Author don Miguel Ruiz outlines the four agreements we must make in order to achieve inner peace: Be impeccable with your word; Don't take anything personally; Don't make assumptions; and Always do your best.

This three-book set by bestselling author don Miguel Ruiz offers his most widely acclaimed works.

The Four Agreements
Reveals the source of self-limiting beliefs that rob us of joy and create needless suffering.

The Mastery of Love
Illuminates the fear-based beliefs and assumptions that undermine love and lead to suffering and drama in our relationships.

The Voice of Knowledge
Reminds us of a profound and simple truth: The only way to end our emotional suffering and restore our joy in living is to stop believing in lies -- mainly about ourselves.

In this long-awaited sequel to "The Four Agreements, "don Miguel Ruiz collaborates with his son, don Jose Ruiz, to offer another powerful agreement for transforming our lives. The fifth agreement encourages us to see the truth, to recover our authenticity, and to change the message we deliver not only to ourselves, but to everyone around us."The Four Agreements" provides the foundation for breaking thousands of agreements that create needless suffering and with "The Fifth Agreement" you recover all the power of your authenticity, which is who you really are when you are born.

Don Miguel Ruiz offers a selection of prayers, guided meditations, and inspiration on truth, forgiveness, love, gratitude, humanity and inner silence.

"The Four Agreements" introduced a code of conduct for attaining personal freedom and true happiness. Now, its companion book takes the reader further along the journey to recover the awareness and wisdom of an authentic self. The book aims to teach the reader how to break the domestication that enslaves through fear and includes practice ideas and examples of success stories to achieve that end.

What are instrumental lessons for? And why do so many students want to 'give up' when they have only just begun? These are just some of the questions examined in this thought-provoking and entertaining book, which draws on research and on the author's wealth of experience to encourage teachers to build upon the strengths of current practice. Instrumental Teaching is for both those who have been teaching for many years and those who are starting out. It focuses on learning by young people but also ranges more widely, and it relates to all teachers, wherever they teach. Janet Mills asks probing questions such as 'why teach?' - and 'why learn?' - and provides practical advice on subjects including 'the first lesson'. She addresses the thorny issue of practice, and explores myths such as the notion that some instruments require particular physical or personal attributes. This book will challenge and inspire anyone who is, or is thinking of becoming, an instrumental teacher.

This long-awaited new edition of Music in the Primary School is for all those involved in Primary music, for music specialists and non-specialists, teachers and advisers. An indispensible handbook, it contains practical advice and ideas for facilitating listening, composing, and performing, with reference to the National Curriculum. Part 1 focuses on the organization of music-making and suggests inclusive activities, while Part 2 presents a theoretical framework for curriculum planning.

How do some schools get music so right while others get it so wrong? Janet Mills, a former HMI and teacher, draws on work in more than 800 schools and published research as she seeks to help schools improve their practice - no matter how good it is already. Successful teaching, she argues, is creative, uplifting, enabling, and, above all, rooted in music. The aim of this book is to 'Put the music back into music'.Thought-provoking, challenging, and empowering, this book is an essential read for all those interested in music in schools, including class teachers, instrumental teachers, and researchers. Using informative and entertaining examples and anecdotes, Janet Mills criticizes notions such as 'musical children' and 'musical schools', and comments on the roles of instrumental teachers and so-called 'non-specialists'. She explores how music in school can, and must, interact with music out of school, and considers how to measure progress in music - and how not to. Music in the School is not a step-by-step guide to better teaching, but rather a springboard for consideration, reflection, and action. Anyone who cares about music at school will find this book a powerful tool.