NLP at Work has led me to many different countries and experiences and, most of all, an ability to choose how I live my life. NLP; Neuro Linguistic Programming is a way of studying how we do what we do, especially when we do things that are outstanding. The difference that makes the difference is the strapline, and that difference is invariably some unconscious, intuitive act – often rooted in how we think and what we believe. I have sought to present both the tools to study in this kind of way and some of the results of that – the techniques that can be discovered with NLP.
I am an NLP teacher and this book expresses all that I believe to be important about teaching and life. This is not a description of techniques but an inner journey to discover how to have the identity and integrity of a teacher whose teachings come from the heart. I quote, "When my students and I discover new uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning life of the mind – then teaching is the finest work I know." And that approach and the way it is written about here is a metaphor for life. Profound truth, vulnerability, connectedness, not knowing, fearful heart... all these and more. This is how teaching should be. Books I love are filled with my post-it notes and this one is overflowing with them.
Wisdom that's been inspiring, motivating, and guiding teachers for two decades
The Courage to Teach speaks to the joys and pains that teachers of every sort know well. Over the last 20 years, the book has helped countless educators reignite their passion, redirect their practice, and deal with the many pressures that accompany their vital work.
Enriched by a new Foreword from Diana Chapman Walsh, the book builds on a simple premise: good teaching can never be reduced to technique. Good teaching comes from the identity and integrity of the teacher, that core of self where intellect, emotion, and spirit…
I’m a British neuroscientist and writer who’s been using computers to study the brain since 1998, and writing about it since 2016. How I ended up a neuroscientist is hard to explain, for my formative years were spent devouring science books that were not about the brain. That’s partly because finding worthwhile books about the brain is so hard – few delve into how the brain actually works, into the kinds of meaty details that, for example, Hawking offered us on physics and Dawkins on evolution. So I wrote one to solve that problem; and the books on my list are just that too: deep, insightful works on how the brain does what it does.
The authors hilariously claim in their acknowledgements that this is a short book. It is not. Instead, it is a volume that explains ten key principles of why brains work the way they do, from why they do so much computation with chemistry to the irreducible smallness of a brain’s components. A densely argued, fiercely detailed book, not one for the faint of heart – but one that has pride of place on the shelves of many neuroscientists, mine included.
Two distinguished neuroscientists distil general principles from more than a century of scientific study, “reverse engineering” the brain to understand its design.
Neuroscience research has exploded, with more than fifty thousand neuroscientists applying increasingly advanced methods. A mountain of new facts and mechanisms has emerged. And yet a principled framework to organize this knowledge has been missing. In this book, Peter Sterling and Simon Laughlin, two leading neuroscientists, strive to fill this gap, outlining a set of organizing principles to explain the whys of neural design that allow the brain to compute so efficiently.
I sometimes describe myself as a stealth Zen teacher working in the business world. I've founded and been CEO of three companies, including the Search Inside Yourself Leadership Institute, a company I helped create and launch inside of Google's headquarters. I'm an executive coach and consultant to CEOs and leaders in the corporate and non-profit worlds. Prior to my business career I was a resident of the San Francisco Zen Center for 10 years. I'm the author of 5 books.
Though written more than 30 years ago, I continue to return to it for solid business, entrepreneurial, and life advice.
Peter Senge's theories can help businesses to clarify their goals, to better understand threats, and to recognize new opportunities. He introduces leaders and managers to a new source of competitive advantage, and offers an empowering approach to work.
Mastery of Senge's five disciplines enables managers to overcome their obstacles to growth and creates new futures for them and their companies. The five disciplines are drawn from science, spiritual wisdom, psychology, cutting-edge management thought, and Senge's own work with top corporations that employ his methods.
One of the seminal management books of the past 75 years, The Fifth Discipline is an international multi-million-copy bestseller. Written in an engaging and accessible way, with diagrams and illustrations, it will change the way you think and therefore way you and your team grows and develop. In the long run, the only sustainable source of competitive advantage is your organisation's ability to learn faster than its competitors....
