We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use language that implies teacher ownership. We want to build positive relationships with students, yet we use sarcasm when we get frustrated. We want students to think learning is fun, yet we sometimes make comments that suggest the opposite. We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good. What teachers say to students-when they praise or discipline, give directions or ask questions, and introduce concepts or share stories-affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

Packed with practical strategies you can use to create a culture of self-motivation in your school!Teachers use traditional incentive and reward systems with the best of intentions. We're trying to support students' positive behavior and learning. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work. But in the long term, they do not foster intrinsic motivation or a love of learning. In fact, they often have the opposite effect. In Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems, award-winning educator and best-selling author Mike Anderson explains * The damage done by extrinsic motivation systems and why they are so hard for us to give up. * What intrinsic motivation looks like and the six high-impact motivators-autonomy, belonging, competence, purpose, fun, and curiosity-that foster it. * How to teach the self-management and self-motivation skills that can make a difference for kids. * How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away-no matter what grade level or subject area you teach.

'Brilliantly gripping' Sunday Times; 'Compelling' Daily Mail; 'Heart-rending' Sunday Telegraph; 'Excellent' The Times; 'Engrossing' Independent The UK's only war crimes trial took place in 1999 and had its origins in the horrors of the Holocaust, but only now in The Ticket Collector from Belarus can the full story be told. The Ticket Collector from Belarus tells the remarkable story of two interwoven journeys. Ben-Zion Blustein and Andrei Sawoniuk were childhood friends in 1930s Domachevo, a holiday and health resort in what is now Belarus. During the events that followed the Nazi invasion in 1941, they became the bitterest of enemies. After the war, Ben-Zion made his way to Israel, and 'Andrusha the bastard' to England, where he found work as a British Rail ticket collector in London. They next confronted each other in the Old Bailey, over half a century later, where one was the principal prosecution witness, and the other charged with a fraction of the number of murders he was alleged to have committed. There was no physical evidence, just one man's word against another, leaving the jury with a series of agonising dilemmas: Could any witness statement be trusted so long after the event? Was Andrusha a brutal killer, a hapless pawn or a scapegoat? And were his furious protests a sign of guilt or the justified anger of an innocent old man? Mike Anderson was gripped by the story, and so began his quest to find the truth about this astonishing case and the people at its heart. As he discovered, it was even more remarkable than he could ever have imagined.

The need for synthesis in the domain of implicit processes was the motivation behind this book. Two major questions sparked its development: Is there one implicit process or processing principle, or are there many? Are implicit memory, learning, and expertise; skill acquisition; and automatic detection simply different facets of one general principle or process, or are they distinct processes performing very different functions? This book has been designed to cast light on this issue. Because it is impossible to make sense of implicit processes without taking into account their explicit counterparts, consideration is also given to explicit memory, learning, and expertise; and controlled processing. The chapter authors consider principles, processes, and models which stand above a wealth of data collected to evaluate models designed specifically to account for data from a specific paradigm, or even more narrowly, from a specific experimental task. The motivation behind this approach is the proposition that modeling is possible for a much broader data domain, even though there may be some cost where specific tasks are concerned. The aim of this book is to treat synthesis as the objective, and to approach this objective by collecting and discussing phenomena which--although they are drawn from diverse areas of psychological science--touch a single issue concerning the distinction between explicit and implicit processes.

In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.

The Ultimate Guide to Protecting Yourself From Zombies

You will discover everything about zombie survival by reading "Zombie Apocalypse: Your Manual For Survival Against the Undead, Flesh Eaters, and the Walking Dead" right now. Mike Anderson teaches YOU how to kill zombies.

Learn everything you need to survive the worst outbreak:

* Discover the gruesome facts about zombie behavior: how they hunt, and how they kill

* Fire is a great way to exterminate a zombie, right? WRONG: it's one of the worst ways. Do THIS instead...

* How many people should be in the ideal zombie survival group?

* What's the best household tool to grab when zombies attack? (HINT: it's not a chainsaw...)

* Learn the ONE and only martial art that is effective against zombies

* Know the six WORST places to be during a zombie outbreak? (This could save your life )

Get all this vital information and more in "Zombie Apocalypse: Your Manual For Survival Against the Undead, Flesh Eaters, and the Walking Dead."

