Serviceability failures of concrete structures involving excessive cracking or deflection are relatively common, even in structures that comply with code requirements. This is often as a result of a failure to adequately account for the time-dependent deformations of concrete in the design of the structure. The serviceability provisions embodied in codes of practice are relatively crude and, in some situations, unreliable and do not adequately model the in-service behaviour of structures. In particular, they fail to adequately account for the effects of creep and shrinkage of the concrete. Design for serviceability is complicated by the non-linear and inelastic behaviour of concrete at service loads. Providing detailed information, this book helps engineers to rationally predict the time-varying deformation of concrete structures under typical in-service conditions. It gives analytical methods to help anticipate time-dependent cracking, the gradual change in tension stiffening with time, creep induced deformations and the load independent strains caused by shrinkage and temperature changes. The calculation procedures are illustrated with many worked examples. A vital guide for practising engineers and advanced students of structural engineering on the design of concrete structures for serviceability and provides a penetrating insight into the time-dependent behaviour of reinforced and prestressed concrete structures.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures, both at service loads and at ultimate loads, and in doing so, provides a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of the Australian Standard for Concrete Structures (AS3600-2009) and, where possible, the notation is the same as in AS3600-2009. A parallel volume is written to Eurocode 2, the European Standard for the Design of Concrete Structures. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students, and also practising engineers who want a comprehensive guide to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively reorganised and considerably expanded and updated. New chapters cover design procedures, actions, and loads; prestressing systems and construction requirements; and connections and detailing. The topic of serviceability is developed extensively throughout. The authors have been researching and teaching the behaviour and design of prestressed concrete structures for more than 35 years, and this updated edition of the book reflects this wealth of experience. The work has also gained much from Ian Gilbe.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures both at service loads and at ultimate loads and, in doing so, provide a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of Eurocode 2: Design of Concrete Structures and, where possible, the notation is the same as in Eurocode 2. A parallel volume is written to the Australian Standard for Concrete Structures AS3600-2009. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students and also practising engineers who want comprehensive introduction to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively re-organised and considerably expanded and updated. New chapters cover design procedures, actions and loads; prestressing systems and construction requirements; connections and detailing; and design concepts for prestressed concrete bridges. The topic of serviceability is developed extensively throughout. All the authors have been researching and teaching the behaviour and design of prestressed concrete structures for over thirty-five years and the proposed new edition of the book reflects this wealth of experience. The work has also gained much from Professor Gilbert active and long-time involvement in the development of standards for concrete buildings and concrete bridges.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures, both at service loads and at ultimate loads, and in doing so, provides a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of the Australian Standard for Concrete Structures (AS3600-2009) and, where possible, the notation is the same as in AS3600-2009. A parallel volume is written to Eurocode 2, the European Standard for the Design of Concrete Structures. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students, and also practising engineers who want a comprehensive guide to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively reorganised and considerably expanded and updated. New chapters cover design procedures, actions, and loads; prestressing systems and construction requirements; and connections and detailing. The topic of serviceability is developed extensively throughout. The authors have been researching and teaching the behaviour and design of prestressed concrete structures for more than 35 years, and this updated edition of the book reflects this wealth of experience. The work has also gained much from Ian Gilbert's active and long-time involvement in the development of the Australian Standards for Concrete Structures (AS3600-2009) and Concrete Bridges (AS5100.5-2012).

Teachers around the world have found Ian Gilbert's classic text Essential Motivation in the Classroom an inspiring and provocative read. This ground-breaking companion to the book is a definitive one-stop guide for teachers who are looking for inspiration into how his ideas can be put into practice in every-day classrooms. A truly lively and engaging resource, it scrutinises each aspect of Gilbert's now famous 'seven keys' of motivation and provides a wide range of practical ideas, activities and launch-pads for discussion which can be blended seamlessly into your own lessons. Taking as its starting point the right of every child to an inspirational education that develops their values, attitudes and skills, this book provides you with the means to unlock even your most challenging of pupils and will act as a spring board for visionary learning in the classroom and beyond, Key ideas explored include: * Goal setting strategies * Students' own intrinsic motivation * Preparing effective challenges * Developing multiple approaches to learning * Using physical activities to anchor learning * Helping students to understand themselves better and be better prepared for the world today For teachers of pupils at all ages and stages, this book is easy to follow, easy to 'dip in and out of', is conversational in tone, and has the potential to be a game-changer for any teacher wishing reinvigorate their pupils, colleagues and classrooms.

