A FREE lesson your learners will always remember! A New DVD Film, Death March from Bataan to Manchuria: Raising a Survivor's Voice William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 Do you Micromanage? By Jean K. Bruce Back to Free Resources and Lessons 2 The following information will help you, if you want to spot signs of micromanaging. If you are a parent, do you micromanage your child? Read in the paragraphs below what child development experts write about: micromanaging your child, Parents. View: Dr. William C. Bruce writes about, micromanaging your students, Teachers. Discrepant event lessons turn your students on, if you leave your “unrestrained” managers’ hat off. ___William C. Bruce Back to: Resource Page Micromanage: a. attend to small details in management b. to control a person or a situation by paying extreme attention to small details Micromanage (verb): interfere intervene nitpick breathe down somebody's neck control meddle Quiz - Are you a control freak? Doris Wild Helmering 2 min 13 sec - Mar 17, 2006 www.DorisWildHelmering.com Are you a control freak? This quiz may reveal more than your want to know. http://www.doriswildhelmering.com Doris Wild Helmering, ... all » MSW., BCD • Nationally known marriage and relationship counselor, weight loss expert and management coach. • Frequent guest on OPRAH!, Good Morning America, CNN and Fox Television Network. • Author of eight books and 1000 plus newspaper columns. • Television and radio personality – Appeared four years live on an NBC news segment titled, “Dear Doris.” Guest on 400 plus radio talk shows across the U.S. and Canada. • Written articles for Reader’s Digest, Redbook, Self and Scripps-Howard News Service Wire. • Regularly quoted in USA Today, Reader’s Digest, Woman’s Day, Redbook, McCall’s, Parade Magazine and Cosmopolitan. • Academic credentials – Licensed clinical social worker and Board-certified Diplomat in social work. Awarded clinical status in both the American Group Psychotherapy Association and the International Transactional Analysis Association. • Awards – Woman of Achievement – Soroptimist International and Alumni Merit Award, St. Louis University for advancing the field of psychotherapy. Resources A: Marc Nemiroff, PhD. Clinical psychologist and author Gail Tanner, a third grade math teacher in Ft. Lauderdale, Fla. From WebMD: You are a parent of the new millennium -- caring, involved, and determined to help your child succeed. But there are times when your involvement could do more harm than good. "Micromanagement goes against natural development," says clinical psychologist and author Marc Nemiroff, PhD. "It takes away the child's experience and [impedes] his learning how to handle himself in the world. Part of the job of the parent is not to do everything for the child, but to help him do things more and more independently." Gail Tanner, a third grade math teacher in Ft. Lauderdale, Fla., agrees. "Kids don't develop the skills they need to weather the rough spots in life if their parents never let them practice those skills." Resource B: Professor William C. Bruce Associate Dean and Professor College of Education and Psychology Professor Bruce: "Many students finish high school with great grades. Many of those students mentally hit a brick wall in their first college courses. Why? One reason: schools and parents micromanaged those students starting in kindergarten. We think that we are being nurturing and kind by micromanaging our students. Even the bravest, most independent spirit withers under the strain of micromanaging. We all want students to be able to think without control or dependence. Thankfully, we live in a democratic country. Let us take advantage of our freedom by removing the feeding spoon from our students' mouths, as soon as they can feed themselves. Students might never thank you for their abilities to think independently, but their minds will speak for them. " Look for these micromanaging signs: Teachers: You constantly interfere during lessons. "A good indicator to look for, if you are concerned that you might use micromanagement," Professor Bruce warns us, "comes during a lesson. If a teacher stalls or halts the students’ progress, or lack of process, at the first sign of struggle for answers to a problem, this disruption often causes students to stop depending on their own actions and problem solving abilities. Students, then, depend unduly on their teachers to bale them out." Professor Bruce recommends, “Reassure students that you want them to look for and find answers with other students, or on their own. When a teacher delays intruding on his or her students’ progress, students learn to resolve issues, research, and find solutions. Give students time to work with each other or find answers with little help for teachers or