Offering students choices about their learning, says author Mike Anderson, is one of the most powerful ways teachers can boost student learning, motivation, and achievement. In his latest book, Anderson offers numerous examples of choice in action, ideas to try with different students, and a step-by-step process to help you plan and incorporate choice into your classroom. You'll explore: What effective student choice looks like in the classroom. Why it's important to offer students choices. How to create learning environments, set the right tone for learning, and teach specific skills that enable choice to work well. When students have more choices about their learning, they can find ways of learning that match their personal needs and be more engaged in their work, building skills and work habits that will serve them well in school and beyond. This teacher-friendly guide offers everything you need to help students who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.

Life for Josh isn't the easiest. He has just moved into a new school and has conversations with the corn. A school field trip to a local retirement home unearths a bit of the town's unspoken oral history. Two teenagers had run away, causing embarrassment to their families. The corn leads Josh to a long-dead Alice. Josh is quickly plunged into danger and adventure as his relationship with his classmates deepens into friendship and respect.

A compass can be used in many ways, from telling which way is North to finding hidden treasure or following an unmarked path over wilderness terrain. In any conflict, you have to get your bearings on what happened in order to best determine how to resolve the issue. Conflict is inevitable, and despite how many of us feel about it, conflict is not always a bad thing. The activities in Setting the Conflict Compass: Activities for Conflict Resolution and Prevention will help participants become aware of how they perceive and deal with conflict, while gaining tools and techniques for increasing collaboration, resolving disputes, and ultimately finding win/win resolutions to workplace and classroom conflicts. Having strategies for dealing with conflict are essential to healthy relationships. Setting the Conflict Compass explores these strategies and present a framework for conflict management. This framework can be described as an experiential learning approach for helping individuals understand the influence of contextual factors and perspective in conflict resolution and management. Setting the Conflict Compass: Activities for Conflict Resolution and Prevention examines and discusses:   Assumptions about Conflict Experiential Activities for Conflict Resolution Recognizing Others' Points of View Methods to Resolve and Diminish Conflict Perspective Awareness Diversity Awareness

You've probably heard the advice ""put on your own oxygen mask before assisting others."" This is true both in airplanes and in classrooms-you have to take care of yourself before you can help someone else. If teachers are stressed out and exhausted, how can they have the patience, positive energy, and enthusiasm to provide the best instruction for students? Author Mike Anderson asked that question as a teacher himself, and the answers he found form the basis of The Well-Balanced Teacher. He found that teachers need to take care of themselves in five key areas to keep themselves in shape to care for their students. In addition to paying proper attention to their basic needs for nutrition, hydration, sleep, exercise, and emotional and spiritual refreshment, teachers also need: Belonging: Teachers need to feel positive connections with other people, both in school and outside school. Significance: Teachers want to know that they make a positive difference through the work they do. Positive engagement: When teachers enjoy their work, they have great energy and passion for their teaching. Balance: Healthy teachers set boundaries and create routines so that they can have rich lives both in the classroom and at home. Anderson devotes a chapter to each of these needs, describing in frank detail his own struggles and offering a multitude of practical tips to help readers find solutions that will work for them. When teachers find ways to take care of their own needs, they will be healthier and happier, and they will have the positive energy and stamina needed to help their students learn and grow into healthy adults themselves.

Fiction, short stories and poems based on my life on the road on my 1942 Harley Chopper, PLUS 3 sample chapters of my upcoming Novel, "DEAD EXISTENCE". Some Content NOT available on my website! (may contain material not suitable for younger readers, violence and sexual situations, strong language)

Wind energy is now seriously being considered as a possible alternative to current power sources. The number of wind farms both in the UK and worldwide are increasing and research and development into wind energy is being carried out by industry, academic institutions, government research establishments and private investors worldwide. This publication contains 68 papers that were presented at the 18th British Wind Energy Association Conference, held at Exeter University, September 1996. The topics include electricity markets, environmental and public relations, integration, wind turbine design, resource, noise and wind farm performance/design.