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.

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.

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.

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

"

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.

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.

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

"

Pinpoints and celebrates the vital role that educators have in instilling ambitious resilience - both in their learners and themselves. Growing up in poverty, and neglected and abused by her own parents, Jaz Ampaw-Farr was destined to become a statistic. Her story was changed, however, by a handful of teachers who made the point of putting human connection first - despite the challenges of the education system. Because of these people, Jaz went on to become a teacher, writer and international speaker who, through celebration and provocation, engages and galvanises educators into embracing the difference that they can make when they put being a human first too. In Because Of You, This is Me Jaz shares her story - often harrowing but always uplifting - to show the ways in which the everyday heroes in our schools can empower those children who need their help the most. Suitable for all educators.

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.

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.

Many gifted and talented children are bored and frustrated in the classroom. They simply are not achieving their potential and their talents are going unrecognized. This practical guide, written by an experienced and world renowned author with a wealth of experience, will challenge, excite and inspire teachers and show them how they can identify a gifted and talented child and provide for the needs of these children in their classroom.

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.

The Little Book of Thunks follows on the success of Ian Gilbert's bestseller, Little Owl's Book of Thinking. What is a Thunk? A Thunk is a beguiling question about everyday things that stops you in your tracks but helps you start to look at the world in a whole new light. The Thunks in this book cover a broad range of topics including truth, justice, reality, beliefs, the natural world, the human condition, art, beauty, existence, difference between right and wrong, good and bad, life and death, war, religion, love, friendship and a whole lot more. The book contains a comprehensive introduction by the author who guides you through the origins and uses of Thunks and how best to use them. Not only are they a fun way to develop thinking skills but they also hit all the right buttons to encourage children .

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!

Ian Gilbert's There is Another Way: The second big book of independent thinking shares inspirational ideas from a number of contributors intended to inspire educators to do what they know is right - regardless of the pressures from above. We are living at a time when loud voices from inside and outside the profession are telling teachers and school leaders `this' is the way education should be done. This is how you should lead a school. This is how you should manage a class. This is how children should learn. This is what you should do to make children behave. These messages are given as if there is only one way to achieve these things - their way. However, with decades of experience working in all types of school around the globe, the many Associates of Independent Thinking know there is always another way. Ian Gilbert and the Associates combine their collective wisdom and experience to take a fresh look at the present and future of education and invite the reader to think, deeply, on what really matters and to reflect on their practice accordingly. Regardless of the reader's specialism or background, there is something for everyone in this diverse and insightful anthology. Edited by Ian Gilbert with chapters by Mark Anderson, Lisa Jane Ashes, Bethan Baez-Devine, Phil Beadle, Jackie Beere, David Cameron (The Real David Cameron), Paul Clarke, Tait Coles, Mark Creasy, Mark Finnis, Dave Harris, Crista Hazell, Martin Illingworth, Nina Jackson, Rachel Jones, Gill Kelly, Debra Kidd, Jonathan Lear, Trisha Lee, Roy Leighton, Matthew McFall, Sarah Pavey, Simon Pridham, Jim Roberson, Hywel Roberts, Martin Robinson, Dave Whitaker and Phil Wood. This book is for educators everywhere who know that children deserve something better. There is also a hardback edition available, ISBN 9781781352366. All of the royalties from sales of this book will go to the Big i Foundation.

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