{"title":"Education - Educational Psychology","description":"","products":[{"product_id":"youth-its-education-regimen-and-hygiene-gb-9173","title":"Youth: Its Education, Regimen, and Hygiene","description":"\u003cp\u003e\u003cb\u003eYouth: Its Education, Regimen, and Hygiene\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eI have often been asked to select and epitomize the practical and\r\nespecially the pedagogical conclusions of my large volumes on\r\nAdolescence, published in 1904, in such form that they may be\r\navailable at a minimum cost to parents, teachers, reading circles,\r\nnormal schools, and college classes, by whom even the larger volumes\r\nhave been often used. This, with the coperation of the publishers and\r\nwith the valuable aid of Superintendent C.N. Kendall of Indianapolis,\r\nI have tried to do, following in the main the original text, with only\r\nsuch minor changes and additions as were necessary to bring the topics\r\nup to date, and adding a new chapter on moral and religions education.\r\nFor the scientific justification of my educational conclusions I must,\r\nof course, refer to the larger volumes. The last chapter is not in\r\n\"Adolescence,\" but is revised from a paper printed elsewhere. I am\r\nindebted to Dr. Theodore L. Smith of Clark University for verification\r\nof all references, proof-reading, and many minor changes.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 9173 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Hall, G. Stanley (Granville Stanley) \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Oct 1, 2005 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Hall, G. Stanley (Granville Stanley),1844-1924 \/ eBook \/ English","offer_id":43216115695773,"sku":"gb-9173-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/9173.jpg?v=1671334664"},{"product_id":"how-to-teach-gb-12769","title":"How to Teach","description":"\u003cp\u003e\u003cb\u003eHow to Teach\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThe art of teaching is based primarily upon the science of psychology.\r\nIn this book the authors have sought to make clear the principles of\r\npsychology which are involved in teaching, and to show definitely their\r\napplication in the work of the classroom. The book has been written in\r\nlanguage as free from technical terms as is possible.\nIn a discussion of the methods of teaching it is necessary to consider\r\nthe ends or aims involved, as well as the process. The authors have, on\r\nthis account, included a chapter on the work of the teacher, in which is\r\ndiscussed the aims of education. The success or failure of the work of a\r\nteacher is determined by the changes which are brought to pass in the\r\nchildren who are being taught. This book, therefore, includes a chapter on\r\nthe measurement of the achievements of children. Throughout the book the\r\ndiscussion of the art of teaching is always modified by an acceptance upon\r\nthe part of the writers of the social purpose of education. The treatment\r\nof each topic will be found to be based upon investigations and researches\r\nin the fields of psychology and education which involve the measurement of\r\nthe achievements of children and of adults under varying conditions.\r\nWherever possible, the relation between the principle of teaching laid down\r\nand the scientific inquiry upon which it is based is indicated.\nAny careful study of the mental life and development of children reveals\r\nat the same time the unity and the diversity of the process involved. For\r\nthe sake of definiteness and clearness, the authors have differentiated\r\nbetween types of mental activity and the corresponding types of classroom\r\nexercises. They have, at the same time, sought to make clear the\r\ninterdependence of the various aspects of teaching method and the unity\r\ninvolved in mental development.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 12769 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Norsworthy, Naomi \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Jun 28, 2004 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e\u003ch3\u003eContributors\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eContributor (Author)\u003c\/b\u003e: Strayer, George D. (George Drayton), 1876-1962 \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Norsworthy, Naomi,1877-1916 \/ eBook \/ English","offer_id":43216357916829,"sku":"gb-12769-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/12769.jpg?v=1671348074"},{"product_id":"talks-to-teachers-on-psychology-and-to-students-on-some-of-life-s-ideals-gb-16287","title":"Talks To Teachers On Psychology And To Students On Some Of Life's Ideals","description":"\u003cp\u003e\u003cb\u003eTalks To Teachers On Psychology; And To Students On Some Of Life's Ideals\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn 1892 I was asked by the Harvard Corporation to give a few\r\npublic lectures on psychology to the Cambridge teachers. The talks\r\nnow printed form the substance of that course, which has since then\r\nbeen delivered at various places to various teacher-audiences. I\r\nhave found by experience that what my hearers seem least to relish\r\nis analytical technicality, and what they most care for is concrete\r\npractical application. So I have gradually weeded out the former,\r\nand left the latter unreduced; and now, that I have at last written\r\nout the lectures, they contain a minimum of what is deemed\r\n'scientific' in psychology, and are practical and popular in the\r\nextreme.\nSome of my colleagues may possibly shake their heads at this;\r\nbut in taking my cue from what has seemed to me to be the feeling\r\nof the audiences I believe that I am shaping my book so as to\r\nsatisfy the more genuine public need.\nTeachers, of course, will miss the minute divisions,\r\nsubdivisions, and definitions, the lettered and numbered headings,\r\nthe variations of type, and all the other mechanical artifices on\r\nwhich they are accustomed to prop their minds. But my main desire\r\nhas been to make them conceive, and, if possible, reproduce\r\nsympathetically in their imagination, the mental life of their\r\npupil as the sort of active unity which he himself feels it to be.\r\nHe doesn't chop himself into distinct processes and\r\ncompartments; and it would have frustrated this deeper purpose of\r\nmy book to make it look, when printed, like a Baedeker's handbook\r\nof travel or a text-book of arithmetic. So far as books printed\r\nlike this book force the fluidity of the facts upon the young\r\nteacher's attention, so far I am sure they tend to do his intellect\r\na service, even though they may leave unsatisfied a craving (not\r\naltogether without its legitimate grounds) for more nomenclature,\r\nhead-lines, and subdivisions.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 16287 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: James, William \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Jul 13, 2005 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"James, William,1842-1910 \/ eBook \/ English","offer_id":43217335615645,"sku":"gb-16287-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/16287.jpg?v=1671425146"},{"product_id":"ontario-normal-school-manuals-science-of-education-gb-18451","title":"Ontario Normal School Manuals: Science of Education","description":"\u003cp\u003e\u003cb\u003eOntario Normal School Manuals: Science of Education\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eValue of Scientific Knowledge.In the practice of any intelligent\r\noccupation or art, in so far as the practice attains to perfection,\r\nthere are manifested in the processes certain scientific principles and\r\nmethods to which the work of the one practising the art conforms. In the\r\nsuccessful practice, for example, of the art of composition, there are\r\nmanifested the principles of rhetoric; in that of housebuilding, the\r\nprinciples of architecture; and in that of government, the principles of\r\ncivil polity. In practising any such art, moreover, the worker finds\r\nthat a knowledge of these scientific principles and methods will guide\r\nhim in the correct practice of the art,a knowledge of the science of\r\nrhetoric assisting in the art of composition; of the science of\r\narchitecture, in the art of housebuilding; and of the science of civil\r\npolity, in the art of government.