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	<title>School of Educators &#187; Book Reviews</title>
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	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>How to talk so kids will listen,and how to listen so kids will talk</title>
		<link>http://schoolofeducators.com/2011/10/how-to-talk-so-kids-will-listenand-how-to-listen-so-kids-will-talk/</link>
		<comments>http://schoolofeducators.com/2011/10/how-to-talk-so-kids-will-listenand-how-to-listen-so-kids-will-talk/#comments</comments>
		<pubDate>Wed, 19 Oct 2011 17:56:55 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Book Reviews]]></category>
		<category><![CDATA[Parents]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2708</guid>
		<description><![CDATA[How to Talk so Kids Will Listen and Listen so Kids Will Talk ~~~~~~~~~~~~~~~ By: Adele Faber &#38; Elaine Mazlish ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The following is a summary of the key points offered by Adele Faber and Elaine Mazlish in the above titled book. It may be helpful to read the entire book for more examples and clarification. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Parents often automatically deny their child’s feelings by saying something like “Oh, you don’t really feel that way”, “You can’t be tired, you just had a nap”, or “You’re not hot! It’s cold; wear a sweater”. This can confuse and enrage kids, teaching them that they do not know what they are feeling, and not to trust themselves. You can put yourself in your child’s shoes by asking yourself “What if I was a child who was tired, hot, angry, etc, and I wanted an important adult in my life to know how I felt?” &#160; To Help Children Deal with Their Feelings: Listen quietly and with your full attention Acknowledge the child’s feelings with a word such as “oh”, “hmm”, or “I see” Give the feeling a name: “That sounds frustrating” or “You sound really angry” Give the child her wishes in a fantasy: “I wish I had 100 cookies to give you!” &#160; Children need to have their feelings accepted, respected, and acknowlaged-not agreed with. A few words of acceptance can soothe feelings and dramatically change your child’s mood. &#160; The attitude in which you talk to your children is as ...]]></description>
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		<title>Rich Dad Poor Dad</title>
		<link>http://schoolofeducators.com/2010/07/rich-dad-poor-dad/</link>
		<comments>http://schoolofeducators.com/2010/07/rich-dad-poor-dad/#comments</comments>
		<pubDate>Fri, 30 Jul 2010 03:42:04 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Book Reviews]]></category>
		<category><![CDATA[book review]]></category>
		<category><![CDATA[children]]></category>
		<category><![CDATA[Finance]]></category>
		<category><![CDATA[kids]]></category>
		<category><![CDATA[rich dad poor dad]]></category>
		<category><![CDATA[school]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2243</guid>
		<description><![CDATA[Well, it had to happen sometime. After stirring up a hornet’s nest the last time I discussed Robert Kiyosaki, it somewhat became inevitable that I would review his very well known personal finance book, Rich Dad, Poor Dad. This book has been inspirational to many people, but the book seems to have produced as many critics as champions. What about me? As I write this review, I’m reading this book for the third time. I thought it might be insightful to immediately mention the first two times I read the book and my reactions following the reading. The first time I read the book, I felt inspired. I wanted to run out and start following some of the ideas in the book, but what I found is that you can’t just merely run down to the “courthouse steps,” spend five hours, and come away with $60,000 in cash, I became really disillusioned. I eventually ran into John T. Reed’s lengthy negative analysis of RDPD and was almost shocked at the level of criticism of the book, and with that criticism, I read the book a second time and concluded that the book was a waste of time. It was shortly after this second reading that I was requested by a reader to write up my thoughts on the author, who has written a large number of similar books. So what kind of book would cause such a strong shift in opinion? Rich Dad, Poor Dad is basically what I would ...]]></description>
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		<title>Volume 3 Month 4 Day 11- Writing Book Reviews</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-11-writing-book-reviews/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-11-writing-book-reviews/#comments</comments>
		<pubDate>Sun, 11 Apr 2010 03:45:54 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Book Reviews]]></category>
		<category><![CDATA[book review]]></category>
		<category><![CDATA[writing book reviews]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2075</guid>
		<description><![CDATA[A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book&#8217;s purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation.   There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review.   The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used.  1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc.), price and ISBN.  2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions:  a. Why did the author write on this subject rather than on some other subject?  b. From what point of view is the work written?  ...]]></description>
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		<title>Volume 3 Month 1 Day 2- Book Review &#8216;Governance of School Education in India&#8217;</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-2-book-review-governance-of-school-education-in-india/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-2-book-review-governance-of-school-education-in-india/#comments</comments>
		<pubDate>Sat, 02 Jan 2010 09:03:08 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Book Reviews]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1910</guid>
		<description><![CDATA[Governance of School Education in India; Edited by: Marmar Mukhopadhyay and R. S. Tyagi; First Published in: July 2001; Published by: National University of Educational Planning and Administration, New Delhi; List Price: Rs. 500 (Hardbound); Pages: 340       The book ‘Governance of School Education in India’ is an edited publication of National University of Educational Planning and Administration. It has been edited by Marmar Mukhopadhyay and R S Tyagi. The book brings together significant contributions from thirteen authors who are educationists, experts, planners and professionals in Education. The book is a well-intended attempt to examine the implications of the changes occurred in Indian education system from time to time as a consequence of the reports of Educational Commissions, Committees and the National Policies on Education. The book is based on the comparative analysis of different aspects of educational administration in different States/UTs. It provides a successful  analysis of the policies, programmes, rules, statutes and acts that constitute educational governance in India in order to address the existing gaps in the area of Educational administration, Management, Policy and Planning in India. The book provides a complete picture of the school education system in India since post independence period. It throws light on the different stages of development of the education system in India. It shows how the post independence period have come up with various commissions, committees, policies and programmes that have brought tremendous changes in our education system. Along with a focus on the positive interventions of these reports, statutes, ...]]></description>
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		<title>Volume 2 Month 12 Day 23- Book Review</title>
		<link>http://schoolofeducators.com/2009/12/volume-2-month-12-day-23-book-review/</link>
		<comments>http://schoolofeducators.com/2009/12/volume-2-month-12-day-23-book-review/#comments</comments>
		<pubDate>Wed, 23 Dec 2009 04:35:08 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Book Reviews]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1841</guid>
		<description><![CDATA[BOOK REVIEW   Author: Brahm Norwich; Book: Dilemmas of Difference, Inclusion and Disability-International Perspectives and Future Directions; ISBN: 978-0-415-39847-3 (pbk); Published in 2008; Publisher: Routledge; Publication Place: USA and Canada; List Price: $44.95; Pages: 228   The book ‘Dilemmas of Difference, Inclusion and Disability’ is a well-intended attempt to examine the theoretical and empirical aspects about dilemmas of difference as they apply to education and specifically to the area of disability. The book is written by Brahm Norwich,who is a professor of Educational Psychology and Special Education Needs at the University of Exeter, UK. Based on his interest in policy and practice dilemmas in special and inclusive education, Norwich has considered wider policy dilemmas of an ideological nature in the book. Though there has been some work that deals with the concept of dilemmas of difference in making sense of the special and inclusive education policy and practice matters, this is a unique book that focuses specifically on dilemmas of difference in a particular aspect of education. What is novel about this book is that the author has examined the theoretical ideas relevant to dilemmas of difference from philosophical, political, sociological, historical, psychological, and educational perspectives. The book draws the readers’ attention towards the basic dilemmas and tensions particularly in inclusive education, disability and special educational needs that remain neglected and unattended. Author has pointed out that inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provisions for, ...]]></description>
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