teachers' aids. Cultivate student self-esteem and confidence by allowing students to take responsibility. Do you, as a teacher, make assertive choices, instead of passive, preset, imposed choices? You might be micromanaging your students if you stop allowing your students to learn by adaptation and adjustment. You might be micromanaging your students if you try to mold student behaviors, dictate, or demand that your students follow inflexible directives to the letter, such as: Your papers must be stapled 0.025 of an inch from the top, right hand corner; the staple must be folded in the back so as the ends all touch level to the top edge of the paper.” You might be a micromanaging teacher: 1. If you lecture 80 to 100% of the time 2. If you are more comfortable with inactive, noncreative classroom environments 3. If you constantly show pessimism 4. If you discourage independent thinking 5. If you hate acting as a mentor, guide, and fellow explorer. However, you love dispersing facts and discipline 6. If you seldom concentrate on student-based "question and answer" lessons 7. If you rarely provide opportunities for inductive and deductive learning 8. If you overshadow your students’ early attempts to problem solve with harsh warnings, or answers 9. If you psychoanalyze your students' behavior, use scorn, preach, or moralize 10. If 90% of the tests you give are at the cognitive level: memory. Parents: You constantly interfere during play dates. "One of the telltale signs of micromanagement," Nemiroff tells WebMD, "is during a play date when the parent steps in immediately" at the first sign of conflict. "The danger is the child doesn't learn to be on his own in the world, to manage the conflicts that may arise." As long as safety isn't an issue, parents should wait a few minutes before stepping in, says Benjamin Siegel, MD, a professor of pediatrics at Boston University School of Medicine. "You have to intervene if kids are getting hurt," he tells WebMD, "but oftentimes they work it out themselves." If you do have to step in, try to be an arbitrator rather than coming up with a solution for the children. Teachers: You obsess over your students’ grades. Professor Bruce states: "Teachers often obsess over grades. Parents often obsess over their childrens’ grades. Consequently, students obsess over their grades. Preoccupation with grades leads to needless anxiety. Needless anxiety leads to needless or misplaced fear. Fear leads to attention on grade tending instead of learning. Teachers and parents want to know about the students’ abilities. It is important to keep in mind: grades are object-oriented. A report card is the variable result of a student's tests, facts and figures, procedures, and calculations; those elements represent what the student learned or did not learn. Imagine that you live in the "cave man" days. The adult assigned to teach the tribe's youngsters hands you, the parent of a ten-year-old student, a rock with symbols. The rock's symbols, known by all, indicate grades given for the daily survival of the youngsters. Would those symbols (grades) carry more meaning to those young cave people than grades carry today? Yes! Students during the cave days took only a few courses. Survival seized its place as the top course. Do students, nowadays, have difficulty seeing the consequences to their actions? If student actions are graded on qualities that seem to the students, as merely ways to control the students, the students regularly react negatively. One of the few things the tribe youngsters had to worry about was micromanagement. Let us imagine that, today, you take your students to the banks of a flooding river. You say to your students: 'If you erect a bridge over this river in seven days, we'll all live. If you fail to erect a bridge in seven days, we'll all die.' Your students know that what you have told them is true. Chances are very good, that your students will find a safe way over that river before the seven days. Will they stand on the riverbank for long, arguing that the only correct translation of your directions to them, and thus, the only "right" thing to do is build a bridge? Nope. If our lives depended on our students in unmistakably apparent ways, we would never micromanage. Let us hope. Would you rely on your best friend to throw you a rope if you were drowning? What if your best friend finds it impossible, or too scary, to think on his or her own? He or she might say, 'Should I throw you the blue rope or the pink rope? The short or the long one? The left or the right one?' Micromanaged students know instinctively, that they need fight or flight skills. What methods do they use to fight or flee from the disconcerting traits and misdirected paths of micromanipulation? What would happen if students realized the underlying, true, and