Make a breakthrough with underachieving and at-risk students!

Little compares to the thrill of seeing a young mind come alive with wonder. But despite the best efforts, there are always students who seem unreachable, unteachable. So what can educators do to make learning fun and rewarding for all students?

Breaking the Learning Barrier for Underachieving Students provides a strong theoretical understanding of learning styles, focusing on at-risk, or “dramatic“ learners and why traditional teaching methods fail to meet their educational needs. Offering innovative yet practical teaching strategies, disciplinary policies, and lesson plans designed to engage even the most reluctant learners, Nelson demonstrates the importance of the principles that guide his groundbreaking work with at-risk students:

Learning requires active involvement, participation, and effort from the learner; Learners need dramatic elements to gain meaning and inspiration; Teachers must consider the values and preferences of the learner; Learning must be fun

Using Nelson's classroom-tested strategies to modify existing lessons and the learning environment so that these conditions are met, you will be amazed by the progress you can make with every student in your classroom!

Character and Education

Character and education

To create a more dramatic learning environment, we must look more deeply at the major Aristotelian elements as they relate to the classroom than we did in the previous chapter. The most important elements to Aristotle are plot and character. These two elements are examined in their own chapter. The remaining elements, thought, style, and spectacle, are interwoven into these chapters. We begin this examination by looking at the element of character (the personality of the teacher and the students). Many teachers agree with Aristotle and begin their pedagogical design with the curricular (plot-structure) elements. However, where real learning is concerned, the element of character (personality) needs to be placed foremost in our consideration. If we make the curricular (plot) ...

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