(Part 2) Reddit mentions: The best school & teaching books

Where I have found philosophy important to science is in epistemology. As a scientist, you do need to be aware of your own views about how it is we come to know things. But science and philosophy certainly are different and should not be mistaken for each other. There are all sorts of sloppy thinking that gets us into trouble, and that sounds like one of them.

Clearly, I am an advocate of science having a role in how we conduct education. And you've asked me a good question. Before I try to answer it, I want to note one thing, and (rhetorically) ask another thing.

I acknowledge that teachers are constantly subjected to changes in education policy that come and go when political winds shift with different ideologies in charge. The unfortunate fact is, there are deep disagreements in the education world. We have near universal agreement that education is important, but when you get down to the nuts and bolts, you see that people value different things. Education has a values problem in the USA.

In any case, it is no wonder that the world of shifting plans and directives might make any teacher suspicious of whatever it is that they think is responsible for the situation. And politicians often use science and anything that sounds like it as a tool to lend additional authority to their initiatives, so teachers may learn to be suspicious of research. I get that.

So, now I ask a rhetorical question. Teaching and learning are not without their challenges. We need to act with an understanding of these problems in order to address them satisfactorily. Where should we turn for that understanding? Who is trying to gain an understanding of these problems that is accurate in the description of them, faithful to participants, trustworthy in methods and results, authentic within their settings, and honest about the assumptions? My answer, of course, is science. And because science writing makes many things explicit, we can look at what researchers are, in fact, living up to the ideals I suggest in this paragraph (which I would use to evaluate good science).

If someone were to say they wanted to be guided by something else, I would wonder how they know they can trust it. Teaching, as a profession, has been around for ages (as has been pointed out). But there are issues both old and new that we need to address, and teaching is not explicitly about investigating these issues. If teachers had already solved them, they wouldn't be existing issues. New issues are definitely encountered, because education exists in a changing world. We need to turn to a set of practices that can help us extend our understanding in ways that help us act to address our issues.

That's what science can do; that's what researchers should do. As researchers, we can't tell other people what to do. But we can tell people what we are learning about the world. And I think the understanding we gain from research can be of use.

Back to your question: you wanted to know what I thought was good research to pay attention to. Excellent question, and not something I can give a comprehensive answer to. But I can mention a few things. I'm in mathematics education, so this will mainly pertain to that.

What does important research look like?

In the 70's, Erlwanger did a study of students learning the standard algorithms for certain math operations and found that students could perform the steps of an algorithm successfully without understanding fundamental concepts underlying the algorithm. The implications of this are huge. Students had long been tested by asking them to solve math problems, and the assumption was that they understood what they were doing if they got the right answer. A whole branch of math education shifted. This is an oversimplification, but students behaviors alone were no longer reliable data about their understanding. Now we knew that without talking to students, we might never really know what they understand. Without making understanding more central to instruction, we might not be teaching in ways that are likely to result in understanding.

I mention that partly to show how profound a change one qualitative study can have. This was not an at-scale study. There were just a few students, and the paper (Benny's Conception) written about it focused on one student.

But also, the role of understanding has become important, so we put concern for it up front. Other previously existing approaches valued repetition, speed, efficiency, and an over-reliance on memory. But it turns out that stressing things like memory actually drains the meaning and relevance out of math for students. Jo Boaler mentions here how math learning needn't overburden a student's memory resources.

The rest of my answer is a slight cop-out because others have written better about this than I have. I will tell you, I value inquiry-based approaches to learning, which are summarized here. I hate to point you towards one book, but I'm in a bit of a hurry today (dissertation work) and I don't want to leave you with nothing. The book mentioned in that article is here. and the reason I link to it is that the chapter-writers are researchers who write well for practitioners and policy makers. They back up what they are saying with many, many research results, which they also describe. This is, in my experience, unusual for a book on education.

Congrats on getting hired!!! I'd recommend a mix of PD/teaching books and content. When you get bored of one switch to the other. Both are equally important (unless you feel stronger in one area than the other).

For PD, I'd recommend: Teach Like a Pirate, Blended, The Wild Card, and the classic Essential 55. Another one on grading is Fair Isn't Always Equal - this one really changed how I thought about grading in my classes.

