School of Education Department of Teaching and Learning EDTE 480-001 FIRST DAYS OF SCHOOL EXPERIENCE SUMMER, 2005 MICHELLE BACCHIOCCHI DOUGLAS JONES RICHARD ORRISON BRADLEY SHEPPARD CLASS: See Enclosed Schedule 2 CREDITS COURSE DESCRIPTION The First Days of School Experience is an intensive, comprehensive, full-time laboratory experience beginning in early August. The experience begins before the opening of the Andrews University academic year during which students will have their student teaching experience. The Andrews University School of Education subscribes to the philosophy that pre-service teachers need both a theoretical and experiential knowledge base in order to become competent, compassionate, committed teachers. Thus, the course integrates the study and application of (1) strategies for classroom and pupil management, (2) approaches for successfully beginning the school year, (3) field-based classroom experience and (4) humor in the classroom . The students' theoretical understandings are derived from university classroom instruction and personal study. The experiential understandings are developed through observation, participation, and assistance in selected Michiana public and private K-12 school classrooms and through becoming acquainted with instructional/management materials and techniques practiced by supervising teachers. In some instances these teachers will later supervise the university students' pre- service teaching experiences. The School of Education theme B Educar es Redimir B pervades the course. Strategies are emphasized which help teachers
Transcript
School of EducationDepartment of Teaching and Learning
EDTE 480-001 FIRST DAYS OF SCHOOL EXPERIENCE
SUMMER, 2005 MICHELLE BACCHIOCCHIDOUGLAS JONES
RICHARD ORRISONBRADLEY SHEPPARD
CLASS: See Enclosed Schedule 2 CREDITS
COURSE DESCRIPTIONThe First Days of School Experience is an intensive, comprehensive, full-time laboratory
experience beginning in early August. The experience begins before the opening of the Andrews University academic year during which students will have their student teaching experience.
The Andrews University School of Education subscribes to the philosophy that pre-service teachers need both a theoretical and experiential knowledge base in order to become competent, compassionate, committed teachers. Thus, the course integrates the study and application of (1) strategies for classroom and pupil management, (2) approaches for successfully beginning the school year, (3) field-based classroom experience and (4) humor in the classroom . The students' theoretical understandings are derived from university classroom instruction and personal study. The experiential understandings are developed through observation, participation, and assistance in selected Michiana public and private K-12 school classrooms and through becoming acquainted with instructional/management materials and techniques practiced by supervising teachers. In some instances these teachers will later supervise the university students' pre-service teaching experiences.
The School of Education theme B Educar es Redimir B pervades the course. Strategies are emphasized which help teachers liberate students from indolence, disrespect, indifference, prejudice, dependence and selfishness. The value that a balanced life contributes to a successful student/teacher career is a concept stressed throughout the course. Activities that fulfill specific School of Education outcomes are noted in the course outline.
COURSE AIMWhat transpires during preschool days and what is said and done during the opening days
of the school year are vitally important because the stage for effective teaching and successful learning is established at this time. Since productive teaching requires a mental creation before a physical creation, the year must start with the teacher having a clear comprehension (mental plan) for what individual students and groups are to accomplish (physical actions) by the end of the year. Thus, the First Days of School Experience aims to guide pre-service teachers in the development of strategies for beginning the school year and for establishing a clear understanding of their destination so their day by day planning and decision-making will always
lead their students toward that destination. These strategies include planning a variety of appropriate instructional techniques and applying successful classroom management skills, all of which lead to a readiness for conducting what is perhaps the most important day of the year --the first day.
COURSE KNOWLEDGE BASEAFirst impressions are lasting ones@ is a social axiom. Education leaders believe that
this saying applies to the first day of a new school year as well. Current research asserts that teacher behavior during the first hours, even minutes, of the first day of school can strongly influence the rest of the year.
The research and writings of C.M. Evertson, E.T. Emmer and L.M. Anderson (1979) are seminal with respect to the tasks that confront teachers at the beginning of the school year and the ways in which effective teachers deal with classroom structure during the first two weeks of school. Their research was an outgrowth of their participation in the Effective Teaching Program, Research and Development Center for Teacher Education, The University of Texas at Austin.
Wong and Wong (1998) in The First Days of School declare that a teacher's comprehensive grasp of the basics of good teaching forms the foundation on which to prepare for those first critical moments of the school year. Essentially, the Wongs provide a complete teacher preparation program in their book. They discuss instructional theory, management theory, psychology, personal characteristics of the teacher, communication with parents, grading and reporting, etc. The Wongs express their conviction that a successful first day of school is really an outward evidence of a thorough previous preparation by the teacher. The titles to the Wongs' five units give an outline of their beliefs about what comprises the basis for a successful first day of school.