'Senge explains why the learning organization matters, provides an unvarnished summary of his management principals, offers some basic tools for practicing it, and shows what it's like to operate under this system.…
I’m a veteran teacher, instructional coach, and speaker. I’ve dealt with the bull crap and beauty of education for a decade and a half. As such, I’m dedicated to helping educators find their love of this work, even amidst the struggles. I’m a columnist for Education Leadershipand host of the Educator Happy Hour podcast. I travel all over the world to help teachers and school leaders learn the science of well-being so they can be at their best in order to give their best, even on full-moon, post-holiday, “WIFI crashed” days of student chaos.
Alright, alright. There should be at least one book that actually helps with the practiceof 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.
The more you know about the brains of your students, the better you can be at your profession. Brain-based teaching gives you the tools to boost cognitive functioning, decrease discipline issues, increase graduation rates, and foster the joy of learning. This innovative, new edition of the bestselling Brain-Based Learning by Eric Jensen and master teacher and trainer Liesl McConchie provides an up-to-date, evidence-based learning approach that reveals how the brain naturally learns best in school. Based on findings from neuroscience, biology, and psychology, you will find:
I’m a psychologist in Los Angeles specializing in helping people identify their blind spots and break the cycles of their past by retraining their mindset about the future. I developed a new treatment called Future Directed Therapy and I’ve been helping people build better lives for over 15 years. I’m very passionate about empowering my clients to find practical skills and tools for taking charge of their emotional health and achieving the things they want in life. I recommend these books to my clients on a regular basis and find inspiration in them for my own blog Living Forward which I write as a featured expert for Psychology Today.
I’m always saying to my clients, “Everything in life comes with a user manual these days except your brain.” That is, until Jim Kwik wrote his book Limitless. People often feel distressed when they aren’t able to make their brain do what they want it to do, such as focusing, remembering old things, or learning new things. This book translates into a useable form, what neuroscience has shown us is how our brains work. With this book it is now possible to make your brain work for you. If you have a brain, you should not be without this book.
For the last 25 years, Jim Kwik has helped everyone from celebrities to CEOs to students improve their memory, increase their decision-making skills, learn to speed-read and unleash their superbrains.
In Limitless, readers will learn Jim's revolutionary strategies and shortcuts to break free from their perceived limitations. They'll learn how to supercharge their brains with simple, actionable tools to sharpen the mind, enhance focus and fast-track their fullest potential.
The book is organized into four sections: Mindset, Motivation, Meta-Learning and Mission. Readers will discover the myths they've been told about their IQ, abilities and skillset; understand why learning matters; learn…
I’ve been meditating for thirty years, leading meditations with students for the last decade, and most recently working with teachers to explore how they can deepen the experiences of their students by engaging in their inner lives. This work, as well as my own experiences in the classroom as an educator, makes the topic ideal for me to explore and share more about.
This was one of the last pieces Merton wrote before his life was cut short in 1967 and I believe that he outlined both the problems with education in the modern world as well as a possible solution in an accessible way. I often go back to the first chapter in this work as a foundation for my own understanding of teaching and learning. It is truly inspiring!
A posthumously published collection of Merton’s essays and meditations centering on the need for love in learning to live. “Love is the revelation of our deepest personal meaning, value, and identity.” Edited by Naomi Burton Stone and Brother Patrick Hart.
Erica Komisar is a licensed clinical social worker, psychoanalyst, and parent guidance expert who has been in private practice in New York City for over 30 years. A graduate of Georgetown and Columbia Universities and The New York Freudian Society, Ms. Komisar is a psychological consultant bringing parenting and work/life workshops to clinics, schools, corporations, and childcare settings. She is a contributor to The Wall Street Journal, The Washington Post, and The New York Daily News. She is a Contributing Editor to The Institute For Family Studies and appears regularly on Fox and Friends and Fox 5 News.