As far as content, you have a couple ways to go - review an overview of history like Lies My Teacher Told Me, the classic People's History, or Teaching What Really Happened, or you can go with a really good book on a specific event or time period to make that unit really pop in the classroom. The Ron Chernow books on Hamilton, Washington, or Grant would be great (but long). I loved Undaunted Courage about Lewis & Clark and turned that into a really great lesson.

Have a great summer and best of luck next year!!

Taught Fifth for one year, first year as a teacher in my own right. It was an amazing experience and I learned a TON. Brace yourself, lots of text incoming! Please feel free to PM me if you want to talk more.

Get to know your students, particularly what they're interested in. It sounds like a no-brainer, but you'd be surprised what lessons you can generate if you use their interests as a spring-board. It shows them you care about them, too, which will go a long way toward keeping them invested.

Not sure if you like Minecraft, but don't underestimate it as a teaching tool! My fifth graders used it when we talked about Colonial America--built their own village with each of them doing different colonial jobs they'd researched. Minecraft could also lend itself well to math, though I didn't have a chance to utilize it that way.

Google Classroom is also an amazing tool to use with them, particularly if you're going to have them do any collaborative writing. Speaking of collaboration, don't be afraid to connect with the teachers on your team. See if you can tie what they're reading in someone else's class to what they're learning in social studies. Check if the science units have connections to Math. I was a one-woman show and the only teacher for my grade--I know for a fact that if I had other teachers on a team with me, the year would've been MUCH smoother.

Start strict, loosen up later. (I didn't and had to play catch-up with classroom management which wound up costing me lots of instructional time.) "Setting Limits in the Classroom" (amazon link here: https://www.amazon.com/Setting-Limits-Classroom-Revised-Discipline/dp/0761516751) was a life-saver and really helped me to shape up my classroom management. I'd HIGHLY recommend buying and reading it.

I know this is a lot of text...I'm happy to talk more if you want, just PM me!

You might as well ask 'Which religion is the one true religion'.

Some people strongly believe that the only way to end sexism is to stop treating people differently based on their sex, to the degree that is permitted by our physical/biological differences. That means you'd just have opportunities and people would apply. Male, female, trans, other, etc....would be irrelevant. You should treat everyone equally and choose candidates based on their merits.

Other people strongly believe that the only way to end sexism is to ensure 'equality'. That usually means something like, 'If a less dominate group is under-represented in a beneficial field, it's sexist for us to not work at achieving equal representation'.

I think there are strong arguments to be made on both sides. When I was in college, I was firmly in the first camp. "Just treat everyone the same" but there is a reasonable amount of evidence that suggests everyone isn't the same (for a lot of different reasons that people will largely debate).

Without getting into it too deeply, it seems that most people (even those who say they'd treat everyone equally) don't. It's not an intentional thing, but it seems to be a real thing.

In one example, they gave scientists a bunch of job applications to review, containing equally qualified male and female students. The female students were evaluated less favorably than the male students. But these were fictional students with identical qualifications.

>...which Yale researchers found to be prevalent when scientists were asked to review job applications for identically qualified male and female students

There are also students that seem to show that, despite people generally being polite and friendly, we still treat women worse than we do men.

> Indeed, several studies have shown that when women do speak, they’re more likely to be interrupted, they’re likely to speak for shorter periods of time than their male classmates, and it’s less likely that instructors will listen to what they have to say

Now you might say, 'Hey - it's not my fault women speak for shorter periods of time than men!' but if I were interrupted often and felt like the Prof wasn't really listening, I'd be a lot less verbose too.

I actually tried to get one of my past employers to anonymous resumes before sending them to the devs to evaluate. It was a small company and we didn't have like a dedicated HR team. So, HR did a very initial, just friendly level phone chat, and if they seemed alright, our dev team would look at the resume.

I wanted to remove the name and anything that would state or imply gender. Again, I had good intentions, but if we know that people evaluate men and women differently, let's just remove that from the equation. The problem was that too many other people objected on the grounds that, basically, we wanted to promote diversity and that if we didn't know a candidate was a woman, we'd pass on them....but if we knew it was.....we might bring them in for an interview.

So yeah, I got nothing. Except, no matter what you do, someone will think you are sexist.

Getting 100 on the written is going to help you with the oral exam. But, there's a big difference between the written and the oral, in that on the oral you actually need to understand EVERYTHING. The oral exam question booklet is a must, and it should be totally ripped to shreds, almost falling apart when you walk into the exam. I knew that material cold.

