Читать книгу Riding the Wave - Jeremy S. Adams - Страница 14

This book is designed to be actionable and convenient. Its structure centers on the five concentric circles of pivotal teacher relationships (see figure I.1 page 5), with each part of the book focusing on one key relationship. The content throughout is intended to inform—and drive the behavior of—educators of all kinds, but the language and prompts are naturally geared toward classroom teachers, who are involved in all the relationships represented by the concentric circles. Many teachers will find all five parts relatable; however, some parts or chapters might not apply to every teacher. Therefore, readers may use each part independently from the others. For example, if teachers want to learn about self-care, they can refer to part 1 and don’t necessarily need to read about combating the tensions that erupt between teachers and administrators in part 4. On that note, because administrators are key players in the relationships that part 4 covers in depth, this part is unique in that some recommendations are written with them in mind and directed at them specifically—so administrators will not want to skip it.

Each of the five parts is divided into two chapters. The first chapter in each part will answer the question, Why is there tension in this relationship? I will describe the nature of the problem teachers are encountering, demonstrate the problem’s impact on teacher relationships, and explain why it is important to address. Each of these chapters includes multiple Notice the Wave prompts that invite the reader to pause for a moment and consider a particular issue in light of the information that I’ve presented.

While the first chapter of each part might seem overwhelming, with its enumeration and discussion of challenges, negative statistics, and various hurdles, readers should continue on, as the second chapter of each part will uplift, inspire, and comfort. That is, the second chapter is devoted to finding practical solutions to the problems that I’ve outlined; it offers detailed, research-based suggestions that can improve classroom teachers’ chances of thriving amid change and finding or rediscovering meaning and purpose in their careers. This is where the book will lay out actionable guidelines for teachers, and each strategy will feature a Ride the Wave prompt that asks readers to tangibly articulate and record their thoughts and plans for the next steps through checklists, tables, graphic organizers, and written responses.

Note that strategies and Ride the Wave action pieces are designed to be intensely practical to those who are actively using this text to help address the problems associated with constant change. However, while each strategy or Ride the Wave is intended to facilitate practical assistance, it is not necessary for readers to engage each prompt in order to maximize the utility of the overall text. Teachers are free as classroom practitioners to pinpoint which problems, strategies, and action pieces are relevant to their specific troubles. In other words, each piece serves a purpose independently of the others. While I believe in the efficacy of the designed activities, they are not collectively more useful than when done on a one-by-one basis.

Finally, each chapter in the book will have a brief summary section that, for each why chapter, sums up the challenges or, for each how chapter, reminds us just what we can achieve now that we’re armed with this knowledge and versed in the personal and collaborative fixes.