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Summary
Summary
Wisdom to reenergize teachers of all ages and at all stages, from the New York Times bestselling author of Teach Like Your Hair's on Fire
If Rafe Esquith's Teach Like Your Hair's on Fire was food for a teacher's mind, Real Talk for Real Teachers feeds the teacher's soul. In this inspiring book, the genius behind the triumphs in Room 56 and on the stage with the Hobart Shakespeareans returns with words of wisdom and advice for those who struggle day to day in the world's hardest profession.
After thirty-plus years in the job, Esquith still puts in the countless classroom hours with which any dedicated teacher will be instantly familiar. He recognizes that new teachers and veteran educators need different kinds of nourishment, whether it's encouragement to see through a teacher's difficult early years, advice on midcareer classroom building, or novel ideas for how longtime educators can put their expertise to work.
Mixing his trademark offbeat humor and no-nonsense maxims with instructive stories and useful in-class advice, Esquith proves the perfect companion for teachers who need a quick pick-me-up, a long heart-to-heart, or just a momentary reminder that they're not alone. Real Talk for Real Teachers is from-the-hip advice to help teachers of every stripe cope with the overwhelming challenges of the classroom and beyond.
Author Notes
Rafe Esquith has taught at Hobart Elementary School in Los Angeles for twenty-eight years. He is the only classroom teacher to have been awarded the president's National Medal of the Arts. His many other honors and awards include the American Teacher Award and People magazine's Heroes Among Us Award. He lives in Los Angeles.
Reviews (2)
Publisher's Weekly Review
In his fourth book, Los Angeles elementary school teacher Esquith (Teach Like Your Hair's On Fire), who has become famous for transforming his classroom of underprivileged fifth-graders into classical music-playing, Shakespeare-performing superachievers, offers a tonic for stressed-out teachers. While the truly inspiring world of Esquith's Room 56 at Hobart Elementary is on display, it's a backdrop for explaining that in spite of teachers' Herculean efforts, things won't always work out perfectly. The book is divided into sections addressing new teachers, midcareer teachers, and veterans; Esquith begins by explaining the importance of involving students in the process of creating and maintaining classroom standards, and the need to make the curriculum relevant. Using anecdotes from his 30-year career, Esquith helps teachers focus on what they can achieve, not on what they can't. He tells teachers to stay positive when dealing with difficult school administrators, meaningless standardized tests, uninvolved or unreasonable parents, and negative coworkers. Esquith also encourages teachers to maintain balance in their lives. Most surprising is his blunt admission that not everything will work, and not every student can be reached-at some point, teachers have to devote their efforts to the students who want to learn. The enormously valuable book will help keep teachers energized. Agent: Bonnie Solow, Solow Literary. (July) (c) Copyright PWxyz, LLC. All rights reserved.
Kirkus Review
Award-winning teacher Esquith (Lighting Their Fires: Raising Extraordinary Children in a Mixed-up, Muddled-up, Shook-up World, 2009, etc.) shares the ups and downs of his career. The only classroom teacher to receive the National Medal of the Arts, the author has taught fifth and sixth grade for more than 25 years at Hobart Elementary, an inner-city Los Angeles school where few of the parents speak English, poverty is rampant, and too often children lack supervision at home. Many of his students become high achievers, going on to college and professional jobs, but Esquith explains that his main aim is to give the children he works with a moral foundation--"to teach kids to be honorable in a world where dishonor stares them in the face constantly." The values he teaches are simple (self-respect, kindness, strong work ethic, etc.), and the author stresses the importance of the teacher consistently modeling these for students. Despite daily provocations--noisy, disrespectful students, interfering parents, narrow-minded school administrators--it is the teacher's responsibility to remain calm and professional, speaking quietly and injecting humor where possible. The author describes how he treats students with respect; his classroom is always immaculate and attractively decorated, and he has a mix of extra projects available as rewards for good work--e.g., creating a multicolored rug from assorted pieces of wool or engaging in a scientific experiment. Esquith also freely gives his time for extracurricular activities, including early-morning math teams, a top-notch after-school Shakespeare program and an annual visit to Washington, D.C. Children voluntarily come to class early and stay late, and the author spends 11 hours on the job. Teaching is a tough job, but Esquith shows that its rewards can be profound.]] Copyright Kirkus Reviews, used with permission.
