Allen's premise is simple: our ability to be productive is directly proportional to our ability to relax. Only when our minds are clear and our thoughts are organized can we achieve stress-free productivity. His seamless system teaches us how to identify, track, and-most important-choose the next action on all our tasks, commitments, and projects and thus master all the demands on our time while unleashing our creative potential. The book's stylish, dynamic design makes it easy to follow Allen's tips, examples, and inspiration to achieve what we all seek-energy, focus, and relaxed control.
With wit, inspiration, and know-how, Allen shows readers how to make things happen—with less effort and stress, and lots more energy, creativity, and effectiveness. Ready for Anything is the perfect book for anyone wanting to work and live at his or her very best.
New for the Third Edition:The addition of The Microlab Protocol, a relatively quick and easy way to introduce groups to protocol-guided conversation.Facilitation strategies and more detailed notes for presenters about how to select work and prepare for their roles.Updated examples and a new case focused on a school's use of protocols to develop teachers’ understanding and application of the Common Core State Standards.Current research on the effectiveness of practices that involve the collaborative examination of student work.
“School leaders looking for systemic strategies to improve student achievement would be well served by Looking Together at Student Work.”
—The School Administrator (first edition)
“This is a book that is at once brief, elegant, and useful. . . . These authors know as well as anyone on Earth that the practice of collectively accountable teaching is messy, but they also appreciate the fact that people in the midst of it nonetheless need some kind of map.”
—From the Forewordby Joseph P. McDonald, New York University
“This excellent book will be very helpful to teachers, school leaders, and parents who want to improve teaching and learning, and to researchers who want to understand school improvement.”
—David Cohen, John Dewey Collegiate Professor, School of Education, University of Michigan