Praise for the 1st edition: 'This is now one of my top five education books. I was absorbed and uplifted by it and my own practice as a teacher will undoubtedly change as a result. Surely there can be no higher recommendation.' - Geoff Barton, Times Educational Supplement Essential Motivation in the Classroom is the definitive one-stop guide for teachers who want to know how to motivate children - and how children learn to motivate themselves. In the ten years since this book was first published, it has proven to be a best selling text that informs, inspires and amuses educationalist around the world. This fully updated and revised tenth anniversary edition continues to take the reader on a rollercoaster ride through the theories of teaching, learning and thinking. Ian Gilbert highlights the 'seven keys' of motivation, offering a range of strategies, ideas and insights to help learners become motivated from within. An entertaining and inspiring read, this book is full of useful, practical advice, ranging from motivational research from leading theorists to philosophical gems from Homer Simpson. Teachers in all sectors of education will find this book indispensable, helping them to change the culture of their classrooms and improve the effectiveness of their teaching.

Provides Step-by-Step Instruction Structural Analysis: Principles, Methods and Modelling outlines the fundamentals involved in analyzing engineering structures, and effectively presents the derivations used for analytical and numerical formulations. This text explains practical and relevant concepts, and lays down the foundation for a solid mathematical background that incorporates MATLAB (R) (no prior knowledge of MATLAB is necessary), and includes numerous worked examples. Effectively Analyze Engineering Structures Divided into four parts, the text focuses on the analysis of statically determinate structures. It evaluates basic concepts and procedures, examines the classical methods for the analysis of statically indeterminate structures, and explores the stiffness method of analysis that reinforces most computer applications and commercially available structural analysis software. In addition, it covers advanced topics that include the finite element method, structural stability, and problems involving material nonlinearity. MATLAB (R) files for selected worked examples are available from the book's website. Resources available from CRC Press for lecturers adopting the book include: A solutions manual for all the problems posed in the book Nearly 2000 PowerPoint presentations suitable for use in lectures for each chapter in the book Revision videos of selected lectures with added narration Figure slides Structural Analysis: Principles, Methods and Modelling exposes civil and structural engineering undergraduates to the essentials of structural analysis, and serves as a resource for students and practicing professionals in solving a range of engineering problems.

Praise for the 1st edition: 'This is now one of my top five education books. .I was absorbed and uplifted by it and my own practice as a teacher will undoubtedly change as a result. Surely there can be no higher recommendation.' - Geoff Barton, Times Educational Supplement Essential Motivation in the Classroom is the definitive one-stop guide for teachers who want to know how to motivate children - and how children learn to motivate themselves. In the ten years since this book was first published, it has proven to be a best selling text that informs, inspires and amuses educationalist around the world.This fully updated and revised tenth anniversary edition continues to take the reader on a rollercoaster ride through the theories of teaching, learning and thinking. Ian Gilbert highlights the 'seven keys' of motivation, offering a range of strategies, ideas and insights to help learners become motivated from within. An entertaining and inspiring read, this book is full of useful, practical advice, ranging from motivational research from leading theorists to philosophical gems from Homer Simpson. Teachers in all sectors of education will find this book indispensable, helping them to change the culture of their classrooms and improve the effectiveness of their teaching.