Moran et. al., (2000) draw on their educational experiences to detail the pre-planning and first-day-of-school activities that may be used to the teacher’s advantage. Their work focuses on kindergarten through the intermediate grades and they appear to promote the benefits of student activity which takes place in a structured, though relaxed atmosphere. With specific reference to kindergarten and first grade they write, ADealing with children's insecurity and their parents' concerns is a major part of the first day.@ For the intermediate grades, they suggest, AIntroduce yourself to your students. Let them know a little bit about who you are. Ask questions about their anticipation for the first day. Use Humor!@ These guidelines apply across the entire K-12 spectrum.
The videocassette, AStarting School@ by the South Carolina Educational Television Network provides some valuable concepts. They are stated succinctly and in a manner in which a teacher can use and remember them. Three of the conceptual themes that are developed are: Changing an Aaggregate@ collection of people into a social group, Asizing up@ situations and students, and Adoing@ school.
Brooks (1985) is a prominent educational researcher who has investigated the
importance and the effects of the first hours and minutes of a school year. In the very first paragraph of a well-known article, AThe First Day of School,@ Brooks makes this assertion: AA successful first day of school can literally set the stage for a successful school year.@ Brooks' article ends with a warning to teachers: AA poor opening activity could explain serious problems later [in] this class session. A poor first day could explain serious problems later in the school year.@ He declares, Agood school years begin with well-planned and executed first days that permit the teacher to establish a cooperative learning environment and permit the students to find out what is expected in the classroom. Effective first-day procedures meet teacher and student needs and increase the likelihood of an effective second day.@ Brooks proposes that the success of the teacher may be predicted from how well he/she anticipates and answers unspoken student questions such as:
Are they in the right room? Where are they supposed to sit? What are the rules of this teacher? What will they be doing in the course? How will they be evaluated? Who is the teacher as a person? Is the teacher going to be interested in them as individuals?
Brooks' findings could be paraphrased thus:
The behavior of the teacher (i.e., habits, procedures, mannerisms, voice, communication, organization) is perhaps the most important factor in the success of the first day of school: businesslike is better than chatty; direct eye contact with all students is essential; promptness in beginning and ending activities is a must; minimal explanation of classroom rules is better than lengthy discussions or justifications of them.
While Brooks implies that being Abusinesslike@ is important, Cangelosi (2000) explicitly uses this word in Classroom Management Strategies: Gaining and Maintaining Students= Cooperation. In chapter 3, ACreating a Favorable Climate,@ he uses headings such as these: ACreating a Businesslike Atmosphere,@ AThe Advantages of a Businesslike Atmosphere,@ AThe Meaning of Businesslike,@ and AFive Steps Toward a Businesslike Atmosphere.@ Cangelosi provides this definition: AA businesslike classroom refers to a learning environment in which the students and the teacher conduct themselves as if achieving specified learning goals takes priority over other concerns@ (p.59). On the first day of school, students are Afilled with uncertainties.@ And, ABecause students are uncertain about you at the very beginning of a new school session, they will be watching your reactions, evaluating your attitudes...@ (p.60). Cangelosi's use of numerous Avignettes@ and story-type examples, opens the windows of understanding to his readers.
Beyond Student Teaching by Kronowitz (1992) is a practical handbook designed especially with the first-year teacher in mind. In chapter 9, AThe First Day,@ she discusses briefly what to wear, what to say first, how to arrange seating, learning the children's names, motivation, scheduling, rules, and other important considerations. Some may find her ten
Aguiding principles@ especially meaningful. After each of the principles, she shows the clear and positive Amessage@ that is communicated to the children (pp.133-4).
The classic Education by Ellen G. White (1942) presents instructional principles which, if implemented, can create a productive teaching-learning environment. She insists that the holistic development of a student should be found in and modeled by the teacher: AAll that he [or she] desires his pupils to become, he will himself strive to be@ (p.281). In addition, for the Christian teacher, White points him or her to the AMaster Teacher,@ Christ, as the inspiration and pattern for Athe highest preparation@ possible for the work of classroom instruction (p.282). This professional and spiritual development forms a broad foundation for success in the teaching-learning activity, including those important first minutes, hours and days of a school year. The chapter ADeportment of Students@ (CT 98-108) sets forth challenging guidelines for classroom management.
What the teacher knows and is will probably dictate what he or she does. The behavior of the teacher on the first day of school may be felt through to the last day (SED Conceptual Framework Elements I, II, III).
