Description
| Product ID: | 9781032383422 |
| Product Form: | Paperback / softback |
| Country of Manufacture: | GB |
| Title: | Pause, Ponder, and Persist in the Classroom |
| Subtitle: | How Teachers Turn Challenges into Opportunities for Impact |
| Authors: | Author: Julie Schmidt Hasson |
| Page Count: | 150 |
| Subjects: | Educational psychology, Educational psychology, Teacher training, Management: leadership and motivation, Educational material, Teacher training, Management: leadership & motivation, Educational material |
| Description: | Select Guide Rating How can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. How can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. This three-step framework involves pausing, pondering, and persisting. First, teachers pause before reacting to an unexpected challenge, so they can intentionally choose a response. Next, they suspend assumptions and approach the challenge from a place of curiosity. Finally, they persist in this dance of patient inquiry and thoughtful responses in a way that leads to better outcomes for students. The stories integrated throughout the book provide evidence of the many ways teachers make a difference in students’ lives. It is a challenging time to be a teacher, and this book provides the inspiration and information teachers need to stay longer, grow stronger, and continue making an impact. |
| Imprint Name: | Routledge |
| Publisher Name: | Taylor & Francis Ltd |
| Country of Publication: | GB |
| Publishing Date: | 2023-06-14 |