The design of structures in general, and prestressed concrete structures in particular, requires considerably more information than is contained in building codes. A sound understanding of structural behaviour at all stages of loading is essential. This textbook presents a detailed description and explanation of the behaviour of prestressed concrete members and structures both at service loads and at ultimate loads and, in doing so, provide a comprehensive and up-to-date guide to structural design. Much of the text is based on first principles and relies only on the principles of mechanics and the properties of concrete and steel, with numerous worked examples. However, where the design requirements are code specific, this book refers to the provisions of Eurocode 2: Design of Concrete Structures and, where possible, the notation is the same as in Eurocode 2. A parallel volume is written to the Australian Standard for Concrete Structures AS3600-2009. The text runs from an introduction to the fundamentals to in-depth treatments of more advanced topics in modern prestressed concrete structures. It suits senior undergraduate and graduate students and also practising engineers who want comprehensive introduction to the design of prestressed concrete structures. It retains the clear and concise explanations and the easy-to-read style of the first edition, but the content has been extensively re-organised and considerably expanded and updated. New chapters cover design procedures, actions and loads; prestressing systems and construction requirements; connections and detailing; and design concepts for prestressed concrete bridges. The topic of serviceability is developed extensively throughout. All the authors have been researching and teaching the behaviour and design of prestressed concrete structures for over thirty-five years and the proposed new edition of the book reflects this wealth of experience. The work has also gained much from Professor Gilbert active and long-time involvement in the development of standards for concrete buildings and concrete bridges.

Teachers around the world have found Ian Gilbert's classic text Essential Motivation in the Classroom an inspiring and provocative read. This ground-breaking companion to the book is a definitive one-stop guide for teachers who are looking for inspiration into how his ideas can be put into practice in every-day classrooms. A truly lively and engaging resource, it scrutinises each aspect of Gilbert's now famous 'seven keys' of motivation and provides a wide range of practical ideas, activities and launch-pads for discussion which can be blended seamlessly into your own lessons. Taking as its starting point the right of every child to an inspirational education that develops their values, attitudes and skills, this book provides you with the means to unlock even your most challenging of pupils and will act as a spring board for visionary learning in the classroom and beyond, Key ideas explored include: * Goal setting strategies * Students' own intrinsic motivation * Preparing effective challenges * Developing multiple approaches to learning * Using physical activities to anchor learning * Helping students to understand themselves better and be better prepared for the world today For teachers of pupils at all ages and stages, this book is easy to follow, easy to 'dip in and out of', is conversational in tone, and has the potential to be a game-changer for any teacher wishing reinvigorate their pupils, colleagues and classrooms.

Why do I need a teacher when I ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in this urgent and invigorating book.

Questioning the unquestionable, this fully updated new edition will make you re-consider everything you thought you knew about teaching and learning, such as:

Are you simply preparing the next generation of unemployed accountants?
What do you do for the sweetcorn kids who come out of the education system in pretty much the same state as when they went in?
What s the real point of school?
Exams So whose bright idea was that?
Why EQ is fast becoming the new IQ .
What will your school policy be on brain-enhancing technologies?
Which is the odd one out between a hamster and a caravan?

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the 11+.

As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them as well as encourage them as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it

"

Over the last few years, changes in education have made it increasingly hard for those children who don't 'fit' the system - the square pegs. Budget cuts, the loss of support staff, an overly academic curriculum, problems in the special educational needs and disabilities (SEND) system and difficulties accessing mental health support have all compounded pre-existing problems with behaviour and attendance. The 'attendance = attainment' and zero-tolerance narrative is often at odds with the way schools want to work with their communities, and many school leaders don't know which approach to take. This book will be invaluable in guiding leaders and teaching staff through the most effective ways to address this challenge. It covers a broad spectrum of opportunity, from proven psychological approaches to technological innovations. It tests the boundaries of the current system in terms of curriculum, pedagogy and statutory Department for Education guidance. And it also presents a clear, legalese-free view of education, SEND and human rights law, where leaders have been given responsibility for its implementation but may not always fully understand the legal ramifications of their decisions or may be pressured into unlawful behaviour. Suitable for all professionals working in education and the related issues surrounding children and young people's mental health, as well as policymakers, academics and government ministers.

