Jonathan Eckert – författare

Elevating the essential work of today’s teachers

Teaching is life-giving work, essential for the development of thriving humans. It is devastating to hear teachers refer to themselves as “just teachers” as if they are powerless and without status. What if we turned the phrase’s meaning upside-down and claimed its redemptive power? “Just teachers” care for each student. Teachers who are just, cultivate freedom, justice, and flourishing.

This book will have readers "just teaching" in the best sense of the phrase! Just Teaching has been written for teachers who want to develop the best ways to serve students based on research on how students learn. This book shows how to use appropriate tools, based on the wisdom of generations of educators, in a focused, sustainable way. Readers will find:

evidence-based practices to support student feedback, engagement, and wellbeing (for students and teachers, too) case studies from familiar classroom perspectives useful technology suggestions   solutions tools for building an overarching approach to meeting the needs of individual students

By addressing feedback, engagement, and well-being in ways that are founded on justice and love for students, Just Teaching supports comprehensive, manageable learning while elevating the essential work of educators.

Chasing what feels easy is a human instinct—but it's only when young people embrace challenges that they become stronger versions of themselves and lead more joyful, meaningful lives.In our happiness-obsessed society, we can become isolated in comfort zones and overly focused on temporary pleasures. Kids naturally do the same. In our effort to protect and help them, we often shield them from discomfort. But are we unwittingly denying them experiences that will form them into strong, capable adults? Could it be that we're training them to believe that challenges ought to be avoided, and that if they're struggling, they're not well?In The Happiness Crisis, global educational leader Jon Eckert speaks from decades of experience, explaining how he has seen parents, teachers, and coaches nurture transformation in kids ages 9 to 22. With practical wisdom, humor, and real-world evidence, he'll show you how toinvite young people into challenges, risks, and adventures;prioritize real-life connections that show others they matter;resist living in echo chambers and chasing fleeting success; andwelcome kids into lives that move beyond circumstantial happiness to lasting joy. Decades from now, the most resilient adults will be the most joyful. They'll know that joy isn't freedom from struggle; it's the fuel that allows them to struggle well.Young people can begin living that way now—if we invite them to.

Chasing what feels easy is a human instinctbut it's only when young people embrace challenges that they become stronger versions of themselves and lead more joyful, meaningful lives.In our happiness-obsessed society, we can become isolated in comfort zones and overly focused on temporary pleasures. Kids naturally do the same. In our effort to protect and help them, we often shield them from discomfort. But are we unwittingly denying them experiences that will form them into strong, capable adults? Could it be that we're training them to believe that challenges ought to be avoided, and that if they're struggling, they're not well?In The Happiness Crisis, global educational leader Jon Eckert speaks from decades of experience, explaining how he has seen parents, teachers, and coaches nurture transformation in kids ages 9 to 22. With practical wisdom, humor, and real-world evidence, he'll show you how toinvite young people into challenges, risks, and adventures;prioritize real-life connections that show others they matter;resist living in echo chambers and chasing fleeting success; andwelcome kids into lives that move beyond circumstantial happiness to lasting joy. Decades from now, the most resilient adults will be the most joyful. They'll know that joy isn't freedom from struggle; it's the fuel that allows them to struggle well.Young people can begin living that way nowif we invite them to.

Capture the novice mindset! Get ready to teach as never before, powered by a fresh, brave mindset. With humor and insight, this down-to-earth guide reveals a fundamental principle: the best teachers grow through risk, reflection, and revision. Readers will learn how to:

Sustain the energy and positive qualities of a novice, while building expertise at all career stages Develop a network of support to improve teaching practice Implement new strategies that engage and motivate students

Learn how to teach with the daring of a beginner and a lifelong passion for learning and growth. “Dr. Eckert highlights the value of seeking those “first days” throughout our careers – the joy and nervousness experienced in these transformational moments are critical to have again and again if we are to grow personally and professionally." Patrick Ledesma, Director of Research and Knowledge Management National Board for Professional Teaching Standards

In chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement. The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations. This book answers three questions:1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.

In chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement. The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations. This book answers three questions:1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.

In chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement. The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations. This book answers three questions:1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.