I would also suggest this book : I was skeptical at first because it feels like self-published crap, but it is excellent, and really takes subjects that you might not know cold, and helps you understand them to be able to explain them. Highly recommend. I read it from time to time to stay fresh.

Good luck have fun. At FRG my DPE was Marina, and I aced it.

It's a nice safe! But worth quite a bit less without the combo. Locksmith's usually cost ~$300 but you can learn to crack it pretty easily if you want. This book is pretty great for learning how to crack safes!

I took a class on teaching ESL, taught by our college's ESL specialist. This is the book we used: https://www.amazon.com/Teaching-Grammar-English-Language-Learners/dp/0472032208

It's pretty good. It covers the most common issues/sources of confusion that you'll encounter with ESL students, as well as how to explain them. When a student asks you why what he/she wrote is wrong, and why it should be the way you say is right, it lets you say "Because XYZ" instead of "That's just the way it is".

One example covered in the book is prepositions. To an extent, they make sense. Especially with directional prepositions. But a lot of situations require certain prepositions for no logical reason. Like, you wouldn't say "I believe of you". But why is "I believe in you" better? But at the same time you say "I'm thinking of you" and not "I'm thinking in you". This can be incredibly frustrating for students. But letting them know that there isn't really a reason and sometimes they just have to remember can make them feel better, as opposed to trying to figure out the logic of rules that don't really exist and that no one can seem to explain.

Reading helps a lot. Keeping simple books around would be great. And/or books that are written in two languages. Like books where the left page is English and right page is Spanish. If these are hard to find for some of the languages, you could make your own by printing out short stories in both languages. Or even using google translate to get a copy in the student's primary language.

Encourage them to consume their media in English. English movies, music, shows, etc. Also, all Netflix original shows (or at least most, I think it's all) will have dubs in Spanish, and will have captions in multiple languages. Watching a show in English, with captions in your language to help you figure out what you don't understand, can go a long way. The opposite is true too (watching in Spanish with English captions).

Since you seem to have the legal aspect in hand, I wouldn't go overboard with a kindergartener. One of the great things I don't like about school is they push academics earlier and earlier before it is developmentally appropriate for many of them.

Why don't you try out readingeggs.com. I have my kindergartener on it and have been pretty happy with it. I think you can try it free for a few weeks to see if it works for you.

I also recommend checking out this book: http://smile.amazon.com/Project-Based-Homeschooling-Mentoring-Self-Directed-Learners-ebook/dp/B009AHTRBC/

For one, Zeitgeist was an art piece he did as a social experiment in his mid 20s. Joseph never cared about "conspiracies" at all, if people took 5 seconds to study his work over the past 10 years. He is also an artist at heart.

His AMA: https://www.reddit.com/r/IAmA/comments/6414g3/i_am_peter_joseph_author_of_the_new_human_rights/

--First Book:https://www.amazon.com/Zeitgeist-Movement-Defined-Realizing-Thought/dp/1495303195

"One of the achievements of this book is its ability to find research-based connections between seemingly unrelated social and economic conditions. Without becoming repetitive or dull, each essay is able to shed light on specific issues in a way that is neither too academic nor too informal. Powerful quotes are used at the beginning of chapters, research is clearly footnoted throughout, and the language—albeit at times somewhat technical and term-heavy—does well to give a picture of how one social problem influences the next, and how one scientific advancement could, if accepted and adopted into society properly, change the way all humans interact with the environment that surrounds them." -Review by Kenny Jakubas

--Second Book:https://www.amazon.com/New-Human-Rights-Movement-Reinventing/dp/1942952651

"This book is a fascinating read, and a vitally important one for anyone who is tired of the status quo, seeks to understand why it is so entrenched, and wants to do something about it."New York Journal of Books"

Peter Joseph is one of the great visionaries of our time. If there's a beautiful future―and I think there will be―then his fingerprints will be all over it."―Marianne Williamson, #1 New York Times bestselling author"Since 9/11, security took over and retired human rights into a small closet. We need to get back to the issue of rights for all. Hopefully this important work will draw us closer to that reality and promise. Without economic realignment with nature to secure our habitat, along with conquering the sociological roots of fragmentation and bigotry, the human family is in peril."―Jack Healey,Head of Human Rights Action Center