Ian Gilbert has put together another enticing new collection of thukns. So, what are Thunks and why do we need them? Complacency is the enemy of vitality????????????????????????????????????????????????????????????????????????????????????????????????we know this when it comes to the body (exercise means energy; lethargy means more lethargy) but it is also true of the mind. A Thunk is a question about the world around us but asked in a way that inspires uncommon answers and creative discussion. This volume contains dozens of such questions. The result is a one-of-a- kind workout for the brain, a workout that gets students (and teachers) to stretch and strengthen their thinking. ???????????????????????????????????????????????????????????????????????????????????????????????? Can you point to where the sky begins? ???????????????????????????????????????????????????????????????????????????????????????????????? Are shadows things? ???????????????????????????????????????????????????????????????????????????????????????????????? If a robot waiter brings you a drink, should you say thank you? ???????????????????????????????????????????????????????????????????????????????????????????????? If we can save the planet by wiping out half the human race, should we? The Book of Thunks is an invitation to trade in mental complacency for mental adventure.

Why do I need a teacher when I ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in this urgent and invigorating book.

Questioning the unquestionable, this fully updated new edition will make you re-consider everything you thought you knew about teaching and learning, such as:

Are you simply preparing the next generation of unemployed accountants?
What do you do for the sweetcorn kids who come out of the education system in pretty much the same state as when they went in?
What s the real point of school?
Exams So whose bright idea was that?
Why EQ is fast becoming the new IQ .
What will your school policy be on brain-enhancing technologies?
Which is the odd one out between a hamster and a caravan?

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the 11+.

As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them as well as encourage them as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it

"

One of the keys to a happy and creative classroom is getting out of it and this book will give you the confidence to do just that. Drawing on academic research, Juliet explains why learning outdoors is so beneficial and provides plenty of tips and activities to help you to integrate outdoor learning into your teaching practice, providing a broad range of engaging outdoor experiences for your students. There is no need for expensive tools or complicated technologies: all you need is your coat and a passion for learning - oh, and you'd better bring the kids too! Topics covered include: forest schools, learning outside the classroom, outdoor education, nature activities, caring for the environment, play in schools, investigative play, urban outdoor activities, problem solving, creative thinking and strategies for supporting curriculum objectives. For all primary practitioners who want to shake up their usual classroom routine and discover the benefits of teaching outdoors. Dirty Teaching was a finalist in the Non-Fiction People's Book Prize Winter 2014 collection.

In `The Working Class: Poverty, education and alternative voices`, Ian Gilbert unites educators from across the UK and further afield to call on all those working in schools to adopt a more enlightened and empathetic approach to supporting children in challenging circumstances. One of the most intractable problems in modern education is how to close the widening gap in attainment between the haves and the have-nots. Unfortunately, successive governments both in the UK and abroad have gone about solving it the wrong way. Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour `no excuses' and `compliance', and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education - and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo. Their thought-provoking commentary, ideas and impassioned anecdotal insights are presented in the form of essays, think pieces and poems that draw together a wealth of research on the issue and probe and discredit the current view on what is best for children from poorer socio-economic backgrounds. Exploring themes such as inclusion, aspiration, pedagogy and opportunity, the contributions collectively lift the veil of feigned `equality of opportunity for all' to reveal the bigger picture of poverty and to articulate the hidden truth that there is always another way. This book is not about giving you all the answers, however. The contributors are not telling teachers or schools leaders how to run their schools, their classroom or their relationships - the field is too massive, too complex, too open to debate and to discussion to propose `off-the-shelf' solutions. Furthermore, the research referred to in this book is not presented in order to tell educators what to think, but rather to inform their own thinking and to challenge some of the dominant narratives about educating the `feckless poor'. This book is about helping educators to ask the right questions, and its starting question is quite simple: how can we approach the education of young people from disadvantaged backgrounds in a way that actually makes a difference for all concerned? Written for policy makers and activists as well as school leaders and educators, The Working Class is both a timely survey of the impact of current policies and an invaluable source of practical advice on what can be done to better support disadvantaged children in the school system. Edited by Ian Gilbert with contributions from Nina Jackson, Tim Taylor, Dr Steven Watson, Rhythmical Mike, Dr Ceri Brown, Dr Brian Male, Julia Hancock, Paul Dix, Chris Kilkenny, Daryn Egan-Simon, Paul Bateson, Sarah Pavey, Dr Matthew McFall, Jamie Thrasivoulou, Hywel Roberts, Dr Kevin Ming, Leah Stewart, (Real) David Cameron, Sir Al Aynsley-Green, Shona Crichton, Floyd Woodrow, Jonathan Lear, Dr Debra Kidd, Will Ryan, Andrew Morrish, Phil Beadle, Jaz Ampaw-Farr, Darren Chetty, Sameena Choudry, Tait Coles, Professor Terry Wrigley, Brian Walton, Dave Whitaker, Gill Kelly, Roy Leighton, Jane Hewitt, Jarlath O'Brien, Crista Hazell, Louise Riley, Mark Creasy, Martin Illingworth, Ian Loynd, David Rogers, Professor Mick Waters and Professor Paul Clarke. Click here to listen to The Working Class on Spotify - It covers all the music mentioned in the book plus a great deal more of working class music from across time and round the world!