beneficial (to them and to us) purpose of grades? I find, that when students appreciate their own relatable reasons for grades, they become more likely to correspond in performance by meeting dead lines, tasks, and responsibilities. Still, teachers, parents, and students, at times, lose sight of their role in education. Do we appreciate, the ideas about grades and moving up the ladder, more than the notion that grades should mark endurance, resilience, logic, composure, creativity, originality, imagination, reason, consistency, reliability, cooperation, resourcefulness, and survival skills? Are those the reasons we micromanage? Simply moving to the top of the ladder cannot stop higher stuff from crashing into you. Yet, we continue to micromanage as though those at the top remain safe.. Micromanaging remains a bad answer although it is one of the oldest problems in the world: teaching other humans how to live to show, by good example, our stories of a better life and survival. If we "shepherd the sheep," as a few teachers say about their students, we end up with sheep. Sheep will follow a leader right off a cliff. Hopefully, you are thinking: If teachers think of themselves as the shepherd and their students as the sheep, the teachers are probably micromanaging." What will help? Try using the following "student-centered" tactics: Bloom's taxonomy Cognitive objectives, especially analysis, synthesis, and evaluation Constructivism Using the taxonomy to write and follow cognitive objectives, plus using constructivism, will help micromanaging teachers stop micromanaging. Synthesis Objectives: Student-centered strategies, concept progression, and thinking to join relevant student experiences to research, to use open-ended approaches, and actions. Synthesis: The creation or combination of parts or elements to form a whole; the combining of often diverse conceptions into a coherent whole; deductive reasoning; the dialectic combination of thesis and antithesis into a higher stage of truth. Taxonomy: The study of the general principals of scientific classification. Constructivism: Student-centered strategies, concept progression, and thinking to join relevant student experiences to research, to use open-ended approaches, and actions. Bloom, Benjamin: Bloom guided a coalition of educational psychologists, 1956, to develop a Bloom's taxonomy, a classification of levels of learning behavior. The taxonomy shared overlapping domains, the cognitive (six categories), psychomotor, and affective. The taxonomy offers teachers a way to categorize test questions and to write cognitive objectives for lessons. Objectives: Involving or deriving from a sense perception or experience with actual objects, conditions, or phenomena; an aim, goal, or action. A strategic position to be attained or a purpose to be achieved. Evaluation: Evaluation brings synthesis. Sensory cues trigger creative qualities. Those creative qualities free your student to craft, from ordinary life, amazing synergy (accord, mental teamwork, music). Your student’s composition earns value for its creative worth. Bloom's Taxonomy: Cognitive Knowledge or Memory Level Objectives for lessons (Produces lower-level thinking) recall of information and observation knowledge of subject matter Comprehension Level Objectives for lessons (Better than memory/knowledge, yet buries reflective thinking) aware of information recognizes meaning turns knowledge into new framework associates, sees more similarities construes moderate degree of details sorts, arranges, infers sources guesses the end results Application Level Objectives for lessons (Lacks reasoning skills) draws on information brings ideas, proposals, methods, and theories to new circumstances unravels problems using skills or knowledge Analysis Level Objectives for lessons (Examines skills without explanations nor conclusions) notices links identifies bias arranges components identifies unseen meanings uses different feasibility strategies * Synthesis Level Objectives for lessons (Produces simple and complex theoretical, deductive thinking, including scientific reasoning from beginning to end) applies past ideas to new ideas boils ideas down from given facts brings together knowledge from many areas calculates and presents deductions * Evaluation Level Objectives for lessons (Considers, examines, and assesses value, importance, extent, or conditions, estimates probabilities, and measures theories) weighs and differentiates between ideas reviews theories builds alternatives from logic proves logic measurements with proof Parents: You obsess over your students’ grades. "Grades are between the kid and the teacher," says Siegel, the pediatrician. Parents should "ask what their children are learning, show interest, praise them for their accomplishments, but don't try to take