Contemporary Authors

1. Real teachers : true stories of renegade educators https://lccn.loc.gov/2012032852 Grauer, Stuart. Real teachers : true stories of renegade educators / Stuart Grauer. New York : SelectBooks, c2013. xviii, 203 p. : ill. ; 22 cm. LB1775 .G675 2013 ISBN: 9781590799543 (pbk. book : alk. paper) 2. Fearless teaching : collected stories https://lccn.loc.gov/2015945205 Grauer, Stuart. Fearless teaching : collected stories / Stuart Grauer. Roslyn Heights, OR : Alternative Education Resource Organization, 2016. pages cm ISBN: 9780986016004

• Grauer School - http://www.grauerschool.com/about/head-faculty-and-staff/stuart-grauer/

  Stuart Grauer, Ed.D

  Stuart Grauer, Ed.D.Dr.StuartGrauerjpg
  Founder and Head of School
  Bachelors Degree: Syracuse University
  Masters Degree: Long Island University
  Doctoral Degree: University of San Diego (Leadership Studies)
  Credentials: English and Social Studies

  Roles at The Grauer School
  Head of School
  President of The Grauer Foundation for Education
  Founder of the Small Schools Coalition

  Professional Associations
  A regular chairman of school evaluation committees for the Western Association of Schools and Colleges (WASC)
  National Association of Independent Schools (NAIS)
  Small Schools Coalition (SSC)

  Summary

  Dr. Stuart Grauer is the Founder and Head of The Grauer School. Dr. Grauer’s expertise in education leadership is recognized regionally and globally. Before opening The Grauer School in 1991, he was Principal of the International School of Basel in Switzerland and founding assistant director of Fairbanks Country Day. He has taught at both US International University and University of California, San Diego, specializing in international education and teacher development.
  Dr. Grauer is a regular Chairman of School Evaluation Committees for the Western Association of Schools and Colleges (WASC). His ASCD Smartbriefs have been most popular of the year, nationwide. He is the Founder of the Small Schools Coalition. He was awarded a Fulbright Educational Administration fellowship in 2007. He was named Peacemaker of the Year by Encinitas Rotary International and an Encinitas “Legendary Local,” as well as one of San Diego Magazine’s 50 People to Watch in 2008. Grauer was awarded The Author E. Hughes Career Achievement Award for 2014, which is the University of San Diego’s School of Leadership and Education Sciences top alumni honor.

  Dr. Grauer has a deep commitment to humanitarianism, and as a result has established humanitarian and ecological programs in his local community and around the world over the past three decades.

  He enjoys philosophy, travel, surfing, skiing, music, writing/literature, tennis and art. He is married to Sally Grauer (The Grauer School’s Speech and Language Pathologist and Middle School Admissions Officer) and has one daughter, Audrey.

  Dr. Grauer’s collection of essays, Real Teachers, published by SelectBooks, NY, engages educators, parents, book clubs, and scholars nationwide. Nationally prominent educators are calling Real Teachers “restorative,” “liberating,” “eloquent,” and “inspiring.” Read more about Real Teachers and related events here. The book is available on Amazon and Barnes and Noble and is available wherever books are sold, and at The Grauer School. Please view the Real Teachers website for more details: www.realteachersbook.com

  Dr. Grauer is a prolific author and speaker who writes nationwide, monthly columns about authentic and small schools education for various sites and has provided keynote addresses for groups worldwide. His newest book, Fearless Teaching is a marvelous companion to his first book, Real Teachers and is a snapshot of Stuart’s broad experiences and insights on the cultures of teaching and learning in our society. In it, he spelunks into the human subconscious for the encouragement, inspiration and courage needed by all educators and parents in this era. As Joe Brooks, Executive Director, Community Works Institute, noted, “Stuart Grauer is rapidly becoming one of America’s most important and popular educational story-tellers. Please view the Fearless Teaching website for more details: www.fearlessteaching.com

• Grauer School - http://www.grauerschool.com/grauer-bio/

  Dr. Stuart Grauer

  Dr. Stuart Grauer is the founder and Head of The Grauer School. Dr. Grauer’s expertise in education leadership is recognized regionally and globally. Before opening The Grauer School in 1991, he was Principal of the International School of Basel in Switzerland. He has taught at both US International University and University of California, San Diego, specializing in international education and teacher development.

