This book reports the findings from the largest national study of men and women's attitude about men working in early and elementary education. It provides details about the history of education, problems men face and the solutions to the low number of men teachers. Demographics and numerous quotes from the men and women surveyed.
“Big body play”—the sometimes rowdy, always very physical running, rolling, climbing, tagging, jumping, grabbing, and wrestling that most children love and many adults try to shut down—can and should be an integral part of every early childhood setting.
The purpose of this book is to continue the dialogue about the importance of men in the lives of young children and the teaching profession. By sharing their stories, male teachers in this book educate the reader about the challenges they face as men; however, their stories also offer solutions and suggestions as how to work with parents, students, peer teachers, and others in order to maximize student achievement.
The first comprehensive study of men who work and volunteer with kids in a variety of public settings. This engaging book brings to life diverse histories and experiences of men who have worked as coaches, teachers, youth ministers, probation officers, Big Brothers, Boys & Girls Club staff, 4-H agents, and the like.
Situating men's youth work in historical perspective and discussing the status of youth today, this original and groundbreaking analysis offers a forward-looking vision for getting men more involved in helping kids thrive.
Everything you wanted to know about middle school but were afraid or didn’t have time to ask. This book takes you from the time you were hired to your evaluation. Real stories and real events to help you succeed. You’ll be inspired and excited to teach.
What! A single man working with young children, changing diapers, cooking meals, and providing educational activities with children from 14 months-4 years old? Can a man do this all by himself? After many years working in a classroom with young children and studying early childhood education, I decided to open my own family child care.
Some early childhood programs have adopted no-touch policies, and others allow only a very minimal level of physical contact between teachers and children. Yet touch is as necessary as food or water for young children to thrive and grow physically, cognitively, socially, and emotionally. Experiences of touch in all its forms whether nurturing touch from adults, tactile explorations of the environment, or physical interactions with peers are essential to high-quality early care and education.
An anthology (27 articles) dealing with the most important work men ever do?-being totally involved in the lives of their children and families. It is men's strengths, their capacity to care and protect and give, that are needed by children, women, and men themselves. Bryan G. Nelson (MenTeach) contributed Chapter 19 - Men Teaching and Working with Children: A History and a Future.
What do men in American society experience as they attempt to lead gender atypical lives? Sargent addresses this question and others in this outstanding book about male elementary teachers. Sargent interviewed 35 men, ages ranging from early twenties to late fifties, who made up three percent of the teachers in selected K-3 public school districts. A lengthy bibliography and index encourage further research.
One key way to support the few men who currently work with children and families is to have the men meet as a group. Throughout history, organizations have used retreats as a way to organize and strategize about their common vision.
