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Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of ‘efficiency’ and ‘control,’ this book dares to suggest that education is and should always be about uplifting the human spirit.
"Finnish pupils’ success in international student assessment tests and the characteristics of the Finnish educational system are the focus of interest all around in the world. The significance of Finnish educational policy and societal atmosphere are continuously discussed. This book provides explanations, answers and reflections to these questions. Over 30 expert authors have contributed to this book by bringing their own specific research-based points of view.The second edition of the book introduces the new national curriculum for basic education that now provides guidelines for school-based curricula. Students’ learning with engagement and schools as learning communities are core visions of the reform. The authors also reflect on the PISA 2012 results. The book gives an example on how to use PISA information for national improvements. In Finland, all evaluations are enhancement-led and this also includes PISA measurements.The book illustrates how teaching and learning of different subjects is realized in Finnish schools and describes the essential characteristics and methods of teaching, learning materials and research on these issues.The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland.The main features of education in Finland are: Strong equity policy.Teachers as autonomous and reflective academic experts.Flexible educational structures and local responsibility for curriculum development.Evaluation for improvements, not for ranking.No national testing, no inspectorate.Research-based teacher education.Teachers’ high competence in content knowledge and pedagogy.Trust in education and teachers."
"Inner voice" of Helen Schucman, recorded by William Thetford.
It is the thesis of this provocative book that the deteriorating state of America's public school system is actually a reflection of the problems in our culture and society. In "Waiting For A Miracle," James P. Comer M.D., Maurice Falk Professor of Child Psychiatry at the Yale University Child Study Center and the author of Maggie's American Dream, and co-author of Raising Black Children, outlines the cause of these afflictions and presents an inspiring paradigm for a new way of thinking and acting with regard to children and family.At the root of the problem, he states, is a social failure to make a commitment to families, and to community and child development.Using many examples from his personal experience of growing up poor, and from more than thirty years of community involvement, Comer argues that schools can be the most important instrument of change in a society. He spells out how private, public and non-profit sectors can collaborate to enable children, families, and communities to survive and thrive.
What happens when crazy becomes real? At twenty-two, Grace Avalon left her body to be swept into luminous kaleidoscopic light bearing images of places she'd never seen. Escaping from her abusive life, in joyous laughter she surrendered to the light. Her husband placed her in a mental hospital-over twenty years the places in her euphoric visions actually came true. Marianne Williamson, author of Return to Love, has said, "Grace Avalon inspires all of us to trust the wisdom of our hearts. Here is spirituality in practice." THANK GOD I'M CRAZY is an other-worldly confession, as Grace is led out of a secret life of physical, emotional, and sexual abuse, and experiences deep healing when overcome by flashbacks of blocked abuse, including past lives-all connecting the dots to her soul. Guided by her inner voice, Grace realizes a compass was fixed within her for her path out of abuse . . . back to herself. Everyone can hear their own inner voice and everyone's symbolic messengers are different. Spirituality is our gift . . . it's as normal as breathing. No matter how bad it gets, each painful challenge is a doorway to a greater self, another way. When we are in joy, we have found our truth. You will never see life the same again.Kyle Cease, comedian, transformational entertainer, says, ""I recommend Thank God I'm Crazy to anyone who wants to learn to love life right now." Follow along an incredible journey outside the boundaries of ordinary perception, and allow for the possibility of pure wonder. On these pages, one can discover and celebrate the love, peace and innocence to be found within. Grace's path out of hell also becomes a demonstration ofA COURSE IN MIRACLES (spiritual philosophy) made practical. Included also, are pictures of places which actually occurred, as seen in her visions
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
Teaching the Miracles has been written to support teachers in planning and teaching their classroom programs focused on the gospel stories of the miracles of Jesus. This book combines practical, classroom-ready resources with comprehensive background information for teachers on the people and events presented in the bible on the gospel miracles. A wide range of resources is included in this collection for immediate use in classrooms. In addition, copious teaching and learning activities are described that assist teachers to create engaging presentations for their students. All teacher background discussions, guidance for students, and teaching and learning materials are expressed in clear, uncomplicated language. The aim of this book is to provide teachers across all year levels with resources they can select, adapt and readily implement in their classroom programs.
Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives. This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind. Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.