Pajares, Frank & Urdan, Tim. (Eds.). (2008). The Ones We Remember: Scholars Reflect on Teachers Who Made a Difference. Reviewed by Jennifer R. Fruend-Moberly, University of Missouri at St. Louis & Deborah A. Moberly, University of Memphis

Pajares, Frank & Urdan, Tim. (Eds.). (2008). The Ones We Remember: Scholars Reflect on Teachers Who Made a Difference. Charlotte, NC: Information Age Publishing Pp. 226         ISBN 978-1-593311-943-0 Reviewed by Jennifer R. Fruend-Moberly, University of Missouri at St. Louis & Deborah A. Moberly, University of Memphis April 23, 2009 Adolescence is an astounding biological and psychological springboard into life for an individual. Aside from the inward thinking often expressed in many adolescents, students in middle school and high school begin to view parents and teachers as “real people” and see imperfections or recognize the extraordinary attempts to make moments special for students. This combination of inward thinking and recognition of the humanness of adult influences allows for a different level of relationship development with educators. It allows the adolescent to view specific nuances employed by educators to individualize learning or genuinely relate learning to students. A contributing author, Allison J. Kelaher Young, used an engaging story and captured this essence of high school education with her transformation in her high school physics course. She noted the high expectations of the teacher, “Fazz,” and even the fact that he initially scared her. After a time, however, the teacher allowed humor to shine by completing a lecture on Newtonian Laws of Motion by inserting, “Given a frictionless surface, F equals your mother (F=ma)” (p.128). The author associates this purposeful “slip” of humor with the teacher’s humanness. At this point, the educator opened herself up to a partnership in the learning process by minutely gearing factual delivery towards unexpected adult adoption of teenage jargon. Later the author realizes that “Fazz” purposefully incorporated Ausbel’s learning theories: start where the students are and teach from there. This reveals an awareness of individualized, developmental learning in this secondary educator that rightfully should not be recognized specifically by the high school student, but would result in a higher level of adolescent respect in this particular learning environment. Following this story, Kelaher Young related her high school experience in Physics to educational philosophy and implementation that are essential learning tools for new educators and can serve as a practical reminder for seasoned educators. In a slight contrast, another scholar, Farideh Salili, reflected on her high school experience in Iran. Rather than focusing on the relationship between student and education and the personalization of the learning process for the adolescent students, Salili concentrated on the climate, learning methods and teacher traits (‘’good’, “bad”, and “feared”). She concisely shares the similarities and differences between Iranian and American schools. Both cultures respect content knowledge, pedagogical skills and educator enthusiasm; however, the author notes that American schools focus on student-centered approaches whereas Iranian teachers maintain a more authoritarian environment that limits exchanges between educators and students. Salili concludes her vignette with the recognition that there are many factors influencing students. The various interactions that occur between Iranian students and their instructors are investigated through three sample teachers classified as “The Bad Teacher”, “The Feared Teachers”, and “Good Teachers”. “The bad teacher” quickly lost respect of her students through lack of classroom management and establishment of a learning environment that did not motivate or engage students. The “feared teachers” quickly cause distress in students with threats of physical harm by displaying weapons. However, Salili did mention that despite this striking threat, this teacher was quite good by relating the content to real life, which calls upon the concept that new knowledge, is built upon former understandings. Another “feared teacher” served as a reminder of the required entrance exam for college. He used grades as a behavioral consequence. This practice can be used to call into question the psychological effects of high stakes testing and external motivations, although it did create a group of students driven to excel. Finally, the ‘good teacher’ did reveal traits of approachability and congeniality with students while also conveying knowledgeable interest in the content, traits also favored in American schools. Bird watching does not readily come to mind as an experience that would inspire adolescents. David Bergin reflects how Mr. Webb’s knowledge and passion for bird watching, the outdoors, and zoology transformed students. While Mr. Webb’s intent was for students to become zoologists, his real influence with students learning the “interconnectedness” of life, transforming their perceptions to experience specifics of nature, relating nature’s beauty and value. The teacher’s tools were enthusiasm, extensive knowledge, demanding standards and hands-on activities that promoted student “autonomy”. Mr. Webb’s practices resulted in a life-lasting impact on Bergin and others. These vignettes indirectly reveal how stages in childhood or adolescent development can factor into the learning environment and relationships with educators and the education process. As student awareness matures, the authenticity, humanness and relevance of educators and content becomes a more essential key in the interaction and lasting memories inspired by educators. These narratives insightfully impart the “heart” of a teacher through practical memories and examples, providing a wonderful way to reflect on personal teaching philosophy, methods and plans. The sixth book in a series regarding adolescents, Pajares and Urdan requested educators and professionals with a specialty in adolescents to reflect upon their most memorable teacher. This open request resulted in 23 vignettes of teachers have a range of emotions, experiences, and memories. The Ones We Remember has a wide range of appeal to educators, pre-service teachers and others who work or live with adolescents. About the Reviewers Jennifer R. Fruend-Moberly, Science Specialist, Rohan Woods School is a doctoral candidate at University of Missouri at St. Louis, and Deborah A. Moberly is an Associate Professor at the University of Memphis.