Teacher, Parent, Child

J Andersen R.

Description

The book every parent and teacher should read!Ever wondered why your child is not getting the grades you hoped for them, or why as a teacher your students never seem to understand what you are explaining to them?Teacher, Parent, Child is a game changer for education. It explains, through stories of real adults and children, why we are wrong to assume that learning capacity is dependent upon intelligence, and why the apparent ability of any student in school is only their history of understanding. When the parent or the teacher applies enough sensitivity to restructure the child's understanding, then dramatic improvements follow.This book is based on nearly 40 years of teaching experience and research into all aspects of learning and school systems. It is a must for anyone who is interested in how students learn at any age and how we could teach them better, not just to get better grades but more importantly to prepare them with higher reasoning skills for the world driven by artificial intelligence which awaits them as they mature.The works of Andersen bring new meaning to those of Piaget, Vygotsky, and Bloom in education, as he brings forth a new paradigm in how children really learn and how we could teach them better.Prof. David S. Martin. Ph.D., Dean Emeritus, Gallaudet University, Washington D.C.

Sujets

• Educational psychology

Informations

• Publié par: Austin Macauley Publishers Ltd
• Date de parution: 30 novembre 2022
• Nombre de lectures: 0
• EAN13: 9781398438057
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Teacher, Parent, Child
Stories of how the child could learn better in school by an Educational Consultant
R. J. Andersen
Austin Macauley Publishers
2022-11-30
Teacher, Parent, Child About the Author Dedication Copyright Information © Acknowledgement Foreword About Me Preparing the 21 st -Century Child Introduction Chapter One Thomas Chapter Two The School Life Chapter Three The Mother Chapter Four The Son Chapter Five Mathew Chapter Six “Why Did They Say That About My Son?” Chapter Seven I Meet the Parents Chapter Eight Paul Chapter Nine How to Help Students Get Better Grades Chapter Ten 18-Month-Old Lizzy Chapter Eleven Chris and Little Bell Chapter Twelve The Bullied Child Chapter Thirteen A Class in Learning Chapter Fourteen A Learning in Chaos Chapter Fifteen The Art of Sensitivity in Awareness An Introduction to the Andersen Attitude Method of Teaching The Andersen Methodology Online Teacher Training Course Further Books by Roy Andersen Images Endnotes
About the Author

