Teaching for Success

Karen Ferry



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Teaching children and young people is known to be one of the most rewarding of occupations, due partly to the satisfying pleasure a teacher feels when students participate enthusiastically in the learning process, and a classroom of eyes light up as new knowledge is grasped.

However, this is not always the case. Teachers are also driven to various levels of distress, irritation and disappointment as they deal with unmotivated and disruptive students. They struggle with students who show disrespect or respond to instruction and guidance with outbursts of anger or defiance. It is not uncommon to hear teachers declare that more time is spent controlling and disciplining students than there is time to teach curriculum concepts.

Many students, also, struggle with the school environment and find school loathsome, stating that they only attend class because it is compulsory. Truancy is on the rise for multiple and cumulative reasons. There is a common denominator of students feeling frustrated and uncared for (Australian Law Reform Commission, 2013) due to an atmosphere of distress and fear that pervades many school environments.

Success in the classroom requires more than knowing what works and how to implement strategies. When educators understand the neuroscience of why certain methods are successful, how the brain processes and remembers new information, along with the blocks and triggers that inhibit successful learning and enjoyment of the school experience, teachers can evaluate current methods and implement strategies to ensure all students are given the best of opportunities (Sousa, 2010). But the benefits are twofold. As the joy of learning and being at school is resuscitated, there is fulfilment, delight and satisfaction for the teacher...

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Karen Ferry has been a teacher for over 30 years in both primary and secondary classrooms, and has worked extensively for distance education students assisting in the development of curriculum and activity-based programs.  She is a Master of Counselling candidate at the University of Queensland.

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Memory Reconsolidation in Psychotherapy

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Memory reconsolidation (MR)—a foundational process with the potential, if properly understood, to consistently bring about the kind of transformational change that we look for in the lives of clients—is the subject of this book. Featured in this issue is Bruce Ecker, one of the foremost experts in applying techniques that fulfil the neurobiological requirements to achieve MR in clinical practice. In fact all of the authors in this issue are experts in their respective fields, demonstrating the unifying nature of MR in such diverse therapies as the Alexander technique, energy psychology, neuro-linguistic programming, and progressive counting. Understanding the biological basis of our memory and how it can be modified is the key to effective therapeutic change, especially when emotional memories are driving unwanted symptoms. The content of this special issue has been previously published in The Neuropsychotherapist or the International Journal of Neuropsychotherapy.

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