  Dr. Grauer is a regular Chairman of School Evaluation Committees for the Western Association of Schools and Colleges (WASC). He also is a member of the Association of Supervision and Curriculum Development, and of the Council for the Advancement and Support of Education. He is the founder of the Small School Coalition.

  He was awarded a Fulbright Educational Administration fellowship in 2007. He was named Peacemaker of the Year by Encinitas Rotary International and an Encinitas “Legendary Local,” as well as one of San Diego Magazine’s 50 People to Watch in 2008. Grauer was awarded The Author E. Hughes Career Achievement Award for 2014, which is the University of San Diego’s School of Leadership and Education Sciences top alumni honor.

  Dr. Grauer has a deep commitment to humanitarianism, and as a result has established humanitarian and ecological programs in his local community and on all continents of the world during the past three decades.

  He enjoys philosophy, travel, surfing, skiing, music, writing/literature, tennis and art.

  Dr. Grauer released a collection of essays, Real Teachers: True Stories of Renegade Educators, published by SelectBooks, NY engages educators, parents, book clubs, and scholars nationwide. Nationally prominent educators are calling Real Teachers “restorative,” “liberating,” “eloquent,” and “inspiring.” Read more about Real Teachers and related events here.

  The book is available on Amazon and Barnes and Noble and is available wherever books are sold, and at The Grauer School.

  Dr. Grauer is a prolific author who writes nationwide, monthly blogs about authentic and small schools education for various sites. Sign up for Dr. Grauer’s weekly blog here, and check his recent columns at Community Works Institute and at ACSD Smartblogs on Education.

• Wikipedia - https://en.wikipedia.org/wiki/Grauer_School

  Grauer School
  From Wikipedia, the free encyclopedia

  This article contains content that is written like an advertisement. Please help improve it by removing promotional content and inappropriate external links, and by adding encyclopedic content written from a neutral point of view. (September 2014) (Learn how and when to remove this template message)
  The Grauer School
  Location
  Encinitas, California
  United States
  Information
  School type Independent; Private school
  Motto Learn by Discovery®
  Director Stuart Grauer, Ed.D.
  Grades Middle and High School
  Enrollment 150
  Color(s) Blue and Gold
  Website http://www.grauerschool.com/

  Signboard outside school

  Main building of school
  The Grauer School®, founded in 1991 by Dr. Stuart Grauer, is a grades 7-12 private, college preparatory day school in Encinitas, California. The school is operated by the Grauer Foundation for Education, a California not-for-profit corporation. The school is a member of the Encinitas Chamber of Commerce, an official UNESCO Associated School, and a member of the California Association of Independent Schools. Grauer is accredited through the Western Association of Schools and Colleges (WASC) and its courses are approved through University of California A-G standards as well as NCAA. The Grauer School leads the small schools movement in the United States through its Small Schools Coalition.[1]

  Each semester, Grauer students go on expeditions designed to immerse students in cultural experiences and humanitarian work. Students commonly visit local schools while on expeditions, engaging in "edu-tourism", and routinely travel internationally. Some expeditions have been to locations such as Jerusalem, where they partook in celebrations with both Israeli and Palestinian students; to Cuba, where Grauer students spent time with Cuban students, signifying the easing of tense relations between the United States and Cuba; to Guatemala, where students spent time with rural students and families in the STOVES Project; a 2010 trip to a school in the Pine Ridge Indian Reservation where they attended classes and activities with students; a 2012 trip to Tanzania, where students camped with Maasai as well as the Hadza tribe, possibly one of the last remaining true hunter-gatherer tribes; and in 2005, after a six-month wait for approval, an expedition to China granted students a visit to the campus of Shanghai University Attached Middle School, signifying Chinese interest in Western education.

  Classes are typically capped at 12, for a 7 to 1 students to teacher ratio. About 95% of Grauer students join on-campus clubs and sports teams. In 2013, Grauer seniors gained admission to 89% of all colleges applied to.

