AD-FOR EVERY
VICE-ONE*

MOTIVATING STUDENTS

by Dr. Richard O’Connell EdD

Formats

Softcover

$11.99

E-Book

$3.99

Softcover

$11.99

Other Book By Author

AD-FOR EVERY VICE-ONE*

Dr. Richard O’Connell EdD

$11.99

Book Details

Language : English

Publication Date : 4/1/2020

Format : Softcover

Dimensions : 6x9

Page Count : 142

ISBN : 9781480888500

Format : E-Book

Dimensions : N/A

Page Count : 142

ISBN : 9781480888517

About the Book

This collection of programs, anecdotes, and reflections seeks to accomplish what may sometimes seem like an impossible task: motivating students.

Dr. Richard O’Connell, EdD, who has helped countless students over a career spanning more than forty years in New York and New Jersey schools, shares an array of tools and insights to help you promote student achievement.

The programs are actual plans of action to influence students, which have been incorporated into schools.

The anecdotes are stories, instances, and advice that you can adapt to your own special circumstances. They are printed in bold so you can find them easily.

The reflections are the author’s thoughts and ruminations on important concerns that pertain to students.

As you read, you’ll discover the importance of looking beyond appearances, finding out what motivates students, how to engage with them, and how to get them excited about learning.

Whether you are a parent, counselor, teacher, principal, volunteer, or intern, the advice in this guide will help you make meaningful progress in promoting student achievement.

All royalties willl be donated to charities.

About the Author

Dr. Richard O’Connell, EdD, has helped children as a district guidance coordinator, assistant principal, director of guidance, and counselor in various New York and New Jersey public and private schools over forty years. He is the recipient of numerous New York State and Nassau County Counselors Association awards, including Counselor of the Year, for his innovative programs and publications dealing with all aspects of school counseling services. For the past eleven years, he has volunteered in a minority school assisting students in the college/career admissions process.

Customer Reviews

This book is yet another gem by author Richard O'Connell, whose decades of experience combined with his generous and caring heart (donating all book proceeds to charity) make him a wealth of knowledge and wisdom. In recent years, the retired author has volunteered his time helping disadvantaged students succeed academically. His sense of humor combined with the pearls of wisdom shared in this book make it a must read for all from counselors to teachers to parents and students. I can personally attest to Dr. O'Connell's excellence as a counselor since he expertly guided all 4 of my children into top universities. This book is a concise and highly useful guide to motivating all students from the struggling to the gifted. The author achieves his stated goat to "reach students by being creative to make an impact on their minds."

lisa kende
This book is yet another gem by author Richard O'Connell, whose decades of experience combined with his generous and caring heart (donating all book proceeds to charity) make him a wealth of knowledge and wisdom. In recent years, the retired author has volunteered his time helping disadvantaged students succeed academically. His sense of humor combined with the pearls of wisdom shared in this book make it a must read for all from counselors to teachers to parents and students. I can personally attest to Dr. O'Connell's excellence as a counselor since he expertly guided all 4 of my children into top universities. This book is a concise and highly useful guide to motivating all students from the struggling to the gifted. The author achieves his stated goal to "reach students by being creative to make an impact on their minds.