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Roy Andersen is a distinguished scientist, global educationist and author of eight books detailing how society and the school work together to produce a citizen worker. He has written and lectured profoundly on the need to redesign education to prepare the 21 st century child for a world dominated by artificial intelligence, and so the need to teach our children to have greater intellectual and behavioural self-responsibility.
He has proposed “The Brain Environment Complex Theory” as a new understanding to what we think intelligence is and the theory of “The Art of Sensitivity in Awareness” to define exactly how teachers and students develop competence in teaching and learning. He has also developed “The Andersen Attitude Method of Teaching” to enable teachers and parents to understand the importance of emotional sensitivity and language in the development of student ability. Roy has dedicated 40 years of his life to help children learn better in school.
His books explain in great detail how children really learn and why school consistently fails to educate our children better. These books are said by professors and parents around the world to be some of the best books written about school, society and learning.
“These are seven very important books that should be read by every parent and educator in the world. They represent a real breakthrough in our understanding of what intelligence is and how it develops, and the importance of changing the ways students are both parented and educated. The work that Roy is doing for learning is as significant as was done in the past by figures such as John Dewey. There are must reads for both parents and educators alike.”
Prof/Dean Emeritus David Marin PhD, Gallaudet University, Washington. DC, USA
Dedication
To My Wife Irina and our Family
for all the love, support and encouragement
you always give to me.
Copyright Information ©
R. J. Andersen 2022
The right of R. J. Andersen to be identified as author of this work has been asserted by the author in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.
Any person who commits any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
The story, experiences, and words are the author’s alone.
A CIP catalogue record for this title is available from the British Library.
ISBN 9781398438040 (Paperback)
ISBN9781398438057 (ePub e-book)
www.austinmacauley.com
First Published 2022
Austin Macauley Publishers Ltd ®
1 Canada Square
Canary Wharf
London
E14 5AA
Acknowledgement
There is not space here to mention all the many people I have ironed out my thoughts with in the twenty years it took me to complete these books. To those I mention here, and to many others, I am profoundly grateful for their time, generosity, and the great friendship they have shown me.
Prof./Dean Emeritus. David Martin. Gallaudet University, USA.
Prof Søren Nørby. Denmark.
Dr Irina Andersen
Dr Gini Andersen. PhD Hobart, Australia.
Ms. Naomi Andersen. MSc Paris, France.
Prof Mads Hermansen. Nordic School of Public Health. Sweden.
Prof Freddy Bugge Christiansen. Arhus University, Denmark.
Prof Albert Gjedde. Arhus University Hospital, Denmark.
Prof Rik Drummond-Brydson. Leeds University, England.
Prof Jorn Bundgaard Nielsen. Arhus University, Denmark.
Dr Paul Harris. Southern College of Optometry, USA.
Prof Cosimo Di Magli. The Anne Frank School, Italy.
Prof Harry Chugani. Wayne State University, USA.
Prof Laming. Cambridge University, England.
Prof Martha Constanine-Paton. MIT, USA.
Prof Carla Shatz. Stanford University, USA.
Prof Derek Forest. Dublin University, Ireland.
Ms Claudia Krenz. USA.
Ms Leigh Collinge. Australia.
&
Ms Sara Lappi. USA.
Foreword
It is with pride and professional pleasure that I write this foreword for a pioneering book authored by Roy Andersen. Today in the field of education, we are finally beginning once again (after a period of almost 50 years) to recognise the vital importance of cognitive development in our children.
This cognitive development is, for most individuals, a process that does not happen sufficiently in itself; it requires explicit activity on the part of parents, teachers, caregivers, and others. While we know that it’s possible to acquire cognitive strategies in later life, it is never too late to improve one’s thinking patterns, at the same time, early development by parents is essential whenever possible.
Even though most parents of young children today were not the beneficiaries themselves of systematic cognitive education in their own schooling, nonetheless it is not only possible but also necessary that they provide that foundation in thinking skills for their children, at an early age if possible. Some will say that this development is the responsibility of the school, and of course, the school’s role is of critical importance. However, we must remember that a school-age child may spend 40 hours or less per week in formal schooling (less in a number of countries), while there are 168 hours in the week (some of which, of course, should be spent in sleep). And formal schooling does not begin until after the development of some essential brain-patterning which can occur within the first two years of life.
This simple statistical comparison indicates that parents have the potential for at least as much, and perhaps more in some ways influence on their children’s development as does the school. This important book designed as much for parents, as for teachers, indicates the rationale and process for how both can enhance the child’s thinking process.
Clearly, the most powerful combination of forces would be the home and the school, working together; helping schools to understand and implement the process of cognitive education for their part is the subject of other writings by Roy Andersen. With this book in hand, however, interested and dedicated parents can gain important understandings as well as procedures for their part in enabling tomorrow’s adults to reach their fullest possible cognitive potential while there is still time to do so.
Prof. David Martin. PhD
Dean Emeritus Gallaudet University, Washington D.C.
About Me
I did not do well in school. In fact, I failed every one of my final examinations and left school virtually illiterate. Yet, four years later, I was to pass all of these examinations and those considerably far, far higher with the highest distinction.
This achievement seeded in me a quest to understand not just what was and still is wrong with the school system, but also how children learn and what stops them from learning better. As I sought to improve the ways children could learn, I worked as a teacher through all the levels of education from kindergarten, through primary and secondary school and then in university.
For 30 years, I have struggled to share the thoughts and insights I gained with other teachers and parents in how children could learn better. Eventually, I was to devise not only a new method of teaching but also a new understanding of what intelligence could be. It was inevitable from this background that I should become a consultant to help students of any age to better understand not just what they were learning, but how they could learn the skill of what we call intelligence. As my experience in this developed, I was able to explain to my students the processes their mind and brain go through to understand their world, and the skills they can develop to explain their mind better to others to achieve far higher recognition. The classes I worked with improved in their overall performance and the individuals I helped gained far higher grades. This book tells a little of some of the wonderful human beings I have met, and what I learned from them.
* * *
Preparing the 21 st -Century Child

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Prior to the writing of this book, I had written a series of five books on how the child learns and how the educational process works today. These books began by considering why we process children in school, rather than giving them a more personalised education. This led us to examine the long political history behind why the child is believed to largely inherit the intelligence of their parents. As our story unfolded, we examined the genetic argument to this and then a more neurological consideration. The intelligence we came to see is not so easy to define, either in the individual or as a feature of a collective society. When all factors were considered, we came to understand how the intelligence of the child lies firstly on their emotional stability and then in the