COURSE GOALSThe First Days of School Experience is designed to encourage individuals toward a
deepening relationship with Christ (SED Conceptual Framework Element I) and orient the pre-service teacher to the following professional roles:
1. Planning and executing a classroom environment which is conducive to an active and successful teaching-learning experience, including (SED Conceptual Framework Elements I, II, III):
a. developing a first days of school rationale based on a Christian perspectiveb. establishing positive relationshipsc. maintaining an orderly classroomd. motivating students toward appropriate behavior and successful learninge. organizing the class to function as a community of learnersf. arranging the classroom in an attractive and efficient mannerg. incorporating the use of humorh. understanding the background and needs of each student
2. Understanding the principles of Tools for Teaching (Positive Classroom Instruction) including (SED Conceptual Framework Elements II, III, IV, V):
a. selecting instructional material and using instructional methods appropriate to individual differences
b. utilizing course outlines and curriculum guidesc. designing teaching-learning strategiesd. organizing and maintaining student recordse. communicating with and reporting to parents
f. reflectively planning for further student progressg. using community resource people
h. incorporating humor
3. Assessing facility readiness, such as textbooks, seating, restrooms, and drinking fountains. (SED Conceptual Framework Elements II, III)
4. Understanding, supporting, and participating in a supervising teacher's planning for the first days of the school year.
5. Participating in a faculty member's responsibilities and duties such as (SED Conceptual Framework Elements I, III, IV, V, VI):a. demonstrating the characteristics of a Christian educator.b. attending faculty and professional meetingsc registering and enrolling studentsd. managing the classroom lunch programe. processing attendance recordsf. managing classroom financial mattersg. evaluating and placing transfer studentsh. establishing relationships with students, parents, and colleagues and
communicating effectively with themi. understanding and cooperating with established school schedules, extra
and/or co-curricular activities, and school routinesj. using the services of specialists
COURSE OBJECTIVESDuring the course, the pre-service teacher...
1.0 Designs classroom management plans1.1 Plans for classroom rules1.2 Plans for first ten minutes of school year1.3 Plans for first day1.4 Plans for first two weeks1.5 Plans for working with parents1.6 Plans for student motivation1.7 Develops a management of philosophy1.8 Understands selected management models1.9 Applies Tools for Teaching (Positive Classroom Discipline) model
1. 10 Plans for the positive use of humor
2.0 Prepares classroom facilities 2.1 Assesses need for repairs2.2 Arranges classroom furniture2.3 Organizes textbooks and supplies
2.4 Prepares classroom decor
3.0 Develops personally and professionally3.1 Writes reflection papers3.2 Learns about personal formative evaluation3.3 Evaluates the characteristics of a Christian educator3.4 Evaluates selected elements of the body of knowledge regarding the
significance of the first days of school3.5 Builds relationships3.6 Plans for successful student teaching3.7 Reports school's accreditation status
4.0 Demonstrates record-keeping skills4.1 Uses school register4.2 Uses class rolls4.3 Demonstrates an understanding of permanent records4.4 Circulates and monitors textbooks
5.0 Analyzes supervising teacher's professional style5.1 Ascertains procedures and routines5.2 Ascertains management of student behavior5.3 Ascertains management of student time, including transitions5.4 Ascertains management of student learning5.5 Ascertains student interactions5.6 Ascertains assessment and evaluation processes
6.0 Actively participates in field experiences6.1 Practices observation techniques6.2 Engages in appropriate and necessary communication with teacher
7.0 Plans employment search documents7.1 Plans and writes application letters7.2 Plans and designs resume7.3 Plans and designs exit professional portfolio
7.4 Completes data for the Directory of Certification Candidates7.5 Applies for teacher certification
COURSE TEACHING METHODOLOGYThe teaching methodologies employed in the course include direct instruction, research
reading, discussions, reflective writing, student presentations, role playing, quadrad activities,
simulations, video recordings, digitized video, etc. (Conceptual Framework Elements II, III, IV, V, VI).
ACCEPTING PERSONAL RESPONSIBILITY FOR ONE=S PROFESSIONAL PREPARATIONThe First Days of School Experience is a key element in the process of learning to teach
and becoming a teacher. In this course, the theory and practice of teaching and learning are not distinct entities. Rather they are symbiotically linked.
At this point in the professional preparation process, when theory and practice are inextricably bound together, it is crucial that each preservice teacher accepts responsibility for becoming the director and facilitator of her/his own professional development. There is no surrogate for this commitment; no substitute for this sense of mission.
This is the time for notable achievement. This is the time for preservice teachers to consider honestly what they want their professional life to be; to decide what their attitude will be toward themselves and toward their prospective students. This is the time for them to consider how they can be all they want to be (Conceptual Framework Elements VI).
COURSE REQUIREMENTSIn order to attain success in the course, the student...
1. Arrives on time to all course sessions and participates in all class activities and discussions (SED Conceptual Framework Outcome VI.B.).
2. Does all assignments on a word processor or computer (SED Conceptual Framework Outcome IV.B.).
3. Writes three (3) reflection papers about course objectives, class activities (including devotions), field experiences, reading selections, and course projects. Each paper is to be a minimum of three (3) and a maximum of four (4) pages. These papers are to be double-spaced with a font not smaller than eleven point. (SED Conceptual Framework Outcomes IV.A., V.A., V.C.).
