Freedom to Learn

Cari Williams, Art Willans

Description

• Co-op Available
• Features offered to: American Journal of Education, Psychology Today
• Excerpts offered to: Action in Teacher Education , Scholastic Parent & Child, Teach Magazine
• Academic promotion to Educational Psychology, Early Childhood Education, Psychology departments
• Promotion to members of the National Education Society
• Galley available on Edelweiss
• Simultaneous ebook release and promotion
• Promotion on New Society Publishers social media platforms including Facebook, Twitter, our blog, Pinterest, and Instagram

• Art Willans is owner and executive director of A Child's World, a preschool and therapeutic preschool.
• Willans has holds a Masters in Education and has taught in the fields of education, special education, psychology, and child development
• Cari Williams holds a Bachelor of Science in Education and Special Education K-12, and an endorsement in Early Childhood/Special Education from the University of Nevada, Reno
• Elementary schools are plagued by behavioral and learning problems, but with the right interactive methods any teacher can achieve extraordinary results with every student.
• Starting children off on the right foot is essential for success throughout their years of schooling. Early intervention makes all the difference for child development.
• This book is based on a simple premise, when teachers get the classroom experience right, students learn at an accelerated rate.
• This book describes methods for students to become self-disciplined and excel academically while explaining the underlying behavioral science and group dynamics necessary for classroom success
• These methods are based on behavioral science, neuropsychology, group dynamics, and the psychological needs of children, and are presented in clear and simple language

Ditch the behavioral charts and start teaching for universal success

Disinterested students and behavioral problems are all too common in schools. Yet results show that behavior charts and other reward-and-punishment systems simply don't work. Teachers are burning out and students are failing. But what can be done?

The secret lies in a unique combination of behavioral science, neuropsychology, and group dynamics. When teachers get the classroom experience right, students want to succeed and achieve to their potential, while behavioral problems largely vanish.

For decades, it has been widely accepted that children have motivating needs including the need to avoid pain, a need for autonomy, and the need to belong. The authors harness these motivations into a method of interactions that increases cooperation, and in which children want to succeed and help others to thrive.

Packed with real classroom examples and practical guidance for using the methods, this guide gives teachers the tools to transform even difficult classrooms.

Start teaching for universal success in classroom management and academic accomplishments.

Preface

Chapter One: Students Reaching Their Potential
A Small Beginning for New Methods
Summary
Chapter Two: Understanding Human Behavior
Question and Answer
Summary
Chapter Three: Teaching Is a Group Activity
First Fundamental: A Common Purpose
Second Fundamental: Teachers as Leaders
Third Fundamental: Anything That Affects One Student, Affects Everyone
Fourth Fundamental: Use an Interactive Process That Develops Cooperation
Fifth Fundamental: Events May Have Different Effects When They Occur in a Group of Peers
Question and Answer
Summary
Chapter Four: Methods for Creating Successful Classrooms
The Motivational Process
Using Positive Motivation
Distributing Praise
Differential Social Attention: The Most Important Process
Students Soliciting Praise
Problem Behavior
Competing Reinforcers
The Teacher-Student Relationship
Application in Upper Grades
Reading to Students
Developing Attributes
Chapter Review
Question and Answer
Chapter Five: Building Successful Groups
Differences in Upper Grades
Question and Answer
Chapter Six: Developing Effective Learners
Developing Higher Academic Functions
The Academic Gap Between Students
Question and Answer
Summary
Chapter Seven: Coercion and Positive Alternatives in Classrooms
Systems of Warnings and Consequences
Group Punishment
The Happy/Sad Face Chart
The Home Note
The Purple Card System
Positive Alternatives
Creative Solutions for Problem Behavior
Creating a Positive Culture
Question and Answer
Chapter Eight: Dealing with Extreme Behavior
Emotion First, Behavior Second
De-escalation of Emotional Responses
Logical Consequences
Using Timeouts
Using Reprimands Properly
Classrooms for Students with Extreme Behavior Disorders
Question and Answer
Summary
Chapter Nine: Implementation and Training
Review of Methods

Annotated Bibliography
Index
About the Authors
A Note about the Publisher

Sujets

• Developmental
• Teaching
• EDUCATION
• motivation
• Level
• Human development (biology)
• School
• Psychology
• Child
• Elementary

