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This book draws from and analyzes teachers and students stories of great classes in order to promote teachers development of pedagogical tact and to encourage flow states for students. Taken together, these theoretical lensespedagogical tact and flowprovide a valuable framework for understanding and motivating classroom engagement. As the authors suggest, tactful teachers are more likely to see their students in flow than teachers who struggle with basic classroom routines and practices. Grounded in narrative research, and written for preservice teachers, the book offers strategies for replicating these firsthand accounts of peak classroom teaching and learning.
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