98 books like The Courage to Teach

I love this book, a classic from the 1960s, for its humanity and how much this young, inexperienced teacher cares about her students. She is pretty much thrown into the NYC public schools and struggles to stay afloat.

The book, written as a novel, is actually a collection of discarded scraps of paper from the classroom wastebasket—notes, doodles, memos, hall passes, student complaints. The young teacher expresses age-old dilemmas teachers face:  “Am I making a difference? Do I get through? Do they care? Do they understand how much I care?”  

This was the first story theory book I read and it was hugely influential on me, because it is probably the definitive work in terms of a formulaic, structural approach to story.

This book gave me a depth of knowledge of the traditional approach to story theory, but also a clear understanding of how people in the film industry are going about their work today. It is all wrong, in my opinion, but it is also the truth of what is going on.

It is wrong because a story does not begin with structure. A story begins in the mind, and a structure arrives later once the story is present. This book set me on my journey to find an alternative to structure.

The opening paragraph contains these words, "Do you feel you have made the best of your genetic endowment?" Most people, in my experience, say ‘no’ to that. What a waste and what a price to pay as you age if you are not taking care of yourself in a way that lets you move and live in a state of freedom. I have studied Feldenkrais for many years and the awareness I have gained allows me to recognise what I am doing to myself both good and bad. The answers to this freedom are simple yet elusive as the title suggests. As Moshe Feldenkrais says, "If you know what you are doing, you can do what you want." This book is a powerful foundation for the practice of Feldenkrais and learning how to overcome difficulties, pain, and anxiety to move and live with grace and freedom in the way you… show more.

Learning Provocative Therapy with Frank Farrelly over many years changed my life. Well, more truthfully it enabled me to release the humour and directness that is so very characteristic of the culture of my upbringing in Liverpool. I had studied NLP for several years when I met with Frank and he took ‘coaching and therapy’ to an entirely new level in a shockingly different way. There is very little written about this (I plan to address this in a future book!) and I do have a chapter on this approach in my own book. 'To provoke a healing response' - that is how Frank described it. He could also have added to provoke the truth, laughter, and learning. This book is a history of how this approach evolved inevitably filled with stories of the powerful results that this achieved. This can certainly contribute to growing to any age disgracefully (and… show more.

Cycling is my passion and my nemesis. The pain that top cyclists must experience is beyond my comprehension. What drives them to succeed and what drives them to drugs is so remarkably explained in this book by David Millar. This is such a frank and honest autobiography; David Millar recounts the story from the inside, "I doped for money and glory in order to guarantee the continuation of my status." Many years on from his arrest, Millar is clean and reflective and holds nothing back in this account of his dark years. And Millar is now a commentator each year on the Tour de France and his knowledge not only of cycling but also of France and his attention to the details of what is happening is remarkable. This quality of truth and awareness shines through and ultimately has been his saviour. This is a chance to read how this… show more.

I adored this book. I think every teacher should be given this book just to feel that although you might shut the door to the outside and be alone in the classroom with your students, you are not alone in what you face. This book convinced me that I needed to write my own teaching memoir. 

McCourt (author of Angela’s Ashes) and his sense of humor and creativity at times get him into trouble but eventually endear him not only to the students but also to the school administration. I might not have agreed with everything he described, but I was overwhelmingly delighted with his approach and his great rapport with his students. 

I love how the epigraphs set the tone. “I cannot teach anything; I can only make them think” (Socrates) and “It’s not the broken dreams that break us, it’s the ones we don’t dare to dream.” Connecticut high school science teacher Andy Bramante not only has his students dream, but he also shows them how to put foundations under these dreams.

In this book, a journalist describes an amazing teacher who gives the students freedom to research for science fairs and celebrates independent learning. With humor and kindness, Andy truly changes their lives and shows us we’re capable of so much if given the opportunity and trust. The book made me feel good about what a teacher can do and led me to remember great teachers in my own life.

I loved this book because of the issues it raises: should you bring social problems into the classroom, or should it be a sheltered enclave? When I started teaching, we were told to keep sex, politics, and religion out. But is this correct? The editor of this collection thinks no—There are so many important issues that young people need to grapple with: hate speech, violence against women, and war. How can you deal with them?

The author/editor believes that teachers have a responsibility to engage students in respectful discussions. The book features various teachers’ voices on how they have handled current issues and discussions. I love how these teachers show their caring side by wanting to help teenagers make sense of their lives.

Among professors of education of our time, Lee Shulman stands out as a thinker, a speaker, and the adviser and role model of scores of excellent researchers and practitioners.

Shulman is primarily a writer of powerful essays. The educational world is fortunate that this volume collects his best thinking and writing. I wish that every teacher and every researcher would read and absorb Shulman’s vision of good education.

The title clearly outlines the premise of the book, and it delivers what it promises.

Although these essays are related to teaching and learning music, the overarching principles are applicable to the development of any skill. Duke challenges any approach that would promote difficult over beautiful, or fast over meticulous, championing music teaching itself as an art.

We’ve read this book dozens of times, used it as a text for classes over the past 25 years, and included it on every suggested reading list that has anything to do with teaching and learning. If a reader takes time to deeply consider the messages in this book and put the recommended strategies into practice, the efficiency and effectiveness of every lesson will improve.