Psychology in the Classroom

Carly Neighbour, Primary School Teacher, Oxfordshire I agree with the author's opening statement that Over the past few years there has been a rapid growth of interest in how psychology can be used in schools as part of the learning process. From cognitive aspects such as memory to non-cognitive skills like resilience, teachers are hungrier than ever to understand how psychological research can inform their classroom practice. I think that having a book such as this which contains evidence-based research and, more importantly, tools to apply to the classroom, would be very useful. I think that it would appeal to any school looking to improve the resilience of their students. I believe that school is as much about developing children as individuals as it is about academic achievements and teachers need practical ways to do this. The fact that the book contains relevant research and evidence of success is important in proving that the ideas/concepts work and should help to motivate staff by enabling them to see the benefits of the approaches. The fact that this book is written by experts in the field of Psychology who are also classroom practitioners is a major strength. I like the structure of it, in that it contains research, evidence and practical ways to implement the subject matter. Another important feature is that it is accessible to people without a background in Psychology - this is a major strength as it needs to be accessible in this way. Laura Williams, Secondary History Teacher, Oxfordshire and author of Edexcel A Level History texts. I believe that there is a real need for this book. Recently, many teaching and learning `gimmicks' have been introduced without empirical foundations (or without these foundations being stated explicitly). As a teacher, this can feel very frustrating: we are encouraged to develop enquiring minds in our students, and yet are asked ourselves to accept assertions about the teaching and learning process. This book will empower teachers, not only with a greater understanding of the process of learning, but also with the resources necessary to adapt and develop their own practice to meet the needs of their students. The principal markets will be teachers, school leaders and other education professionals (e.g. those delivering PGCE courses). I think that it could appeal internationally, but mainly to those teachers working in education systems with values similar to those in the British system. In addition, it would be good to include information on specific educational challenges relating to different periods of childhood. For example, do hormonal changes during adolescence have an impact on students' experience as leaners. [Yes!] Do you recommend that we should publish this book? Yes. I think this is a very exciting proposal. ã Mark Healy, organiser of ResearchEd Scotland, Depute Headteacher and psychology teacher at St Andrews High School, Coatbridge, Scotland This book will help reframe the legitimate ways in which a lay understanding of psychology can have an immediate and real effect in classroom learning and teaching pedagogy. Understanding that teaching is also learning is vital to this process of credible teacher development. As such, this book, written by two authors who have both credibility and expertise, is vital in reframing our understanding of how psychology is key to understanding learning in our schools. It combats the more `snake oil' type consultants who jump on the zeitgeist band wagon and promote themselves as consultants in psychology when they merely keep a `PowerPoint or page' in front of their audience. Plus, the expert knowledge of the authors means they can deconstruct complex psychological constructs into accessible and readily understood and practical information and knowledge. This point is key; teachers want practical and theory, not just theory and being able to highlight the link in simple and accessible terms, with immediate real classroom applications is vital. This book will in my opinion bridge the gap of being overly theoretical as the authors have such deep knowledge and expertise, combined with real life and an immediacy of understandings of a teachers `daily lives'. It most definitely will have a massive appeal in the UK, working in tandem with teacher grassroots movements, such as Research Ed, but also will be able to be showcased at Teachmeets, conferences and Learning Festivals, such as the world's largest Education Festival at Wellington College. In addition, the use of social media platforms, such as twitter and Facebook, can help its international appeal. This book is written by two very well respected and credible authors. They have presented at national conferences, written Curriculum course books and their own academic backdrop and expertise in Psychology provides ample evidence of what we call in psychology, expert and legitimate social influence. In lay man's terms, they know what they are talking about and the appeal to buy the book is linked closely to this feeling in peoples' minds (schema in Psychology. As the phrase goes. It does what it says in the tin and that is exactly what the title and contents page supports and projects. I would most definitely advocate the publication of this book.