What do you think?
Rate this book
The Pedagogy of Real Talk: Engaging, Teaching, and Connecting With Students at Risk
For students at risk, Real Talk means real results!
Developed by a nationally-awarded educator and former at-risk student, Real Talk builds rapport with students while creating learning experiences that are relevant…and life-changing. The results are transformed classroom and school environments, engaged students, and higher achievement. The Pedagogy of Real Talk guides readers through every step of implementation. They will
-- Develop an understanding of the substantive education theories that underlie the Real Talk approach
-- Learn the how-to’s for implementing Real Talk with any group of learners
-- Understand key approaches for training teachers in Real Talk methodology
-- Benefit from case studies and lessons learned
Developed by a nationally-awarded educator and former at-risk student, Real Talk builds rapport with students while creating learning experiences that are relevant…and life-changing. The results are transformed classroom and school environments, engaged students, and higher achievement. The Pedagogy of Real Talk guides readers through every step of implementation. They will
-- Develop an understanding of the substantive education theories that underlie the Real Talk approach
-- Learn the how-to’s for implementing Real Talk with any group of learners
-- Understand key approaches for training teachers in Real Talk methodology
-- Benefit from case studies and lessons learned
208 pages, Paperback
First published June 9, 2015
3 people are currently reading
47 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 4 of 4 reviews
February 25, 2016
Cool book but not as useful as the author makes it seem. To him, this is a manual that will change the world if everyone just listened. This is a popular idea in sociology circles. However, I was once considered an at-risk student, and while i believe these methods may be useful in theory, I am not as optimistic at the effects these interventions will bring. I hear so much about experimental design in this field but the results often come up moot and hypothesis are proven wrong yet still pedaled as the absolute right thing to do. I'm ranting but I'm explaining my beef with this discipline as a science.
I also work with at-risk students, many of whom willingly sign up for our program. Some who's parents send them there. I have seen that their behaviors toward education directly correlates with their willingness to learn new things, follow direction and comprehend what was said to even the slightest degree. Those who are not as willing typically cannot be helped, no matter how many interventions are made. Whether it's talking to parents (who are typically un-engaged with their child's success), making learning "fun" or giving the child more control over lessons, they just don't want to be there. While it's dangerous to vocalize your frustration or say harmful things (as this makes behavior worse) there's only so much encouraging you can do for some (not all, or even most) of the most difficult students. People are going to do whatever they want.
I often feel sociologists tend to dehumanize stakeholders (they are often spoken of as objects of success for others, not additional pieces in this game called life), in order to humanize people who are oft ignored. However, the teacher he quoted early on was correct. The truth is that some students do not want to learn and education does not fit into their lives. Sometimes that leads to the cycle of poverty. There have been many interventions to get students out of poverty. There are many organizations out there hoping to weed out who needs a push and who has just given up. It's foolish to believe that everybody's lives will be changed if someone follows these rules because many have tried. And many stakeholders in education are exhausted financially and emotionally, let alone professionally.
Maybe it's my vexation but benevolence and naivete are two different things. Some people just don't care or want better for themselves and there isn't anything any amount of intervention can do for them. It's becoming meaningless to extend resources or adjust methods in order to keep things going. Many people at risk do not see themselves as victims, nor do they behave as any either. This is simply the scope in which the discipline puts them in. They are human and made bad choices that lead their lives down the wrong paths, and unfortunately that will continue for generations until someone has the wherewithal to get out of their situation.
I want the best for everyone, naturally, but there are limits to human effort.
I also work with at-risk students, many of whom willingly sign up for our program. Some who's parents send them there. I have seen that their behaviors toward education directly correlates with their willingness to learn new things, follow direction and comprehend what was said to even the slightest degree. Those who are not as willing typically cannot be helped, no matter how many interventions are made. Whether it's talking to parents (who are typically un-engaged with their child's success), making learning "fun" or giving the child more control over lessons, they just don't want to be there. While it's dangerous to vocalize your frustration or say harmful things (as this makes behavior worse) there's only so much encouraging you can do for some (not all, or even most) of the most difficult students. People are going to do whatever they want.
I often feel sociologists tend to dehumanize stakeholders (they are often spoken of as objects of success for others, not additional pieces in this game called life), in order to humanize people who are oft ignored. However, the teacher he quoted early on was correct. The truth is that some students do not want to learn and education does not fit into their lives. Sometimes that leads to the cycle of poverty. There have been many interventions to get students out of poverty. There are many organizations out there hoping to weed out who needs a push and who has just given up. It's foolish to believe that everybody's lives will be changed if someone follows these rules because many have tried. And many stakeholders in education are exhausted financially and emotionally, let alone professionally.
Maybe it's my vexation but benevolence and naivete are two different things. Some people just don't care or want better for themselves and there isn't anything any amount of intervention can do for them. It's becoming meaningless to extend resources or adjust methods in order to keep things going. Many people at risk do not see themselves as victims, nor do they behave as any either. This is simply the scope in which the discipline puts them in. They are human and made bad choices that lead their lives down the wrong paths, and unfortunately that will continue for generations until someone has the wherewithal to get out of their situation.
I want the best for everyone, naturally, but there are limits to human effort.
January 22, 2019
Great book for new educators not familiar with working with students from diverse backgrounds. I found this less helpful than I wished solely from being exposed to and implementing dialogue and experiences into my teaching from the beginning.
Great for educators who have not had a deep background or many experiences with diverse classrooms who want a guide as to how to begin to approach 'real talk' in class and better engage with your students. Also a great look at how to move away from the lecture/test format and into an interactive discussion and activity based classroom to engage students and help them connect course material to their day to day lives rather than just what do I have to do to pass.
Great for educators who have not had a deep background or many experiences with diverse classrooms who want a guide as to how to begin to approach 'real talk' in class and better engage with your students. Also a great look at how to move away from the lecture/test format and into an interactive discussion and activity based classroom to engage students and help them connect course material to their day to day lives rather than just what do I have to do to pass.
May 20, 2017
Awesome Read!
I think if most educators used this concept, they would find it a lot easier to engage with their students.
I think if most educators used this concept, they would find it a lot easier to engage with their students.
July 9, 2015
Dr. Hernandez's book is a must read for all involved in the work with students at risk in the PK to 16 (high education system) - from classroom teachers, counselors, administrators, policy makers, stakeholders, and outsider observers. This book blends formal research, classroom-based insight, and tools for training and implementation on how to connect with -- and therefore effectively teach -- marginalized students. Throughout the book there are multiple examples of how this unique pedagogy helps bridge relationships between teachers and students and achieve academic success.
As there are many books about pedagogy, as well as about lesson delivery techniques, etc, Dr. Hernandez's book offers a flexible approach that can easily be added to (mine and) many teachers' "toolboxes" as they continue to work with our students who are at risk.
As there are many books about pedagogy, as well as about lesson delivery techniques, etc, Dr. Hernandez's book offers a flexible approach that can easily be added to (mine and) many teachers' "toolboxes" as they continue to work with our students who are at risk.
Displaying 1 - 4 of 4 reviews