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Read Rafe Esquith's posts on the Penguin Blog.
The New York Times bestseller that is revolutionizing the way Americans educate their kids-"Rafe Esquith is a genius and a saint" (The New York Times)
Perhaps the most famous fifth-grade teacher in America, Rafe Esquith has won numerous awards and even honorary citizenship in the British Empire for his outstandingly successful methods. In his Los Angeles public school classroom, he helps impoverished immigrant children understand Shakespeare, play Vivaldi, and become happy, self-confident people. This bestseller gives any teacher or parent all the techniques, exercises, and innovations that have made its author an educational icon, from personal codes of behavior to tips on tackling literature and algebra. The result is a powerful book for anyone concerned about the future of our children.
- Sales Rank: #40593 in Books
- Brand: Penguin Books
- Published on: 2007-12-18
- Released on: 2007-12-18
- Original language: English
- Number of items: 1
- Dimensions: 7.80" h x .50" w x 5.10" l, .82 pounds
- Binding: Paperback
- 243 pages
- Great product!
From Publishers Weekly
Starred Review. Esquith might be the only public school teacher to be honored by both Oprah Winfrey and the Dalai Lama; he is the only school teacher ever to receive the president's National Medal of the Arts. For the past 25 years, Esquith has taught fifth graders at Hobart Elementary in central Los Angeles. Like most progressive educators, Esquith is outraged by the tyranny of testing, the scripting of teaching under "No Child Left Behind" and the overwhelming bureaucratization of the education industry. Still, he's done wonders with the basic curriculum—developing a hands-on arts program, a money-management curriculum and a sports-based statistics unit. Esquith and his Hobart Shakespeareans are world famous for the rock opera they create every year. Throughout each school day, Esquith teaches life skills: how to think about problems, how to plan a strategy to solve them and, most important, how to work together and be nice to each other. While his goals are inspiring, he's also practical—most chapters include affordable, how-to directions for a variety of his most effective classroom activities; he's even got a few tips for revamping those inescapable "test prep" sessions. (Jan.)
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Review
"Esquith is a modern-day Thoreau, preaching the value of good work, honest self- reflection, and the courage to go one's own way."
-Newsday
"Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith's fifth-grade class."
-Time
"The most interesting and influential classroom teacher in the country."
-The Washington Post
From the Back Cover
Praise for Rafe Esquith:
"Rafe Esquith is my only hero."
—Sir Ian McKellan
"Politicians, burbling over how to educate the underclass, would do well to stop by Rafe Esquith’s fifth grade class as it mounts its annual Shakespeare play. Sound like a grind? Listen to the peals of laughter bouncing off the classroom walls."
—Time
"Esquith is a modern-day Thoreau, preaching the value of good work, honest self-reflection, and the courage to go one’s own way."
—Newsday
Most helpful customer reviews
3 of 3 people found the following review helpful.
Do you ever feel like your not good enough???
By HeaMarks
I read this with my co-workers at the school I am employed at. Rafe is a SUPERSTAR teacher and I would love to do half of what he has done. I don't know how he has time for his wife and kids with all of his time being spent with his students. I wonder how the students feel when they move on to the next teacher and its nothing like 5th grade with Rafe. I did get some great ideas to try out in the classroom, but I feel he is a bit too over the top for me.
3 of 3 people found the following review helpful.
Start a Fire in Your Classroom
By Thomas Laporte
Last year my department used Teach Like Your Hair is on Fire as a book study for our professional learning community (PLC) within the school. Reading the book took a bit of effort as I, like others, found Esquith arrogant among other things. Our PLC group struggled as many of the author's suggestions run counter current to working in a large public school district. As local teachers we have to follow the county's book and curriculum adoptions. We cannot use school, parent, PTA or personal funds to purchase science kits or math programs that have not been approved by our school board, not to mention our school does, in fact, provide high quality books, science kits and math manipulatives. Rafe's school district does as well, yet he goes outside protocol and adapts his own piecemeal curriculum with money provided from a low socio-economic parent pool.
Much of his ivory tower advice is "old school." Veteran teachers already know you must keep promises to students. They know the school day extends beyond the bounds of 7 to 3. We know that to be effective means to be involved. Now, with the negative comments out of the way, I fully agree with Esquith that Common Core Curriculum is NOT best suited for our schools, and that it does white wash the spirit and creativity our of students and teachers. Among the members of our PLC I personally adapted and used a fair amount of material from the book into my lesson plans over the school year. In addition, I instituted an extracurricular Classics Club inspired by the book. End the end, it was one of the better of my 18 years of teaching. Thus, I say give the book a read. Do what teachers do and be flexible and you'll find some treasures within the pages of this book.
