With nearly a half million copies of this book in print, Multiple Intelligences in the Classroom provides a nuts-and-bolts teacher's guide to the theory of multiple intelligences, including chapters on lesson planning, teaching strategies, assessment, classroom management, identifying students' intelligences, and more. This fourth edition provides new chapters on personalized learning, neurodiversity, and new learning technologies, as well an appendix of lesson plans aligned to Common Core State Standards.More info →
A fully revised and updated edition of the groundbreaking book on tackling the root causes of children’s attention and behavior problems rather than masking the symptoms with medication.
More than twenty years after Dr. Thomas Armstrong's Myth of the ADD Child first published, he presents much needed updates and insights in this substantially revised edition. When The Myth of the ADD Child was first published in 1995, Dr. Thomas Armstrong made the controversial argument that many behaviors labeled as ADD or ADHD are simply a child's active response to complex social, emotional, and educational influences. In this fully revised and updated edition, Dr. Armstrong shows readers how to address the underlying causes of a child's attention and behavior problems in order to help their children implement positive changes in their lives.
The rate of ADHD diagnosis has increased sharply, along with the prescription of medications to treat it. Now needed more than ever, this book includes fifty-one new non-drug strategies to help children overcome attention and behavior problems, as well as updates to the original fifty proven strategies.More info →
What does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have "hyperactive" added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs?
In ADD/ADHD Alternatives in the Classroom, Dr. Thomas Armstrong urges educators and parents to look for the positive characteristics in learners who may carry the ADD/ADHD label. Are they bursting with energy? Are they intensely creative? Do they enjoy hands-on learning? Are they natural leaders? Are they unusually introspective and reflective?
We need to look beyond a "deficit" approach and embrace a more holistic view of learners that includes teaching to their multiple intelligences, learning styles, and other brain-friendly approaches. For example, here are some classroom activities for kids who "can't sit still": Learning spelling words by having kids jump up out of their seats on the vowels and sit down on the consonants. Mastering the multiplication tables by forming a conga line, moving around the classroom counting from 1 to 30 out loud, and on every multiple of 3 shaking their hips and legs. Showing patterns of molecular bonding in chemistry class through a "swing your atom" square dance.
For information on ADD/ADHD for parents, see my book The Myth of the ADHD Child: 101 Ways to Improve Your Child's Behavior and Attention Span Without Drugs, Labels, or Coercion.More info →