ACEL Book of the Week

10 Mindframes for Visible Learning: Teaching for Success
10 Mindframes for Visible Learning: Teaching for Success
by John Hattie & Klaus Zierer

ONLY $29.99 For a Strictly Limited Time

The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role.

In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success.

These include:
- thinking of and evaluating your impact on students’ learning;
- the importance of assessment and feedback for teachers;
- working collaboratively and the sense of community;
- the notion that learning needs to be challenging;
- engaging in dialogue and the correct balance between talking and listening;
- conveying the success criteria to learners;
- building positive relationships.

These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge.

This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximise success.
Better Than Carrots or Sticks: Restorative Practices for Pos
Better Than Carrots or Sticks: Restorative Practices for Pos
Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management

Authors - Dominique Smith, Nancy Frey and Douglas Fisher

Classroom management is traditionally a matter of encouraging good behaviour and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehaviour among themselves, positive results are longer lasting and more wide reaching. In Better Than Carrots or Sticks, long-time educators and best-selling authors Dominique Smith, Douglas Fisher and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioural issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to

establish procedures and expectations for student behaviour that encourage the development of positive interpersonal skills
develop a non-confrontational rapport with even the most challenging students
implement conflict-resolution strategies that prioritise relationship building and mutual understanding over finger-pointing and retribution.

Rewards and punishments may help to maintain order in the short term, but they’re at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching and constructive environments built on collective respect and focused on student achievement.
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