By Thomas Armstrong Ph.D.
"Every pupil is a genius," pronounces writer Thomas Armstrong, and an educator's most crucial task is to find and nurture the "genius traits" that every one scholars have been born with yet that can not be visible. Urging readers to seem past conventional understandings of what constitutes genius, Armstrong describes 12 such traits: interest, playfulness, mind's eye, creativity, ask yourself, knowledge, inventiveness, energy, sensitivity, flexibility, humor, and pleasure. He cites study in quite a few fields that helps this broader knowing of genius and explains how impacts in the house, the preferred media, and the college itself "shut down" the genius in scholars. Combining considerate insights and useful info, Armstrong deals guiding rules to aid educators wake up genius within the classroom--beginning with awakening the genius in themselves. Readers will locate dozens of steered actions and worthwhile assets to supply "genius reports" and create a "genial weather" within the school room. additionally, feedback for extra examine on the finish of every part offer beginning issues for private mirrored image and progress. because it celebrates the capability brainpower ready to be unlocked in study rooms all over, Awakening Genius within the lecture room conjures up educators to examine their scholars from a unique standpoint and to reinvigorate their educating with a brand new feel of pleasure and danger. the outcome, Armstrong concludes, might expand some distance past the study room and remodel not just our faculties, however the complete global.
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Extra resources for Awakening Genius in the Classroom
Literature in this area does exist and in fact thrives in many parts of education and psychology. However, it remains for practitioners and researchers to collect and frame these experiences into an organized body of work that reflects the 12 qualities of genius or some similar framework. A number of anecdotal accounts provide examples of how the dimensions of genius are expressed. Piaget’s work certainly bears mention since his careful observations of children and adolescents, beginning with his own offspring, hold a central place in the literature of child development and education.
Glorification of violence), and less than admirable role models (see above). Children and adolescents thrive in this media-fed popular culture that extols not the most creative, the most joyful, or the most wise individuals (those who manifest genius in its many forms), but those who are often the sleaziest, the rottenest, and the most devious among us. This causes our students’ inner genius (which craves the inspiration of positive role models and uplifting themes and ideas) to go into hiding.
It has to do with you. And not you as an educator, but you as a human being. If you wish to spark the hidden light of genius that lives in every one of your students, you must first find and (re)light that spark in yourself. More than 40 years ago, Arthur Jersild wrote a book entitled When Teachers Face Themselves (1955). ), their task of teaching will be very difficult. Even further back, in the 1920s, German educator Rudolf Steiner (1982) said very much the same thing: “What kind of school plan you make is neither here nor there; what matters is what sort of person you are” (p.
Awakening Genius in the Classroom by Thomas Armstrong Ph.D.