  Grauer is the region's only UNESCO-associated school, with sister schools in many nations. On expedition, Grauer Students regularly join students in other schools for cultural and athletic collaborations. Other cultural experiences of note include a trip to South Central Los Angeles in 1992, shortly after the school's inception, where students travelled to "riot central" in post-Rodney King Los Angeles to spend the day with students trapped inside the riot zone.

  The Grauer School has several annual events designed to encourage student growth. Grauerpalooza, a music and arts festival held on campus each May, is open to all students and faculty to perform music, poetry readings, and display art. Tolerance Day, a day-long event held each year with a rotating theme, is a day of Socratic discussions centering on compassion and understanding, and has featured Holocaust survivors among others as keynote speakers.

  In 2013, The Grauer School was #10 on Outside magazine's list of 100 Best Places to Work.

  Dr. Stuart Grauer, Founding Head of School, began the school shortly after completing doctoral work at the University of San Diego, after 17 years at six other schools public and private. Grauer was chosen by San Diego Magazine as one of the "50 People to Watch in 2008". [1] He was awarded a Fulbright fellowship to Argentina, named Encinitas Rotary "Peacemaker of the Year," named an Encinitas "Legendary Local," and has served as chairperson for school accreditations across the southwest for The Western Association of Schools and Colleges (WASC). In 2013, Dr. Grauer was selected by the University of San Diego's School of Leadership and Education Sciences (SOLES) to receive the 2014 Author Hughes Career Achievement Award. Grauer's book, Real Teachers: True Stories of Renegade Educators, was released by SelectBooks, New York, in March 2013. The Grauer School established itself as a leader in "expeditionary education" through cultural immersion experiences worldwide.

• Community Works Institute - http://www.communityworksinstitute.org/cwjonline/essays/authorpages_essays/grauer_authorpage.html

  Learning to Love Education Again

  with STUART GRAUER

  Dr. Stuart Grauer is a teacher, the founding Head of School at The Grauer School, and Founder of the Small Schools Coalition. He consults with schools worldwide and been awarded the University of San Diego Career Achievement Award, plus various international educational exchange fellowships including a Fulbright. Stuart is one of the nation's top authorities on small schools education. His work has been covered in The New York Times, Discovery Channel, and frequently in the local press in his home town of Encinitas, California, where he has been named “Peacemaker of the Year.” A regular essayist for Community Works Journal, Stuart's new book, Real Teachers, is available from CWI's Bookstore. email Stuart.

• Real Teachers Book - http://www.realteachersbook.com/about

  Stuart Grauer is a rebel and education is his cause. His beautiful book is both revolutionary and revelatory. Real Teachers is a joy-filled adventure that will inspire you to action. — Jeff Salz, Corporate Anthropologist, Adventurer, Author of The Way of Adventure

  For the real teacher, the growth is in the plant, not the gardener. In his wise, lyrical, and liberating book, Stuart Grauer shares the harvest of his lifetime in education that truly matters. — Richard Lederer, Host/originator of NPR's A Way with Words Author of A Tribute to Teachers

  The point of Stuart Grauer's book is to remind us that Great Teaching, singular, rare, unusual, is something that should be sought after and found. Thank you. It's wonderful, timely, accessible, clear as a bell. — Richard Dreyfuss, Actor, Oxford scholar, founder of The Dreyfuss Initiative

  This book evokes the heart of teaching in a clear, compelling, and soulful way. It will help teachers to reinvent the system, find their passion, and stay in the teaching profession. — Paula A. Cordeiro, Dean, School of Leadership and Education Sciences University of San Diego
  What is authentic education? For that matter, what is a school? And what is a teacher?