"One of this generation's greatest visionaries delivers a startling exposé about the violent oppression that defines our economic order, while issuing an urgent call for global activism to unite to change it. Amidst a deepening crisis of capitalism and inequality, coupled with an intensifying assault by the Empire's elite, The New Human Rights Movement provides a crucial roadmap for the movement toward the next system."***–***Abby Martin, host of The Empire Files

--2008 follow up Zeitgeist when he showed his true colors to focus on economics:https://www.youtube.com/watch?v=EewGMBOB4Gg

--2011 seminal work "Zeitgeist Moving Forward"https://youtu.be/4Z9WVZddH9w

--His Lecture playlist. Brilliant:https://www.youtube.com/playlist?list=PLV9KzChRGz7KEBhw20ZkipLU7BgLoVAxG

You can follow him on Twitter. DO IT!@zeitgeistfilm

hmm..... when you turn the handle, does the dial lock up or does it spin smoothly? If it spins smoothly, you can open it pretty easily! On keypicking.com there is a free pdf on how to safecrack and the full version is available on Amazon http://www.amazon.com/Safecracking-Everyone-Jared-Dygert/dp/1497416418/ref=sr_1_1?ie=UTF8&qid=1396184763&sr=8-1&keywords=safecracking for just under $12 currently. It's on sale from $15 atm. Good luck! :)

It's not uncommon in Title I schools. It's also not uncommon in Title I schools to be given little guidance or resources to do your job.

Here a couple of things that are (IMO) crucial to keep in mind:
(1) You need age appropriate literature that is also at your kids' reading level. Do not insult them with "See Spot Run." NewsELA allows you to adjust the same article to different reading levels. It's a brilliant resource you should use. https://newsela.com Same for The Simthsonian's Tween Tribune. https://www.tweentribune.com

(2) I highly, highly, HIGHLY recommend Discovering Voice for middle school. https://www.amazon.com/Discovering-Voice-Lessons-Middle-School/dp/0929895894/ref=sr_1_1?ie=UTF8&qid=1502141983&sr=8-1&keywords=voice+lessons+middle+school Spend the $20 something. It comes with permission to make copies for your classroom so you only need the 1 book. It's a bunch of mini-lessons that work brilliantly at helping students read and write better with voice.

(3) Kelly Gallagher.
(a) Article of the Week http://www.kellygallagher.org/article-of-the-week/
(b) Try this book https://www.amazon.com/Reading-Reasons-Motivational-Mini-Lessons-Middle/dp/1571103562/ref=sr_1_6?s=books&ie=UTF8&qid=1502142077&sr=1-6
(c) And this one https://www.amazon.com/Deeper-Reading-Comprehending-Challenging-Texts/dp/1571103848/ref=sr_1_3?s=books&ie=UTF8&qid=1502142077&sr=1-3

(4) The New York Times Learning Network https://www.nytimes.com/section/learning

That should give you a more than decent start.

• This is my image, one that applies to me in several ways. I believe it's the best photograph I've ever shot. And it's a picture of my best friends daughter, taken while she was staying with us while her mom was being treated for breast cancer. It was a very difficult time for us all and this photo brings me to tears every time I look at it. I'm so proud to show it off, but damn it hurts to see it. I know you probably weren't in the mood for a sad entry. One of my photos were the first thing that popped into my hear, and that's my best one. I hope I didn't bum you out :P
  
  
• My absolute favorite book is The Little Prince by Antoine de Saint-Exupéry. I first read it in my third grade class and just fell in love with it. I was very happy when I finally got ahold of a copy for my son a few weeks ago.
  
  
• The ebook I want most right now is Social Studies Through Children's Literature, but thats a bit out of the price range so my runner up is Project-Based Homeschooling.

>How would you define a good vs bad school, or is it just about movement of students?

>How would you assess if a teacher is good or bad?

The parents decide, just like they do for everything else for their kids.

>Should private and/or charter schools be required to go through some sort of process to certify their merit before being allowed to enter the educational system

No.

>Presumably you would support private and/or charter schools, how would you make access to them affordable for poor students?

Every kid gets a voucher, to be used at any school they wish.

>being pointed to a good resource would be appreciated.

This book.