\nThe Science of Education.If the practice of teaching is an\r\nintelligent art, there must, in like manner, be found in its processes\r\ncertain principles and methods which may be set forth in systematic form\r\nas a science of education, and applied by the educator in the art of\r\nteaching. Assuming the existence of a science of education, it is\r\nfurther evident that the student-teacher should make himself acquainted\r\nwith its leading principles, and likewise learn to apply these\r\nprinciples in his practice of the art of[2] teaching. To this end,\r\nhowever, it becomes necessary at the outset to determine the limits of\r\nthe subject-matter of the science. We shall, therefore, first consider\r\nthe general nature and purpose of education so far as to decide the\r\nfacts to be included in this science.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 18451 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Ontario. Department of Education \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: May 25, 2006 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Ontario. Department of Education \/ eBook \/ English","offer_id":43217538810013,"sku":"gb-18451-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/18451.jpg?v=1671436619"},{"product_id":"the-science-of-human-nature-a-psychology-for-beginners-gb-18477","title":"The Science of Human Nature: A Psychology for Beginners","description":"\u003cp\u003e\u003cb\u003eThe Science of Human Nature: A Psychology for Beginners\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eScience. Before attempting to define psychology, it will be helpful to\r\nmake some inquiry into the nature of science in general. Science is\r\nknowledge; it is what we know. But mere knowledge is not science. For a\r\nbit of knowledge to become a part of science, its relation to other bits\r\nof knowledge must be found. In botany, for example, bits of knowledge\r\nabout plants do not make a science of botany. To have a science of\r\nbotany, we must not only know about leaves, roots, flowers, seeds, etc.,\r\nbut we must know the relations of these parts and of all the parts of a\r\nplant to one another. In other words, in science, we must not only\r\nknow, we must not only have knowledge, but we must know the\r\nsignificance of the knowledge, must know its meaning. This is only\r\nanother way of saying that we must have knowledge and know its relation\r\nto other knowledge.\nA scientist is one who has learned to organize his knowledge. The main\r\ndifference between a scientist and one who is not a scientist is that\r\nthe scientist sees the significance of facts, while the non-scientific\r\nman sees facts as more or less unrelated things. As one comes to hunt\r\nfor causes and inquire into the significance of things, one becomes a\r\nscientist. A thing or an event always points beyond itself to something\r\nelse. This something else is what goes before it or comes after it,is\r\nits cause or its effect. This causal relationship that exists between\r\nevents enables a scientist to prophesy. By carefully determining what\r\nalways precedes a certain event, a certain type of happening, a\r\nscientist is able to predict the event. All that is necessary to be able\r\nto predict an event is to have a clear knowledge of its true causes.\r\nWhenever, beyond any doubt, these causes are found to be present, the\r\nscientist knows the event will follow. Of course, all that he really\r\nknows is that such results have always followed similar causes in the\r\npast. But he has come to have faith in the uniformity and regularity of\r\nnature. The chemist does not find sulphur, or oxygen, or any other\r\nelement acting one way one day under a certain set of conditions, and\r\nacting another way the next day under exactly the same conditions. Nor\r\ndoes the physicist find the laws of mechanics holding good one day and\r\nnot the next.\nThe scientist, therefore, in his thinking brings order out of chaos in\r\nthe world. If we do not know the causes and relations of things and\r\nevents, the world seems a very mixed-up, chaotic place, where anything\r\nand everything is happening. But as we come to know causes and\r\nrelations, the world turns out to be a very orderly and systematic\r\nplace. It is a lawful world; it is not a world of chance. Everything is\r\nrelated to everything else.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 18477 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Pyle, William Henry \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: May 31, 2006 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Pyle, William Henry,1875-1946 \/ eBook \/ English","offer_id":43217540612253,"sku":"gb-18477-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/18477.jpg?v=1671436707"},{"product_id":"the-mind-and-its-education-gb-20220","title":"The Mind and Its Education","description":"\u003cp\u003e\u003cb\u003eThe Mind and Its Education\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAuthors, no doubt, are always gratified when their works find favorable\r\nacceptance. The writer of this text has been doubly gratified, however,\r\nat the cordial reception and widespread use accorded to the present\r\nvolume. This feeling does not arise from any narrow personal pride or\r\nselfish interest, but rather from the fact that the warm approval of the\r\neducational public has proved an important point; namely, that the\r\nfundamental truths of psychology, when put simply and concretely, can be\r\nmade of interest and value to students of all ages from high school\r\njuniors up, and to the general public as well. More encouraging still,\r\nit has been demonstrated that the teachings of psychology can become\r\nimmediately helpful, not only in study or teaching, but also in business\r\nor profession, in the control and guidance of the personal life, and in\r\nthe problems met in the routine of the day's work or its play.\nIn effecting the present revision, the salient features of the original\r\nedition have been kept. The truths presented are the most fundamental\r\nand important in the field of psychology. Disputed theories and\r\nunsettled opinions are excluded. The subject matter is made concrete and\r\npractical by the use of many illustrations and through application to\r\nreal problems. The style has been kept easy and familiar to facilitate\r\nthe reading. In short, there has been, while seeking to improve the\r\nvolume, a conscious purpose to omit none of the characteristics[Pg vi] which\r\nsecured acceptance for the former edition.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 20220 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Betts, George Herbert \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Dec 29, 2006 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Betts, George Herbert,1868-1934 \/ eBook \/ English","offer_id":43217846010013,"sku":"gb-20220-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/20220.jpg?v=1671455358"},{"product_id":"algumas-licoes-de-psicologia-e-pedologia-gb-32072","title":"Algumas lições de psicologia e pedologia","description":"\u003cp\u003e\u003cb\u003eAlgumas lições de psicologia e pedologia\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\nTitle: Algumas lies de psicologia e pedologia\nAuthor: Antnio Aurlio da Costa Ferreira\nRelease Date: April 20, 2010 [EBook #32072]\nLanguage: Portuguese\nCredits: \n\n\n\n\nProduced by Rita Farinha and the Online Distributed\nProofreading Team at https:\/\/www.pgdp.net (This file was\nproduced from images generously made available by National\nLibrary of Portugal (Biblioteca Nacional de Portugal).)\n\n\n\n\n\n\n\n\n\nNota de editor:\nDevido \nquantidade de erros tipogrficos existentes neste texto,\nforam tomadas vrias decises quanto \nverso final. Em caso de dvida, a grafia foi\nmantida de acordo com o original. No final deste livro\nencontrar a lista de erros corrigidos.\n\nRita\nFarinha (Abril 2010)\n\n\n\n\n\n\n\n\nANTNIO AURLIO DA COSTA FERREIRA\n\nProfessor\nde Psicologia experimental e Pedologia\n\nna Escola Normal Primria de Lisboa\n\n\n\n\nALGUMAS LIES\nDE\nPSICOLOGIA E PEDOLOGIA\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPSICOLOGIA E PEDOLOGIA\n\n\n\n\nANTNIO AURLIO DA COSTA FERREIRA\n\nProfessor\nde Psicologia experimental e Pedologia\n\nna Escola Normal Primria de Lisboa\n\n\n\n\nALGUMAS LIES\nDE\nPSICOLOGIA E PEDOLOGIA\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nComp. e impr. na Typ.