![Helping Children Succeed: What Works and Why](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.8.5)
![Helping Children Succeed: What Works and Why](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.8.5)
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Overview
A NOW READ THIS PBS NewsHour and New York Times Book Review selection
In the New York Times–bestselling How Children Succeed, Paul Tough introduced us to research showing that personal qualities like perseverance, self-control, and conscientiousness play a critical role in children’s success.
Now, in Helping Children Succeed, Tough takes on a new set of pressing questions: What does growing up with economic and other stresses do to children’s mental and physical development? How does adversity at home affect their success in the classroom, from preschool to high school? And what practical steps can the adults who are responsible for them take to improve their chances for a positive future?
Tough once again encourages us to think in a new way about the challenges of childhood. Mining the latest research in psychology and neuroscience, he provides us with insights and strategies for a new approach to childhood adversity, one designed to help many more children succeed.
“Attention is finally turning to the psychic and emotional qualities our children bring to the classroom. No one is better than chronicling this shift than Paul Tough.” —David Brooks, New York Times
“Tough convincingly argues that classroom climate is what needs changed in order to shape students’ experiences. . . . For readers concerned with finding practical ways to engage with and improve education for those children with the most to lose.” —Library Journal
Product Details
ISBN-13: | 9780544935310 |
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Publisher: | HarperCollins Publishers |
Publication date: | 08/18/2023 |
Sold by: | Barnes & Noble |
Format: | eBook |
Pages: | 145 |
Sales rank: | 314,021 |
File size: | 6 MB |
About the Author
![About The Author](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.8.5)
PAUL TOUGH is the author of Helping Children Succeed and How Children Succeed, which spent more than a year on the New York Times hardcover and paperback bestseller lists and was translated into twenty-eight languages. He is also the author of Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America. He is a contributing writer to the New York Times Magazine and a regular contributor to the public radio program This American Life. You can learn more about his work at paultough.com and follow him on Twitter: @paultough.
Table of Contents
1 Adversity 1
Why do poor children struggle in school?
The importance of noncognitive skills
"O.K., now that we know this, what do we do?"
2 Strategies 6
The problem with scaling up
Different approaches, common threads
An unbroken story from birth through high school
3 Skills 9
Can we agree on the best way to teach grit?
Teaching character without talking about character
Is "Teaching" the right word to use?
4 Stress 13
A brief explanation of our fight-or-flight response
What toxic stress does to the brain
Why executive functions matter in school
5 Parents 16
How babies make sense of the world
The importance of "serve and return"
Helping infants handle stress (or not)
6 Trauma 19
What is your ACE score?
Adverse experiences vs. adverse environments
ACEs and their effect on school success
7 Neglect 22
The "good" kind of neglect?
The harsh effects of chronic understimulation
A lesson from a Russian orphanage
8 Early Intervention 26
Why the early years matter
Education funding meets brain science
Baby talk and the policy makers' dilemma
9 Attachment 30
What a Jamaican study can teach us about parental attachment
Building a "secure base"
Can we just hand out brochures and let parents figure it out from there?
10 Home Visiting 36
Attachment and Biobehavioral Catch-up
Julianna and the cookie
Throwing incident
"We just zero in on this one positive moment."
11 Beyond the Home 42
The Educare effect
Reaching informal childcare providers
Helping pre-K teachers feel less stressed-out
The bi-directional model of self-regulation
12 Building Blocks 48
What changes (and what doesn't) in kindergarten
"It may not be a matter of you just not sucking it up enough"
The deep roots of perseverance and resilience
13 Discipline 53
The history of "zero tolerance"
Who gets suspended and why
The effects of suspensions on the kids who aren't suspended
Why harsh punishments often backfire.
14 Incentive 56
The behaviorist approach to education
Getting past stickers and pizza parties
"The impact of financial incentives on student achievement is statistically 0."
15 Motivation 59
Intrinsic vs. extrinsic motivation
What makes a 4-year-old want to quit crayoning?
Autonomy, competence, and relatedness
16 Assessment 65
How do we measure noncognitive abilities?
Finding the educators who help kids engage
What are the deep messages teachers convey to their students?
17 Messages 74
The narrative of failure within each school
What kind of classroom promotes perseverance?
Begritty, or just act gritty?
18 Mindsets 81
Is my teacher a friend or a foe?
The transformative power of a Post-it-switching off the fight-or-flight alarm
19 Relationships 86
Why Rashid got jumped, and why he was able to talk about it
How classroom climate affects test scores
Is it really possible to transform an entire school?
20 Pedagogy 91
What happens when teachers give up the reins?
Self-directed projects and student-Led conferences
Assigning work that is challenging, rigorous, and deep
21 Challenge 100
Lots of basic skills, little problem-solving
The Japanese approach
The dominant American instructional strategy
"Confusion and frustration should be minimized."
22 Deeper Learning 104
The demands of the 21st-century job market
"Deeper learning has historically been the province of the advantaged"
Change comes to Elm City Prep
23 Solutions 110
Seven million children in deep poverty
A broken system
Changing our policies, our practices, and our way of thinking
Acknowledgments 117
A Note on Sources 120
Index 121
About the Author 127
About the Type 128