Ron Nash – författare

Most books about the information technology industry highlight the legendary stories of the colorful and ego-driven entrepreneurs who founded companies and became billionaires. This book takes a different look at the industry and instructs the reader on how to develop the leadership skills which will allow them to succeed in this fast-paced, competitive, innovative, high-talent industry.The author is a veteran leader who has been CEO of several information technology companies and has worked with a number of the legendary characters of this industry. Through a series of experiential stories, he gives practical, understandable lessons in developing the business skills and patterns of thinking that will allow a person to enhance their leadership skills in this industry.Ron Nash takes you along on his journey from being a tentative new employee to a talented CEO. Along the way, you will meet famous leaders such as Ross Perot, Mort Meyerson, and Jim Cannavino, and will understand how they built their companies to be huge successes. This highly readable and enjoyable book will give you solid lessons on leadership, as well as a broad view of how information technology companies and fortunes are built.

"This book is for any school developing its own mentoring program or looking to improve an existing one. The program shows everyone how to take responsibility for helping newly hired educators develop into practitioners who continuously reflect on and improve their teaching skills."—Kathy Tritz-Rhodes, PrincipalMarcus-Meriden-Cleghorn Schools, IA

"Ron Nash weaves storytelling and realistic dialogue to set the stage for what mentors should model for new teachers to help them gain the confidence they need. This should be required reading for all administrators, mentors, coaches, teachers, and professional developers."—From the Foreword by Kay Burke

Connect with new teachers and help them thrive in the active classroom!

Successful teacher mentoring holds the key to fostering teacher retention and increasing the effectiveness and satisfaction of new teachers. Building on his previous books The Active Teacher and The Active Classroom, Ron Nash demonstrates how educators can build effective, active mentoring programs for new teachers.

Packed with strategies, anecdotes, and reflection questions, this resource goes beyond topics commonly found in coaching and mentoring books to stress the importance of training new teachers to employ active classroom principles that ensure student engagement and achievement. The author:

Discusses the role of professional development in promoting teacher effectivenessEmphasizes the importance of creating and maintaining a schoolwide climate conducive to mentoring Illustrates the critical role of mentors in providing support to new teachersDemonstrates how to build strong personal and professional relationships between mentors and protégés

Now mentors can actively influence the next generation of teachers by promoting best practices for engaged learning and a lively classroom environment!

"Every teacher keeps two or three books for constant reference while planning units and designing lessons—this is one of those books! The Active Classroom Field Book provides field-tested strategies for engaging students in learning disguised as fun!"—Jennifer Sinsel, Gifted FacilitatorWichita Public Schools, KS

"This book is packed with ideas on how to let the students do the learning while the teacher guides them. The included real-life vignettes bring even more clarity to each concept, allowing the reader to experience the vitality each will bring to the classroom."—William Richard Hall, Jr., PrincipalLongan Elementary School, Henrico, VA

Discover what really works in the classroom through success stories from educators like you!

The best classrooms are dynamic environments that actively engage students in learning. In this exciting new resource, best-selling author and educational consultant Ron Nash shares the stories of practicing teachers who have successfully implemented active teaching methods in their classrooms.

Expanding on the strategies in The Active Classroom, Nash uses educator stories and classroom vignettes to pinpoint how active techniques are working in schools across the country. This resource includes:

Chapters on student-to-student conversations, classroom process, student movement, feedback, and continuous improvement through reflectionVignettes that set the stage for each chapterLesson plan segments and anecdotes from teachers in Grades K–12 and college settings

Ideal as a companion to The Active Classroom or on its own, The Active Classroom Field Book is the ultimate resource to help teachers transform students into active participants in their own learning.

"Administrators and workshop facilitators will find in this book exactly what is needed to deepen teachers' understanding of workshop content and processes and increase their own effectiveness."—Sharon Madsen Redfern, Elementary Principal, Highland Park Elementary School, Lewistown, MT

"Ron Nash's book provides a primer for the presenter who wants to facilitate active workshop participation. His techniques can also be easily adapted to the classroom for highly engaging, child-centered lessons. This is truly a book worth adding to your professional library."—Stephen D. Shepperd, Retired Elementary Principal, Sunnyside Elementary School, ID

Maximize engagement and retention with less talk and more interaction!

Today's students learn best by doing—as do most of us. This newest resource from Ron Nash is designed for educators who would rather "show" than "tell" to create highly interactive workshops. Packed with anecdotes, brain-compatible strategies, and checklists, the book provides practical tools for engaging participants to talk, reflect, brainstorm, and stretch beyond their comfort zones. Highlights include:

Techniques for shifting 80% of the workshop's workload to participants

Keys to enhancing retention with storytelling and laughter Methods for analyzing and evaluating your presentations for ongoing improvement Tips for extending learning beyond the workshop

The Active Workshop is ideal for seminar trainers, seminar facilitators, principals, and teacher leaders—anyone who works with elementary, secondary, and college educators in a training capacity.