\nCosta CarregalPorto\n\n\n\n\n\n\n\n\n\nAOS MEUS COLEGAS E AOS\nMEUS ALUNOS\n\nDA\n\nANTIGA E DA NOVA\n\nESCOLA NORMAL PRIMRIA DE LISBOA\n\n\n\n\nNDICE\n\n\n\n\n\n\n\nPg.\n\n\nPrefcio\n\n5\n\n\nO ensino da pedologia na escola normal\nprimria\n\n7\n\n\nA arte de educar e a psicologia\nexperimental\n\n17\n\n\nO pso do corpo da\ncriana\n\n29\n\n\nA agudeza visual e a auditiva debaixo do ponto\nde vista\npedaggico\n\n47\n\n\nA viso das\ncres\n\n61\n\n\nSbre umas provas de exame da\nateno\nvoluntria\nvisual\n\n89\n\n\nDa inteligncia do escolar e da sua\navaliao\n\n111\n\n\nInteligncia e\napercepo\n\n123\n\n\nSbre psicologia, esttica e\npedagogia do\ngesto\n\n135\n\n\n\n\n\n\n\nPREFCIO\n\n\n\nCom o ttulo Algumas\nlies de Psicologia\ne Pedologia publco neste pequeno volume as\nprincipais lies que li e comentei, como\nprofessor da antiga Escola Normal do Calvrio,\ne da actual Escola Normal de Bemfica,\ns quais acrescento a conferncia que realizei\nno Conservatrio, por ocasio da\nExposio\nde Arte na Escola.\n\n\n\nAlgumas das lies so verdadeiros\nplanos\ne resumos dos meus cursos.\n\n\n\nA matria vai exposta com a maior clareza\nde que fui capaz e pela forma que me pareceu\nmelhor, em ateno \npreparao habitual dos\nalunos das Escolas Normais e ao fim que\nessas escolas tm ou devem ter em vista. Busquei\nprincipalmente interessar e orientar os\nmeus alunos, habituando-os a confiar na prtica\ndos mtodos scientficos em pedagogia.\n\n\n\nO livrinho vai ilustrado com uma gravura,\nreproduo duma cpia feita pelo\nprofessor\nEduardo Romero, da Casa Pia, cpia de\num curioso desenho de R. Gudden, de Francfort\ns. M., excelente exemplo de um fenmeno\nde apercepo, que encontrei publicado no manual\nde Starch: Experiments in Educational\npsychology, e que me pareceu ser uma\nilustrao\nmuito apropriada para acompanhar as\nminhas lies de Psicologia e Pedologia, e\nparticularmente a lio:\nInteligencia e apercepo.\n\n\nEstou certo de que a leitura dste livrinho,\ne a dos livros que nele cito, ser de muita,\nutilidade para os alunos das Escolas Normais\ne para os candidatos aos concursos de\nInspectores primrios.\n\nBelem25XII920.\n\nA. Aurlio da\nCosta\nFerreira.\n\n\n\n\n\nO ENSINO DA PEDOLOGIA\nNA ESCOLA NORMAL PRIMRIA[1]\n\n\n\n\nMinhas Senhoras e meus\nSenhores:\n\n\n\nParafraseando o emrito\nClaparde,\ndirei:como\nse consideraria uma escola de horticultura\nonde se no ensinasse a botnica?!\n\n\n\nQue se poderia dizer de uma escola que\npreparasse professores para a infncia, seus\neducadores, e em que se no professasse a\npedologia?!\n\n\n\nComo se chamaria aquele que hoje, no estado\nem que se encontra a scincia, quizesse\ncomo outrora tratar de doenas, empricamente,\nsem saber, sem nunca ter estudado a anatomia\ne a fisiologia e as suas aplicaes ao\ndiagnstico e no soubesse examinar\nconvenientemente,\nscientficamente, um doente, e\n[8]\nprocurar as indicaes? Seria, hoje, porventura,\num mdico? No. Nem mereceria\nconfiana,\nnem mereceria considerao e as penalidades\nda lei at sbre le\nrecariam.\n\n\n\nComo se poderiam considerar aqueles que\nhoje se obstinassem a pretender desenvolver\na inteligncia, formar caractres, corrigir os\ninstintos da criana, sem nunca ter aprendido\na estud-la, a medir-lhe a inteligncia e a\nexaminar-lhe\no feitio mental, as suas tendncias e\nas suas aptides?\n\n\n\nPois se a psicologia tem progredido tanto\nque hoje h processos qusi tam seguros para\nfazer tudo isto, como h na clnica para estudar\no pulso ou a respirao, desconhec-los\nno ser, pelo menos, ser um professor\nincompleto,\natrazado, fra do seu tempo? Sem dvida\nque sim.\n\n\n\nBem posso dizer como eu mesmo dizia no\nltimo Congresso Pedaggico de Lisboa:\nquerer\ne crer que sem conhecimentos de pedologia,\nde higiene escolar, de metodologia dos trabalhos\nmanuais e da ginstica, possam sar\ndas nossas escolas normais professores dignos\nda nossa poca, a quem os governos possam\nconfiar a educao das novas\ngeraes, capazes,\ncomo dizia, parece-me, numa das suas clebres\nlies de pedagogia, o meu querido\nmestre, Dr. Bernardino Machado,\ncapazes no\ns de transmitirem\ntda a sua pureza o patrimnio\nda civilizao dos antepassados, a\nherclea fra atvica que\nnos pode permitir\nreabilitar-nos perante a\nhistriamas tambm\ncapazes de fazer tudo o que fr possvel\n[9]\nfazer-se para fomentar o progresso, melhorar\na raa, melhorar o solo, melhorar o pas; querer\nque aqueles a quem compete fazer e refazer\na ptria, a faam e refaam como\nnoutros\ntempos, como no nosso tempo j no deve fazer-se,\n to estulto como querer confiar hoje\na defeza da nossa terra aos heris de outrora,\na valentes de cota e malha, ou os progressos\ndo nosso comrcio, s antigas e gloriosas\ncaravelas!\n\n\nVan Bierveliet, da\nUniversidade de\nGand,\nnuma das suas magistrais lies de pedagogia\nscientfica, feitas para professores de\ninstruo\nprimria, exprime-se assim:\n\n\n\nConsideremos uma classe qualquer e interroguemos\no professor; saberemos logo que\nnum conjunto de cincoenta alunos, por exemplo,\nse encontram dois ou trs que demostram\numa grande diligncia, e aceitam com prazer\ntdas as tarefas que se lhe impem. Constituem\nos primeiros da classe, o que pode chamar-se\na cabea da classe. Na\ngrande massa\ndos alunos, dominam aqules em que o zlo\n\nmoderado; cometem erros e sabem as suas lies\nmais ou menos bem. Finalmente, um nmero\nmais ou menos considervel da classe\nacha que a tarefa que se lhe impe  demasiado\npesada e aborrecida; constitui o grupo\ndos preguiosos, dos\nmandries. Estes, fazem\nos seus exerccios mal, ou nada fazem, e aprendem\nmuito pouco, uma ou outra pequena cousa,\num ou outro fragmento de lio. As classes\napresentam uma cabea, um corpo e uma cauda;\ngeralmente a cabea  composta por dois\n[10]\nou trs indivduos e a cauda, pelo\ncontrrio,\n muitas vezes notavelmente desenvolvida; as\nclasses so organismos por vezes\nmicrocfalos\n(de cabea pequena) e\nmacrures (de cauda\ngrande).\n\n\n\nA simples constatao dste\nfacto, basta\npara demonstrar que o regimen escolar  pouco\natraente para as inteligncias em\nformao.\n\n\n\nSe num jantar de cincoenta talheres se\nconstatasse que trs pessoas smente mostravam\nbom apetite, trinta comiam com repugnncia\ne o resto nada comia, concluir-se-ia, com\nalguma razo, que ou o\nmen era\nmedocre ou\nque os convivas tinham o estomago caprichoso\ne que por isso lhes no convinham os pratos\nque lhes eram oferecidos ou destinados. O mesmo\nse pode dizer das classes. H inteligncias\nexcepcionalmente vivas que assimilam tudo,\ncomo sucede com as pessoas que tm o que\nse usa chamar estomago de avestruz, que tudo\ndigerem. H outras, pelo contrrio, que perante\nos conhecimentos apresentados, pelos mtodos\nmais correntes, se comportam como disppticos\nda inteligncia. Que se faz em regra a estas?\nCastigam-se. Melhor fra cur-las.\n\n\n\nMelhor fra, acrescento eu, saber conhecer\no feitio mental dos alunos, agrup-los consoante\nas suas semelhanas e diferenas, e saber\nadministrar-lhes\nos mesmos conhecimentos por\nmtodos diferentes, aqueles que melhor se acomodem\ne mais convenham ao seu feitio.\n\n\n\nAs mesmas doenas no se tratam sempre\ndo mesmo modo; tem que se atender ao doente.\nNo ensino sucede a mesma coisa. No se ensinam\n[11]\ntodos pelo mesmo modo; tem que se atender\nao aluno.\n\n\n\nUm professor de instruo primria\nno\npode, no deve desconhecer, ao entrar no\nexerccio\nda sua profisso, a psicologia infantil e\nos processos de a estudar e de a observar.\nNo basta conhecer a\nmetodologia, \nnecessrio\na psicologia.\n\n\n\nA metodologia dever, de resto, ajustar-se\n psicologia da classe e  do aluno.\n\n\n\nDiz Claparde\nnum\nlivro, cuja leitura muito\nlhes aconselho (Psychologie de\nl'enfant):Muitas\npessoas supem que s a prtica do\nensino\npode formar o professor e dar-lhe a verdadeira\nexperincia. Seguramente, a importncia da\nprtica  capital para formar um especialista\nnuma determinada arte. Mas  preciso esforar-se\npor reduzir ao mnimo as experincias,\nas tentativas, sobretudo quando se trata de\nseres humanos. O professor que entra na prtica\nda sua profisso, sem ter o menor conhecimento\nde psicologia, v-se naturalmente reduzido\na tentar, a fazer experincias com que\nos alunos podem sofrer;  obrigado a experimentar\nin anima vili, e algumas vezes essas\nexperincias so demasiado longas e\npenveis\npara as geraes de alunos que as tm\nde\nsofrer. Sem dvida, a prtica pode, dentro de\ncertos limites, compensar a insuficincia dos\nconhecimentos tericos, mas  custa de quantos\nrodeios e de quantos erros!  