And this book.

But to be honest, imo, the best way to educate your own kids is this way.

"Teach like a champ" is about compliance, and some of their methods don't really take into account child development. This book is clear, provides anecdotes and is supported by research. It is most helpful in establishing norms, routines, and maintaining expectations:
https://www.amazon.com/Middle-Secondary-Classroom-Management-Research/dp/0073378615/ref=sr_1_5?ie=UTF8&qid=1500150549&sr=8-5&keywords=secondary+classroom+management


Understanding by design is good, you might also find guided release of responsibility helpful:
https://www.amazon.com/Better-Learning-Through-Structured-Teaching/dp/1416616292/ref=sr_1_fkmr0_1?ie=UTF8&qid=1500150503&sr=8-1-fkmr0&keywords=guide+release+of+responsibility

One of classes this summer (also a student teacher) had us read The Trouble with Black Boys. Sounds like these students have experienced what they perceive as racism from previous or current teachers and now it's become the expectation. I wouldn't let this discourage you, but try to gain their trust and break that expectation. I am dealing with this at my own placement, with an African American student as well, and I have learned a great deal about patience.

Edit: Also this book by Ladson-Billings

We often ask our 9th graders to show how to add, multiply, subtract, etc. in more than one way. They often prefer algorithms but they have difficulty making sense with what they actually mean and how they transfer into algebraic thinking. I do have to say over time, they get better at the multiple ways of performing operations.

People who are good at number sense and mental math often don't waste time with algorithms.

I would recommend picking up this book and spending 5-10 minutes a day doing number strings:
http://www.amazon.com/Building-Powerful-Numeracy-Middle-Students/dp/0325026629

You can also pick up "Lessons and Activities for Building Powerful Numeracy" which has handouts/worksheets and sample discussions with students.

You can basically look for anything else that is written by Pamela Weber Harris or Catherine Fosnot.

It wouldn't be graded and it would be questions about their lives, interests, what they care about, what they want to see in instruction, questions they have. I imagine it as a silent free write for five or so minutes. It's actually pretty commonly recommended in pedagogy research, especially when students do not share the teachers cultural, class or racial background. I haven't personally tried it.

Edit: it's also featured in books where students are interviewed as something they like
https://www.amazon.com/Fires-Bathroom-Advice-Teachers-Students/dp/1565849965

I love the Discovering Voice and Voice Lessons books by Nancy Dean. They are short activities (which are fantastic for freshmen with short attention spans) that have students examine how a writer writes, and then each lesson has a "Now You Try It" activity that has them practice what they have just learned. These activities work great as a mini lesson or as warm-ups and makes them think about the decisions writers have to make before putting words on a page.

If you want to do some reading on the topic, one of the more useful textbooks that we've been using in my program is "Trends and Issues in Instructional Design and Technology" (Reiser and Dempsey, 2017 https://www.amazon.com/Trends-Issues-Instructional-Technology-Measurements/dp/0134235460). It has chapters dedicated to history, to theory, to major (and alternative) ID models, etc. It would be more than enough for a grounding in models and theories, and would give you something to talk about during interviews.

I'm sure you could find all the information online, as well, but it's nice to have it organized and contextualized in a text :)

Every year I go to a book I got as a gift when I started teaching. "The First Year Teacher's Checklist" is a great resource even after the first year. I'm sure you can find some things to mull over.

The First-Year Teacher's Checklist: A Quick Reference for Classroom Success https://www.amazon.com/dp/0470390042/ref=cm_sw_r_cp_apa_xnkqzb0ZYF47V

I did, actually.

Btw, did you know the public education system you libtards worship and adore so much is actually part of the sheeple control mechanism?

It was set up by industrialists and business interests to produce obedient, docile workers. Interesting therefore that they inculcate "civic mindedness" and Libtardism in our young, eh?

Just think of it. Those RW Christian fundies who want to home-school their kids are actually in the right. You libtards are useful idiots for the American Ruling Class, and are demanding that everyone turn over their children so they can be properly brainwashed by our corporate and imperialist overlords.

