth the time to read.
December 31, 2016
To say this felt Herculean would be too easy. Was supposed to read this for new employee orientation but eight months later I couldn't stand seeing it still around anymore and finally ripped it into sections and focused myself one bite at a time.
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April 12, 2020التدريس الجيد له نور الشمس وقوة السحر، كل طفل يستحق تعليماً أفضل رغم كل الظروف وحتى الفقر !
July 6, 2020
This book definitely changed my attitudes that I held about the students I teach in a high-poverty school. It gave me the kick in the pants I needed to start intentionally being more positive in the classroom. Last year I got really bogged down by bad behavior, and this book reframed it for me and made me believe that it’s possible to teach high-poverty students and have them see as much success as their more affluent peers.
The one thing I did not enjoy about this book? The way the end moved so slowly. I felt that there were parts in the last 2 chapters that could have been cut out and it would not have changed anything about the overall message Jensen was trying to get across to teachers. But overall, I’m glad I read it; it’s making me excited to start planning to have a great year!
The one thing I did not enjoy about this book? The way the end moved so slowly. I felt that there were parts in the last 2 chapters that could have been cut out and it would not have changed anything about the overall message Jensen was trying to get across to teachers. But overall, I’m glad I read it; it’s making me excited to start planning to have a great year!
July 26, 2019
I thought this was a well-written book. Jensen practices what he preaches. He understands our students in poverty and has some wonderful strategies for how to help them become engaged in their learning.
The goal I chose for my teaching this year was cognitive capacity. I am looking forward to trying out strategies to help my students with executive function: working memory, problem solving, processing speed, study skills, etc.
I am writing this right after finishing it. I may need to update my review after a few months of using the strategies. I really hope I can use them effectively for the benefit of my students!
The goal I chose for my teaching this year was cognitive capacity. I am looking forward to trying out strategies to help my students with executive function: working memory, problem solving, processing speed, study skills, etc.
I am writing this right after finishing it. I may need to update my review after a few months of using the strategies. I really hope I can use them effectively for the benefit of my students!
June 1, 2020
As a teacher who was brand new to this demographic last year, I gobbled every piece of advice in this book! I love it when professional development books have real, practical advice. And as someone who reads a ton of professional development books, it was refreshing to find a book full of ideas I’ve never seen before!
This along with Dr Ruby Payne’s book, are absolute must reads for teaching students from poverty. Other professional development books I’ve enjoyed (to give you a gauge on what I like) include Reading Strategies, Responsive Classroom, The Four Zones of Regulation, Wild Card, the Essential 55, and Ditch that Homework.
This along with Dr Ruby Payne’s book, are absolute must reads for teaching students from poverty. Other professional development books I’ve enjoyed (to give you a gauge on what I like) include Reading Strategies, Responsive Classroom, The Four Zones of Regulation, Wild Card, the Essential 55, and Ditch that Homework.
November 3, 2020
This book is in the subject of one of my education classes at the moment and it is certainly eye-opening. If you are a teacher or currently a student training to be a teacher, it will give you a fantastic perspective on how you can engage students in poverty. I enjoyed the discussions and strategies Jensen outlined. Though, it is mostly teaching strategies with some discussion. You can find a lot of these strategies for free via blog posts and articles. If you haven't experienced poverty but are teaching in a title 1 school, this book will help you a lot.
November 18, 2020
Wow. such an INCREDIBLE book on how we should be teaching while actively remembering that not all students come from a "perfect" or "normal" home life. We have to remember that EACH kid comes into our classroom with a whole different set of experiences behind them and before them, and we need to cater and reach EACH child so that they are able to be prepared and confident in life, and we can do that BY REMEMBERING that each child has their own different set of experiences and lifestyle.
Such an eye-opening book!!! Every teacher needs to read this!!
Such an eye-opening book!!! Every teacher needs to read this!!
March 2, 2019
While many of the strategies in the book are just great engagement strategies for any student, chapters 7 and 8 seemed to be more applicable for me in my practice for students with poverty. I loved the first couple chapters as well that really presented the research and findings about students who live in poverty and how that impacts their learning and development. Overall some great ideas and a new perspective about education students in poverty from this book!
May 21, 2020
So I read this book as part of a class. I do appreciate learning new strategies and all but the anecdotes used in this book were clique. It made out one style of teaching to be bad and another to be good in its examples, which I did not appreciate. It also seemed long winded. Coming from a special education point, no where in this book was there any strategies to work with special needs child also in poverty.
June 8, 2024
I found this book to be interesting and helpful as it includes many excellent tips and strategies to motivate students to succeed. The author posits that every problem in the classroom (poor motivation, retention, behavior, comprehension, etc.) is due to poor teaching. Yes, many problems can be overcome through excellent teaching strategies, but to say that ALL problems are due to poor teaching might not be totally true.
June 4, 2017
This is a follow up to Jensen's book Teaching with Poverty in Mind. While it focuses on the seven engagement factors, (health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, relationships, and stress) which impact students from low SES, it is filled with ideas and strategies for all types of learners. Worth the read for anyone in education!
April 29, 2018
I thought this had a lot of practical strategies that engage all students, not just those in poverty. I've already tried a couple of them, and students responded well to them. However, his books tend to blame all poor student performance squarely on teachers, which is too simplistic in this complicated profession. I was also left wondering why he left the classroom years ago.
May 26, 2020
This is an excellent read for anyone working in the U.S. in poverty-stricken districts. I enjoyed doing a book study with fellow teachers on this text; there are loads of ideas for teachers. Some associates and staff members did the book study too, and not as much of the book was relevant to their work with students, but it's definitely a good read for educators in the classroom leading lessons.
July 30, 2017
A very enlightening book that did provide some helpful insight into the mind of a child. I glad some useful tips from the book i.e. team work gives the children a sense of proud, and helps them see the bigger picture when you give them a role.
July 5, 2018
Similar to Teaching with Poverty in Mind, but Jensen looks more closely at what it takes to engage a student, especially one with a brain wired for survival. He packs a lot into a small book. This is a great read for all educators.
June 10, 2017
I wish I would have read this book eight years ago. It would have saved me so many sleepless nights. I HIGHLY recommend this book to all teachers who want to make an impact at their school.
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