fora de\nconstruir pontes que abatem, ou mquinas que\nestoiram e se escangalham, pode um tcnico\nsem instruo terica acabar por ser\num bom\n[12]\nconstrutor e encontrar empricamente as frmulas\nque le  incapaz de calcular. Mas quem\nquereria semelhante engenheiro?\n\n\n\nUm professor sem educao\npsicolgica\nest precisamente no mesmo caso, com esta\ndiferena, contudo: que, quando uma ponte\ntende a abater, no decurso da sua construo,\npode ser reparada imediatamente ou pode ser\nrefeita. Enquanto que se se trata de uma inteligncia\nou de um carcter que erradamente\nse forou ou tratou na sua evoluo,\ns tarde\nse d pelo mal, quando le j se\nno pode remediar,\ne nunca em nenhum caso se pode refazer,\nreconstruir, fazer de novo outra inteligncia\nou outro carcter.\n\n\n\nEstas parbolas devem convencer as senhoras\ne os senhores normalistas da utilidade do\nestudo da psicologia, do estudo das faculdades\nmentais, na preparao dos professores de\ninstruo\nprimria.\n\n\n\nMas que psicologia?\n\n\n\nSer a psicologia clssica dos\ncompndios\nde filosofia? Ser a psicologia especulativa?\nSer a psicologia, o conhecimento das faculdades\nmentais pelo exame introspectivo de indivduos\nexcepcionais, supra-normais qusi sempre,\nfilsofos que se deram ao trabalho de se\nestudar a si mesmo? No.\n\n\n\nA psicologia do adulto  diferente da da\ncriana e o estudo desta no se pode fundar\nno exame feito por ela prpria. O estudo da\npsicologia da criana  qusi como o\nda dos\nanimais. A criana no  um homem e\n qusi\ntam diferente do homem como a lagarta da\n[13]\nborboleta. Que se diria de quem quizesse alimentar\nou tratar a lagarta do bicho da sda\ncomo a sua borboleta, como le na sua fase\nde insecto perfeito? E no entanto lagarta e\nborboleta, tam diferentes na frma e nos hbitos,\nso o mesmo indivduo. Assim sucede com\ncada um de ns, na sua fase infantil e na sua\nfase adulta.\n\n\n\nA propsito da psicologia clssica, talvez\ncom mais razo do que dizia\nBinet da antiga\npedagogia, se pudesse dizer: deve ser completamente\nsuprimida, no ensino das escolas\nnormais, acrescento eu.\n\n\n\nEu sei com que razo se tem apresentado\ncontra o ensino da pedologia, ou estudo da\ncriana, aos professores de instruo\nprimria,\no argumento de que le tem levado stes a\ndistrair-se das suas funes docentes, para se\ndedicarem a estudos e experincias que no\ns prejudicam, porque afastam o professor da\nsua principal misso: instruir e educar, como\ntambm porque o levam a fornecer dados que\npor insuficincia ou carncia de\npreparao\nscientfica, que s em cursos superiores e\nespeciais\nse pode adquirir, so em regra dados\nperdidos, cheios de erros, falseados, qusi\ninteis\npara a scincia.\n\n\n\nMas o que eu pretendo fazer no  preparar\npsiclogos, antropologistas, filsofos; nem\neu, nem ninguem deveria pretender faz-los\nnuma escola normal primria, principalmente\ncom as habilitaes que os senhores podem e\ndevem ter. O que eu pretendo fazer  ensinar\nos principais elementos de pedologia, que a\n[14]\nsua preparao literria consente e\nque os\nprofessores devem conhecer para melhor ensinar.\n\n\n\nProcurarei, em suma, ensinar rudimentos\nde pedologia e as suas aplicaes ao ensino\nna escola primria.\n\n\n\nSeria estulto que eu, mdico antropologista,\nembora director de um instituto de educao,\neu que no fiz estudos regulares de metodologia\ndo ensino primrio, nem nunca professei\nsse ensino, viesse ensinar-lhes todo o programa\nactual da pedagogia, scincia e arte de\nensinar, como seria igualmente estulto e injustificado\nque se exigisse a um professor de\ninstruo primria, que no\ntivesse feito estudos\nespeciais de antropologia, e no tivesse\nsuficientes conhecimentos de tcnica-pedomtrica,\nque ensinasse a pedologia, scincia que\n conveniente e, mais do que conveniente,\nindispensvel\nensinar ao futuro professor.\n\n\n\nNo  preciso exagerar como\nChaillou e\nMac-Auliffe, quando\nna sua\nMorfologia mdica,\ndizem: A educao  e\ncontinua a ser puramente\npedaggica. Escapa ao nico\nhomem\nque deve dirigi-la, ao mdico.\nNo. Mas \npreciso dizer-se, porque  fcil provar que o\n, que  necessrio que parte da\npreparao\ndo professor primrio seja feita por mdico\nespecializado nas aplicaes das\nscincias mdicas\n pedagogia, e que o professor seja um\nauxiliar do mdico.\n\n\n\nOs exerccios que habitualmente passarei,\nsero exerccios de\neducao scientfica e neles\nterei em vista no s ensinar como se estuda\n[15]\ne desenvolve as faculdades da criana, mas\ntambem o ensinar a estudar e a desenvolver\nas faculdades dos que a tm de educar.\n\n\n\nA S. Ex.a o actual Ministro de\nInstruo\nPblica caber a honra de ter introduzido no\nquadro dos estudos do curso normal, o ensino\nregular da pedologia.\n\n\n\nPor minha parte, procurarei corresponder\naos desejos de S. Ex.a o Ministro, repartindo\ncom todos os meus alunos o que da matria\nsouber e com les estudando o que fr preciso\nestudar, pondo ao seu dispr os meus hbitos,\nos meus recursos e o meu mtodo de trabalho.\n\n\n\nQue a dedicao e a lialdade com que sempre\nuso servir nos lugares para que me nomeiam,\npossam compensar outras minhas faltas,\nque eu possa provar ao digno director e\nao ilustre corpo docente dste estabelecimento\nde instruo, a que agora muito me honro de\npertencer, quanto desejo contribuir para o bom\nnome e reputao desta Escola, e finalmente\nque eu possa ter o maior e melhor pago que\ndesejo ter: o poder ouvir dizer aos meus alunos\nque na vida prtica de bastante lhes serviu\no que procurei ensinar-lhes, os conhecimentos\nque lhes transmiti, os hbitos que lhes criei\ne as preleces que lhes fiz.\n\n\n\n\n\nA ARTE DE EDUCAR\nE A PSICOLOGIA EXPERIMENTAL[2]\n\n\n\n\nTo educate is to bring out all the\npowers that are in the child and to\ntraim him to use them to the best\nadvantage of himself and indirectly of\nthe nation of which he is a part.\n\n\n(Miss\nC. Aguther,\nChild Study,\nJune, 1917).\n\n\n\n\nMinhas Senhoras e meus\nSenhores:\n\n\n\n\nA arte de educar  fundamentalmente a\narte de regular a conduta presente e futura\ndos que se tm de educar. Implica forosamente\no conhecimento da conduta, das causas\ndela, do seu mecanismo e das possibilidades\nque o indivduo oferece. A arte de educar assenta\n[18]\ncomo a arte de curar, na anatomia e na\nfisiologia e assim como o mdico, mdico que\ntenha de exercer a profisso, tem no\ns de\nconhecer as doenas e os remdios, mas\ntambm\nconhecer os doentes e encontrar as indicaes,\nassim tambm o educador, que tenha\nde educar, tem no s de conhecer os fins da\neducao e os meios da\neducao, a pedagogia\ne a metodologia, mas tambm de saber conhecer\no educando e encontrar a frma de\neducao\nque mais lhe convenha e se adapte ao seu\nfeitio. E assim como para o estudo do doente\nno basta conhecer os sintomas das doenas,\nporque  necessrio sab-los observar,\nassim\ntambm no basta ao educador conhecer os\nfenmenos da educao, a psicologia,\nmesmo\nque esta tenha a feio moderna e\nscientfica,\ne se chame psico-fisiologia ou psicologia experimental,\n necessrio tambm principalmente\npossuir a tcnica da observao e da\nexperimentao.\nSaber psicologia pode no ser saber\nfazer psicologia, como saber quais os sintomas\ndas doenas pode no ser saber\nobserv-los e\nfazer diagnstico.\n\n\n\nEnsinar num curso prtico de psicologia\nexperimental, que  como oficialmente se chama\no curso que tive a honra de ser chamado\na reger, ensinar nesse curso numa Escola Normal,\n fundamentalmente ensinar o que fr\npreciso para habilitar os futuros professores a\nconhecer e praticar os meios scientficos de estudar\nprticamente os fenmenos mentais, isto\n, possuir as regras e os meios de condicionar\nsses fenmenos, por frma a que outros\nos\n[19]\npossam observar nas mesmas condies, e\nverific-los.\n\n\n\nEducar no  hoje, como noutros tempos\nse supunha, criar,  essencialmente orientar.\nNo  lutar contra a natureza. O educador dos\nhomens como o educador dos animais, tem que\naproveitar as boas tendncias, os talentos, para\nos enriquecer e desenvolver, como dos instintos\ndiz o educador e moralista Foerster, falando do\nensino dos animais. E quanto s ms\ntendncias,\ntem que saber inibi-las, ou sublim-las.