Overview

The pressures of our job as teachers are enormous. Often time-poor, overworked and underappreciated, we must also manage complex relationships with students, parents, and colleagues. These are human problems -- and human problems require human solutions. Gratitude Practices for Teachers is a guide for educators and leaders navigating the daily challenges of teaching. Far from recycling simplistic gratitude platitudes, Dr Kerry Howells and Dr Jo Lucas offer a series of deep gratitude practices educators can use straightaway to create meaningful change. With chapters addressing problems such as exhaustion, toxic staff relationships, perfectionism and angry students, this book is a go-to guide to support educators through everyday difficulties. Whatever your challenges are right now, discover how you can grow your resilience, nurture robust and respectful relationships, and replenish your joy and passion for education by practising deep gratitude.

Full Product Details

9781923116085

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Reviews

"“It is a book that helps us both appreciate and embrace every day, no matter what.” - Dr Helen Street, Founder and Chair, The Positive Schools Initiative, Australia “Thoughtful, insightful and practical, Gratitude Practices for Teachers, is a must-read book for teacher educators, teacher students and all teachers working in schools. This is a book for any educator striving for understanding gratitude in everyday life challenges; it all starts with your inner attitude.” - Solveig Cornér, PhD, Teacher education programme, Faculty of Educational Sciences, University of Helsinki, Finland “The timing of this publication could not be better. Bringing practical ""next day in the classroom"" ideas, it helps us all hone our gratitude practices for better outcomes for everyone in schools.” - Bonnie Jeffrey, Network Leader for School Principals, Department for Education, Children and Young People, Tasmania, Australia"

"'As educators we face a raft of challenges. This guide to the practical application of deep gratitude doesn't promise to solve the systemic problems that teachers are increasingly facing throughout the world, but it does provide a glimmer of light, focusing on what we can influence immediately: ourselves and our perspectives.' Warren Brompton, Primary school teacher, Canberra, Australia 'It is a book that helps us both appreciate and embrace every day, no matter what.' Dr Helen Street, Founder and Chair, The Positive Schools Initiative, Australia 'Thoughtful, insightful and practical, Gratitude Practices for Teachers, is a must-read book for teacher educators, teacher students and all teachers working in schools. This is a book for any educator striving for understanding gratitude in everyday life challenges; it all starts with your inner attitude.' Solveig Cornér, PhD, Teacher education programme, Faculty of Educational Sciences, University of Helsinki, Finland 'The exploration of gratitude practices for teachers is a truly transformative journey, skilfully delving into the immense power of expressing gratitude. The authors captivate us with their heartfelt narratives, resonating deeply and mirroring my own personal encounters.' Jessica Power, Beginning teacher, New South Wales, Australia 'The timing of this publication could not be better. Bringing practical ""next day in the classroom"" ideas, it helps us all hone our gratitude practices for better outcomes for everyone in schools.' Bonnie Jeffrey, Network Leader for School Principals, Department for Education, Children and Young People, Tasmania, Australia 'More than ever, our schools need gratitude roaming the hallways, cheering in the stands, and giving commencement speeches. This requires nurturing and supporting those on the front line: teachers. Gratitude Practices for Teachers does this via a practical, science-based approach.' Jeffrey Froh, Professor of Psychology, Hofstra University, United States. Co-author of Making Grateful Kids and Thrive 'In this book, Kerry and her co-author Jo, show us how gratitude is a gentle yet strong thread for restoring our relationships and I recommend it to teachers at all levels of education.' Professor Ruth Shimmo, Head of School, Tallinn University, Estonia 'I found myself frequently nodding along as I read, and mentally earmarking sections to use in my discussions with student teachers and early career teachers for whom I am responsible. It has also encouraged me (as a teacher of nearly 30 years' service!) to reflect and attempt to reset my work boundaries.' Victoria Allen, Head of Oriental Languages, Secondary school, England This book is very special. It will empower all who read it.' John Hendry, OAM, Co-Founder of Positive Education and creator of Relationship based Education, Australia 'Relationships matter in a school landscape. Kerry and Jo's research and insights into the power of gratitude around physical, emotional and social wellbeing, and highlighting its importance in building and maintaining relationships, will be extremely helpful for teachers and school leaders.' Gail McHardy, Chief Executive Officer, Parents Victoria Inc, Australia 'If you are an early childhood teacher, this book is for you too! The challenges of teaching in an early childhood education and care environment are complex and as teachers we sometimes feel more and more stretched by the call on our expertise, particularly in this post pandemic world.' Rebecca Hand, Director Early Childhood Education, Early Childhood Management Services, Victoria, Australia"

Author Information

Dr Kerry Howells is an award-winning educator and author with over 25 years of experience in researching, teaching and practising gratitude. Kerry has published several academic papers regarding the importance of gratitude in teaching, learning and leadership, and is passionate about continually finding new ways to apply gratitude to life's challenges. She is also well known for her recent book, Untangling you: How can I be grateful when I feel so resentful? which has won several international awards. Dr Jo Lucas is currently a teacher in the Big Picture Academy at Hobart City High School, Tasmania. Jo has worked as a classroom teacher for seventeen years in both primary and secondary settings. Jo has combined this role with her work as an educational researcher, pre-service teacher-educator and mentor for beginning teachers.

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