In Don't Send Him in Tomorrow, Jarlath O'Brien shines a light on the marginalised, disenfranchised and forgotten children of today's schools. The percentage of children achieving the government's expected standard in benchmark tests is national news every year. The progress that children with learning difficulties and SEN make is never discussed, because it is not understood. That is a problem. The bone-crushing infrastructure which professionals have to negotiate is a problem. The fact that so many parents have to fight tooth and nail so that the needs of their children are met, something the rest of us would consider a basic entitlement, is a problem. This book describes how the system and can be improved if and when these marginalised children are given higher priority by the powers that be. There is a widespread lack of understanding about special schools, the work they do, and the children they educate - the sector is largely invisible. Jarlath O'Brien has become increasingly frustrated by this, and the varying quality of provision for children with learning difficulties and SEN in mainstream schools.The successes of special schools and pupil referral units in Ofsted inspections are just not celebrated or analysed in the same way that mainstream schools' are. While, mainstream schools have their hands tied by fears over progress measures. There is a human cost to the accountability culture that reduces schooling to data and judgements: this is felt most profoundly by children with SEN and their families. Jarlath shares some of the problems he's witnessed with inclusion and exclusion: mainstream schools actively encouraging children with SEN to look elsewhere, parents reporting their children have been formally or informally excluded from school and socially excluded by the parents of other children, children asked to leave their mainstream schools because of their behaviour - usually behaviour that is caused by their needs not being adequately addressed, children who are in school but isolated from their peers. If a child can't participate in activities or trips with the rest of the class, or spends much of the day working one-to-one with a teaching assistant, is this really inclusion?The Pupil Premium has been established to ensure that children in receipt of free school meals are not disadvantaged - why does something similar not exist for children with SEN?Every health and wealth indicator that you could use to measure people with learning difficulties and special educational needs (SEN) reveals something alarming. They die younger. They work less. They are more likely to live in poverty or end up in prison or face mental health difficulties. They are much more likely to be excluded from school. They are more likely to be bullied at school. This has to end. We all have to choose to commit to recognising that society, as it is today, is a difficult place for young people to thrive. When you have autism, or Down syndrome, or any physical or learning difference, it's even harder - and the system as it stands isn't helping. We need to acknowledge that this is not right; that such a state of affairs must change; and that we all have a part to play in making that change happen. Jarlath offers suggestions for politicians, Ofsted, local authorities, head teachers, SENCos, teachers and teaching assistants about what they can do to make a difference.For all politicians, head teachers, SENCOs, teachers and parents.

The book also shines a spotlight on the role of the teacher and how he or she can do the right things to get the absolute best from students. Some of the best learning takes place when, rather than imposing on young people a pre-determined curriculum, you find the stimulus that is relevant and engaging for them and build from there. Then the curriculum starts to emerge in a way that simply hooks students into learning almost despite themselves. There is nothing for them to push against ('What's the point?!', 'This is boring..!') as they have helped shape the direction of the lesson in a way that makes it real and useful to them. All this without them even realising what is going on! They have been 'lured into learning' and the process is shared with teachers in this book, with examples as to how it can be done and how the author has done it. Reading this book will support teachers in developing ideas that motivate everybody in the classroom, from infants to secondary and beyond. Whether you're new to teaching or have vast experience you will find in this book inspiration to raise achievement, improve behaviour and enhance creativity in the classroom; and you will change the way you approach lesson planning forever. Shortlisted for the Education Resources Awards 2013, Secondary Resource - non ICT category Oops Book Launch, Waterstones, Sheffield, May 2012: Photography by Jane Hewitt www.janehewittphotography.co.uk