\nTalvez que nesta altura, para lhes dar uma\nexacta idea acrca do valor e possibilidades\ndo ensino e quebrar-lhes preconceitos que a\ntodos os professores desta Escola pertence o\ncombater, e isto, por minha parte, na inteno\nde aproveitar o pretexto de demonstrar que a\narte de educar hoje assenta e qusi se confunde\ncom a arte de estudar os fenmenos\npsquicos, com a psico-tcnica, talvez que, para\nisso, no lhes pudesse de momento aconselhar\nmelhor leitura, como leitura prvia, do que a\ndo livrinho Criminalidade e\nEducao, do Sr.\nPadre Antnio de\nOliveira que no \ns, como\ntodos sabem, uma admirvel figura de filntropo,\nmas, mais do que isso, uma figura notvel\nde educador, com vocao e larga e\nvaliosssima\nexperincia.\n\n\n\n preciso que a arte de educar seja como\na arte de curar.\n\n\n\n necessrio ouvir tambm o\nprtico, ouvir\no que educa, ouvir o que cura, sobretudo quando\nsucede como deve ser, que a arte que praticam\n[20]\nseja arte esclarecida pela scincia, e no\nsimples empirismo.\n\n\n\nEducar  condicionar intencionalmente as\nreaces do indivduo. Educar,\nportanto, implica,\nprimeiro do que tudo, o saber estudar as\ncausas e mecanismo das reaces individuais.\nE o estudo dessas reaces feito\nexperimentalmente\ntem o maior intersse e importncia\npara o educador. Muitas dessas reaces\nso\nde ordem interna e s o prprio\nindivduo as\npode observar directamente, mas essas mesmas\nso acompanhadas doutras reaces,\nacessveis\nao estudo directo dos outros e portanto podem\nser estudadas objectivamente, sem interveno\ndo exame dos prprios em que elas se do.\nO educador, em resumo, tem de estudar o mecanismo\ndas reaces individuais e a maneira\nscientfica de as condicionar.\n\n\n\nDe acrdo com estas ideas, j a dentro da\nvelha Escola Normal, onde tive a honra de\nreger durante alguns anos o Curso de\nPedologia,\no meu distinto colega naquela e nesta Escola\nSr. Professor Dr. Alberto\nPimentel, cujo\nlivrinho de lies lhes aconselho, procurou\norientar o ensino terico da Psicologia. Eu,\npor minha parte, completarei sse trabalho\nensinando-lhes a tcnica dos estudos\npsicolgicos,\nsegundo essa orientao.\n\n\n\nDisse eu que a psicologia experimental se\nprende tanto com a arte de educar, que por\nvezes at qusi se confunde com ela.\nNo \nqusi se confunde, confunde-se at. Em psicologia\nanimal, ramo da psicologia qusi desconhecido\nentre ns, a psicologia experimental\n[21]\nfunda-se na educabilidade,\n o proprio exame\nda educabilidade,  a propria arte da\neducao\nexercida com o fim de estudar os fenmenos\ne os recursos mentais do animal.\n\n\n\nVejam por exemplo, para fcilmente e sob\numa frma agradvel apreenderem melhor o\nassunto, o excelente livrinho de\nHache-Souplet,\ndirector do Instituto de Psicologia Zoolgica,\nintitulado De l'animal \nl'enfant (Bibl. de ph.\ncontemporaine) e que se pode considerar um\npequeno manual adoptvel na preparao\ndos\nprofessores de ensino infantil.\n\n\n\nNo se surpreendam com ste atrevido conselho\nde lhes indicar um livro de psicologia\nzoolgica, como meio de preparao\npedaggica.\nH grandes afinidades entre a psicologia\ndos animais superiores e a das crianas e sobretudo\n a estas duas psicologias, a zoolgica\ne a infantil, que , quando no\nindispensvel,\npelo menos mais necessria a prtica\ndos mtodos da psicologia objectiva. Num dos\nmelhores e mais modernos livros de psicologia\npedaggica, o de\nThorndike,\nnotvel\nprofessor\nde psicologia pedaggica numa escola de mestres,\ntm um livro cheio de estudos interessantes\nde psicologia zoolgica sbre a\ninteligncia\ndos animais, estudada pelos meios da\npsicologia experimental; e o afamado e emrito\npsiclogo suisso, cujo nome j vai sendo\nbanal citar entre ns, o Professor\nClaparde\ndisse, ao publicar o programa do Instituto de\nScincias da Educao de Genebra:\nPara\nser completa uma escola de scincias da\neducao\ndeveria possuir um servio anexo...,\n[22]\nquero dizer, um laboratrio de psicologia\nanimal...\n\n\n\nAdestrar um animal, regular-lhe a conduta,\n aprender muitas vezes a ensinar uma criana.\nAlgumas vezes, por isso, recorrerei, se as\ncircunstncias o permitirem, a alguns exerccios\nde psicologia animal, para lhes esclarecer\numa ou outra questo psicotcnica\npedaggica.\n\n\n\nO exame objectivo das reaces ser o\nescopo\nprincipal do meu curso. Curso prtico de\npsicologia objectiva podia bem ser o ttulo a\ndar-lhe. Psicologia objectiva no quere porm\ndizer, que seja exclusivamente um curso de\npsico-fisiologia, como muitos podem supor. A\npsico-fisiologia  apenas uma parte da psicologia\nobjectiva, aquela em que se estudam as\nvariaes fisiolgicas,\nprpriamente ditas, que\nacompanham ou condicionam os fenmenos\nmentais. As reaces exteriorizam-se\ntambm\npor outras frmas, que no podem\nsmente\nser estudadas pelos mtodos da fisiologia.\nO estudo das reaces provocadas por certos\nreagentes mentais  um verdadeiro estudo\npedaggico. Outra cousa no  a maior\nparte das vezes o estudo dos chamados\ntests,\ncomo  por exemplo o dos\ntests para a medida\nda inteligncia, de que por certo j tm\nouvido\nfalar e talvez tenham j visto descritos.\n\n\n\nA psicologia experimental ser talvez ainda\nprefervel  psicologia objectiva, porque a\npsicologia\nexperimental atinge tambm o estudo\nintrospectivo dos fenmenos mentais, o seu\nestudo directo, e ste h-de-nos ser preciso\nquando se tratar do estudo da psicologia do\n[23]\nprofessor, da psicologia de quem ensina, porque\no ensino no depende s da psicologia do\neducando, mas tambm da do educador, e bom\n que ste aprenda a saber examinar-se, a estudar\nas reaces que o aluno e a escola nele\ndeterminam para examinar a sua aptido, e\na corrigir vcios de reaco, que\nso por vezes\ncausa de graves perturbaes escolares.\nNo \ns o aluno anormal que perturba a classe, \no professor anormal,  o que no se adapta\n\nprofisso,  o que no a sabe\npraticar, por\nfalta de cultura ou por falta de\nintuo.\n\n\n\nNo aluno professor poder-se h com vantagem\npraticar a psicologia experimental subjectiva.\nA psicologia experimental no  apenas\na psicologia objectiva, repito. E a propsito\nlembrarei as palavras do fisiologista francs\nProf. Ch. Richet:\nA\nobservao interior constitui\numa psicologia de observao tam fecunda,\ntam legtima, como a psicologia a mais experimental\nque se possa imaginar. Os factos\nassim adquiridos pelo estudo do eu\ntm tanto\nvalor como os fenmenos fisiolgicos registados\nnos laboratrios pelos mtodos mais\naperfeioados\nda tcnica contempornea.\n\n\n\nApesar de tudo, porm, o nosso curso ser\nprincipalmente um curso de tcnica objectiva,\nporque le visa, primeiro do que tudo, o estudo\npsicolgico do educando e porque  minha\nteno, mesmo quando se trate da\nprtica da\npsicologia subjectiva, recorrer a ela apenas\ncomo um auxiliar da psicologia objectiva. A\npropsito recordo os dizeres do grande\nBinet:\nEm nossa opinio, diz le,\nno  preciso procurar\n[24]\nlimitar e simplificar as respostas do indivduo\nem experincia,  preciso, pelo\ncontrrio,\ndeixar-lhe a plena liberdade de exprimir\no que sente, e mesmo convid-lo a expressamente\nse observar de perto durante o decurso\nda experincia; esta maneira de proceder tem\na vantagem de no restringir a\ninvestigao\nao crculo da idea preconcebida: podem-se\nconstatar muitas vezes factos novos e no previstos,\nque muitas vezes tambm permitem\ncompreender o mecanismo dum certo estado\nde conscincia.\n\n\n\nCom felicidade, pois, se chamou Curso prtico\nde psicologia experimental ao curso de\ntcnica psicolgica desta Escola, criado pelo\nSr. Ministro de Instruo, Prof. Dr.\nAlfredo de\nMagalhes, cujo nome deve merecer sempre\na\ntodos ns, desta Escola Normal, uma grata homenagem,\npela ateno que lhe merecemos e\npelo entusiasmo, apaixonado entusiasmo e energia,\ncom que procurou instalar e proteger a\nnova Escola. O curso prtico, e acentuo a palavra\nprtico, de psicologia experimental ser\numa maneira de logo, desde o incio da\nfreqncia\nda Escola Normal, habituar o futuro\nprofessor, a sentir-se professor, a despertar-lhe\ne trenar-lhe a aptido, a p-lo em contacto\nreal, directo, concreto com a massa que tem\nde trabalhar, com a sublime argila que tem\nde moldar: a alma tal qual ela .\n\n\n\nTrabalhar a alma da criana com alma e\ncom arte, com arte e com acrto, com acrto e\ncom scincia, tal  o nosso escopo.\n\n\n\nA psicologia que havemos de praticar, ser,\n[25]\nmais uma vez o digo, de carcter principalmente\nobjectivo, no s pela dificuldade, se\nno impossibilidade, do exame subjectivo no\nmeio e com os indivduos que temos de trabalhar,\nno s porque o exame objectivo\nconstiti\numa frma excelente de fazer a\neducao\nscientfica do aluno professor, de dar-lhe\nhbitos\nde observao e experincia\nextrospectivos\nou melhor exteriores, essenciais  arte de educar,\nmas tambm porque em psicologia, pode-se\ndizer, que o que mais importa ao educador\nso os actos psquicos, os fenmenos\nmentais\nde que introspectivamente se tem menos conhecimento.