"Anyone in the education field would benefit from reading this book. Ron Nash expertly weaves in case studies illustrating the topic of each chapter. He has inspired me to continue to focus on improvement in my school."—Jill Broaddus, PrincipalCool Spring Elementary, Leesburg, VAElevate your team′s attitude from "whatever" to "whatever it takes"Seasoned educator Ron Nash shares the results of his visits to schools where "we will do better" has replaced "whatever" as the official mantra. His findings will inspire school staff members to embark on their own continuous improvement journeys and model that experience for their students. This book provides a framework for individual reflection and evaluation of schools′ processes as part of a professional development program. Ideally, all staff members will be on board. But even with less than 100% support, each person can make a difference. The results speak for themselves: Inspired and empowered staff members Active classrooms with engaged students who enjoy schoolA customer service-oriented culture where parents feel welcome and valuedA schoolwide commitment to sustaining improvement efforts Included are strategies, action items, processes, and examples from successful programs nationwide. From the classroom to the lunchroom, students learn from those around them. By modeling commitment, self-renewal, and persistence in the face of difficulties, we are teaching skills that will serve students well in adulthood.

In Collaborative School Leadership, Nash and Hwang provide administrators with clear and focused ideas on making the most of collaborative leadership while on the path to continuous improvement. Recognizing that classroom instruction is at the core of any plan of improvement, this book looks at the role and nature of powerful building-level professional development. Nash and Hwang provide answers to critical questions: As part of a school’s improvement efforts, what is non-negotiable? What are some barriers to progress, and how can they be overcome or removed? How can building administrators help teachers improve instruction? An extensive appendix provides principals and teacher leaders with ten lessons and an entire chapter is devoted to the kind of formative support that building administrators can provide in the pursuit of student progress. Finally, Nash and Hwang elaborate on the whole decision-making process, and differentiate between the kind of independent and interdependent reflection that is part of the relentless pursuit of continuous improvement at the building level.

In Collaborative School Leadership, Nash and Hwang provide administrators with clear and focused ideas on making the most of collaborative leadership while on the path to continuous improvement. Recognizing that classroom instruction is at the core of any plan of improvement, this book looks at the role and nature of powerful building-level professional development. Nash and Hwang provide answers to critical questions: As part of a school’s improvement efforts, what is non-negotiable? What are some barriers to progress, and how can they be overcome or removed? How can building administrators help teachers improve instruction? An extensive appendix provides principals and teacher leaders with ten lessons and an entire chapter is devoted to the kind of formative support that building administrators can provide in the pursuit of student progress. Finally, Nash and Hwang elaborate on the whole decision-making process, and differentiate between the kind of independent and interdependent reflection that is part of the relentless pursuit of continuous improvement at the building level.

Traditional, teacher-centered classrooms are not serving the needs of our students. Their futures will increasingly demand skill sets in the areas of communication, collaboration, and critical thinking; worksheets, videos, and lectures will not prepare them for the challenges they will face in an increasingly-global economy. Shake-Up Call: The Need to Transform K-12 Classroom Methodology calls on educators at every level to challenge the status quo and take risks on behalf of kids.Ron Nash calls on teachers to move off the stage and become facilitators in a process where students are heavily engaged in their own learning. Teachers need to get kids up, moving, pairing, sharing, and asking questions as they seek to understand content-related information. This book reminds teachers of the importance of feedback in the continuous-improvement process, along with the role of consistency. In order to get students up, moving, and sharing, classrooms must be set up to allow for this movement; Nash includes an appendix full of pictures showing classroom configurations that facilitate movement and academic conversations. The final chapter calls for an end to isolation as teachers move to collaboration and the power of "We."

Traditional, teacher-centered classrooms are not serving the needs of our students. Their futures will increasingly demand skill sets in the areas of communication, collaboration, and critical thinking; worksheets, videos, and lectures will not prepare them for the challenges they will face in an increasingly-global economy. Shake-Up Call: The Need to Transform K-12 Classroom Methodology calls on educators at every level to challenge the status quo and take risks on behalf of kids.Ron Nash calls on teachers to move off the stage and become facilitators in a process where students are heavily engaged in their own learning. Teachers need to get kids up, moving, pairing, sharing, and asking questions as they seek to understand content-related information. This book reminds teachers of the importance of feedback in the continuous-improvement process, along with the role of consistency. In order to get students up, moving, and sharing, classrooms must be set up to allow for this movement; Nash includes an appendix full of pictures showing classroom configurations that facilitate movement and academic conversations. The final chapter calls for an end to isolation as teachers move to collaboration and the power of "We."

Teachers often will conclude that teacher talk and worksheets won’t cut it if getting students deeply engaged in their own learning is the goal. Indeed, students need to move beyond pretending to listen; they can—and should—develop essential competencies that include academic discourse with classmates, fielding and asking open-ended questions, seeking and providing peer feedback, identifying failure as a necessary accelerant to improvement, and finding joy in learning. Having coached and observed in hundreds of K-12 classrooms over three decades, Nash has met some incredible teachers whose students truly don’t want to miss anything. You’ll meet teachers like that in this book as you discover ways to work the room in a collaborative, engaging, and joyful environment.