Excerpts
Excerpts
Prologue: The Sistine Chapel and My Wife's Kitchen I love my wife. A couple of summers ago, Barbara and I were given an amazing gift. A concerned friend thought we were working too hard and used his travel connections to send us on a practically free trip to Italy. We had always wanted to go. Among the many highlights, perhaps the best of all, was an unforgettable evening when we were given a private viewing of the Sistine Chapel. Any person who has ever seen it will tell you (forgive me) that it is a religious experience. It is impossible to convey its astonishing, overwhelming effect. No picture or film even comes close to seeing it in person. One can actually sit back in a special chair with a headrest and practically reach heaven absorbing the soaring images above on the ceiling. But what was more interesting to me was the painting on the front wall of the sanctuary. As our guide taught us, Michelangelo painted this section of the chapel twenty-three years after the ceiling was completed. And it's different. It's bleaker than the joyous images overhead. Michelangelo had become gloomier since his younger days, and his paintings reflect this growing cynicism. Age and experience can do that to a person. I am definitely more pessimistic than I was thirty years ago when I began teaching. It was nice thinking I had something in common with Michelangelo. I realized we shared something else. Even though he was gloomier, he was still painting. He had grown, changed, and suffered, but he remained true to himself. He was still an artist. I am proud that I am still a classroom teacher. Michelle Rhee, the former chancellor of schools in Washington, D.C., is often at the center of many emotional arguments regarding education. She once stated: Nobody makes a thirty-year or ten-year commitment to a single profession. Name one profession where the assumption is that when you go in, right out of graduating college that the majority of people are going to stay in that profession. It's not the reality anymore, maybe with the exception of medicine. But short of that people don't go into jobs and stay there forever anymore. This might be true but that does not mean it's a good thing. I think it's actually a sad reminder of something that is wrong with our society. Lack of commitment is seen in every facet of our daily lives, from personal relationships to the renegotiation of contracts. I am still teaching after thirty years. I say this not to criticize the many terrific people who have left the classroom to become administrators or move on to entirely different professions, but there is something to be said about a teacher who stays on the front lines. With years of experience, and professional maturity, one can change lives and reach children who previously were beyond reach. In this fast-food society, veteran teachers are a reminder that no one is a fabulous teacher in the beginning. A person might be a wonderful second-year teacher, but no one is truly outstanding with only a year or two of classroom experience. It takes a lifetime to become a master instructor. I am a fortunate teacher. I have been helped by colleagues, former students, celebrities, and the business world to create the magical classroom known around the world as Room 56. Every day is filled with happy moments as youngsters discover the best in themselves. On an almost daily basis I am visited by returning students who drop in to say thank you and share a laugh about a past adventure. Even more rewarding, after an exciting day of teaching I get to go home to a woman I adore. We have been happily married for more than twenty years, have lovely children, and now grandchildren. I have done my best to give Barbara my love, good times, and a best friend. But there is one thing she wants that I have never been able to deliver. My wife wants a new kitchen. We live in a beautiful home built in the 1930s. Barbara, the smart one in this marriage, bought the house when buying one was still possible. It is a beautiful place to live, but the kitchen is adequate at best. Barbara would love to remodel it with modern conveniences, but it hasn't happened yet. I am a public school teacher. I do not make a lot of money, and, in fact, am at the bottom of the salary scale for teachers in Los Angeles. A teacher can climb the pay-scale ladder by taking additional classes after school, in the evenings, on weekends, and even online, but I have chosen to spend those hours teaching. I am not complaining, and neither is my wife. But I know she would love a new kitchen. Having put four kids through college and graduate school, we don't have a lot of money left over for luxuries. We live a fairly simple life and rarely go out. Because we are careful, a little bit of money can be saved every year. By my calculation, if I can teach for about five hundred years we should have enough savings to get Barbara the new kitchen. Excerpted from Real Talk for Real Teachers: Advice for Teachers from Rookies to Veterans: No Retreat, No Surrender! by Rafe Esquith All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.