over the teacher's role." Tanner says parents who intervene every time their child brings home something less than an "A" creates several problems: The child develops the unrealistic idea that he is always entitled to an "A." The child never learns to advocate for himself. The child believes his parents will always fix everything that goes wrong. "The goal of getting an 'A' is not nearly as important as developing the skills to be independent, capable, thinking adults," Tanner tells WebMD. "Children need to be allowed to make mistakes and learn from them. They need to struggle through difficult tasks and learn to persevere." Parents: You obsess over what your child eats. "Many parents are overly concerned about what their children eat," Nemiroff says. "If a child is truly not eating enough and losing weight, that's worth discussing with your pediatrician. But when you have a picky eater [who gets] sufficient protein, does it really matter?" Arguing over food can set up an unhealthy power struggle, says Ruth A. Peters, PhD, a clinical psychologist and author of the parenting manual, Laying Down the Law. Peters cautions parents against becoming "control freaks" at mealtime. "If the kid wants last night's pizza for breakfast, that's OK. If the kid won't try a new food, so what? It's OK to go along with the kid's quirks." Teachers: You clash with your students over clothing. Professor Bruce: “What are the school rules? Do the students have a say in the school’s rules about clothing? Try to keep your students’ eyes on the prize by participating in class, discovery principals, higher-level cognitive objectives, and learning, especially by discrepant event inquiry lessons. Micromanaging teachers are usually fine teachers. They became fine teachers because they knew how to do things, how to start and finish things. Yet, when a teacher deals with too many other things, instead of his or her main function, teaching, he or she acts impatient, and jumps to: getting things done, every teeny-tiny detail of a student's lesson or assignment. Teaching remains the middle part of a teacher’s job. With an unclear value on the teaching part of their job, a teacher sometimes concludes that his or her role is to be all things to all people, all the time. That teacher takes away student accountability. Master teachers use personal plans, rules to go by to accomplish their job as a teacher. What can you do about micromanaging? Try typing up your personal rules, as a master teacher, instead of acting as a master student manager. Define suitable ways to accomplish your rules.” Parents: You clash with your child over clothing. Peters says parents should think about what's important before arguing over clothes. "What's important is safety, academics, and values," she tells WebMD. "Pretty much anything short of that, you can begin to let go." She recommends allowing children to "dress to fit in at their school, even if you think it's dumb-looking. See it from their point of view, not always from your point of view." Teachers: You interfere with your child's homework. Professor Bruce: “If a student asks for and needs help with homework, make time to give extra attention to the specific area of concern. Help your student understand the assignment. Ask the student questions. Questions should prompt student explanations and perseverance: “Mary, how do you think you might go about doing this task? Recall, Mary, when you thought that you could never learn what “estimation” meant? You kept trying new ways, Mary, to understand the term, “estimation” until you got it. If your students fail to understand the assignment, or if the assignment-related information or classroom resources’ seem confusing to your student, suggest another book or resource. Encourage practice, exercises, drills, tutors, and self-instruction.” Parents: You interfere with your child's homework. Nemiroff says micromanaging homework time may be appropriate for children with certain learning disabilities, but not for the average student. " By second or third grade in a non-LD [learning disabled] child, the parent should have very little to do with homework, unless the child says, 'Can you help me understand this problem?' Once you clarify, you back away." Parents who provide too much help with homework don't give their children a chance to figure things out themselves, he says. Tanner, the third grade teacher, recalls an intelligent student who was "not very confident in his ability to do things well. It didn't take long to figure out why. His mom, a doctor, would do his projects for him 'because he didn't do them right.' And he was more than happy to let her." Tanner stresses that it's fine to help when a child asks, but "if more than one teacher has hinted that you may be doing too much, then it's probably time to