lisa kende
Richard O’Connell, Ed.D. AD-for every VICE-one: Parents, Teachers, Counselors, Principals, Interns…on MOTIVATING STUDENTS. Bloomington, IN: Archway Publishing, 2020. The strange looking title and subtitle of this book are indicative of the surprises found in the contents of the book. Dr. Richard O’Connell draws on forty years of experience as a counselor in a variety of school situations. He shares his unusual approaches to working with students, principals, teachers, and parents. Everything in the book has been tested out by the author. Some of his suggestions are as simple as getting people to say “hello” which he shows can often work wonders. Other suggestions involve complicated, sometimes delicate approaches, to dealing with the serious problems that students have. The author is never heavy handed; everything is offered with a genial: try it; you might like it. Because the voice that speaks in the book is that of a professional school counselor, potential readers who are not in that profession may think that the book is not for them. The subtitle of the book tries to address that issue but can only list a few of the groups who might find the book enlightening as well as entertaining. The shortest answer to who the book is for is everyone. But there is a premise and a difficulty in addressing a book to everyone. The premise of this book, I think, is that everyone is a “counselor.” In our modern world we have necessarily created professions in which individuals are trained to specialize in what is a quality or power of human beings. The author understandably sees the world through the lens of counseling in which he is trained. He recognizes that teachers, school principals, parents and, students too, are counselors. The author shows that involving each of these groups in counseling is a way to improve the work of principals, teachers, and others in a school. Instead of sitting in the counselor’s office to provide information on colleges and to deal with behavioral problems, the professionally trained counselor becomes head of a team of counselors who work together for the good of the school and its students.. The difficulty of this approach is to get people to let go of their customary ways of acting like a principal or a teacher is always supposed to act. The author uses a wonderful array of stories and examples to shake up whatever fixed categories the reader brings to the book. The author, I hope, would not object to my citing an example from my own experience that parallels his seeing counseling possibilities everywhere. I have a book entitled: The Act of Teaching: Reflections on a Basic Human Act. My difficulty in getting a book published which is on the nature of teaching itself was the question asked by potential publishers: “What particular readership would be interested in such a book”. To which I would sometimes half-jokingly answer: “At least every human being.” The book has examples of teaching from the world of birds, horses, dogs, and cats, but unfortunately they do not buy books. Professional schoolteachers need the help of all the other teachers who constantly engage in teaching, whether or not they aware of doing so. Dr, O’Connell does have a clear aim expressed in the title: “motivating students.” The millions of young people who are required by law to attend school can find it difficult to go through rituals that are a hundred and fifty years old. Some of the students who get into trouble are not “bad kids”; they are just looking for a little spontaneity and they wish to be treated as individual persons. I attended “good schools” and got high grades but I can only remember the first twelve years of schooling as a sea of boredom. I do fondly remember the chemistry teacher in senior year of high school. I think of him as the first person in my life to treat me as a grown up. I was not actually a grown up but his treating me that way was an important step to becoming an adult. I wish that there had been a Richard O’Connell in my school to lighten things up and provide a respect for each student’s individuality. The pandemic of 2020 may have done harm to the education of students who most need help. The disruption, however, has made it necessary to rethink some of the school’s customary practices. The book consists of three elements. The first is programs which are plans of actions that have been successful in schools. The second are anecdotes or stories that often are funny but have a serious purpose and can be adapted in numerous situations. Many readers will look for these stories which are helpfully printed in bold letters. The author even gives away the secret of a magic trick that he likes to perform at gatherings of friends. The third element is “ruminations” by the author especially as these elements are important for motivating students. One of the greatest works of twentieth-century philosophy is Philosophical Investigations by Ludwig Wittgenstein. The author insisted it was not a book but instead a collection of “remarks.” Wittgenstein said his purpose was to force the reader to write his or her own book. The remarks in the “book” are often stories, puns, or surprising and eccentric comparisons which he found necessary to get at the nature of language. Some people did not find the book serious, but its effect has been lasting and profound. Dr. O’Connell does not take himself too seriously but the stories and advice in the book would be of serious value to “parents, teachers, counselors, principals, volunteers, interns.” I would like to meet Richard O’Connell some day; he sounds like a wise and entertaining fellow. Gabriel Moran, Professor Emeritus of Educational Philosophy, New York