  Over the last few decades, the American classroom has undergone a shift of enormous magnitude and the consequences of this are truly beginning to make themselves known. In Stuart Grauer's collection of true, short stories, Real Teachers, we are asked to consider the goals of contemporary education and ask: Is this what a school should be? Is this all a school can be? In Real Teachers, Grauer asks us to embrace discovery, individuality, perseverance, and possibility-to reconsider large class size, standardization, culture bias, risk-free schooling, and the sterilization of the curriculum. Through these stories of revitalization and a return to the roots of our culture and education, Grauer imparts a valuable lesson, incredibly relevant in this time where education is misunderstood, teaching is abused, and our students fall by the wayside. Real Teachers is a call to action, a call for change, and for a return to the community-oriented, regional education which was once dominant in our schools. Through this collection, Grauer invites us into the history of his life, his personal discoveries-his road to the growth that made him a real teacher. 100% of the proceeds of Real Teachers goes to Grauer Foundation for Education.
  Buy Now
  Dr. Stuart Grauer's 2nd book
  Fearless Teaching
  Just Released Winter 2015

  Grauer's second book, "Fearless Teaching" demonstrates that all great teachers are great storytellers. For us “seasoned” educators, Grauer helps us remember why we went into the field in the first place. For educators in training and new teachers it is a brilliant navigational aid for helping them to find their way in this complex field, cluttered with ideas that remove us from the essential ingredient - it’s about relationships. William Arthur Ward wrote: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” Stuart Grauer inspires masterfully with Fearless Teaching. —David Blumenkrantz, Ph.D., Ed.M., LADC, Center for Youth & Community, Inc.

  ABOUT STUART
  CONTACT

  Name

  Email

  Subject

  Message
  Send
  The Grauer School ®
  1500 S. El Camino Real
  Encinitas, California 92024
  stuart@grauerschool.com
  Tel: (760) 944-6777
  Stuart Grauer, Ed.D. is the founding head teacher at the Grauer School, president of the Grauer Foundation for Education, and founder of the Coalition of Small Preparatory Schools. He became principal of the International School of Basel, Switzerland, at the age of 29. In 1991, he founded the Grauer School in order to establish humanitarian secondary education in Southern California. He is a major authority on small schools education and has evaluated and consulted with schools worldwide.

• Education Revolution - http://www.educationrevolution.org/store/qa-with-stuart-grauer/