Teachers often will conclude that teacher talk and worksheets won’t cut it if getting students deeply engaged in their own learning is the goal. Indeed, students need to move beyond pretending to listen; they can—and should—develop essential competencies that include academic discourse with classmates, fielding and asking open-ended questions, seeking and providing peer feedback, identifying failure as a necessary accelerant to improvement, and finding joy in learning. Having coached and observed in hundreds of K-12 classrooms over three decades, Nash has met some incredible teachers whose students truly don’t want to miss anything. You’ll meet teachers like that in this book as you discover ways to work the room in a collaborative, engaging, and joyful environment.

Teachers often will conclude that teacher talk and worksheets won’t cut it if getting students deeply engaged in their own learning is the goal. Indeed, students need to move beyond pretending to listen; they can—and should—develop essential competencies that include academic discourse with classmates, fielding and asking open-ended questions, seeking and providing peer feedback, identifying failure as a necessary accelerant to improvement, and finding joy in learning. Having coached and observed in hundreds of K-12 classrooms over three decades, Nash has met some incredible teachers whose students truly don’t want to miss anything. You’ll meet teachers like that in this book as you discover ways to work the room in a collaborative, engaging, and joyful environment.

Having observed and coached in hundreds of K-12 classrooms since 1994, Ron Nash has come to a few conclusions about what makes teachers tick and classrooms click. The best teachers attend to those seemingly little things that cost nothing, even as they create classroom climates where students can’t wait to walk through the door every day. The big little things that great teachers do have students up, moving, pairing, sharing, laughing, and learning in an atmosphere full of trust, respect, and high expectations. Great teachers are obsessed with continuous improvement. This second edition of Big Little Things highlights 50 tools for building better classrooms at all levels.

Having observed and coached in hundreds of K-12 classrooms since 1994, Ron Nash has come to a few conclusions about what makes teachers tick and classrooms click. The best teachers attend to those seemingly little things that cost nothing, even as they create classroom climates where students can’t wait to walk through the door every day. The big little things that great teachers do have students up, moving, pairing, sharing, laughing, and learning in an atmosphere full of trust, respect, and high expectations. Great teachers are obsessed with continuous improvement. This second edition of Big Little Things highlights 50 tools for building better classrooms at all levels.

Having observed and coached in hundreds of K-12 classrooms since 1994, Ron Nash has come to a few conclusions about what makes teachers tick and classrooms click. The best teachers attend to those seemingly little things that cost nothing, even as they create classroom climates where students can’t wait to walk through the door every day. The big little things that great teachers do have students up, moving, pairing, sharing, laughing, and learning in an atmosphere full of trust, respect, and high expectations. Great teachers are obsessed with continuous improvement. This second edition of Big Little Things highlights 50 tools for building better classrooms at all levels.

Shift Students’ Roles from Passive Observers to Active Participants. Preparing students for a world that did not exist when they were students themselves can be challenging for many teachers. Engaging students, particularly disinterested ones, in the learning process is no easy task, especially when easy access to information is at an all-time high.   How then do educators simultaneously ensure knowledge acquisition and engagement?  Ron Nash encourages teachers to embrace an interactive classroom by rethinking their role as information givers. The Interactive Classroom provides a framework for how to influence the learning process and increase student participation by sharing • Proven strategies for improving presentation and facilitation skills • Kinesthetic, interpersonal, and classroom management methods • Brain-based teaching strategies that promote active learning • Project-based learning and formative assessment techniques that promote a robust learning environment Intended to cultivate an interactive classroom in which students take an active role in learning, this book provides a blueprint for educators seeking to amplify student engagement while imparting critical twenty-first century skills.

Students have an endless capacity of positive energy that can be harnessed into deeper understanding. This notion lies at the heart of Ron Nash’s Power of We, and through a powerful combination of first-hand stories and expert research, he inspiringly recounts his awakening to the truth that engaging students starts by involving them as active participants in their own learning.By tracing his steps from a bright-eyed, bushy tailed first-time teacher to a renowned education expert with four decades of experience, Nash’s first-person narrative springs to life as humorous tales lead to eye-opening realizations of classroom techniques that:· Encourage face-to-face conversations among students rather than reliance on technology· Put students first to create effective, dynamic classroom communities· Embrace the mistakes and use them to build advantage· Learn to narrow your focus to achieve big results· Help make a habit of being and staying positive by monitoring one’s own daily energy levels· Extend a hand in the classroom to find the energy necessary to make instructional changesBy reassessing one’s own understanding of the traditional model of teacher – learner – test, educators can then leverage these strategies and tools to forge their own paths in helping students learn through true reflection of their classroom experiences.