University. Richard O’Connell, Ed.D. AD-for every VICE-one: Parents, Teachers, Counselors, Principals, Interns…on MOTIVATING STUDENTS. Bloomington, IN: Archway Publishing, 2020. The strange looking title and subtitle of this book are indicative of the surprises found in the contents of the book. Dr. Richard O’Connell draws on forty years of experience as a counselor in a variety of school situations. He shares his unusual approaches to working with students, principals, teachers, and parents. Everything in the book has been tested out by the author. Some of his suggestions are as simple as getting people to say “hello” which he shows can often work wonders. Other suggestions involve complicated, sometimes delicate approaches, to dealing with the serious problems that students have. The author is never heavy handed; everything is offered with a genial: try it; you might like it. Because the voice that speaks in the book is that of a professional school counselor, potential readers who are not in that profession may think that the book is not for them. The subtitle of the book tries to address that issue but can only list a few of the groups who might find the book enlightening as well as entertaining. The shortest answer to who the book is for is everyone. But there is a premise and a difficulty in addressing a book to everyone. The premise of this book, I think, is that everyone is a “counselor.” In our modern world we have necessarily created professions in which individuals are trained to specialize in what is a quality or power of human beings. The author understandably sees the world through the lens of counseling in which he is trained. He recognizes that teachers, school principals, parents and, students too, are counselors. The author shows that involving each of these groups in counseling is a way to improve the work of principals, teachers, and others in a school. Instead of sitting in the counselor’s office to provide information on colleges and to deal with behavioral problems, the professionally trained counselor becomes head of a team of counselors who work together for the good of the school and its students.. The difficulty of this approach is to get people to let go of their customary ways of acting like a principal or a teacher is always supposed to act. The author uses a wonderful array of stories and examples to shake up whatever fixed categories the reader brings to the book. The author, I hope, would not object to my citing an example from my own experience that parallels his seeing counseling possibilities everywhere. I have a book entitled: The Act of Teaching: Reflections on a Basic Human Act. My difficulty in getting a book published which is on the nature of teaching itself was the question asked by potential publishers: “What particular readership would be interested in such a book”. To which I would sometimes half-jokingly answer: “At least every human being.” The book has examples of teaching from the world of birds, horses, dogs, and cats, but unfortunately they do not buy books. Professional schoolteachers need the help of all the other teachers who constantly engage in teaching, whether or not they aware of doing so. Dr, O’Connell does have a clear aim expressed in the title: “motivating students.” The millions of young people who are required by law to attend school can find it difficult to go through rituals that are a hundred and fifty years old. Some of the students who get into trouble are not “bad kids”; they are just looking for a little spontaneity and they wish to be treated as individual persons. I attended “good schools” and got high grades but I can only remember the first twelve years of schooling as a sea of boredom. I do fondly remember the chemistry teacher in senior year of high school. I think of him as the first person in my life to treat me as a grown up. I was not actually a grown up but his treating me that way was an important step to becoming an adult. I wish that there had been a Richard O’Connell in my school to lighten things up and provide a respect for each student’s individuality. The pandemic of 2020 may have done harm to the education of students who most need help. The disruption, however, has made it necessary to rethink some of the school’s customary practices. The book consists of three elements. The first is programs which are plans of actions that have been successful in schools. The second are anecdotes or stories that often are funny but have a serious purpose and can be adapted in numerous situations. Many readers will look for these stories which are helpfully printed in bold letters. The author even gives away the secret of a magic trick that he likes to perform at gatherings of friends. The third element is “ruminations” by the author especially as these elements are important for motivating students. One of the greatest works of twentieth-century philosophy is Philosophical Investigations by Ludwig Wittgenstein. The author insisted it was not a book but instead a collection of “remarks.” Wittgenstein said his purpose was to force the reader to write his or her own book. The remarks in the “book” are often stories, puns, or surprising and eccentric comparisons which he found necessary to get at the nature of language. Some people did not find the book serious, but its effect has been lasting and profound. Dr. O’Connell does not take himself too seriously but the stories and advice in the book would be of serious value to “parents, teachers, counselors, principals, volunteers, interns.” I would like to meet Richard O’Connell some day; he sounds like a wise and entertaining fellow. Gabriel Moran, Professor Emeritus of Educational Philosophy, New York