  Q&A With Stuart Grauer
  In August of 2014, a journalist from Saegyoyuk, the educational magazine in Korea, contracted Stuart Grauer for a feature interview on the topic of Small Schools. Saegyoyuk is published by Korean Federation of Teachers’ Associations, the largest coalition of teachers nationwide. Below is the transcription of the interview.
  1. What caused you to start the small school movement?
  For over 100 years, schools have consistently gotten bigger: bigger schools, bigger classes, and bigger districts. Working in seven schools and accrediting schools for many years, I started noticing that the students and teachers were happier in the small school than other schools, and so I began researching. The more I learned, the more alerted I became: there is almost no research to back up the efficacy of larger schools, and yet billions of US dollars are spent to develop them every year.
  2. What are the merits or advantages of small schools?
  A small school is a real community. Small schools are not “less” by virtue of their size: they are more. We have now been formally been researching small schools for 4 years, consistently. What we have found is clear and unequivocal regarding: safety, achievement, connectedness, dropping out and happiness. Small schools are safer physically. There is almost no violence, but also students “feel” safer and less threat. Small school students show higher standardized test scores. Teachers do not quit as often—they stay in the profession. Teachers, students and parents all feel more connected in and across groups.
  3. Some say that the success of the school is up to the teacher competency, not the size of it. They don’t agree with the insistence that small schools achieve good results in terms of educational effectiveness. What do you think of this opinion?
  First we have to look at school and organization size and secondly, we must examine class size.
  Since there are few small schools, the Small Schools Coalition studies organizations of all kinds. There is a great deal of research on the dynamics of small organizations and groups. We now know that in groups of around 150 (we’ve found up to 230 or so, but not more), people are more connected to one another. They are tribe-like. There are relatively few cliques—there is a sense of inclusiveness. One of the worst problems we have found in small schools research is that districts have created schools of over 400 students and not found them to be significantly different. Then, they declare that “small schools don’t work.” The problem is that once you are over 230 students, and most definitely once you reach 400 students, the small school advantages drop off. At 400, it is not a small school. We have found that you can preserve many of the advantages up to this size, however.
  Of course, teacher competency is not only determined by school size, it is determined by class size. We know from research that small schools tend to have smaller classes. The research that we have found on class size is terrible. Typically, a district will reduce class size from 35 to 25 and it won’t work. So, they declare that “small classes don’t work.” This is ridiculous! This is why I have stated: Don’t throw out a great theory because of poor implementation. Class size reduction always brings significant change if you are under 15 students in class.
  4. Some point out that the students from small schools are not motivated enough to study and show low performance on sociability development. What do you think about it?
  There is absolutely no research anywhere which points to this. A high performance environment is high-trust and low-threat. Without question, the sense of safety and connectedness characteristic in small schools is a great motivator for students and teachers. Motivation is a function of quality of relationships students develop at school. In small schools, students and teachers spend much more time developing those relationships. They feel personally responsible and committed to one another. Small school students are accountable, connected, and motivated.
  5. Teachers from small schools have even more works to deal with compared to those who work at bigger schools. What do you think of it? And how do you cope with this issue in the Grauer School?
  Teaching is one of the hardest jobs in the world. People routinely underestimate the complexity of the job. It is true that small school teachers might have more “Preps”—they might have 3 different courses to teacher rather than one or two. However, it is much easier to assess your students in a small school because of the closer relationships teachers can form with students. The quality of life at a small school is preferable because of the close relationships we develop. At The Grauer School, we have 35 fulltime teachers and not a single one of them left over the past year. Our faculty just voted The Grauer School “one of the top 10 places in the country to work” in an anonymous, nationwide survey. People don’t mind hard work if they feel they are making a real difference and it is leading them to a high quality of life. Our teachers and administrators have close, caring relationships and that more than makes up for the additional “preps.”
  6. Do you think school management should be different depending on where the small schools are located: in big cities or rural places? If you think they should be treated differently, what would be the differences?
  I am not aware of management differences from city to country. Obviously, cities have to deal with more people, more crowds. For this reason, it has traditionally been more of a temptation to create larger, more comprehensive schools in cities. Naturally, some small or large schools have longer distances to travel, creating transportation challenges. Either way, it’s all about building a real community.
  7. Korean government carries forward the merger and shutdown of small schools to save the national expenditure on operating and personnel expenses. What would be the breakthrough to this financial issue?
  This is going to be a long answer, because it is extremely important:
  Shutting down small schools does not save money unless you leave out the following questions: What is the cost of retraining new teachers who leave the profession? What is the cost of higher drop-out rates? What is the cost of increased depression, suicide, violence, and gangs. There is absolutely no question that all these are game-changing issues that make small school costs more attractive.
  Our reviews of the scholarly research indicate that larger schools with enrollments in excess of 1,200 have not produced expected economies of scale that result in better results for less money when compared to true small schools. Comparing small schools (less than 300) with big schools (1,000 or more), research reveals that big schools have:
  · 825 percent more violent crime
  · 270 percent more vandalism
  · 378 percent more theft and larceny
  · 394 percent more physical fights or attacks
  · 3,200 percent more robberies
  · 1,000 percent more weapons incidents
  (Source: U.S. Department of Education, 1999)
  The National Commission on Teaching and America’s Future has developed a “Teacher Turnover Cost Calculator” so that districts can compute the added costs of replacing teachers who leave the profession—far more large school teachers leave the profession than small schools teachers.
  If the high school students who dropped out of the class of 2011 had graduated, the United States economy would likely have benefitted from nearly $154 billion in additional income over the course of their lifetimes, (Alliance for Excellent Education). Over a lifetime, a high school dropout will earn $200,000 less than a high school graduate and almost $1 million less than a college graduate.
  Researchers at New York University’s Institute for Education and Social Policy examined 128 high schools using school-by-school budget information for 1995-96. They found that schools with fewer than 600 students spent $7,628 per student annually, $1,410 more than was spent by schools with more than 2,000 students. The cost per graduate, however, at the small schools was $49,553, slightly lower than the per-graduate cost of $49,578 at larger schools. This is because dropout rates at the small schools were much lower—64 percent of small-school students graduated in four years compared with 51-56 percent of the students in large schools with 1,200-2,000 or more students. (Stiefel, L., et. Al)
  And finally, Smaller schools provide benefits of reduced discipline problems and crime, reduced truancy and gang participation, reduced dropout rates, improved teacher and student attitudes, improved student self-perception, student academic achievement equal to or superior to that of students at larger schools, and increased parental involvement.
  The only way to have an economy of scale in education is to not have kids!
  8. The number of small schools in Korea is increasing rapidly because the population of students decreases. It is said that schools need some strategies for their own to attract students to enroll in. What advice would you give to teachers and principals?
  The most effective small schools seem to have themes. If each small school offers a theme such as high-technology, the arts, sports, vocational education, etc, then the school becomes like a magnet to many people. Large schools try to be all things to all people. I tell principals and school designers: if you try to be all things to all people, you cannot succeed. What great corporation operates like that!!! Each school can be unique and engage the local community.
  9. In the case of Japanese education policy, there are schools which have ‘the only student’ or are closed for a while when there are no students. What do you think about this system or policy?
  I am not familiar with this issue.
  10. Students from the Grauer School show higher performance on advancing to the universities. What are the keys to improve the academic ability?
  There are three keys to high performance: relationships, relationships, and relationships. Our students get into 89% of all universities they apply to. They average over $300,000 each in unsolicited merit scholarship offers—this is data that most people would not even think is possible. Every graduate of ours will tell you the same reason: great, trusting relationships with teachers. Our students learn the most important thing of all: the reason to study is not to get into a university. We learn because it is a beautiful thing to do, it gives us choices in life, and it enables us to engage in meaningful relationships. Who cares about the name of the university!
  11. What is the education system the Grauer School introducing as a small school? Could you tell Korean teachers the distinctive policies or systems which only small schools can adopt?
  Small schools teachers can know their students better, so there is mentoring going on. The lines between student and teacher break down more than in large schools. With this trust, we can try more things in the classroom. For instance, there are chances to go outdoors with the students, maybe travel places together. We can get out of the “race.” If a lab is not working well, we can focus on the negative experiment rather than the prescribed finish. We can allow for deeper discussions. Most important, we can be curious about our students. The Socratic Method was introduced 3000 years ago and it is still unsurpassed in developing intrinsic motivation among our students.
  In addition to all this, small schools can tell their teachers that they will be evaluated not just on the test scores of their students, but on how much they and their students are team players. Maybe you think these things are hard to evaluate, but does that mean we should ignore them?
  12. Are there any special aspects in operating the curriculum from the Grauer School?
  The small school curriculum is not much different. What is mostly different is the methodologies teachers use. At The Grauer School, our motto is “Learn by Discovery.” We can listen more. We can work on empathy and creativity—these two qualities are in grave risk in a new era pushing technology and mass produced, online learning at all cost.
  13. What advice would you give to parents who are wondering if they let their kid go to a small school or not?
  Parents today often parent out of fear. They think that their child has to pass all the tests and score high or they will have no future. They put their fears in front of their child’s happiness. Here is what I have to ask parents: Why is your child sleep-deprived and what is the long-range impact of that? Do you really want a “standardized child?” Why are you so afraid that your child might find his own, personal passion that is not on the test?
  Parents: I know you say that you prefer your child to be helpful, kind and a good team member, but your kids don’t believe it.
  Parents cannot hide their true feelings from kids. Why are parents today so fearful?
  14. Please make any comments if you have any other advices to teachers, principals, and policy makers in Korea.
  You do not need to close large, comprehensive schools. All you need to do is break up the large schools into units of 200 or 300 students each. Give each unit it’s own theme and its own graduation requirements. If your school has three floors, make each floor a “school within a school.” Smaller learning communities, even if they are just parts of larger learning communities are safer, more connected, more entrepreneurial, and happier.
  Check the Small Schools Coalition (SSC) website for excellent data. I am available for consulting with schools districts and corporations and am easy to reach through the Small Schools Coalition. My book, Real Teachers, is an entertaining and extremely eye-opening picture of what the teacher-student relationship can look like.
  Stuart Grauer is a teacher, founding head of The Grauer School in Encinitas, Calif., and founder of the Small Schools Coalition. He accredits and consults for schools worldwide. He is the author of “Real Teachers” and is launching his newest book, “Fearless Teaching: Collected Stories” through Aero Press in November 2015. Visitwww.fearlessteaching.com for more information his newest book.