Informations

• Publié par: New Society Publishers
• Date de parution: 15 mai 2018
• Nombre de lectures: 0
• EAN13: 9781771422666
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Praise for
Freedom to Learn
I was hooked on the book on the first page of the preface. Many readers will have a similar reaction, recognizing their own school experiences as students and teachers and seeing the wisdom of teaching children with these methods. Despite decades of new ideas and approaches to education, it all comes down to this-that which makes the greatest difference in schools fulfilling their mission is the nature of the teacher-child interaction, moment by moment, as the days and years unfold. All teachers and teachers-in-training should read this book and implement its strategies. Their students would benefit greatly.
-Dr. Stan Paine, former National Distinguished Principal and Oregon Elementary Principal of the Year
Freedom to Learn is a methodology that will breathe the passion back into one of the most under appreciated professions. This book provides a comprehensive and flexible means of managing psychological and physical needs in children to motivate growth through effective learning. The much-needed ground work for a revolution of traditional classroom approaches that the children of coming generations deserve. A must read, must know, must teach.
-Dr. Dustin Marsh, Psy.D.
Freedom to Learn gripped me from the introduction all the way to the ending. This is a practical and useful book for seasoned teachers, beginning teachers, and students planning to become educators. Impressive, easy to read, practical, useful, creates a positive learning environment, and has data to support its effectiveness.
-Marlene Andrews, retired Faculty Member, Special Education Department, University of Wisconsin Oshkos
Educators at all levels are beginning to pay much more attention to social-emotional learning, and the search for effective methods in that arena leads to Willans and Williams work. After reading and studying Freedom to Learn , educators will understand the vital importance of the connection students must feel with peers, their surroundings, and especially with their teacher, for learning to occur. To make the concepts actionable, readers are introduced to difference-making strategies, which can be put in place immediately. Freedom to Learn is not your typical approach, but how well has the typical approach been working for either individual educators or for the entire educational system in our nation? In striving to develop lifelong learners, Freedom to Learn puts the why and the how-to together, clearly documenting the need to reject temporary test score improvement as validation of educational success. It is not just another educational philosophy book to read, but instead, it is a must read and must implement .
-William J. Decker, Chief Administrator, Mississippi Bend Area Education Agency
Freedom to Learn is one of those rare books which can be utilized as a training tool in the educational discipline. It holds the wisest, most reasonable, and compassionate treatment for every student. The authors exude passion as they provide practical strategies for educators, which will develop a trusting relationship with each student; affording all students success. As an educator, counselor, private therapist and professor at the university level for more than forty years, I avidly recommend Freedom to Learn for every current educator as well as those working toward an educational career.
-Karen M. Smith, M.Ed., Ed.S., National Certified School Counselor

Copyright 2018 by Art Willans and Cari Williams.
All rights reserved.
Cover design by Diane McIntosh.
Cover Image iStock (467833731)
Printed in Canada. First printing April 2018.
Inquiries regarding requests to reprint all or part of Freedom to Learn should be addressed to New Society Publishers at the address below. To order directly from the publishers, please call toll-free (North America) 1-800-567-6772, or order online at www.newsociety.com
Any other inquiries can be directed by mail to:
New Society Publishers
P.O. Box 189, Gabriola Island, BC V0R 1X0, Canada
[phone]
L IBRARY AND A RCHIVES C ANADA C ATALOGUING IN P UBLICATION
Willans, Art, 1943-, author
Freedom to learn : creating a classroom where every child thrives / Willans Williams.
Includes bibliographical references and index.
Issued in print and electronic formats.
ISBN 978-0-86571-878-4 (softcover).--ISBN 978-1-55092-671-2 (PDF).--ISBN 978-1-77142-266-6 (EPUB)
1. Classroom management. 2. Classroom environment. 3. Effective teaching. 4. Problem children--Education. I. Williams, Cari Lynette, author II. Title.
LB3013.W48 2018
371.102693 4
C2017-907285-4
C2017-907286-2

