Challenging Common Myths of Teaching: Practical Strategies to Transform Learners

What are some of the most common myths about teaching and learning? Renowned educator Thomas R. Rosebrough debunks ten popular beliefs and offers principles that will have a bigger impact in the classroom. The principles center on teaching for learners, not only to meet their academic needs but to transform their lives.

The ten myths explore essential elements of instruction such as curiosity, the place for lecture, engaged learning, how we learn, the role of testing, the importance of challenge and hope and joy in learning, the power of relationships, a focus on teachers’ identity as it impacts learning, a new look at the concept of readiness, and the critical development of strategic learning qualities. Key features include the table of Ten Myths and Facts of Pedagogy, the Transformational Pedagogy Model, and the Continuum of Teaching Strategies. Each of the ten chapters includes a device called “Perspective” which provides further insight, practicality, inspiration, and clarity to assist understanding, and “Final Thoughts” which synthesizes and briefly summarizes each chapter.

Whether you're a new teacher seeking best practices, an experienced teacher refining your instruction, or a preservice teacher thinking about what you want your classroom to look like, this book will give you practical solutions, examples, and insights. Read this book in order or jump to your favorite sections. You'll come away with fresh ideas for creating more impactful and joyful learning experiences for your students, so they can see their own potential as critical thinkers and compassionate people.

Thomas R. Rosebrough is the former Executive Dean of the College of Education and Human Studies at Union University. He currently serves as Emeritus Professor of Education, teaching graduate students in educational leadership. Rosebrough has taught at all levels, from elementary school through college, from undergraduate to doctoral education. Rosebrough is the lead author of Transformational Teaching in the Information Age: Making Why and How We Teach Relevant to Students (2011). He has published articles in state and national journals including The Teaching Professor, articles in two Canadian web journals, book chapters, and frequent columns in various newsletters and newspapers.