Fearless Teaching: Collected Stories
Publishers Weekly.
263.20 (May 16, 2016): p48.
COPYRIGHT 2016 PWxyz, LLC
http://www.publishersweekly.com/
Full Text: 
Fearless Teaching: Collected Stories
Stuart Grauer. Alternative Education Resource Organization, $19.95 trade paper (302p) ISBN 978-0-9860160-0-4
In his second book, educator Grauer (Real Teachers) takes readers to Jerusalem, Cuba, Tanzania, Bali, and a Navajo school in New Mexico,
drawing on stories of freedom, play, and happiness to inspire teachers and other stakeholders in the American education system. Grauer begins
each chapter with a question, proceeds to explore that question with a story about a school or an educational experience, and concludes, usually,
with an observation or two about how the story could apply to American education. The storytelling framework and cross-cultural analysis make
for vivid and, at times, poetic reading ("There's a sense of floating in the snow, the shushing sound, the rhythmic breathing," Grauer writes of
hiking in the Alps with an experienced teacher), but Grauer's frequent use of the pronoun "we" is jarring. The "we," which variously addresses
teachers, the American public, and Grauer's former students, is especially confusing when the writing veers from global advice to educatorspecific
suggestions to highly personal anecdotes (e.g., a memory from his niece's graduation, a tribute to folk singer Pete Seeger). Though the
book could be more unified and coherent, it does encourage thoughtful engagement from readers, especially through the seminar questions found
at the end of the book. (BookLife)
Source Citation   (MLA 8th
Edition)
"Fearless Teaching: Collected Stories." Publishers Weekly, 16 May 2016, p. 48+. General OneFile, go.galegroup.com/ps/i.do?
p=ITOF&sw=w&u=schlager&v=2.1&id=GALE%7CA453506811&it=r&asid=93e86858de92ae9fc621ef2ef2f3cafa. Accessed 5 Feb. 2017.
Gale Document Number: GALE|A453506811