New Society Publishers mission is to publish books that contribute in fundamental ways to building an ecologically sustainable and just society, and to do so with the least possible impact on the environment, in a manner that models this vision.
Contents
P REFACE
C HAPTER O NE : S TUDENTS R EACHING T HEIR P OTENTIAL
A Small Beginning for New Methods
Summary
C HAPTER T WO : U NDERSTANDING H UMAN B EHAVIOR
Question and Answer
Summary
C HAPTER T HREE : T EACHING I S A G ROUP A CTIVITY
First Fundamental: A Common Purpose
Second Fundamental: Teachers as Leaders
Third Fundamental: Anything That Affects One Student, Affects Everyone
Fourth Fundamental: Use an Interactive Process That Develops Cooperation
Fifth Fundamental: Events May Have Different Effects When They Occur in a Group of Peers
Question and Answer
Summary
C HAPTER F OUR : M ETHODS FOR C REATING S UCCESSFUL C LASSROOMS
The Motivational Process
Using Positive Motivation
Distributing Praise
Differential Social Attention: The Most Important Process
Students Soliciting Praise
Problem Behavior
Competing Reinforcers
The Teacher-Student Relationship
Application in Upper Grades
Reading to Students
Developing Attributes
Chapter Review
Question and Answer
C HAPTER F IVE : B UILDING S UCCESSFUL G ROUPS
Differences in Upper Grades
Question and Answer
C HAPTER S IX : D EVELOPING E FFECTIVE L EARNERS
Developing Higher Academic Functions
The Academic Gap Between Students
Question and Answer
Summary
C HAPTER S EVEN : C OERCION AND P OSITIVE A LTERNATIVES IN C LASSROOMS
Systems of Warnings and Consequences
Group Punishment
The Happy/Sad Face Chart
The Home Note
The Purple Card System
Positive Alternatives
Creative Solutions for Problem Behavior
Creating a Positive Culture
Question and Answer
C HAPTER E IGHT : D EALING WITH E XTREME B EHAVIOR
Emotion First, Behavior Second
De-escalation of Emotional Responses
Logical Consequences
Using Timeouts
Using Reprimands Properly
Classrooms for Students with Extreme Behavior Disorders
Question and Answer
Summary
C HAPTER N INE : I MPLEMENTATION AND T RAINING
Review of Methods
Annotated Bibliography
Index
About the Authors
A Note about the Publisher
Preface
M Y FIRST MEMORY OF SCHOOL was not a good one. It was a really important day in kindergarten, because it was the first time we were going to use scissors. I was so excited to show I would be the best student ever to use a pair of scissors. This was my chance to prove that I could remember everything my teacher had said. She had taught us never to cut our hair or the hair of other students. We were to be careful never to cut our clothes, and most of all never run with scissors. I was certain I could not only remember everything she had said, but would follow her instructions exactly. The moment I was waiting for finally arrived. She said, Children you may come get your scissors. In my excitement to show her I could be a perfect student, I jumped to my feet and ran to the box of scissors. I successfully knocked three of my classmates out of the way and grabbed a pair. With perfect discipline, I calmly turned around to walk to my seat. The teacher was yelling my name, which surely meant she was as pleased with me as I was with myself. To my heart-breaking surprise, she was upset with me and took my most cherished possession - the scissors - from my hand. She said, Cari, you are not allowed to use scissors. Because of the way she said those words, I thought she meant forever. My spirit was broken. In my mind, I was a miserable failure as a student and would have to come to school every day for the rest of my life and bear the shame of being a failure. All of my friends, if I ever had any more friends, would know me as the girl who could not use scissors.
Despite how impossible survival seemed, I did make it to the fifth grade. My fifth grade teacher, Mrs. Cynthia Lowery, made all the difference in my life and in the lives of other students. She made the classroom safe. The students, including myself, were never afraid of failing or even disappointing her. Every student succeeded and we became part of the fifth grade family that kept each other safe. She loved each of us, including the most difficult boy in the class. Every student became committed to helping that boy succeed. For years, I and a few other students remained in contact with her, and I babysat her children. Even though Cynthia is the reason I became a teacher I couldn t describe what it was about her teaching that made such a difference. However, I knew I wanted my students to respond the way we responded to Cynthia. But while I knew how I wanted students to respond, I did not know how to achieve those results.
While pursuing my dream as an education major at the