listen." Teachers: You argue with your students' (sports) coach about playing your student during games or practice. Maybe the coach wants you to “give” your student a certain grade so the student becomes eligible to play sports. Professor Bruce: “Satisfying this question about a schools’ coach might seem obvious. Yet, many teachers are faced with circumstances revolving around coaching and sports. Often these dilemmas throw teachers off their usual goals and commitments to education. If you are not a coach, and if you are embroiled in your students’ sports life, you are probably micromanaging your student.” Parents: You argue with your child's coach over plays. Attending soccer games is very important, Nemiroff says. "After every game, say you're proud. But that's it. Be encouraging without getting worked up over the details of the game." He says you've crossed the line "when you ask the coach, 'How much did you play my child and for how long?'" Teachers: You regularly have your students called to the principal’s office during school. Professor Bruce: “Teachers place the growth and improvement of their students' skills over almost everything else. If a teacher recommends that a student visit guidance councilors or principals, the recommendation should be primarily aimed at expanding the student’s consideration of his or her learning productivity. Try to follow-up your action, to obtain outside help, by conferencing with your student. This type of student management should come without weakening your student’s abilities to fulfill his or her learning obligations and his or her own resourcefulness. In other words, ask your student if he or she can solve the problem that seems an “outside the classroom” issue that is interfering with the lesson under study. Remind yourself that you are working in your school to accomplish a job. The job is to teach students. You teach students through lessons. A lesson contains a beginning, middle, and an ending. Nearly all teachers must manage and administrate besides teach. The managing comes first and last. Teaching happens in the middle. Teaching stands alone. Teaching lives and survives successfully in its own element, separate from intensive administration. If we over supervise it sometimes leads to penalties to students, instead of learning rewards. The practice of punishment, to educate, teaches humans how to avoid punishment. Sometimes humans learn to avoid punishment, at all costs. If you use only, memory and comprehension cognitive teaching objectives consider it punishment for your students.” ‘It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this little planet, aside from stimulation, stands mainly in need of freedom; without this it goes to rack and ruin without fail. It is a very grave mistake to think that the engagement of seeing and searching can be promoted by means of coercion and a sense of duty.’__Albert Einstein Parents: You regularly call your child during school. All our experts agree that calling your kids or text-messaging them at school is inappropriate. "That's the parent inserting himself in the child's day and it is unnecessary," Nemiroff says. Siegel says this habit can be especially troubling for teenagers. "If an adolescent feels their parent is always checking up on them, it gets them furious and angry. It doesn't let them explore their autonomy." If you need to communicate with your child during the day, agree on a predetermined check-in time -- preferably after school lets out. Teachers: Constantly you demand to know if and when your students will have their assignments finished, or if your students will be ready for a test. Professor Bruce: “If you constantly ask students about their work and demand every detail of every enterprise, students begin to say to themselves: ‘I don’t need to be concerned about that, my teacher worries for me. Maybe my teacher will do everything for me! My teacher will probably redo my work anyway.’ Micromanaging makes students feel dejected and demoralized. Micromanaging contributes to making your students view organization as something someone ought to do for them. You will soon see your students’ spirit languish. They frequently begin to restrict their class participation. They act needy and inferior. Subtle reminders about upcoming exams, class work, and homework, work best. You are your students' teacher, not their PDA.” Parents: You demand a "play by play" of your child's day. There's a difference between asking your child about his or her day and "becoming the district attorney," Nemiroff says. Unless you suspect drugs or another serious problem, there's no need to press a child for every detail of every hour of the day. Teachers: You spy on your students. Professor Bruce: “You have more than enough to do as a teacher, than to perform as a