This is the seminal book on the field of neuropsychobiology, the coming together of the four fields of psychoanalysis, attachment theory, epigenetics, and neuroscience to promote the understanding of the critical nature of the first 3 years of a baby’s life and the role that mothers play in that regulation and the emotional security of the baby.
During the past decade a diverse group of disciplines have simultaneously intensified their attention upon the scientific study of emotion. This proliferation of research on affective phenomena has been paralleled by an acceleration of investigations of early human structural and functional development. Developmental neuroscience is now delving into the ontogeny of brain systems that evolve to support the psychobiological underpinnings of socioemotional functioning. Studies of the infant brain demonstrate that its maturation is influenced by the environment and is experience-dependent. Developmental psychological research emphasizes that the infant's expanding socioaffective functions are critically influenced by the affect-transacting experiences it has with…
I am the Fletcher Jones Professor of Economics at Pomona College. I started out as a macroeconomist but, early on, discovered stats and stocks—which have long been fertile fields for data torturing and data mining. My book, Standard Deviations: Flawed Assumptions, Tortured Data, and Other Ways to Lie with Statistics is a compilation of a variety of dubious and misleading statistical practices. More recently, I have written several books on AI, which has a long history of overpromising and underdelivering because it is essentially data mining on steroids. No matter how loudly statisticians shout correlation is not causation, some will not hear.
A biting quip in the debate about whether computers are on the verge of surpassing (or have already surpassed) human intelligence is, “It is not that computers are getting smarter but that humans are getting dumber.”
In the same spirit, Nichols argues that “These are dangerous times. Never have so many people had access to so much knowledge, and yet been so resistant to learning anything.”
People are now exposed to more information than ever before, provided both by technology and by increasing access to every level education. These societal gains, however, have also helped fuel a surge in narcissistic and misguided intellectual egalitarianism that has crippled informed debates on any number of issues. Today, everyone knows everything; with only a quick trip through WebMD or Wikipedia, average citizens believe themselves to be on an equal intellectual footing with doctors and diplomats. All voices, even the most ridiculous, demand to be taken with equal seriousness, and any claim to the contrary is dismissed as undemocratic elitism.…
I am a graduate of Williams College and Princeton University and now a professor and former dean of arts and letters at the University of Notre Dame. As dean, I learned that too many of Notre Dame’s students were majoring in business. Invariably, when I asked them about their rationale, they would confess that their favorite courses were in the arts and sciences. They might have followed their passions, I thought, if they and their parents had a deeper sense of the value of a liberal arts education, so I wrote this book to answer their questions and give them justified confidence in the value of liberal arts courses.
When I was an undergraduate, I prepared for exams by reviewing my notes and books. When I was a graduate student, I prepared for exams by thinking through possible questions and answering them in my head.
Which was the best strategy? Brown et al. make clear that self-testing is best.
Testing yourself involves active learning and effortful learning, which are far more likely to stick. The book draws on empirical research to help students (and adults) understand how best to learn.
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.
Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights…
Of all my university courses, the one that had the greatest impact on me was called "Informal Logic." Accurate, but misleadingly dry and academic. One of the assignments in that course—and the one I remember most, of all my university assignments—was to prepare a "Crapbook": a collection of ten bits of crap—ads, arguments, whatever—that were full of crap (essentially, incorrect reasoning/logical fallacies). I loved it. So when, twenty years later, I was hired by a small university to teach Critical Thinking …
Most people are led through life by their feelings. Feelings are fine, they enrich our lives, but as the sole guide for making decisions, they fall short. Ruggiero, a huge name in critical thinking, starts from this point, the point of being led by our feelings. And that alone makes this a very good guide to critical thinking.
This succinct, interdisciplinary introduction to critical thinking successfully dares students to question their own assumptions and to enlarge their thinking through the analysis of the most common problems associated with everyday reasoning. The text offers a unique and effective organization: Part I explains the fundamental concepts; Part II describes the most common barriers to critical thinking; Part III offers strategies for overcoming those barriers.