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2/5/2017 General OneFile - Saved Articles
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Real Teachers
California Bookwatch.
(Nov. 2013):
COPYRIGHT 2013 Midwest Book Review
http://www.midwestbookreview.com
Full Text: 
Real Teachers
Stuart Grauer
Select Books
1 Union Square West, Suite 909 NY, NY 10003
9781590799543, $16.95, www.selectbooks.com
REAL TEACHERS; TRUE STORIES OF RENEGADE EDUCATORS provides education collections with a set of stories covering teaching
revitalization effort, and is a pick for any who look for real-world lessons that hold positive courses of action for educators. Chapters focus on a
larger vision of what teachers can do--and tells exactly how they can do so. These are inspired, true short stories and are a 'must' for any education
collection.
Source Citation   (MLA 8th
Edition)
"Real Teachers." California Bookwatch, Nov. 2013. General OneFile, go.galegroup.com/ps/i.do?
p=ITOF&sw=w&u=schlager&v=2.1&id=GALE%7CA352232545&it=r&asid=77f4455ea80bdfca672fb7f5ffc721c3. Accessed 5 Feb. 2017.
Gale Document Number: GALE|A352232545

"Fearless Teaching: Collected Stories." Publishers Weekly, 16 May 2016, p. 48+. General OneFile, go.galegroup.com/ps/i.do? p=ITOF&sw=w&u=schlager&v=2.1&id=GALE%7CA453506811&it=r. Accessed 5 Feb. 2017. "Real Teachers." California Bookwatch, Nov. 2013. General OneFile, go.galegroup.com/ps/i.do? p=ITOF&sw=w&u=schlager&v=2.1&id=GALE%7CA352232545&it=r. Accessed 5 Feb. 2017

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