4. Reads the textbook. (SED Conceptual Framework Outcomes)
5. Reads 200 pages from the sources listed in the bibliography. The knowledge base bibliography covers the four course topics: (1) general issues related to the first days of teaching , (2) classroom management, (3) instruction, and (4) humor in the classroom. (SED Conceptual Framework Outcomes V.A., V.C., VI.A., VI.C.). The number of pages of outside reading should be a balance from each area.
6. Views a minimum of one Jones and one Wong video. The videos are listed in the bibliography. (SED Conceptual Framework Outcomes IV.B., V.A., V.C., VI.A., VI.C.). NOTE: Videos may be checked out with the Graduate Assistants. In addition, Wong videos are also available on reserve in the Media Center at the James White Library.
7. Participates in a K-12 field based experience for a minimum total of 50 clock hours; however, emphasis is placed on the scope and quality of the field experience rather than hours. The field experience report is to be presented during the final conference with the instructor. (all SED Conceptual Framework Outcomes).
8. Actively participates with the supervising teacher in the cooperating school and classroom preparation activities (SED Conceptual Framework Outcomes VI.A., VI.B., VI.C.).
9. Discusses with the supervising teacher his/her evaluation of the preservice teacher=s participation (SED Conceptual Framework Outcomes V.A., VI.A., VI.B., VI.C.).
10. Participates in two student-instructor conferences during which the course experiences are evaluated. (SED Conceptual Framework Outcomes III. A-E., V.C., VI. A-C.).
11. Develops a philosophy regarding classroom management and discipline (all SED Conceptual Framework Outcomes).
12. Designs a plan for managing the classroom with emphasis on the first two weeks of school including classroom rules and procedures. (SED Conceptual Framework Outcomes I.C., III.A.-E., IV.A., V.C., VI.B.).
13. Discovers the accreditation status of the cooperating school and records this information in a daily reflective conversation. (SED Conceptual Framework Outcomes III.C., IV.A., V.B., V.C.).
14. In quadrad, plans and executes projects such as bell work, devotions, PATs and the final examination as arranged (SED Conceptual Framework Outcomes II.B., III.A., III.B., III.D., III.E., IV.A., IV.B., VI.A., VI.B., VI.C.).
COURSE TEXTBOOKS
Required Textbook:
Jones, Fredric. Tools for Teaching. Santa Cruz, CA: Fred Jones and Associates, 2000.Recommended Textbooks:
Covey, S. R., The Seven Habits of Highly Effective People. New York: Simon and Schuster, 1989.
Kane, P. R. (ed.), The First Year of Teaching: Real World Stories from America's Teachers, New York: Walker and Company, 1991. Wong, H. K. & Wong, R. T., The First Days of School: How to be an Effective Teacher,
Sunnyvale, CA: Harry K. Wong Publications, 1998.
REFLECTION PAPERSA major course project is the preparation of three reflective papers in which all other
course activities (reading, writing, viewing, observing, listening, discussing) are merged. The papers are to be reflective, substantive, analytical, and employ the student's best writing skills. Each paper is to be double-spaced and three (3) to four (4) pages in length. The course objectives serve as a lens which give focus to the reflective papers= content.
When writing information pertaining to a specific course objective or observation guideline, the number of the objective or guideline (as listed in the course outline) should be cited (e.g. C.O. #3.6 or C.G. #2).
The purpose of the papers is to engage the student in reflective responses to the course experiences. The activity is intended to provoke thought and stimulate reflection. Experiences plus reflection equals growth. Reflection on an experience is far more valuable in terms of learning than is the experience itself. Rather than a detailed record of the student's involvement in the course activities, each paper is to be a reflective response to those activities synthesizing the student's feelings, goals, beliefs, values, ideas, attitudes, and perspectives.
Reflections on both the textbook and outside readings are to be included in each paper. Approximately one-third of the total pages are to be reported in each reflective paper. Failure to follow the reading schedule will cause problems obtaining the required readings and will result in a reduced reflection paper grade.
The reflection papers are to be submitted each Thursday, on the following dates: August 11, 18, and 25.
The papers= focus is the student's reflection on the course activities which transpired during the previous week. The student is to evaluate the significance of the week=s activities, what was learned from them, what questions they raised, and his/her response to them.
REFLECTION PAPER ASSESSMENT GUIDELINESPlease see the Reflective Paper Assessment Rubric in your folder.
ACCREDITATION STATUS Each student is to determine the accreditation status of his/her cooperating school and
record this information in one of the reflection papers.
FIRST DAYS OF SCHOOL ASSESSMENT RECORDAn Assessment Record is to be completed at the time a reflection paper is submitted. In
the reading sections, the student is to indicate authors= names and pages read. The student is to paper-clip the Assessment Record to the front of the reflection paper.
