Have you ever wondered Why - as human beings we look at a Thundering Waterfall or a beautiful butterfly with such awe! To grasp a moment in time where all the senses are powerfully charged to almost lift you off of your feet? The Silent Teachers is a collection of prose, telling short stories about such experiences... Egs: Observing bees on my flowering crab apple tree buzzing about their business told me: Life must go on when tragedy strikes. - Walking along the garden and stopping to smell a rose gave me the promise of hope. Knowing that everything is unfolding as it should. - Discovering a piece of discarded snake skin helped me to realize the importance of letting go of emotional baggage. - My grandfathers kaleidoscope taught me to appreciate the uniqueness in people I encounter on this human journey... And much much more I wish you - The reader to recall your own moments in time where you felt so powerfully charged to almost lift you off of your feet and know It is a Beautiful, Living, breathing world and that we are all a part of this human experience...

This book exposes the various manifestations of mistreatment of teachers by principals, offering practical solutions for its prevention and correction. Information comes from a study involving interviews with elementary and secondary teachers from rural, suburban, and urban areas across the United States and Canada. The book provides tools necessary to identify destructive behavior and raises awareness of this common phenomenon in order to break the cycle of abuse. Key features include real-life examples and testimonials; specific forms and indicators of mistreatment, categorized into three levels; descriptions of the effects on schools and teachers, professionally and personally; and solutions for overcoming this problem. Seven chapters focus on: (1) "The Problem of Principal Mistreatment of Teachers"; (2) "The Many Faces of Moderate Mistreatment: From Discounting Teacher to Offensive Personal Conduct"; (3) "Escalating Mistreatment of Teachers: From Spying to Criticism"; (4) "Severe Mistreatment of Teachers: From Lying to Destruction"; (5) "The Effects of Principal Mistreatment of Teachers: Lasting Wounds and Damaged Schools"; (6) "Worlds of Pain: The Undoing of Teachers"; and (7) "Overcoming the Problem of Principal Mistreatment of Teachers: What Can We Do?" (Contains approximately 225 references.) (SM).

In addition to the approaches and methods covered in the first edition, this edition includes new chapters, such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, co-operative language learning, content-based instruction, task-based language teaching, and The Post-Methods Era.

A mother's honest, unvarnished, and touching memoir about the life lessons she learned from a son with autism

Have you ever wondered why - as human beings we look at a Thundering Waterfall or a Beautiful Butterfly with such awe. To grasp a moment in time where all the senses are powerfully charged to almost lift you off your feet? ''The Silent Teachers" is a collection of prose, telling short stories about such experiences... -Observing bees on my flowering crabapple tree, buzzing about their business told me: Life must go on when tragedy strikes. I wish you - The reader - to recall your own moments in time where you felt something and knew ''It is a Beautiful, Living, Breathing world, and that we are all a part of this human experience''.

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.