Jim Roberson, born and raised in the Bronx, was the first African American to play sports for Bronxville High School and his teammate was Roger Goodell, commissioner for the NFL. Jim graduated from the University of Rhode Island.

He now lives in the United Kingdom working with some of the most challenging children in school. Jim believes school should be the place where you learn how to succeed in life. Most importantly you have to learn discipline. That is to say "self discipline." For Jim, behavior is the "B-word" and is forbidden Discipline, on the other hand, is neatly described not as something others do to you to get you to behave nor even as something you do to yourself, but rather as "what you do for yourself." Jim advocates a partnership between children and school. The school commits to teach children everything they need to succeed in and beyond school, no matter what career choices they make. In return, children commit to doing "what needs to be done, when it needs to be done, the way it needs to be done."

This unique book cleverly captures Jim's inspirational message in his own voice.

Jim Roberson has been working as a teacher, trainer and coach on the Discipline Approach for over twenty years.

Our current education system is overloaded with amendments, additions and adjustments which have been designed to keep an outdated model in the air. But it is crashing. And as it comes down, we see the battle of blame begin. It is time to take our vocation back, to learn to trust ourselves and each other and, crucially, to take control of the direction of education and policy. We have allowed powerful institutions to manipulate the fear of parents and teachers to the extent that neither can see how to proceed without being told what to think. Covering education policy, PISA testing, Ofsted, exams, pedagogy and much more, this book explores how the so-called accountability and quality systems in our country have been used to straight-jacket teachers into compliance, even when flying in the face of emerging knowledge and understanding about learning. This is a narrative of hope, of how the system could be different. It offers tales from within the classroom of learning, of hope, of laughter, of gentle subversion. This is a call to arms for a pedagogical revolution. Will you answer it?

This is an essential resource for supporting the best teaching framework in primary schools. It discusses implementing a creative curriculum through cross-curricular projects; developing social and emotional intelligence; and creating truly independent learners, confident and resilient in their ability to learn and learn well. Lessons include:

getting to know yourself

taking responsibility for your own life

persistence and resilience

setting goals for life

controlling moods

caring for your mind and body

building brain power

asking questions

developing willpower

pushing yourself out of your comfort zone

prioritizing and planning

The book contains lesson plans and teacher's notes along with a CD-ROM in the back of the book has all the student forms and worksheets necessary for the lessons.

Every chapter has been revised and some significantly expanded, particularly those on planning, conducting and reviewing lazy lessons. Others have been updated with Jim's latest tried-and-tested techniques, which all shift the emphasis away from the teaching and onto the learning. Have you ever wondered what would happen in your classroom if you simply stopped teaching? Over the last few decades the demands of countless education initiatives, not to mention the pressures good teachers put on themselves, have seen so much teaching squeezed into our lessons, it must have squeezed out some of the learning. Maybe if we spent a little less time teaching and gave students a little more time to learn, things would be different. Maybe this would allow us more opportunities to build relationships with the class and develop that all-important rapport with the individuals who might just need us most. Maybe we could even reclaim our Sunday afternoons from planning and marking? The Lazy Way can help you get more out of your students and at the same time help you to get your life back. More than just a series of tricks, the Lazy Way is something Jim Smith has put together over years of experience working with all sorts of learners (and teachers) who want their lessons to be different yet still be rewarded with academic success. The approach was born out of Jim's frustration with doing a job he loves but being slowly killed by it in the process. And, as all good psychologists know, if necessity is the mother of invention then frustration is the absent father, and being knackered the grown-up sibling who just won't leave home. If you want your students to learn more and you to work less, then The Lazy Teacher's Handbook provides you with all the arguments and evidence you need. The new edition is packed full of even more easy-to-apply, highly effective strategies (which Ofsted have rated as 'outstanding') all with the seal of approval from real students in real classrooms. So, next time someone tells you to get a life, this book will make it possible. Previously published as The Lazy Teacher's Handbook, ISBN 9781845902896. 'The Lazy Teacher' is a registered trademark. The Lazy Teacher's Handbook - first edition Winner of the 2012 Award for non-fiction bestselling English-language Book from Wales. The Lazy Teacher's Handbook - New Edition - Honorable Mention 2017 Foreword INDIES Awards in the Education category. The Lazy Teacher's Handbook - New Edition is a finalist in the 2018 Education Resources Awards in the Educational Book Award category.