\n\n\n\nEm psicologia pedaggica o sub-consciente\nvale mais que o consciente. E mesmo quando\nao educador compete regular o comportamento\ndo adulto, quando ao educador compete fazer\nreeducao, compete-lhe principalmente examinar\no sub-consciente, porque  nele que se\nguarda a fra que a experincia\nanterior gerou\ne que regula e influi, por vezes, mais do\nque nenhuma, no comportamento do indivduo.\n\n\n\nA conduta  principalmente governada\npelo sub-consciente e neste tem tanta influncia\na infncia, o que ela foi em cada um, que\nquando a fadiga ou a doena perturba o exame\nintrospectivo e a fiscalizao, censura e\ngovrno, que por meio dele podemos exercer\nnos nossos actos,  a mentalidade infantil que\naparece, se exterioriza e nos revela, tal como\nfomos e no ntimo somos.\n\n\n\nUma escola de psicologia h at, que hoje\n[26]\nj invadiu a filosofia, a medicina e a pedagogia,\nque assenta tda no estudo do sub-consciente\ne particularmente na pesquisa das impresses\nque nele gravou a vida sexual. Refiro-me\n\npsico-anlise, de\nFreud e seus\nsequazes,\nque, apesar dos ataques violentos que\ntem sofrido, mormente depois da declarao\nda ltima guerra (mais talvez por xenofobia do\nque por outra cousa), contm muito de verdade.\nTirado o que h de mstico, de escabroso\ne de exagerado no seu pansexualismo, a psico-anlise\npode e deve ser conhecida pelo educador.\nE, para terminar com estas referncias \nquesto da importncia do consciente e do\nsub-consciente em educao, lembrarei a\nj\nbanalizada definio de Gustavo\nLe Bon: A\neducao  a arte de fazer passar do\nconsciente\npara o inconsciente. A\nreeducao, essa\n muitas vezes o trabalho oposto, digo eu, o\nde trazer do inconsciente ao consciente, para\ntransformar e depois voltar a tornar inconsciente.\n\n\n\nA educao, na idea de\nBacon,  o\nconjunto\ndos hbitos adquiridos na infncia. A\nreeducao\n muitas vezes a correco\ndsses hbitos;\nmas tanto em educao como em\nreeducao\nh que aproveitar a Natureza, porque ela,\nainda segundo Bacon,\nno se governa, seno\ndeixando-a governar, conhecendo-a, aproveitando-a,\nseguindo-a.\n[27]\n\n\n\nMeus Alunos:\n\n\n\nA arte de educar, como logo no princpio\neu disse,  a arte de regular a conduta presente\ne futura do educando, e a psicologia experimental,\nde escpo pedaggico,  a psicologia\nque pela experincia ensina a conhecer as\ncausas, o mecanismo da conduta do indivduo\nou da classe a educar.\n\n\n\nPsicologia experimental  qusi pedagogia\nexperimental. E no imaginem que esta pedagogia\nexperimental  menos do que a outra,\nporque no tem em conta os ideais, a parte\npoltica, religiosa, social, a finalidade da\neducao.\nNo.\n\n\n\nO Ideal quando no  factor da\naco, \nproduto da aco, ou as duas cousas ao mesmo\ntempo, factor e produto da experincia pessoal,\ne o que ns vamos aprender  a arte de\nestudar prticamente, experimentalmente, os\nfactores e o mecanismo da aco, ou melhor\ndas reaces do indivduo sujeito\n influncia\ndos meios, isto , ainda a parte prtica,\nexperimental,\nutilitria, debaixo do ponto de vista\neducativo, que talvez melhor do que psicologia,\nse poderia chamar,  maneira de\nBechterew,\na reflexologia\npedaggica, e nela bem\npodemos estudar o valor, a aco e a\nformao\ndos ideais.\n[28]\n\n\n\nCom isto declaro aberto o Curso prtico de\npsicologia experimental, que neste semestre\nser essencialmente um curso de propedutica,\ndestinado ao estudo das noes preliminares\ne fundamentais de anatomia, fisiologia e psicologia,\nque mais importam \npsico-tcnica...\n\n\n\nDisse.\n\n\n\n15-III-919.\n\n\n\n\n\nO PSO DO CORPO DA CRIANA[3]\n\n\n\nMeus Alunos\nSenhoras e Senhores\n\n\n\nQuiz um pouco o acaso que o pso do corpo\nda criana fsse o tema da minha\nltima lio.\nO fim do ano, como sabeis, veio-nos surpreender\nnum ponto ainda atrasado do programa a\nque me obrigra: o estudo dos mtodos da\npedologia\nsomtica, particularmente da pedometria\ne com ela o dos principais caractres mtricos\nda criana. O pso do corpo da criana\nter que ser o tema da lio de\nencerramento\ndo meu curso dste ano. E, embora parea o\ncontrrio, talvez no pudesse encontrar melhor\ntema para encerrar o concurso.\n\n\n\nA lio de abertura que vos li foi, como\n[30]\ndevia ser, uma lio-programa e uma\nlio-promessa.\nNa lio de encerramento que vou ler-vos\ntambm, procurarei fazer com que ela seja\no que deve ser uma lio de encerramento:\numa lio em que at certo ponto se\nrecapitulem\nas noes principais expostas durante o\ncurso, uma lio-concluso, e uma\nlio em que\nse procure provar a realizao de algumas das\npromessas que se haviam feito na lio inicial.\n\n\n\nA criana  fundamentalmente um ser humano\nem via de crescimento;  um homem ou\numa mulher em via de formao. A sua principal\nfuno  crescer, procurando atingir a\ngrandeza que a hereditariedade lhe destinou e\nalcanar o equilbrio morfolgico e\nfisiolgico\ndo adulto, que constitui a perfeio do ser.\nRespeitar o crescimento, a lei natural do crescimento,\n o principal dever do educador, e\ntda a educao se tem de subordinar a\nesta\nquesto de medida: no perturbar\na lei natural\ndo crescimento.\n\n\n\nO pso no cresce como deve ser? Diminui,\npra, aumenta de mais ou de menos? Um problema\nse pe. O regimen de vida ou de\neducao\nprovavelmente no  o que convm.\nModifique-se\ne observe-se, por exemplo por meio\nda balana, a influncia das\nmodificaes. A\nbalana guia a higiene, e na higiene assenta a\neducao. Por isso, com razo dizia eu\nno Congresso\nda Liga Nacional contra a Tuberculose,\nem 1907, e o repetia no Congresso Pedaggico\ndo ano passado: O problema escolar \nessencialmente\num problema mtrico.\n\n\n\nMas mesmo que a medida do pso e sobretudo\n[31]\na da sua evoluo no servisse, como\nserve, para julgar da sade e do estado da\nnutrio da criana e por\nle aferir o valor do\nmeio em que a criana vive e dos meios educativos\nde que se serve quem dela cuida, mesmo\nque o estudo das variaes do pso\nno\ntivesse grande significao para os educadores,\nainda assim, como muitas vezes vos tenho dito,\nvaleria a pena ensinar o professor a pesar a\ncriana. Mais do que uma vez, na realidade,\nvos tenho afirmado que uma das vantagens\ndo ensino da pedologia aos futuros professores\nest e\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 32072 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Ferreira, António Aurélio da Costa \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Apr 20, 2010 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: Portuguese \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Ferreira, António Aurélio da Costa,1879-1922 \/ eBook \/ Portuguese","offer_id":43219748323485,"sku":"gb-32072-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/32072.jpg?v=1671532571"},{"product_id":"the-school-and-society-gb-53910","title":"The School and Society","description":"\u003cp\u003e\u003cb\u003eThe School and Society - Being three lectures\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThe three lectures presented in the following\r\npages were delivered before an audience of\r\nparents and others interested in the University\r\nElementary School, in the month of April of\r\nthe year 1899. Mr. Dewey revised them in\r\npart from a stenographic report, and unimportant\r\nchanges and the slight adaptations necessary\r\nfor the press have been made in his absence.\r\nThe lectures retain therefore the unstudied character\r\nas well as the power of the spoken word.\r\nAs they imply more or less familiarity with\r\nthe work of the Elementary School, Mr. Deweys\r\nsupplementary statement of this has been added.\nA second edition affords a grateful opportunity\r\nfor recalling that this little book is a sign of the\r\ncoperating thoughts and sympathies of many\r\npersons. Its indebtedness to Mrs. Emmons\r\nBlaine is partly indicated in the dedication.\r\nFrom my friends, Mr. and Mrs. George Herbert\r\nMead, came that interest, unflagging attention to\r\ndetail, and artistic taste which, in my absence,\r\nremade colloquial remarks until they were fit to\r\nprint, and then saw the results through the press\r\nwith the present attractive resulta mode of\r\nauthorship made easy, which I recommend to\r\nothers fortunate enough to possess such friends.