Voicing Learning (Positive Pedagogical Praxis) - Softcover

Book 1 of 9: Positive Pedagogical Praxis

Murphey, Tim

9798592518478: Voicing Learning (Positive Pedagogical Praxis)

Softcover

ISBN 13: 9798592518478

Publisher: Independently published, 2021

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A multi-voiced narrative to help educators understand the worth and procedures of ideal classmates, action logging, social testing, juggling, songlets, storytelling, and class publications through developing educational well-being, meaningfulness and positive psychology.Action and active learning and teaching is what we can see in this inspiring book in which Tim Murphey offers wonderful ideas and real examples for us, language teachers, teacher educators, researchers (as well as learners) to tune in to our students’ voices, hearts and minds and start helping each other to voice learning together! Ana Maria F. Barcelos, Federal University of Vi�osa, BrazilA great didactic model for teachers who want to create a positive learning environment that goes beyond the subject matter, inviting fun and self-reflection. Manuela Cohen, LSenior Cultural Association, Italy and SwitzerlandBoth in terms of content and format, this practical and accessible book puts students’ voices front and center and reveals the scale and depth of insight from our learners that we may be missing out on. This superb volume puts into the hands of teachers tools that allow them to co-construct with their students a more democratic classroom based on mutual respect and an ethic of care. By viewing students as complex and insightful individuals rather than mere entries on an attendance sheet, we can unlock a treasure chest of learner insight, and learn ourselves. Daniel Hooper, Kanda University of International Studies, JapanLearner narratives shared in this book were powerful. It reminded me why it is crucial to listen to students’ stories and get their perspectives (also for students to learn about their peers). This book also teaches practical ways to enhance students' "voice" in the classroom. Satoko Watkins, Kanda University of International Studies, Japan

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