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Why Are School Buses Always Yellow?: Teaching for Inquiry, PreK-5

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"Why Are School Buses Always Yellow" by John Barell, Professor Emeritus, Montclair State University encapsulates years of theory into workable practice. I probably would have saved thousands in college tuition loans if this resource had blessed me decades ago! (virtual "Wish I'd had a V-8" moment)!

Barell gently reiterates that questions signal higher-order thought processing which is the goal of effective classroom interaction and innovation. He reminds us that student questions are the attainment of the highest thinking skills.

Too many books declare WHAT an important concept inquiry teaching is. But, what teachers continue to ask for is actual implementation: HOW TO DO inquiry-oriented teaching. It's about time that a book came along that speaks to "HOW" to reach and develop inquisitive questioning.

Barell's visits to classrooms and discussions with both teachers and students form a dynamic role-play model. You will no doubt relate to the student responses and learn from modeling Barell's effective inquiry teaching practices. I also appreciate the structure of the chapters, Barell allows space for reflection, an often overlooked phase of learning.

Granny Newlen always admonished us kids to "Learn, discuss, then get up and move." She used such a phrase to get us up off the couch for a learning-walk where we would tell her what we had learned at school that day.

Start your own "learning walk" and buy this book. :)

John Barell's WHY ARE SCHOOL BUSES ALWAYS YELLOW? TEACHING FOR INQUIRY, PRE K-5 surveys methods for challenging young learners, inviting them to develop inquiry and critical thinking skills in all children. Chapters outline the inquiry process and discuss its importance in classroom management, surveying successes through real classroom examples perfect for teacher applications.

John Barell understands what it is like to be in a current-day classroom because he spends time in them -- listening to teachers and to students. His belief in inquiry is contagious and soon we find ourselves following his lead. This book is easy to read, not written to be pretentious, but useful and realistic. It is also helpful to schools who follow the PYP in their instructional practice.