STUDENT-INSTRUCTOR CONFERENCES Each student will have two personal one-hour conferences with an instructor- one at the beginning and one near the conclusion of the course. The purpose of the first conference is to
plan and coordinate the field experiences and to clarify the course requirements. The second conference is to evaluate the scope of the First Days experience. Conferences will take place in the instructors’ offices. The schedules for the conferences are located in the student folders. Please note that while the first conference has been scheduled, it it’s the responsibility of the student to arrange the second meeting with the instructor.
COMPUTER LABThe Bell Hall computer lab is open M-Th, until 10:00 p.m. Priority will be given to First
Days students during the evening hours.
COURSE DESIGNThe course is characterized by a variable design which includes (1) learning in the
university classroom, (2) observation, participation, and assistance in area K-12 classrooms, and (3) reading, studying, viewing, writing, and conferencing. A schedule for submitting assignments is included. On August 25, instructors will begin working on final grades. No assignments will be accepted after 5:30 pm! Final grades will be assigned on September 2. The expectation is that course work will be turned in promptly and on schedule. Late work will receive a 10% deduction per calendar day (for the first 3 days). After the 3 rd day no credit will be given.
QUADRADSIn order to maximize the quality and quantity of learning, the class members are divided
into groups of four students called quadrads. The purpose of the quadrads is to provide an atmosphere for creating a mutually supportive learning community in which all are concerned for the success of each other. Quadrad members will develop a schedule for regular, out-of-class meetings during which projects, presentations and the final examination will be planned.
INTERIM FIELD EXPERIENCE (SPRING STUDENT TEACHERS)The students who will student teach spring semester arrange to visit the cooperating
school classroom at least one hour a week between the end of the First Days of School and the beginning of student teaching in order to maintain relationships with the students and the supervising teacher and to observe the progression of the classroom activities. The student should also participate in any special events--fairs, festivals, field trips--planned for the classroom during this period of time. Students are to submit a contract regarding arrangements for this experience by Tuesday, August 23 and an Interim Field Experience Report is to be submitted at the end of the fall semester no later than December 15.
HUMOR IN THE CLASSROOM Humor can be a powerful instructional resource that helps teachers in a number of ways
including attracting attention, improving communication, soothing difficult moments, and reinforcing desired behaviors. The appropriate use of humor is a tool that can help educators positively affect changes in a student=s knowledge, attitudes, skills, and aspirations. Humor is also one of the best ways teachers can develop a solid relationship with students B laughter actually increases the student=s ability to absorb knowledge. It makes students more alert and encourages affective thinking; relaxes and motivates; empowers the learner; generates interest; and enhances self-esteem and socialization. It helps teachers and students establish a rapport with one another -- the ability to see the frailties of human nature, to be able to laugh at oneself and not take oneself too seriously. For this reason, humor will be discussed extensively .
FINAL EXAMINATIONThe final examination will be conducted on August 24 - 25 during the regular class period.
The examination is composed of a substantive, creative, imaginative, entertaining, innovative presentation by the members of each quadrad on a topic directly related to the course content. The final examination presentation may be conducted in one of a wide variety of forms such as teaching a lesson, audio/video recordings, games, puzzles, interactive computer programs, scavenger hunt, essays, music, art pieces (paintings, sculptures, drawings, mosaics), diaries, letters. It should not be conducted in the talk-listen-memorize-test-forget pattern. The presentation should be approximately 20 minutes in length. Quadrads may select their examination time and topic on a first come-first served basis. A written proposal for the final exam and topic are to be submitted to Dr. Jones by August 19.
ATTENDANCEBecause of the nature of the course, regular attendance at all appointments is required.
Absences from appointments will result in lowered final grade levels. The grade will be lowered by one level (e.g. A to B) for every two hours of the total time missed. Two hours of absence from the appointments equals one lowered grade level; absences from four hours of the appointments equals two lowered grade levels, etc. Three tardies are the equivalent of two hours of absence.
ACADEMIC DISHONESTYStudents engaged in academic dishonesty will not receive credit for the work in which they
were dishonest and could be asked to withdraw from the course and the Teacher Preparation Program. In addition, other University disciplinary measures may be implemented.
STUDENT WITH SPECIAL NEEDSA student with a disability requiring assistance or reasonable accommodations to complete
assigned work, speak with Dr. Sheppard after class or during his office hours. He will work with her/him on making this course, class activities, and exercise accessible. Support services for a student with disabilities is available through Student Services or Karen Tilstra (471-6205) B Student Success Advisor.
GRADINGFinal evaluations are determined, in consultation among the instructors, after considering the
student's performance in completing the assignments and her/his contribution to the success of the course. Specifically, the evaluation includes the following:
Activity Points3 Reflective Papers (100 per paper).............................................................................................300Philosophy of Classroom Management.......................................................................................100Classroom Management Plan......................................................................................................300Scope of Reading (All required areas covered)...........................................................................100Class Participation.......................................................................................................................100Final Examination........................................................................................................................300Total 1200
Strongly Recommended Material Related to First Days of School:
Brooks, D. M., AThe First Day of School,@ Educational Leadership, Alexandria, VA: Association for Supervision and Curriculum Development, vol. 42, no. 8, pp.76-78.
