Bibliography

__**Annotated Bibliography **__


 * __Source:__ Wong, Harry K. & Rosemary T. //How to be an Effective Teacher: The First Days of School.// Mountain View, CA:Harry K. Wong Publishing, 1998.**

__**Summary:**__ If there was a handbook for beginning teachers this would be it. Every new teacher should read this book and every veteran teacher should glance over it during the summer. The book is divided into 5 units. The first unit discusses what characteristics successful teachers know and practice to be effective teachers. The second unit discusses how effective teachers have positive expectations for student success. Classroom management is discussed in the third unit. In the 4th unit, lesson design and helping students reach mastery is discusssed. The final unit discusses professional development.

__**Benefits:**__ The handbook offers plenty of practical techniques on how to be an effective teacher and manage a classroom for high-level student success and gives examples. It is easy to read.

__**Limitations:**__ I really can't think of any limitations. It is a great book to have in your library.

__**Relevance:**__ In the classroom management section, it takes you through creating your classroom rules, how to introduce your rules give you advice on why to have 3 to 5 rules. It also talks about posting consquences. These are things we discussed during the 7/12 lesson.

__**Use:**__ This book would be used by the teacher for classroom management ideas and classroom procedures.


 * __Source:__ Foley, Dave //Ultimate Classroom Control Handbook//, Indianapolis, In:JIST Publishing, 2007**

__**Summary:**__ This book gives practical advice on managing a classroom from just about every angle. It begins with discussing managing student behavior, using the stay-after-class threat effectively, making seating assignments, using peer pressure to improve behavior, handling common problems, dealing with disruptions, confronting moral and ethical issues, providing incentives to behave, connecting with your students, preparing students to work, providing an environment for achievement, rewarding academic success, managing your classroom and conducting a class discussion.

__**Benefits:**__ In his book, Mr. Foley gives practical advice on how to manage your classroom. Many of his ideas I have used or I've heard of other teachers using. The strategies are easy to follow and wouldn't take much additional work to implement. In addition, he gives advice on what to say to students in certain situations that we have all been in.

__**Limitations:**__ The book says it is written for middle school and junior high, but I think the book is adaptable for high school as well.

__**Relevance:**__ In our readings and discussions, many of Foley's ideas have been mentioned like routines, connecting with your students and using seating assignments.

__**Use:**__ The book would be used by the teacher for classroom management strategies.


 * __Source:__ Nelsen,Jane, Lott, Lynn, Glenn, Stephen H. //Positive Discipline//, New York, New York:Three Rivers Press, 2000**

__**Summary:**__ This book describes what a positive discipline classroom is and then takes you step by step to set up a positive discipline classroom.


 * __Benefits:__ I**ncludes activities to help you set up your class meetings.

__**Limitations:**__ You pretty much have to change your philsophy about classroom management and rely on the class meetings to stop any discipline problems in that classroom. Setting up the positive discipline classroom takes away from instructional minutes and I'm just not sure that high schoolers would "buy-in".

__**Relevance:**__ This book is about classroom management even though it is a different type of classroom management.

__**Use:**__ This book would be used by the teacher as a guide to set up a positive discipline classroom.


 * __Source:__ Schrumpf, Fred, Crawford, Donna K., Bodine, Richard J. //Peer Mediation Conflict Resolution in Schools,// Champaign, Illinois:Research Press, 1997**

__**Summary:**__ This is a student manual for students who are training to become peer mediators.

__**Benefits**:__ It has activities for students to practice peer mediation.


 * __Limitations:__** Not sure that students would be able to conduct peer mediation after just practicing with this handbook.


 * __Relevance:__** Peer mediation can be a part of creating a positive environment as mentioned on page 26 of the Teacher's Handbook.

__**Use:**__ This book would be used by students to train in the porcess of conflict resolution.


 * __Source:__ Harper, Jane, Lively, Madeleine G., Williams, Mary K. //The Coming of Age of the Profession//, Boston, Massachusetts:Heinle & Heinle Publishers, 1998**


 * __Summary:__** This book focuses pedagogy rather than classroom management. The book begins by discussing the current foreign language paradigm that it is input driven, student focused and concerned about the affective filter in the language classroom. It looks at using technology in the foreign language classroom and how to be successful using it. It covers using "teacher" talk" which is comprehensible input in the target language that is meaningful and interactive. It also covers the Effective Instructional Sequence and talks about the National standards.

__**Benefits:**__ This book is an excellent source on how foreign language is taught today. It provides sample activties at the end of each chapter.

__**Limitations:**__ It is very technical. The reader would need to understand pedogogical vocabulary. It is for foreign language use only. Also, California now have state standards and we no longer use National Standards (even though they are very similar).

__**Relevance:**__ In this course, we've discussed how effective lessons are an important part of classroom management. This book talks about the latest pedagogy to create effective lessons and offers suggested activties at the end of each section.

__**Use:**__ The book would be used by the teacher for lesson planning.