Freedom to LearnThis is the text that championed a revolutionary approach to education that changed the way we teach our children. Now, in the Third Edition, its challenging the status quo with twenty years of evidence that defies current thinking. Five exciting new chapters focus on issues of importance now and in the future - learning from children who love school; researching person-centered issues in education; developing the administrators role as a facilitator; building discipline and classroom management with the learner; and person-centered views of transforming schools. Freedom to Learn, Third Edition is written in the first person, with two goals in mind - to aid the development of the minds of children and young persons, and to encourage the kinds of adventurous enterprises being carried out daily by dedicated, caring teachers in creative classrooms and supportive schools throughout the nation. *Use of a first-person narrative-a technique pioneered by Carl Rogers in the first edition of Freedom to Learn-personalizes text coverage, and gives prospective teachers a real feel of communicating with an expert about what is really needed in the classroom. *Case studies and interviews illumina |
Contents
CHAPTER | 3 |
Schools That Love Kids | 11 |
Concluding Remarks | 21 |
Copyright | |
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achieve activities administrators adults approach arts asked Aspy attitudes become began behavior Bob Ferris Carl Rogers Center chapter child classroom climate cooperative learning course create creative curriculum dents develop discipline discussed evaluation excitement experience facilitator of learning feel felt FL group Freedom to Learn Freiberg give goals grade high school Houston HSPVA human ideas important individual interaction interest interpersonal interpersonal relationships interview involved Jim Stuckey kids Lao Tzu learner learning communities learning environment live meaning meet ment Milby High School O'Farrell opportunity Orleans Free School parents percent person Prescott College Preston County principal problems questions realize relationship responsibility rience role self-directed share social talk teachers and students teaching things tion trust University of Houston values