This may be too narrow for your needs, but I found this book very useful; "The Dreamkeepers: Successful Teachers of African American Children"

I had to read a few chapters from this book as part of my credentialing and MA program.

http://www.amazon.com/The-Dreamkeepers-Successful-Teachers-American/dp/0470408154

There have been a lot of studies that find that school teachers give more attention to boys: they call on boys more frequently, they wait longer for boys to articulate their thoughts, they use more eye contact with boys, they reward boys more often for speaking out while punishing girls for the same behavior. Here's a book about it. The authors, Sadker and Sadker, wrote another article in 2004 about the same stuff, but I can't find a copy of it online.

There was a study that came out of Israel a couple of years ago where they found that teachers gave girls lower grades on a math test when they knew the kids were girls.

MtF trans people benefit from these sorts of teachers' biases as long as MtF trans people are in the closet. What I mean is: until a trans person comes out as trans--at 15, at 26, at 50--everyone around them will treat them as their birth sex, and so even if a MtF trans person doesn't feel like a boy inside while they're in school, the teachers around them will still treat them like boys, not like girls.

Check out the sidebar, there are lots of books and such. I love the book Design for How People Learn and this Trends and Issues textbook is also a great survey; more academic though.

Came here to say this. As someone who had a year off between french 1 and 2, it helped me get back on track. If you want to purchase actual course material to help as well, I would suggest purchasing a book like this. I bought one used for a buck on Amazon, and it's definitely helped as well.

Essentially it's the "I do, we do, you do (together) and you do (alone)" format of instruction.
In a nutshell: the GRR is a more purposeful and STRUCTURED way to plan and deliver instruction. You (as the teacher) really think about the steps as you move from one to the other and what the learner's (student) role is in each step. In my own instruction, following the scripted curriculum, I wasn't really affording students the opportunity to engage in the necessary practice to truly demonstrate learning. Based on my research, I have found that many reading programs don't adhere to the GRR model or follow the "recipe'' for literacy success (article linked below).

This book has become my teaching Bible and it has lesson plan templates to ensure that you tie your instruction to the model: https://www.amazon.com/Better-Learning-Through-Structured-Teaching/dp/1416616292/ref=pd_lpo_sbs_14_img_0/140-3275623-1048462?_encoding=UTF8&psc=1&refRID=2AEA8CPNJZPQ4Q1TWPF0

These websites provide a nice synthesized visual to explain the GRR model:
https://themasterclassroom.com/2017/04/03/why-teachers-should-be-using-the-gradual-release-of-responsibility-model/

http://wildlifetrackingsouthwest.com/gradual-release-lesson-plan-template/gradual-release-lesson-plan-template-gradual-release-pd-english-intervention-printable/

This is an article in which the researchers analyze reading programs for the instructional methods used: http://readingbydesign.com/wordpress/wp-content/uploads/2013/11/Core-Reading-Programs-RRQ.pdf

From the discussion: "Release of Responsibility
If the release-of-responsibility model (Pearson &
Gallagher, 1983) is the preferred manner of assisting
students to acquire and internalize strategies, then
none of the programs have employed this model with
any consistency and some not at all. The missing link
in most programs is the lack of guided practice and the
need for students to model the strategies. In Programs
A, B, D, and E the instructional design moves from direct explanation to questioning with very limited guided
practice. Students are not guided to acquire and try out
the strategies. Program C is the exception; it employs
explanations, modeling, and guided practice while students read in some, but not all, instructional units" (p.120).

😀🍎👩‍🏫🏫👨‍🏫📚

Something I need is either this book or this one both of which are listed on my wishlist for my classroom. I would prefer the first one though! Both of these I need to help better prepare to become a teacher and to help with my school work as I have to come up with sample lesson plans and such.

Goodbye Eleven

Not sure of your current level, but I like this series.

The 2nd book is Viens Voir and the 3rd book is C'est Ca.

They're very good with grammar, conjugations, and vocabulary.

Absolutely - history has shown us that public education can be used in exactly that way, in Nazi Germany and the former USSR. I think in a lot of ways those specific programs you mention are detrimental since they do more to just enforce meaningless metrics and quotas than they do to cultivate thinking young minds.

We need smarter teachers. And you know what: you get what you pay for. Teachers are so underpaid but they alone are going to be responsible for the quality of future generations, so we're only cheating ourselves. But if we were serious about our future as a society, we'd have better paid teachers, and more of them, and they would be free to be independent and come up with innovative lessons instead of teaching off rubrics which might not work for every class and child. This book made me want to be a teacher.