10 of 11 people found the following review helpful.
A matter of philosophy meets practicality
By Taero
I'm just going to post a few of my own personal feelings and opinions I had while reading through this book. Feel free to disagree with me, but it seems that if you are a parent reading this book then you will come away mostly on the side of the author (and when you read it you'll see why this is completely justified) whereas if you have experience teaching you'll probably find this a less helpful, more snide thumb of the nose towards your own practices (and again, completely justified).
The book appears to be a philosophy on teaching, high on lofty aims and goals but low and ways to get
there, much of the advice is prefixed with the statement that most teachers will not have the time to get
the same results or reach the same level as the author due to other time constraints, Mr. Esquith self
admittedly spends little time with his wife, instead spending it at school. Many of the trips and much
of the class equipment is paid for by him (now by his many supporters with donations totaling $350k+
(incidentally this is the whole of my departmental operating budget from now until the year 2056.
Mr. Esquith starts off emphasizing that trust is the most important part of the classroom and that
everything that follows stems from that trust. He takes great pains to note why not to break the
students trust but does not really address where to take this philosophy when it is your trust constantly
broken by the student. Be the success you want to see, is the main takeaway point of the section and
we all know how important modeling is for those who need an example to follow and on this he is right
on the mark, providing inspiration to the students around him with every action he takes towards them.
The main point of contention whilst reading this book is the total dismissal of what seems to be every
other teacher who happens to share the building with him, examples seem very very unreasonable,
to the level that I would expect to see many of these examples in the news trotted out as yet another
example of problems with the "failing" educational system. Indeed it seems that many of these come
just before he highlights how he deals with the problem, which makes even the smallest suggestion of
improvement seem greater than the sum of its parts by comparison.
One of the more interesting sections dealt with the levels of morality members of society can achieve,
starting at obeying through fear, moving through rewards, willingness to please, following rules,
empathy, and ending finally on a personal code of ethics. Eagerly reading through these descriptions
of the rarified ground we wish to see our own students (and indeed ourselves) reach and treated
with examples from his classroom of students at level 5 and 6 the chapter then ends. With no advice
other than to read "To Kill a Mockingbird". This also stands out harshly against the treatment of other
teachers in the book whom get insulting names (a dangerous thing to do when the book will have been
read potentially by all members of his school).
Reading and writing is a contentious issue in modern education, with the trend appearing to be negative
in many cases with students reaching the ninth grade unable to read and write (often a prerequisite of
passing the third grade. Ignoring the plug that fifth grade students are reading war and peace, the main
takeaway point of this is that if students are interested in what they are being asked to read then they
will engage with the activity. Why do we use official reading frames consisting of sections of books only
allowing us to snatch the story away from a student whilst claiming with have advanced their reading
ability. The solution given here is to run book clubs after school and during lunch periods for students
to read. Writing is a large section of how we expect our students to show understanding and if this is
missing this can cascade into a failure to learn (or to show learning, a definite distinction here needs to
be made).
When we assess our students using standardized tests we often forget what it is we're actually testing:
the ability of the child to answer questions in a controlled environment from a pool of "important"
questions. If we live in an imperfect system we need to make our students aware of the process of
taking a test, as it is often different to how a normal test is carried out. It is apparent that scores on
these tests are incidental to the author (though always high). In an elementary school with 7 hours in
class (plus the extra 5 a day Mr. Esquith puts in) this is all well and good. However in such an imperfect
system as soon as thirty percent of a teachers evaluation is standardized testing you lose the ability to
become impartial as many alterations in teaching methodology on this large scale run on yearly cycles
due to their nature.
Now for the insanity, where this book really takes a turn to philosophy over practicality is in the final
six chapters where it starts tellingly with "if you would teach for free, continue". The tone of these
chapters feel as though the author is dismissing the majority of teachers as being okay at best, but not
on the level of a teacher who has no life outside of school. The students are truly inspirational (as is the
author though he is marred by many of the aforementioned problems), playing multiple instruments,
watching classic movies and acting out unabridged Shakespearean plays from which they receive their
name when travelling around the country.
The takeaway points of this book are to do your best every day, don't accept mediocrity and to
remember that this took a quarter of a century to do...and being crazy probably didn't hurt.
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