Covey, S. R. The Seven Habits of Highly Effective People, New York: Simon
and Schuster, 1989. (part II, pp.93-144 required for secondary)Kane, P. R. (ed.), The First Year of Teaching: Real World Stories from
America's Teachers, New York: Walker and Company, 1991. (chapters. 1, 2 and 7)
White, E. G., Education, Boise, ID: Pacific Press Publishing Association, 1942. (APreparation,@ pp.275-282)White, E. G. Counsels to Parents, Teachers and Students. Boise, ID: Pacific Press Publishing
Association, 1943. (pp. 98-104)Wolfgang, C. H. Solving Discipline Problems: Methods and Models for Today's Teachers
(3rd ed). Boston: Allyn and Bacon, 1999. (chapter 8)Wong, H. K. & Wong, R.T. The First Days of School: How to be an Effective
Teacher. Sunnyvale, CA: Harry K. Wong Publications, 1991. (chapters A:1-5 and B:7)
General Material Related to First Days of School:
America Goes Back to School. Washington, DC: U.S. Department of Education. (packet)Arends, R. Learning to Teach. Fifth Edition, New York: McGraw-Hill Book Company, 2001.
Bain, L. & Wendt, J. Transition to teaching: a guide for the beginning teacher. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance, 1983.
Bill, Cecil. AMotivate Students to Have Their >Best Year Ever!= Techniques: Connecting Education & Careers, vol. 42, no. 8, pp. 2, 14.
Bluestein, J. Mentors, Masters, and Mrs. Macgregor. Deerfield Beach, FL: Health Communications, 1995.Blumberg, A. & P. The Unwritten Curriculum: Things Learned But Not Taught
in School. Thousand Oaks, CA: Corwin Press, 1996.
Bosch, K. A. & Kersey, K. C. The First-Year Teacher: Teaching With Confidence. Washington, D.C.: NEA Professional Library, 1994.
Brooks, D. M., AThe Teacher's Communicative Competence: The First Day of School,@ Theory Into Practice, vol. 24, no. 1, pp.63-70.Brooks, D. M., AEffective and Ineffective Session Opening Teacher Activity and Task Structures,@ Journal of Classroom Interaction, vol.42, no.8
(pp.76-78).Bullough, R. & Knowles, G. Emerging As a Teacher. New York: Routledge, 1991.Bullough, R. First-Year Teacher: A Case Study. New York: Teacher's College Press, 1989.Bullough, R. V. & Baughman, K. AFirst-Year Teacher@ Eight Years Later: An
Inquiry Into TeacherDevelopment. New York: Teachers College Press, 1998.Canfield, J. & Wells, H. C. 100 Ways to Enhance Self-concept in the Classroom (2nd ed). Boston:
Allyn and Bacon, 1994............................................Coons, M. The Teacher's Classroom Companion: a Handbook for Primary
Teachers. San Rafael, CA: Teachers' Handbooks, 1993. (note chapters. 1-5)
Damon, William.. Greater Expectations: Overcoming the Culture of Indulgence in Our Homes and Schools. New York, NY: Free Press Paperbacks, 1995...........................................
Dollase, R. Voices of Beginning Teachers: Visions and Realities. New York: Teacher's College Press, 1992.Ellison, Launa The Personal Intelligences: Promoting Social and Emotional Learning Thousand
Oaks, CA: Corwin Press, 2001Fay, Jim and Funk, David. Teaching With Love & Logic: Taking Control of the
Classroom. Golden, CO: The Love and Logic Press, Inc., 1995.Feldman, Sandra, AA Good First Day,@ Teaching PreK-8, vol.33, no.1, pp.1,8.J Henley, M. ASix Surefire Strategies to Improve Classroom Discipline.@
Learning (August 1997): 43-47.Henry, E., Huntley, J., McKanney, C., & Harper, L. To Be a Teacher: Voices
From the Classroom. Thousand Oaks, CA: Corwin Press, 1995.Herman, J. L., Aschbacher, P. R., & Winters, L. A Practical Guide to
Alternative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development, 1992.
Kane, P. R., Foundations, D., Geraldine R., My First Year of Teaching, New York: Signet, 1996.Kelly, Evelyn. Legal Basics: A Handbook for Educators. Bloomington, IN: Phi Delta Kappa
Educational Foundation, 1998Knowles, L.G., Cole, A. L. & Presswood, C. S. Through Preservice Teachers'
Eyes. New York: Merrill, 1994.Kottler, E., Kottler, J. & Kottler, C. Secrets for secondary school teachers: how
to succeed in your first year. Thousand Oaks, CA: Crown Press, 1998.
