Have you ever had to deal with challenging students? The kind of students who repeatedly skip class, rarely hand in work, and always have plenty of attitude when you attempt to correct their behaviour. Do you at times feel like pulling your hair out and simply giving up? Well dont throw in the towel just yet. Teaching the Unteachable Student will provide you with strategies to help you overcome challenging behaviours in the classroom. This book goes beyond traditional classroom management techniques; it is a book dedicated to reshaping your students character. Ultimately, for students to be successful, they must develop Six Key Elements of Character that include: Respect, Responsibility, Perseverance, Caring, Citizenship, and Trustworthiness. As you use the strategies in this book to inspire these core traits in your students, you will find: a renewed passion and confidence in your teaching; an ability to connect with your students and build genuine relationships; a significant improvement in your students academic progress and overall character. Get ready to do the unthinkable by Teaching the Unteachable.

Teaching teachers the importance of social connection in the classroom. Human brains are social, and a student's ability to learn is deeply influenced by the quality of his or her attachment to teachers and peers. Secure attachment relationships not only ensure our overall well-being, but also optimize learning by enhancing motivation, regulating anxiety, and triggering neuroplasticity. This book presents a classroom model of secure attachment, exploring how teacher-student rapport is central to creating supportive, "tribal" classrooms and school communities.

How is performativity shaped by digital technologies - and how do performative practices reflect and alter techno-social formations? "Performing the Digital" explores, maps and theorizes the conditions and effects of performativity in digital cultures. Bringing together scholars from performance studies, media theory, sociology and organization studies as well as practitioners of performance, the contributions engage with the implications of digital media and its networked infrastructures for modulations of affect and the body, for performing cities, protest, organization and markets, and for the performativity of critique. With contributions by Marie-Luise Angerer, Timon Beyes, Scott deLahunta and Florian Jenett, Margarete Jahrmann, Susan Kozel, Ann-Christina Lange, Oliver Leistert, Martina Leeker, Jon McKenzie, Sigrid Merx, Melanie Mohren and Bernhard Herbordt, Imanuel Schipper and Jens Schröter.

2012 commemoration ceremonies included strange bedfellows, as the year marked the 50th anniversary of the deaths of both Marilyn Monroe and William Faulkner. The Faulkner commemoration events were an opportunity for scholars to honor not just the memory of the writer, but also the memory of dear departed members of the “Faulkner community” – a community of past readers and lovers of Faulkner’s oeuvre. Divided into three parts, this collection first focuses on ways of teaching Faulkner, and then endeavors to show how the Mississippi writer made use of his knowledge of other writers to give shape to his craft and later help others. The last section puts Faulkner into perspective by bringing together new ways of reading his works and new voices that echo his. The twenty-first century shows how Faulkner’s fiction can be dislodged from its traditional moorings, dislocated and placed in movement, and transformed and tutored into new meanings and significance. This volume is a tribute to the memory of Noel Polk, André Bleikasten and Michel Gresset, pioneers in charting the course of the Faulkner journey.

American author Kurt Vonnegut has famously declared that writing is unteachable, yet formal education persists in that task. Teaching Writing as Journey, Not Destination is the culmination of P.L. Thomas’s experiences as both a writer and a teacher of writing reaching into the fourth decade of struggling with both. This volume collects essays that examine the enduring and contemporary questions facing writing teachers, including grammar instruction, authentic practices in high-stakes environments, student choice, citation and plagiarism, the five-paragraph essay, grading, and the intersections of being a writer and teaching writing. Thomas offers concrete classroom experiences drawn from teaching high school ELA, first-year composition, and a wide range of undergraduate and graduate courses. Ultimately, however, the essays are a reflection of Thomas’s journey and a concession to both writing and teaching writing as journeys without ultimate destinations.

THE UNTEACHABLES MCQ (MULTIPLE CHOICE QUESTIONS) SERVES AS A VALUABLE RESOURCE FOR INDIVIDUALS AIMING TO DEEPEN THEIR UNDERSTANDING OF VARIOUS COMPETITIVE EXAMS, CLASS TESTS, QUIZ COMPETITIONS, AND SIMILAR ASSESSMENTS. WITH ITS EXTENSIVE COLLECTION OF MCQS, THIS BOOK EMPOWERS YOU TO ASSESS YOUR GRASP OF THE SUBJECT MATTER AND YOUR PROFICIENCY LEVEL. BY ENGAGING WITH THESE MULTIPLE-CHOICE QUESTIONS, YOU CAN IMPROVE YOUR KNOWLEDGE OF THE SUBJECT, IDENTIFY AREAS FOR IMPROVEMENT, AND LAY A SOLID FOUNDATION. DIVE INTO THE UNTEACHABLES MCQ TO EXPAND YOUR THE UNTEACHABLES KNOWLEDGE AND EXCEL IN QUIZ COMPETITIONS, ACADEMIC STUDIES, OR PROFESSIONAL ENDEAVORS. THE ANSWERS TO THE QUESTIONS ARE PROVIDED AT THE END OF EACH PAGE, MAKING IT EASY FOR PARTICIPANTS TO VERIFY THEIR ANSWERS AND PREPARE EFFECTIVELY.