Valuing and Educating Young People: Stern Love the Lyward Way
Jessica Kingsley Publishers, 2006 - 159 pagina's
George Lyward had a gift for working with disturbed young people, and the therapeutic community he ran earned an international reputation for its success in rehabilitating adolescents who were excluded from school. Valuing and Educating Young People explains Lyward's ideas on education and emotional development, and shows how his methods are relevant to contemporary practice. Valuing and Educating Young People advocates learning through conversation and describes how education can be an enriching process that raises young people's self-esteem if approached with patience and fun. It offers advice on providing discipline and maintaining control without overreacting to misbehaviour, and on how to establish an atmosphere of respect and encouragement. Jeremy Harvey shows how Lyward's creative approaches offer valuable lessons for teachers trying to reach challenging students and for all professionals involved in groupwork with adolescents.
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A.S. Neill achieve adolescence adult allowed asked attention become behaviour Bishop Fox's Born Yesterday boy's boys Buntingford Chapter child classroom conversation create creative D.H. Lawrence discipline Emanuel School emotional readiness encourage exams expected experience feel felt Finchden Manor form of hospitality Freman College GCSE George Lyward George Rickey getting girl give happened Harcourt Harold Nicolson hopes included keep learned to wait lesson lives look Lywardian Marie Stubbs mentee mentor nourishing parents play poem Prickett pupils re-education realized relationships relaxed respite response Richard Church rience Robin Rowan Williams Salter self-esteem self-harming sense Shakespeare someone staff stage Stubbs talk taught teacher teaching Tenterden therapeutic community things thought Tim Brighouse Tina tion tional trust wanted Wharton wish World Education Fellowship writing wrote young person youngsters
Pagina 9 - ... taught me how different knowing is from being able to make others know. Nay, they taught me the more valuable lesson still, how different knowledge which can be produced to an examiner is from knowledge which knows itself, and understands its own life and growth. There I learnt the great secret of St Augustine's golden key, which, though it be of gold, is useless unless it fits the wards of the lock.
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