University. Richard O’Connell, Ed.D. AD-for every VICE-one: Parents, Teachers, Counselors, Principals, Interns…on MOTIVATING STUDENTS. Bloomington, IN: Archway Publishing, 2020. The strange looking title and subtitle of this book are indicative of the surprises found in the contents of the book. Dr. Richard O’Connell draws on forty years of experience as a counselor in a variety of school situations. He shares his unusual approaches to working with students, principals, teachers, and parents. Everything in the book has been tested out by the author. Some of his suggestions are as simple as getting people to say “hello” which he shows can often work wonders. Other suggestions involve complicated, sometimes delicate approaches, to dealing with the serious problems that students have. The author is never heavy handed; everything is offered with a genial: try it; you might like it. Because the voice that speaks in the book is that of a professional school counselor, potential readers who are not in that profession may think that the book is not for them. The subtitle of the book tries to address that issue but can only list a few of the groups who might find the book enlightening as well as entertaining. The shortest answer to who the book is for is everyone. But there is a premise and a difficulty in addressing a book to everyone. The premise of this book, I think, is that everyone is a “counselor.” In our modern world we have necessarily created professions in which individuals are trained to specialize in what is a quality or power of human beings. The author understandably sees the world through the lens of counseling in which he is trained. He recognizes that teachers, school principals, parents and, students too, are counselors. The author shows that involving each of these groups in counseling is a way to improve the work of principals, teachers, and others in a school. Instead of sitting in the counselor’s office to provide information on colleges and to deal with behavioral problems, the professionally trained counselor becomes head of a team of counselors who work together for the good of the school and its students.. The difficulty of this approach is to get people to let go of their customary ways of acting like a principal or a teacher is always supposed to act. The author uses a wonderful array of stories and examples to shake up whatever fixed categories the reader brings to the book. The author, I hope, would not object to my citing an example from my own experience that parallels his seeing counseling possibilities everywhere. I have a book entitled: The Act of Teaching: Reflections on a Basic Human Act. My difficulty in getting a book published which is on the nature of teaching itself was the question asked by potential publishers: “What particular readership would be interested in such a book”. To which I would sometimes half-jokingly answer: “At least every human being.” The book has examples of teaching from the world of birds, horses, dogs, and cats, but unfortunately they do not buy books. Professional schoolteachers need the help of all the other teachers who constantly engage in teaching, whether or not they aware of doing so. Dr, O’Connell does have a clear aim expressed in the title: “motivating students.” The millions of young people who are required by law to attend school can find it difficult to go through rituals that are a hundred and fifty years old. Some of the students who get into trouble are not “bad kids”; they are just looking for a little spontaneity and they wish to be treated as individual persons. I attended “good schools” and got high grades but I can only remember the first twelve years of schooling as a sea of boredom. I do fondly remember the chemistry teacher in senior year of high school. I think of him as the first person in my life to treat me as a grown up. I was not actually a grown up but his treating me that way was an important step to becoming an adult. I wish that there had been a Richard O’Connell in my school to lighten things up and provide a respect for each student’s individuality. The pandemic of 2020 may have done harm to the education of students who most need help. The disruption, however, has made it necessary to rethink some of the school’s customary practices. The book consists of three elements. The first is programs which are plans of actions that have been successful in schools. The second are anecdotes or stories that often are funny but have a serious purpose and can be adapted in numerous situations. Many readers will look for these stories which are helpfully printed in bold letters. The author even gives away the secret of a magic trick that he likes to perform at gatherings of friends. The third element is “ruminations” by the author especially as these elements are important for motivating students. One of the greatest works of twentieth-century philosophy is Philosophical Investigations by Ludwig Wittgenstein. The author insisted it was not a book but instead a collection of “remarks.” Wittgenstein said his purpose was to force the reader to write his or her own book. The remarks in the “book” are often stories, puns, or surprising and eccentric comparisons which he found necessary to get at the nature of language. Some people did not find the book serious, but its effect has been lasting and profound. Dr. O’Connell does not take himself too seriously but the stories and advice in the book would be of serious value to “parents, teachers, counselors, principals, volunteers, interns.” I would like to meet Richard O’Connell some day; he sounds like a wise and entertaining fellow. Gabriel Moran, Professor Emeritus of Educational Philosophy, New York