"An excellent book, thoughtful, thought-provoking."
 "Very exciting and well-produced."


The author includes career anecdotes and research studies that greatly enhance student engagement.
All Classrooms
Easy to adapt activities applicable at any point in the school year. 

Written by a nationally recognized educator. more...
Reading, writing, projects, teams, leadership, vestibular, dopamine, novelty, and much more.

*Very impressive work.  Solidly based with research studies yet exceptionally well-written in an easy to read, conversational style. It is an excellent book, thoughtful, thought-provoking.
Bob Sylwester, Professor Emeritus Educational Psychology, The University of Oregon

**This is quite developed. I love the stories of success in the classroom with this innovative teaching style, followed up with basic or applied science that justifies the highlighted pedagogy. Very exciting and well-produced. It's fascinating that good learning goes hand in hand with "pleasure."  All the more relevant this notion is for youth.  This puritanical idea that learning should be hard, harsh, and unenjoyable is surely outmoded. 
James Topitzes, Associate Professor Social Work, University of Wisconsin - Milwaukee

Cited in book
Students must be clearly and unequivocally on their own to govern themselves and pursue the task in the way that they see fit. This helps students become autonomous, articulate, and socially and intellectually mature and results in a social process of inquiry.
Kenneth Bruffee, Professor of English and Director of the Scholars Program and the Honors Academy at Brooklyn College      

Teens ascribe happiness to their moods when they are in situations of relative freedom, in the company of age-mates, able to engage in flow activities that stretch their skills and makes them feel alive and proud.
Mihaly Csikszentmihalyi, Professor of Psychology and Management at Claremont Graduate University
Jeremy Hunter, Executive Mind Leadership Institute Claremont Graduate University     
The brain is responding differently to the outside world in teenagers compared to adults. And in particular, with emotional information, the teenager's brain may be responding with more of a gut reaction than an executive or more thinking kind of response. And if that's the case, then one of the things that you expect is that you'll have more of an impulsive behavioral response, instead of a necessarily thoughtful or measured kind of response.
Deborah Yurgelun-Todd, Professor of Psychiatry University of Utah
The bell would ring and they would come running into the room; teams of four run to the wall and put up their scrub boards on the wall; have a short meeting. What did we do yesterday? What will we do today? They run to the desk and start to work. The teacher is just standing there saying nothing. The enthusiasm of these kids was so overwhelming. I'm standing there with other teachers who are crying. The kids say it's faster learning, better grades, they finish weeks early, they have more fun; the motivation problems go away; the disciplinary problems go away; the team executes self-discipline.
Jeff Sutherland, software developer and author

Brian Pack

Author Brian Pack is The United States Department of Education Presidential Scholar Teacher and The Siemens Foundation Advanced Placement Teacher of the Year. Read more about him. Click