eBook

There’s an  eBook (or is it e-book) based on some of the stories about teaching from this blog. It’s free or 0.99c, depending on your Amazon account.

There’s also an audio version of the first two sections of the book here and here.

11 thoughts on “eBook

    1. Partway through that year, they put all the overage kids together in a class called “8 Plus,” that was supposed to motivate them to work harder. (It didn’t work, of course.)
      In my other 7th grade class, there was a goofy and totally crazy 16 year old (one time he hopped up onto his desk and then ran across the room on top of everybody’s desks, and then leapt onto the demonstration bench at front) who claimed to be dating a 20-year-old college student. He said she had threatened him that if he wasn’t out of 7th grade by the time she graduated college, she was calling it quits.

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      1. I get 0.35 out of every dollar (so far, I’m at about “two cappucinos” worth of earnings.) You can select a higher royalty, but you have to charge more, which seemed silly, especially given how short the book is.

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      1. When reading the book, one thought consistently came into my head. The blogger instapundit says that government policy tries to support the signs of middle class values, rather than middle class values, because that’s all it really has control over. To describe this in detail, I mean that patience, intelligence, hard work, quality parenting, and a little luck lead to being in the middle class, of which is signaled by a house, graduating college, and living in a decent neighborhood. Since government can’t inculcate patience, intelligence, hard work, or good parenting, it will instead reverse the causal arrow and support college degrees for everyone and homeownership for all, as if that CAUSES middleclassness rather than the other way around. In the process, they actually make it MORE difficult for those with middle class values to obtain the symbols of middleclassness when the policy backfires, such as the ballooned cost of a college degree and the housing bubble.

        And secondly, your stories feed into my general feeling that millions of years of evolution that give boys a bias for action, means that trying to make them into girls who are more content with non-action and to passively sit classrooms inevitably leads to poor outcomes for male youth.

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      2. I’d agree with both of those: that a lot of school is a sort of “cargo cult” that waves sticks in the air in the hopes that a plane full of success will land, and that it’s really hard to see boys becoming more successful at our current vision of school.

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  1. With your iron law about endless and overlapping policy reforms distorting our ability to pick out what independent variable work, and with your Alice in Wonderland post showing that we are at the same spot we were, what, 20 years ago, despite all the sturm and drang, I ask then what can actually be done to improve our schools? Should we even do anything? Your post about the all American high school notes that we as a society seem comfortable with the trade-offs that keep our schools mediocre, despite our platitudes about “fixing education”. Education policy is not my strong suite, I kinda handwave towards a free market approach, but as you note, these can be good or bad depending on who’s doing it and where.

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