University. Richard O’Connell, Ed.D. AD-for every VICE-one: Parents, Teachers, Counselors, Principals, Interns…on MOTIVATING STUDENTS. Bloomington, IN: Archway Publishing, 2020. The strange looking title and subtitle of this book are indicative of the surprises found in the contents of the book. Dr. Richard O’Connell draws on forty years of experience as a counselor in a variety of school situations. He shares his unusual approaches to working with students, principals, teachers, and parents. Everything in the book has been tested out by the author. Some of his suggestions are as simple as getting people to say “hello” which he shows can often work wonders. Other suggestions involve complicated, sometimes delicate approaches, to dealing with the serious problems that students have. The author is never heavy handed; everything is offered with a genial: try it; you might like it. Because the voice that speaks in the book is that of a professional school counselor, potential readers who are not in that profession may think that the book is not for them. The subtitle of the book tries to address that issue but can only list a few of the groups who might find the book enlightening as well as entertaining. The shortest answer to who the book is for is everyone. But there is a premise and a difficulty in addressing a book to everyone. The premise of this book, I think, is that everyone is a “counselor.” In our modern world we have necessarily created professions in which individuals are trained to specialize in what is a quality or power of human beings. The author understandably sees the world through the lens of counseling in which he is trained. He recognizes that teachers, school principals, parents and, students too, are counselors. The author shows that involving each of these groups in counseling is a way to improve the work of principals, teachers, and others in a school. Instead of sitting in the counselor’s office to provide information on colleges and to deal with behavioral problems, the professionally trained counselor becomes head of a team of counselors who work together for the good of the school and its students.. The difficulty of this approach is to get people to let go of their customary ways of acting like a principal or a teacher is always supposed to act. The author uses a wonderful array of stories and examples to shake up whatever fixed categories the reader brings to the book. The author, I hope, would not object to my citing an example from my own experience that parallels his seeing counseling possibilities everywhere. I have a book entitled: The Act of Teaching: Reflections on a Basic Human Act. My difficulty in getting a book published which is on the nature of teaching itself was the question asked by potential publishers: “What particular readership would be interested in such a book”. To which I would sometimes half-jokingly answer: “At least every human being.” The book has examples of teaching from the world of birds, horses, dogs, and cats, but unfortunately they do not buy books. Professional schoolteachers need the help of all the other teachers who constantly engage in teaching, whether or not they aware of doing so. Dr, O’Connell does have a clear aim expressed in the title: “motivating students.” The millions of young people who are required by law to attend school can find it difficult to go through rituals that are a hundred and fifty years old. Some of the students who get into trouble are not “bad kids”; they are just looking for a little spontaneity and they wish to be treated as individual persons. I attended “good schools” and got high grades but I can only remember the first twelve years of schooling as a sea of boredom. I do fondly remember the chemistry teacher in senior year of high school. I think of him as the first person in my life to treat me as a grown up. I was not actually a grown up but his treating me that way was an important step to becoming an adult. I wish that there had been a Richard O’Connell in my school to lighten things up and provide a respect for each student’s individuality. The pandemic of 2020 may have done harm to the education of students who most need help. The disruption, however, has made it necessary to rethink some of the school’s customary practices. The book consists of three elements. The first is programs which are plans of actions that have been successful in schools. The second are anecdotes or stories that often are funny but have a serious purpose and can be adapted in numerous situations. Many readers will look for these stories which are helpfully printed in bold letters. The author even gives away the secret of a magic trick that he likes to perform at gatherings of friends. The third element is “ruminations” by the author especially as these elements are important for motivating students. One of the greatest works of twentieth-century philosophy is Philosophical Investigations by Ludwig Wittgenstein. The author insisted it was not a book but instead a collection of “remarks.” Wittgenstein said his purpose was to force the reader to write his or her own book. The remarks in the “book” are often stories, puns, or surprising and eccentric comparisons which he found necessary to get at the nature of language. Some people did not find the book serious, but its effect has been lasting and profound. Dr. O’Connell does not take himself too seriously but the stories and advice in the book would be of serious value to “parents, teachers, counselors, principals, volunteers, interns.” I would like to meet Richard O’Connell some day; he sounds like a wise and entertaining fellow. Gabriel Moran, Professor Emeritus of Educational Philosophy, New York University.