Kreamelmeyer, F.D., Successful Student Teaching. Salem, WI: Sheffield Publishing Company, 1991. (note chapters 3-6 and 9)Lordahl, J. Reflections for Busy Educators: 180 Affirmations to Help You
Through the School Year. Thousand Oaks, CA: Corwin Press, 1995.McGrath, M. Teachers today: A Guide to Surviving Creatively. Thousand Oaks, CA: Corwin Press, 1995.
Medoff, M. AIn Praise of Teachers,@ New York Times Magazine, New York: New York Times Publishing, November 9, 1986. (a condensed version is in Reader's Digest, February, 1987
Michaelsen, J. Like Lambs to the Slaughter: Your Child and the Occult. Eugene, OR: Harvest House Publishers, Inc., 1992.Moran, C., Stobbe J., Baron W., Miller J., & Moir E. Keys to the Classroom: A
Teacher's Guide to the First Month of School. Newbury Park, CA: Corwin Press, Inc., 1992. (elementary)
Nelson, Dwight K. Cassette:The Prayer of Jabez-1 Berrien Springs, MI: Exclusive Audio Services, 2000.Nelson, Dwight K. Cassette: The Prayer of Jabez 2: Of Seeds and Harvest and
a World to Conquer. Berrien Springs, MI: Exclusive Audio Services, 2000.
Nelson, Dwight K. Cassette: That Your Hand May Be Upon Me. Berrien Springs, MI: Exclusive Audio Services, 2000.Nichols, Judy. Teaching in Tough Times: Encouragement For Today=s Teachers. Grand
Rapids, MI: Baker Books, 1997.
Ohanian, S. Ask Ms. Class. York, ME: Stenhouse Publishers, 1996.Ornstein, Allen C. Strategies for Effective Teaching. Boston: McGraw Hill, 2000Perrone, V. A letter to teachers: Reflection on Schooling and the Art of
Teaching. San Fransisco: Jossey-Bass Publishers, 1991.Power, B. M & Hubbard, R. S. Oops: What We Learn When Our Teaching Fails. York, ME: Stenhouse Publishers, 1996.Robbins, Pamela. Thinking Inside the Block Schedule: Strategies for Teaching in Extended Periods
of Time. Thousand Oaks, CA: Corwin Press, 2000Ryan, K. & Cooper, J. M. Kaleidoscope: Readings in Education (sixth edition), Boston: Houghton Mifflin Company, 1995.Schell, L & Burden, P. Countdown to the First Day of School. New Haven: NEA Professional Library, 1992.*Schell, L. M. Before School Starts: A Handbook for New Elementary
Rural/Small School Teachers. New Mexico State University, 1984.Starting School. Columbia, SC: South Carolina Educational Television Network, 1987. (videocassette)
Stead, T. ASetting the Scene as Head of the Family,@ Teaching K-8, Aug./Sept., 1992 (pp.59-62). (elementary; note pp.59-62).
Taylor, H., Leitman, R., & Barnett, S. (Project Directors). The American Teacher 1992, New York: Metropolitan Life Insurance Company, from a 1992 survey conducted by Louis Harris and Associates, Inc.*
Thompson, J., First-Year Survival Kit: Ready to Use Strategies, Tools and
Activities for Meeting the Challenges of Each School Day. John Wiley and Sons, 2002.Tyson, H. Who Will Teach the Children? San Fransisco: Jossey-Bass Publishers, 1995.
Wolk, R. A., & Rodman, B. H., (Eds.). Classroom Crusaders: Twelve Teachers Who are Trying to Change the System. San Fransisco: Jossey-Bass Publishers, 1994.
Wong, H.K. The Effective Teacher. Mountain Valley, CA: Harry K. Wong Publications, 1990. (8 videocassettes; check out from Mr. Sheppard)
Yount, William R. Called to Teach: An introduction to the Ministry of Teaching. Nashville, TN
Bedley, Gene. The Big R, Responsibility: Cultivating and Encouraging Responsible Behavior. Irvine, CA: People-Wise Publishing, 1985.
Bodine, Richard Developing Emotional Intelligence: A Guide to Behavior Management and Conflict Resolution in Schools Champaign, IL: Research Press, 1999
Burden, Paul R. Powerful Classroom Management Strategies: Motivating Students to Learn.
Thousand Oaks, CA: Corwin Press, 2000
Canter, L. Assertive Discipline: Positive Behavior Management for Today's Classroom. Santa Monica, CA: Lee Canter & Associates, 2002.
Charles, C.M. Building Classroom Discipline. (6th ed.) White Plains, NY: Longman, 1999.
Cipani, E. Classroom Management for All Teachers. Upper Saddle River, NJ: Prentice-Hall, Inc., 1998.