Use number strings or number talks. These are mental math teaching strategies. In number strings you can talk about rounding to friendlier numbers (like multiples of 10 or doubling) for subtraction and then compensating. You can do the same thing for multiplication. After all, when most of us multiply 17 by 19 we don't use the algorithm, we multiply 17 by 20 then we subtract 17 (or -20 and add 3).


This books are useful
http://www.amazon.com/Building-Powerful-Numeracy-Middle-Students/dp/0325026629

And www.numberstrings.com

We can talk via email if you need more ideas. This has been my pedagogical focus. Incorporating numeracy into algebra.

I agree that focus on either of memorization/understanding alone would be lousy pedagogy. I can't really tell from the rest of your comment what you're advocating, though. For example:

> But enough people reach understanding that they become convinced that the way they learned is the way all people learn (or should learn).

Are you saying that people tend to teach as if the students are reflections of their own self? Is their research that evinces this phenomenon?

Is this the book you recommended?

And, is this the Benny article you cite? I (admittedly) skimmed it and read the conclusion. Does it hold any weight 40 years later? Is this method of teaching still used? Can we really infer anything from one test subject?

These are genuine questions, mind you. I am not versed in research in mathematics education, so I'm curious how this paper/book fit into that framework. Thanks for sharing!

I skeptically bought this book. It is pretty great, not an outline, but close enough to barbri. Highly recommend. my checkride is next week

Fires in the Bathroom

Great book that gives perspective on teaching from a students point of view. It was remarkably insightful, and very helpful in learning how to deal with the good and the bad that comes up.

If you are interested in other prominent people with similar lines of thought, Seth Godin has recently written a book (Jan of this year) called Linchpin, that has changed my life - he also talks about education here: http://www.youtube.com/watch?v=Ea5IgyVd3_U

There is also John Taylor Gatto who has written on the history of the education system, and how the founders of modern schooling were really the leaders of the new American industrialist class like Henry Ford, Rockefeller, J.P.Morgan, etc.

http://www.johntaylorgatto.com/historytour/history1.htm

http://www.amazon.com/Underground-History-American-Education/dp/B000KF42JK

There's this book I've been reading that seems to have a pretty good explanation of this and some potential plans for the way out-

http://www.amazon.com/The-Zeitgeist-Movement-Defined-Realizing/dp/1495303195

I’m interested in this book. Maybe? Who else?

The Wild Card: 7 Steps to an Educator's Creative Breakthrough
Wild Card Book

I recommend the book:

Setting Limits in the Classroom, Revised: How to Move Beyond the Dance of Discipline in Today's Classrooms https://www.amazon.com/dp/0761516751/ref=cm_sw_r_cp_api_BE6MybT9YSYG1

Long story short: set CLEAR simple expectations (no mode than 4-5 rules that could apply to many situations) and be incredibly, INCREDIBLY consistent about consequences with ALL students.

We really appreciate criticisms, we really do. But thoughtful, substantive ones. Branding something with labels such as "new age" and "hippie" is essentially meaningless and the opposite of skeptical analysis. If you want to engage a topic, why not actually address claims rather than paint in broad brush strokes and loaded dismissive jargon.

By the way, the first Z-film has nothing to do with TZM (and I don't endorse it, by the way), and the second film, in retrospect, was probably not presented optimally. TZM has come a long way since then. The third film is a very academic work, and the new "TZM Defined" book is a meticulous work: http://www.amazon.com/The-Zeitgeist-Movement-Defined-Realizing/dp/1495303195 and available for free on TZM's main website.

I just bought a book called Teaching as a Subversive Activity at a thrift store. I am in the middle of reading it.
Great read so far. It's right up the guy in the article's alley.

There's education, then there is education. The US has yet to unify what it considers to be a nationally accepted curriculum and as such schools have been able to pick and choose subject matter to teach and not teach. If you want to understand what modern education is here is some suggested reading which explains how schools are structured and why they are built the way they are.

The Venus Project and /r/TZM is proposing a new kind of economic system where automation enables us to not need jobs anymore. Here is a book: http://www.amazon.co.uk/The-Zeitgeist-Movement-Defined-Realizing/dp/1495303195

I'd point you toward this author:

http://www.amazon.com/The-Underground-History-American-Education/dp/B000KF42JK