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 53910 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Dewey, John \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Jan 7, 2017 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: English \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Dewey, John,1859-1952 \/ eBook \/ English","offer_id":43231112462493,"sku":"gb-53910-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/53910.jpg?v=1672069132"},{"product_id":"die-schopferische-pause-gb-55999","title":"Die schöpferische Pause","description":"\u003cp\u003e\u003cb\u003eDie schöpferische Pause\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAlles was der berlieferung wert erscheint, ist entweder Gekonntes\r\noder Gewutes. Jede berlieferung hat die Absicht,\r\ndie Jngeren zu ihrer eigenen schpferischen Leistung und\r\nzur eigenen liebenden Weisheit zu fhren. Wer zu solch eigenem Knnen,\r\neigenem Lieben, eigenem Wissen kommen will, mu zunchst einmal das\r\nWerkzeug seines Lebens in die Hand bekommen. Er mu seinen ererbten\r\nund durch die Umstnde bedingten Krper sich zu eigen machen. Und dies\r\nkann nur geschehen, wenn der Mensch diesen seinen Krper einmal wirklich\r\ngesprt hat. Nur in einer gnstigen Stunde wird das sein knnen. Diese\r\nStunde wird eine Stunde der Bewegtheit sein. Das Lebendige wird dann\r\nals das Schwingend-Bewegte im eigenen Krper gesprt werden. Wer\r\neinmal so in sich das Leben gesprt hat, ahnt, da diese innere Bewegung\r\ngesetzmig verluft, da die Schwingungen dies es selbst gelebten Einzellebens\r\nAbwandlungen des allgltigen Lebensgesetzes darstellen, des\r\nobersten Gesetzes, das in der sichtbaren wie der unsichtbaren Gesamtnatur\r\nherrscht und Aufbau und Abbau, Spannung und Entspannung,\r\nKraft und Schwche in rhythmischer Folge miteinander wechseln lt.\n\u003cb\u003e ......Buy Now (To Read More)\u003c\/b\u003e\u003c\/p\u003e\u003ch3\u003eProduct details\u003ch3\u003e\u003c\/h3\u003e\n\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eEbook Number\u003c\/b\u003e: 55999 \u003cbr\u003e\u003cb\u003eAuthor\u003c\/b\u003e: Klatt, Fritz \u003cbr\u003e\u003cb\u003eRelease Date\u003c\/b\u003e: Nov 19, 2017 \u003cbr\u003e\u003cb\u003eFormat\u003c\/b\u003e: eBook \u003cbr\u003e\u003cb\u003eLanguage\u003c\/b\u003e: German \u003cbr\u003e\u003c\/p\u003e","brand":"booksdeli.com","offers":[{"title":"Klatt, Fritz,1888-1945 \/ eBook \/ German","offer_id":43236789616797,"sku":"gb-55999-ebook","price":9.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/products\/55999.jpg?v=1672244529"},{"product_id":"spark-brilliance-for-educators-ignite-engage-and-transform-your-classroom-9781962341653","title":"Spark Brilliance for Educators: Ignite, Engage, and Transform Your Classroom","description":"\u003cp\u003e\u003cstrong\u003eBuilt for teachers. Backed by research. Bringing lasting change to classrooms.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eTeachers don't just deliver lessons-they ignite potential. Yet, in today's classrooms, \u003cstrong\u003eburnout is rising, student engagement is slipping, and many educators feel like they're running on empty.\u003c\/strong\u003e What if there was a way to re-energize teachers, spark motivation in students, and create a school culture where everyone thrives?\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eSpark Brilliance for Educators brings \u003cstrong\u003eproven, research-backed leadership strategies\u003c\/strong\u003e into the classroom, giving teachers a scalable, actionable system to measurably reduce teacher burnout while improving student engagement, attendance, and teacher retention\u003cstrong\u003e.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eIn this book, you'll discover how to: \u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStrengthen student motivation, connection, and participation\u003c\/li\u003e\n\u003cli\u003eReduce burnout and create a culture of trust and collaboration\u003c\/li\u003e\n\u003cli\u003eUse science-backed techniques to build resilience and engagement\u003c\/li\u003e\n\u003cli\u003eFoster a classroom where every student-and teacher-can thrive\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eWith insights from \u003cstrong\u003eindependent university research studies\u003c\/strong\u003e and real-world success stories, Spark Brilliance for Educators \u003cstrong\u003eisn't just another book-it's a movement.\u003c\/strong\u003e Whether you're a teacher, school leader, or advocate for education, this book will \u003cstrong\u003ereignite your passion, transform your approach, and give you the tools to make an impact that lasts.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eReady to transform your classroom?\u003c\/strong\u003e The spark starts here.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Jackie Insinger,Monica White\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Spark Universe Media\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 05\/06\/2025\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 238\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.71lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 9.00h x 6.00w x 0.54d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781962341653","brand":"booksdeli.com","offers":[{"title":"Jackie Insinger \/ Paperback \/ English","offer_id":47279047082141,"sku":"9781962341653","price":31.97,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_90e7d742-58f7-45be-a2b2-6d660560d32d.jpg?v=1759863552"},{"product_id":"behavior-support-strategies-for-education-paraprofessionals-9781419696121","title":"Behavior Support Strategies for Education Paraprofessionals","description":"Education paraprofessionals are often tasked with handling a variety of challenging behaviors. Paraprofessionals provide inclusion supports to students with special needs, and act as extra staff in classrooms for students with emotional and behavioral difficulties. Paraprofessionals are often asked to monitor hallways, buses and playgrounds and perform a variety of other important duties that require skill in preventing and managing behavior. This book is designed to teach paraprofessionals important concepts and best practices for handling behaviors. This book covers the following: \u003cp\u003e\u003c\/p\u003eThe book begins with a discussion of how to understand challenging behavior. This book takes the perspective that behaviors are a result of critical skill deficits in social and emotional skills and can be understood from a perspective of their function for the student. \u003cp\u003e\u003c\/p\u003eNext, this book covers the importance of positive, proactive and collaborative methods for addressing behavior. A central theme of this book is for staff members to move away from reactive, disciplinary methods that stress consequences and contingencies to methods that help students address the underlying needs evidenced by their behavior. \u003cp\u003e\u003c\/p\u003eA complete review of many different types of behavior management skills, when to use them, how to use them (along with sample dialogue) is provided. This chapter helps the paraprofessional develop a variety of interventions for different students and situations. \u003cp\u003e\u003c\/p\u003eDe-escalation skills with sample dialogue are also provided to help paraprofessionals learn how to work with students who are emotionally escalated and potentially violent. \u003cp\u003e\u003c\/p\u003eThe book provides an in-depth discussion of personal\/professional boundary dilemmas when working with students. This includes a definition of six types of professional boundaries, and ways to respond to student boundary violations. \u003cp\u003e\u003c\/p\u003eThe last chapter is devoted to helping paraprofessionals understand common disability categories and psychological diagnoses and debunk some of the myths associated with them. \u003cp\u003e\u003c\/p\u003eThis book is written especially for education paraprofessionals (often called paraeductors, teacher's aides, educational assistants, or para pros.) 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She is a former classroom teacher and school administrator with more than 40 years of experience in curriculum, instruction, and assessment. She is an internationally recognized leader in applying the concepts of cognitive rigor, depth of knowledge, and learning progressions to the design and development of state and school-based curriculum and assessment systems. An expert in multiple content areas, she specializes in the design and use of performance-based assessments for preK-12 students.