spy, too. Managing your students never means spying on your students. If drugs are an issue in your school and you have been asked to spy, allow your students to address the drug problem. Use the opportunity to mentor. More importantly, allow students to mentor other students concerning whatever you have been asked to spy upon. Instill in your students the purpose of clarification of the issue, reporting the issue justly and honestly. Fairness to every student in every class triumphs over intolerance and injustice. You the teacher, manage from the sidelines. An effective master teacher embraces the process of learning instead of teaching their students how to lean on other peoples’ thinking skills; this includes almost any kind of learning. Discrepant event lessons further the cause of self-sufficiency. At times a school “situation” finds a life of its own. People start thinking that another situation will occur if they ever stop micromanaging everything. If you rely on rigid answers and strict formula-style learning, using those methods also to deal with school situations outside the classroom, it causes you to lose sight of the relevant criteria of thinking for yourself. Thinking. Abstract, analytical, creative problem solving, and complex thinking, all empower." Parents: You spy on your child. Spying can take many different forms, from snooping on your teen's blog to searching your child's room without probable cause. "Searching your child's room is a miserable idea unless you suspect drugs," Nemiroff cautions. If you're only concerned about the mess, "Close the door. It's not that important." One thing that doesn't constitute spying, Nemiroff says, is checking out the live video stream from your toddler's day care center. "If you're looking on the web site to get a feel for what are they up to, that's not micromanaging -- that's keeping an eye from a distance and letting the child have his own experience." Teachers: You have picked colleges for your students. Professor Bruce: Your students ought to contact experts and ask for their advice. If you pick the colleges for your students you are micromanaging. Parents: You have already picked a college for your toddler. Nemiroff says he has seen parents choose a preschool based on the college they hope their child will attend 15 years in the future. "How can you possibly know where the child will belong, what type of academic personality he will have?" He recommends parents focus on the present and choose a preschool "that is appropriate for the child's needs now." Siegel says parents who feel "intense pressure to have kids come out perfect and get the right grades and get into the right college" may be bringing home the workplace culture. He says the goal of child rearing should not be to create "a commodity or product to be marketed to colleges," but to bring up kids who are sensitive, creative, and confident. Brought to you by Home Tree Media http://www.hometreemedia.org Teachers: Breaking the Micromanaging Habit Professor Bruce: “Should we substitute our bad habits with, say, good habits? A good habit for teachers: Only micromanage micromanagers. Micromanagers are the only ones that appreciate micromanaging. Or do they? Micromanaging encourages mini-blind minds. Micromanaging encourages people to never see anything except micro images and angled viewpoints instead of the whole picture. Micromanagement often comes from anxiety, anxiety about failure. When teachers feel stressed, browbeaten, intimidated, or micromanaged they need to address the following possible inner dialogue: ‘If I don’t do everything perfectly and do every detail, I’ll be seen as a looser, a slacker, and they’ll fire me.’ Think of micromanagement as a symptom of anxiety instead of power outrage. Few teachers are power hungry. What could you do instead of micromanage? 1. Write your goals as a teacher, your own personal rules, that help you accomplish your job effectively. 2. Learn Bloom's taxonomy. Write cognitive objectives for every lesson. Use generous amounts of analysis, synthesis, and evaluation objectives to keep students interested and challenged. You will find fewer temptations to micromanage your students--the more you use higher-level objectives. 3. Know the person responsible for the different jobs in your school. You are part of the school team of administrators, faculty, and staff. Yep, you remain interested in and committed to the best for your school and students. 4. As a teacher, always remember that students come first. Teaching stands above all else. Every job except teaching falls as fringe. 5. Teachers work to help students bring their futures into view. Teaching might feel similar to a “nose to the grindstone” job, yet you work to fill goals that will illuminate each student’s education. What could be more valuable? 