Gabriel Moran
Richard O’Connell, Ed.D. AD-for every VICE-one: Parents, Teachers, Counselors, Principals, Interns…on MOTIVATING STUDENTS. Bloomington, IN: Archway Publishing, 2020. The strange looking title and subtitle of this book are indicative of the surprises found in the contents of the book. Dr. Richard O’Connell draws on forty years of experience as a counselor in a variety of school situations. He shares his unusual approaches to working with students, principals, teachers, and parents. Everything in the book has been tested out by the author. Some of his suggestions are as simple as getting people to say “hello” which he shows can often work wonders. Other suggestions involve complicated, sometimes delicate approaches, to dealing with the serious problems that students have. The author is never heavy handed; everything is offered with a genial: try it; you might like it. Because the voice that speaks in the book is that of a professional school counselor, potential readers who are not in that profession may think that the book is not for them. The subtitle of the book tries to address that issue but can only list a few of the groups who might find the book enlightening as well as entertaining. The shortest answer to who the book is for is everyone. But there is a premise and a difficulty in addressing a book to everyone. The premise of this book, I think, is that everyone is a “counselor.” In our modern world we have necessarily created professions in which individuals are trained to specialize in what is a quality or power of human beings. The author understandably sees the world through the lens of counseling in which he is trained. He recognizes that teachers, school principals, parents and, students too, are counselors. The author shows that involving each of these groups in counseling is a way to improve the work of principals, teachers, and others in a school. Instead of sitting in the counselor’s office to provide information on colleges and to deal with behavioral problems, the professionally trained counselor becomes head of a team of counselors who work together for the good of the school and its students.. The difficulty of this approach is to get people to let go of their customary ways of acting like a principal or a teacher is always supposed to act. The author uses a wonderful array of stories and examples to shake up whatever fixed categories the reader brings to the book. The author, I hope, would not object to my citing an example from my own experience that parallels his seeing counseling possibilities everywhere. I have a book entitled: The Act of Teaching: Reflections on a Basic Human Act. My difficulty in getting a book published which is on the nature of teaching itself was the question asked by potential publishers: “What particular readership would be interested in such a book”. To which I would sometimes half-jokingly answer: “At least every human being.” The book has examples of teaching from the world of birds, horses, dogs, and cats, but unfortunately they do not buy books. Professional schoolteachers need the help of all the other teachers who constantly engage in teaching, whether or not they aware of doing so. Dr, O’Connell does have a clear aim expressed in the title: “motivating students.” The millions of young people who are required by law to attend school can find it difficult to go through rituals that are a hundred and fifty years old. Some of the students who get into trouble are not “bad kids”; they are just looking for a little spontaneity and they wish to be treated as individual persons. I attended “good schools” and got high grades but I can only remember the first twelve years of schooling as a sea of boredom. I do fondly remember the chemistry teacher in senior year of high school. I think of him as the first person in my life to treat me as a grown up. I was not actually a grown up but his treating me that way was an important step to becoming an adult. I wish that there had been a Richard O’Connell in my school to lighten things up and provide a respect for each student’s individuality. The pandemic of 2020 may have done harm to the education of students who most need help. The disruption, however, has made it necessary to rethink some of the school’s customary practices. The book consists of three elements. The first is programs which are plans of actions that have been successful in schools. The second are anecdotes or stories that often are funny but have a serious purpose and can be adapted in numerous situations. Many readers will look for these stories which are helpfully printed in bold letters. The author even gives away the secret of a magic trick that he likes to perform at gatherings of friends. The third element is “ruminations” by the author especially as these elements are important for motivating students. One of the greatest works of twentieth-century philosophy is Philosophical Investigations by Ludwig Wittgenstein. The author insisted it was not a book but instead a collection of “remarks.” Wittgenstein said his purpose was to force the reader to write his or her own book. The remarks in the “book” are often stories, puns, or surprising and eccentric comparisons which he found necessary to get at the nature of language. Some people did not find the book serious, but its effect has been lasting and profound. Dr. O’Connell does not take himself too seriously but the stories and advice in the book would be of serious value to “parents, teachers, counselors, principals, volunteers, interns.” I would like to meet Richard O’Connell some day; he sounds like a wise and entertaining fellow. Gabriel Moran, Professor Emeritus of Educational Philosophy, New York University.

Gabriel Moran

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