\u003c\/p\u003e\u003cp\u003eAt the Center for Assessment in Dover, New Hampshire, Hess led the development of multistate K-12 standards and designed general and special education large-scale state assessments. Previously, she worked as New Jersey's State Director for Gifted Education, a program evaluator for the Vermont Mathematics Project, and a developer and editor of K-8 performance tasks for \u003cem\u003eScience Exemplars\u003c\/em\u003e (www.exemplars.com). She has provided technical expertise to EL Education, Renaissance Learning, the Mathematics Advisory Team for Achieve3000, and the Critical Thinking Advisory Team for Mentoring Minds, as well as to the World-Class Instructional Design and Assessment (WIDA) consortium in revising the 2020 English Language Development (ELD) Standards Framework.\u003c\/p\u003e\u003cp\u003eHess has authored or coauthored more than a dozen education books. Most recently, she authored \u003cem\u003eA Local Assessment Toolkit to Promote Deeper Learning\u003c\/em\u003e (Corwin, 2018), codeveloped Benchmark Education's \u003cem\u003eReady to Advance\u003c\/em\u003e curriculum for prekindergarten (2019), and coauthored, with Rose Colby and Dan Joseph, \u003cem\u003eDeeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts\u003c\/em\u003e (Corwin, 2020).\u003c\/p\u003e\u003cp\u003eIn her work with schools, Hess provides practical, classroom-tested tools and in-depth guidance for implementing competency-based educational systems and strategies to enhance deeper learning for every student.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003ci\u003eThis title is not returnable\u003c\/i\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Karin Hess \/ Paperback \/ English","offer_id":47279522087069,"sku":"9781416631644","price":58.34,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_c720a56a-49af-4fc6-9541-6f3d14b3408b.jpg?v=1759872146"},{"product_id":"fostering-resilient-learners-strategies-for-creating-a-trauma-sensitive-classroom-9781416621072","title":"Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom","description":"\u003cp\u003e\u003cstrong\u003eWinner of the 2017 Association of American Publishers Golden Lamp Judges award.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eIn this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching.\u003c\/p\u003e\u003cp\u003eGrounded in research and the authors' experience working with trauma-affected students and their teachers, \u003cem\u003eFostering Resilient Learners\u003c\/em\u003e will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you\u003c\/p\u003e \u003cul\u003e \u003cli\u003eUnderstand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom.\u003c\/li\u003e \u003cli\u003eBuild strong relationships and create a safe space to enable students to learn at high levels.\u003c\/li\u003e \u003cli\u003eAdopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles.\u003c\/li\u003e \u003cli\u003eHead off frustration and burnout with essential self-care techniques that will help you and your students flourish.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003eEach chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. 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Kristin has a Master of Arts degree in counseling psychology from Gonzaga University and a Bachelor of Science degree from Santa Clara University. She is an assistant director at Washington State University's Child and Family Research Unit (CAFRU) in the CLEAR Trauma Center. Kristin also serves as an adjunct faculty member for the Masters of Counseling Psychology Program at Gonzaga University. Kristin is an expert in understanding the impact of trauma on individuals and families and has provided consultation and training on this topic to education and human services systems for more than 20 years.\u003cb\u003e\u003ci\u003eHall, Pete:\u003c\/i\u003e\u003c\/b\u003e - Pete Hall currently serves as a speaker, an author, and a professional development agent for schools and districts across the globe. 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He formerly served as the Assistant Director of School Redesign at a high school in Southeast, D.C., where he was responsible for leading and reimagining what Social Emotional Learning looked like within an inner-city community.His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education. McClure has extensive knowledge and expertise in mental health, social emotional learning, and behavior.McClure has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African-American boys. He has designed and implemented school-wide initiatives such as SEL, restorative practices, MTSS, and trauma responsive practices. As a result of this work, his school recently won the 2019-2020 Whole Child Award.McClure has presented across the country as a panelist, featured speaker, and keynote speaker. 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Follow her on Twitter @drkelsiereed and Instagram @dr.kelsiereed. She also runs a social justice advocacy Instagram page @sassy4socialjustice.","brand":"booksdeli.com","offers":[{"title":"Byron McClure \/ Paperback \/ English","offer_id":47280984260765,"sku":"9781956512243","price":50.45,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_bfd952b1-8ae9-485b-9ea8-9e95e23563e2.jpg?v=1759925532"},{"product_id":"positive-mindset-habits-for-teachers-10-steps-to-reduce-stress-increase-student-engagement-and-reignite-your-passion-for-teaching-9780998701943","title":"Positive Mindset Habits for Teachers: 10 Steps to Reduce Stress, Increase Student Engagement and Reignite Your Passion for Teaching","description":"\u003cp\u003eDo you dream about\u003cstrong\u003e increased student engagement\u003c\/strong\u003e and more \u003cstrong\u003eeffective classroom management\u003c\/strong\u003e? 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The little stone that was cut out by no human hand is destined to strike that image of vanity and piety on its feet of iron and clay and become in its place a Rock that fills the whole earth; the true image and likeness of God, restored and revealed in ordinary human life. (Daniel 2:32-35) My sincere desire is that my message will accurately unveil the mystery of Christ in its most complete context: You! 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Lang\u003c\/b\u003e is an education writer and a former professor of English and director of the D'Amour Center for Teaching Excellence at Assumption University. He is the author of three previous books on higher education teaching and learning: \u003ci\u003eSmall Teaching\u003c\/i\u003e, \u003ci\u003eCheating Lessons\u003c\/i\u003e, and \u003ci\u003eOn Course\u003c\/i\u003e. He is also a longtime monthly columnist for the \u003ci\u003eChronicle of Higher Education\u003c\/i\u003e. He lives in Worcester, Massachusetts.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"James M. 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These strategies include: \u003cp\u003e\u003c\/p\u003e - Ten ways to practice mindfulness during recess duty\u003cbr\u003e - Guided journaling to celebrate what's working in your classroom\u003cbr\u003e - Daily routines to keep you in the present moment\u003cbr\u003e - Quick practices for self-regulation during a conflict situation\u003cbr\u003e - Sentence stems to encourage internal dialogue and positive self-talk \u003cp\u003e\u003c\/p\u003eWhether you're a special education teacher, paraprofessional, speech pathologist, counselor, or any type of educator, this book offers a guide to becoming not only a social-emotional role model for students but a better, healthier teacher.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Sarajane Herrboldt\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Ulysses Press\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 03\/02\/2021\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 224\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.75lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 9.00h x 6.00w x 0.70d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781646040827\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eSaraJane Herrboldt is a former public school teacher and district coordinator for ELD programming, K-12. 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