6. Ask yourself the following questions: • Are my students gaining knowledge from my intents and purposes, or have I become part of the problem? Am I ruling, micromanaging, or teaching? 7. Remind yourself everyday: First, do no harm. Parents: Breaking the Micromanaging Habit If you think you may be micromanaging your child, Peters says you should break the habit "like any bad habit -- start little." Begin backing off in areas of little consequence -- for example, allowing your child to decide whether or not to make the bed each morning. "If you're not micromanaging about little things, your kid will take you more seriously about the things that really matter," she says. Whenever you're tempted to micromanage, Tanner suggests analyzing your reasons for stepping in. Will it help the child become more independent and develop essential life skills? "If the answer is no, then maybe the parent needs to step back and let their child try on their own." Published April 10, 2006. SOURCES: Teachers: Professor William C. Bruce, The University of Texas at Tyler, Associate Dean and Professor College of Education and Psychology, author of Mindtronics! and Inquiry Alive! Professor Bruce has taught over 4,000 students, face-to-face. Many of his students have become, and are now, award-winning teachers. Marc Nemiroff, PhD, clinical psychologist; co-author, A Child's First Book About Play Therapy. Gail Tanner, teacher, Ft. Lauderdale, Fla. Benjamin Siegel, MD, professor of pediatrics, Boston University School of Medicine. Ruth A. Peters, PhD, clinical psychologist; author, Laying Down the Law: The 25 Laws of Parenting to Keep Your Kids on Track, Out of Trouble, and (Pretty Much) Under Control. American Psychological Association: "Communication Tips for Parents." Resource websites: Web MD http://www.webmd.com/content/Article/121/114032.htm Why Boards Micro-Manage and How to Get Them to Stop by Hildy Gottlieb http://www.help4nonprofits.com/NP_Bd_MicroManage_Art.htm The Dimensional Thinker: From Building a Constructivist Edge to Finding Bloom on Mars, by William C. Bruce and Jean K. Bruce. http://www.amazon.com/ William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 Mindtronics! and Inquiry Alive!, two books sharing one title and on one CD-Rom This is the new version of Learning Social Studies Through Discrepant Event Inquiry AND Learning the Inquiry Method: A Learner's Permit to Inquiry: Student Workbook (ISBN 1565060032), Alpha Publishing Co., Inc., Annapolis, Maryland, 1992, by Bruce and Bruce. Now, you never need to order the Bruces' earlier discrepant event books from book resellers. The two old books are often confused with the new books. Book resellers sell the old book, Learning Social Studies Through Discrepant Event Inquiry, in the $130.00 range. For less than half that price you can order the updated version: Mindtronics! and Inquiry Alive! ISBN: 0970480156. You can order the Bruces' titles from Amazon.com, other online bookstores, and now when you search under Entertainment, Target online. http://www.target.com/ William C. Bruce Associate Dean and Professor College of Education and Psychology Phone: (903) 566-7048 e-mail: wbruce@uttyler.edu http://www.hometreemedia.org Fax: (903) 566-7036 Home Tree Media Would you like to know more about our main book authors, Dr. William C. Bruce and Jean K. Bruce? For instance: Dr. Bruce, and his wife Jean, first authored a discrepant event book entitled: Learning Social Studies Through Discrepant Event Inquiry. Go to the following URL addresses to learn more about William C. Bruce and Jean K. Bruce through their blogs: University of Texas at Tyler, EPP University of Texas at Tyler, CPDT http://www.uttyler.edu/c_i/bruce.htm Free discrepant event lesson, 9-11 Blog: Pay Teachers More Blog: Test Scores Home Tree Media Links Discrepant Event: The Samurai Crab About Mindtronics! and Inquiry Alive! Discrepant event lessons are timeless Quick Discrepant Event: Guns, Germs, and Steel Check Out Our Teacher Books Discrepant Event: Life on Earth and Mars Discrepant Event: The Titanic Fishing Boats Do you Micromanage? Practice your Cognitive Objectives from The Dimensional Thinker Discrepant Event about oil prices: Crude Pulse Discrepant Event about oil prices/Extra links: Crude Pulse Discrepant Event: Mad Cow Discrepant Event Extra Links: Mad Cow Teacher Links #1 Teacher Links #2 Links to Women in Science Technology Free Multicultural Activity Contact Information Tronics of the Mind Discrepant Event: Immigration Discrepant Event: Immigration/Extra Links Website Links Relating to the U.S. Presidency: Review President Lincoln's Emancipation Proclamation: National Freedom Day, The Gettysburg Address, and Rosa Parks The US Constitution Table of Contents/Mindtronics! and Inquiry Alive! 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