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“This little book is full of big and powerful ideas. The authors write from rich experience as well as drawing on sound research. Teachers are a natural audience, of course, but the models are applicable to anyone who is trying to live a happier, more satisfying life. As a teacher of teachers, I have often promoted the idea that great teaching ignites both students and teachers. This book describes how teachers can turn away from excuse-making and really commit themselves to helping EVERY student succeed.
“Once in a while, a book comes along that has the potential to change how we view learning. The authors address a perennial problem in our educational system: how easily some students become addicted to failure. I thoroughly enjoyed their model, the approach, and how easy it is to understand and incorporate—elegant, yet simple.”
"The concept of 'inspiring' helped me define who I have been! I want to inspire my students to seek until the answer is found. I don't want to stop searching for new ways to help students learn. I want them to find the 'highest in them,' a yearning to do something more."
"By recognizing the addictive and cyclical nature of failure, the educator and student alike can overcome this barrier and reach their full potential. The authors identify the core issues of classroom failure and provide solutions to promote lifelong learning and achievement."
"A richly researched book, both in terms of educational literature and two lives spent in the service of student learning. The authors have developed clear models and methods that are helpful for educators to fulfill the promise of pedagogy—that is, to lead a child toward learning. This book is a significant contribution to move our conversations of what education is truly about in a successful direction."
"There is a real power in this book. It offers a way of understanding failure and of helping to counter and overcome it. Not only does it offer a message of possibility and hope to learners and teachers alike, but it fosters an eagerness and resolve to put the strategies for changing behavior and attitudes into practice."
"The authors have taken learning theory and captured the essence in a highly engaging and readable style. Their work has so much application to the field. I'm thinking now about how I can incorporate the principles in my instruction. Particularly meaningful to me was the point that teachers should not try so hard to explain why children are not learning; they should spend their efforts on helping them experience authentic success."