The best books to make teaching suck a little less

I was an angsty, trouble-making, “pain in the ass-essement” of a student. A mischief maker. A frequenter of the principal's office. Then junior year, I find myself at a rummage sale holding a book with a cheesy, smiley Buddhist on the cover about happiness. Maybe it was curiosity (or what I’d later realize was depression) but I felt I had to buy the book. No book has changed my life more.

Co-written by H. H. the Dalai Lama and psychiatrist Dr. Howard C. Cutler, this book is a pragmatic, down-to-earth exploration of how our thoughts – our reactions to hardships – can shape our well-being. Not preachy, nor touchy-feely, this book can explain how to acknowledge the challenges of life while taking our happiness into our own actions. If you’re going to suffer (and in teaching, you will suffer), why not take a masterclass on how to find happiness within the hardship?

Focus. Managing others. Decision-making. Absorbing data. These are just a few of the daily battles educators face – each of which is explored in detail in this book. Normally I’m skeptical of the “self-helpy” titles, which so often are all attention getter and little supporting detail. But Duhigg is a beast of a journalist. 

This book reads like a novel but is heavily backed with support – expert interviews, research, and footnotes upon footnotes. I earmarked and annotated the heck out of this one, each chapter sending my mind wild with new lenses and ideas for education. Pick this one up and get your highlighter ready.

Another happiness book!? Okay, if a philosophical book on the “art” of happiness isn’t your cup of Tibetan tea, then how about the science of happiness? Dr. Martin Seligmann is considered the founder of positive psychology – a movement to understand not just what’s wrong with people but what’s right. 

Though Seligman has written a few books over the decades on the research of well-being, I think Authentic Happiness is the best introduction to the many studies helping us find more meaning, engagement, and joy. My favorite part is that Seligman seems like a “natural grouch” – like a guy who didn’t want to believe in positive psychology but couldn’t ignore the robust research showing that we can change our well-being. Reading this is like chatting with the gruff, 40-year-teaching-veteran who is chock full of stories, wisdom, and insights to look at and live life differently.

Our well-being is largely within our influence. But that doesn’t mean context doesn’t matter. Too often the burden of burnout is placed on the shoulders of educators; the reality is that burnout is made worse by unhealthy working conditions. This book will reassure you that burnout is not your fault, while giving you ideas on what schools need to make conditions better.

Moss does a great job breaking down decades of burnout research to help any reader realize the specifics of their burnout and what the biggest culprits are. Read this to feel affirmed. Then ninja-sneak it onto your principal’s desk as required reading.

Alright, alright. There should be at least one book that actually helps with the practice of teaching. And this is the one. Countless books admonish specific programs and practices, chock full of the fanciest edu-buzz words. But rarely do they discuss why a strategy works based on the science of human cognition and development. Even less frequently do they back the why with multiple peer-reviewed studies. 

Jensen and McConchie combine an absurd level of nerd as researchers and veteran educators. This book and its predecessors helped me gain a deep understanding of why a strategy worked (or how to make it work), whether it was something new or something tried-and-true. The job of a teacher is to mold human brains. We should probably know everything we can about how those brains work.