This book is written by a teacher specifically for other teachers. It is a culmination (but not a finalization) of my years of research into the science of learning and how I have successfully applied that knowledge in the classroom.
Throughout my career, I have always strived to be the best teacher I can be. Interestingly, becoming a teacher was never part of my initial plan. My early teaching experiences were unconventional, and I learned through experience and by doing what was necessary for the students in my care. This took me on a different trajectory in teaching and thinking than most teachers.
When I eventually enrolled in Teacher College, I followed the prescribed curriculum and completed the assigned tasks, but I didn't fully comprehend the underlying reasons behind them. For me, teaching is about discovering the most effective methods to help students learn, retain, and apply knowledge and skills. However, I never received explicit instruction on the science of learning, how child development plays a part in learning, or how intertwined learning is with behavior, motivation, and classroom management.
Since graduating, I have had the opportunity to chart my own educational path. I have dedicated myself to gaining a deeper understanding of the science of learning, as I believe this knowledge can greatly enhance my teaching skills. Although I am still on this ongoing journey of discovery, I now feel equipped with enough information, experience, and success to share my insights with others.
Interestingly, when I share this newfound information with fellow educators, a common response I receive is, 'Why wasn't this taught to us in college?' This sentiment became the inspiration for the title of my book.
My hope is that anyone who reads this book will not only gain a deeper understanding of the science of learning, but also be inspired to approach teaching and learning from a fresh perspective. I also hope to connect like-minded individuals, foster the exchange of ideas, and advocate for a better education system that prioritizes these principles. Currently, such ideas are not widely embraced in mainstream education, and those who do think this way are few and far between. Through this book, I aim to bridge these gaps and push for a better education for all teachers.