Written from the personal experience of a parent and his three children, Independent Thinking on Loss: A little book about bereavement for schools details the ways in which schools can help their pupils come to terms with the death of a parent. A child loses a parent every twenty-two minutes in the UK. Childhood bereavement brings with it a whole series of challenges for the children involved challenges they will deal with all their lives. The research shows teachers want to help, but don't know what to do. This book is a start. Written by Independent Thinking founder Ian Gilbert together with his three children, Independent Thinking on Loss is a personal account of the way educational institutions tried and succeeded, tried and failed and sometimes didn't try at all to help William, Olivia and Phoebe come to terms with the death of their mother. Several months after their mother's death, BBC's Newsround aired a brave and still controversial programme in which four children talked about their losses. This prompted Ian and his children to sit down and think about their own experiences and draw up a fifteen -strong list of dos and don'ts that could help steer schools towards a better understanding of what is needed from them at such a difficult time. The warmth of reception of this handout led the family to expand their advice and suggestions into what has now become Independent Thinking on Loss, the proceeds of which will go to Winston's Wish, one of the UK's leading children's bereavement charities. Ian, William, Olivia and Phoebe encourage educators to view death and bereavement as something that can be acknowledged and talked about in school, and offer clear guidelines that will make a difference as to how a school can support a bereaved child in their midst. They also explore how conversations and actions little ones, whole-school ones, genuine ones, professional ones, personal ones in the school setting can make an awful scenario just that little bit easier for children to deal with. Suitable for anyone working with children and young people in an educational setting. ?Independent Thinking on Loss is an updated edition of The Little Book of Bereavement for Schools (ISBN 9781845904647) and is one of a number of books in the Independent Thinking On series from the award-winning Independent Thinking Press.

Jackie Beere's Independent Thinking on Teaching and Learning: Developing independence and resilience in all teachers and learners is a practical guide full of educational wisdom to help teachers make a genuine difference to the lives of every young person in their classroom. Foreword by Ian Gilbert. All the evidence shows that the most valuable asset in any classroom is the teacher at the front. No matter what changes are made to systems or to the curriculum, one certainty remains: children will be helped or hindered in their learning, job prospects, life chances and, indeed, happiness by the teachers they come across during their time in the education system. In this all-encompassing book on teaching and learning, Independent Thinking Associate Jackie Beere draws on her many years' experience as a teaching assistant, primary teacher and secondary head teacher to re-energise every teacher's passion for their profession. She champions both children and teachers as learners, and together with expert advice on how to instil the habits of independent learning in all pupils shares great practice that delivers outstanding outcomes for all educators. Jackie encourages teachers to embrace challenge and change, and suggests ways in which they can provide a model for their pupils when it comes to developing independence and resilience. She also offers expert guidance on how teachers can build rapport with their students and cultivate with them a sense of co-ownership of their learning journey so that they work hard, value their learning and fulfil their potential. Essential reading for all teachers and school leaders who wish to make an impact on the teaching and learning in their school. Independent Thinking on Teaching and Learning contains some material previously published in The Perfect Lesson (ISBN 978-178135244-1) and The (Practically) Perfect Teacher (ISBN 978-178135252-6), and is one of a number of books in the Independent Thinking On ... series from the award-winning Independent Thinking Press. Independent Thinking on Teaching and Learning has been shortlisted for the Educational Book Award in the 2021 Education Resources Awards!