Digiulio, R. C. Positive Classroom Management: A Step-By-Step Guide to Successfully Running the Show Without Destroying Student Dignity. Thousand Oaks, CA: Corwin Press, 2000.
Dreikurs, R. Maintaining Sanity in the Classroom: Classroom Management Techniques. New York: Harper & Row, 1982.
Edwards, C. Classroom Discipline and Management. New York: Macmillan, 1993.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. "Effective Classroom Management at the Beginning of the School Year." The Elementary School Journal, 80 (5), 219-231.
Emmer, E. T., Evertson, E. M., Clements, B. S. & Worsham, M. E. Classroom Management for Secondary Teacher. Boston: Allyn and Bacon, 1994.
Evertson, C. M., Emmer, E. T., Clements, B. S. & Worsham, M. E. Classroom Management for Elementary Teachers. Boston: Allyn and Bacon, 1994.
Froyen, L. Classroom Management: The Reflective Teacher-Leader. New York: Macmillan, 1993.
Glasser, W. The Quality School Teacher. New York: Harper Perennial, 1993.
Good, T. & Brophy, J. Looking in Classrooms. Fifth Edition, New York: Harper Collins Publishers, 1991.
Harmin, M. Inspiring Discipline: A Practical Guide for Today's Classrooms. West Haven, CT: NEA Professional Library, 1995.
Skinner, B.F. About Behaviorism. New York: Knopf, 1974.
Walker, H. The acting-out child: coping with classroom disruption. Boston: Allyn and Bacon,
1979.
Watson, G. Classroom Discipline Problem Solver. West Nyack, NY: Center for Applied Research in Education, 1998.
Watson, M., Ecken L. Learning to Trust: Transforming Difficult Elementary Classrooms Through Developmental Discipline. Jossey-Bass Inc. Publishers, 2003.
Instruction:
Brophy, Jere, Motivating Students to Learn. Boston, MA: McGraw-Hill, 1998.
Freeman, William, Scheidicker, David. Bringing Out the Best in Students: How Legendary Teachers Motivate Kids. Thousand Oaks, CA: Corwin Press, 1999.
Haberman, Martin. Star Teachers of Children in Poverty. LaFayette, IN: Kappa Delta Pi, 1995.
Jones, F. Positive Classroom Instruction. New York: MacGraw-Hill Book Company, 1987.
Jones, F. Positive Classroom Instruction. Santa Cruz, CA: Fredric H. Jones & Associates, Inc., 1998. (8 videocassettes; check out from Mr. Sheppard)
Jones, F. Tools for Teaching. Santa Cruz, CA: Fredric H. Jones & Associates, Inc., 2001.(12 videocassettes; check out from Mr. Sheppard)
Jones, J. Positive Classroom Instruction: A Video Course Study. Santa Cruz, CA: Fredric H. Jones & Associates, Inc, 1993.
Wang, M. Adaptive education strategies: building on diversity. Baltimore, MD: Paul H. Brooks Pub. Co., 1992.
Humor in the Classroom/Workplace:
Bergen, Doris. ATeaching Strategies: Using Humor to Facilitate Learning:@ Childhood Education, vol. 69, no.2, pp.105-106.
Boerman-Cornell, William. AThe Five Humors,@ English Journal, vol. 88, no. 4, pp.66-69.
Cornett, Claudia E. ALearning Through Laughter...Again@ Fastback #487. Bloomington, IN: Phi Delta Kappa Educational Foundation, 2001.
Crawford, C.B. Strategic Humor in Leadership: Practical Suggestions for
Freda, Paul D., Judy P. Pollak, AHumor, Learning, and Socialization in Middle Level Classrooms,@ Clearing House, vol.7, no. 4, pp.176-178.
Hebert, Patrick J. AHumor in the Classroom: Theories, Functions and Guidelines.@
Hercules, Bob. The Seven Habits of Highly Ineffective Educators [Videorecording] Performed
by the Comedy Ensemble Wavelength. Chicago, IL: Wavelength, Inc, 1999
Kelly, William E. Everything You Always Wanted to Know About Using Humor in Education but Were Afraid to Laugh. Detroit, MI: Council for Exceptional Children, 1983.
Littleton, John, ALearning to Laugh and Laughing to Learn,@ Montessori Life vol 10, no.4, pp.42-44
Loomas, D., Kolber, K., Allen S., Weston, M., Kramer, H. The Laughing Classroom: Everyone=s Guide to Teaching with Humor and Play. New World Library, 2002.
Medgyes, P. Laughing matters: humor in the language classroom. New York: Cambridge University, 2002.
Pollack, J.P. and P.D. Freda. AHumor, Learning, and Socialization in Middle Level Classrooms.@ The Clearing House (March/April 1997): 176-78.
Program Development Associates. Look Who=s Laughing. Cicero, NY: PDA, 1995. (Video Tape).
Shade, Rick. License to Laugh: Humor in the Classroom. Libraries Unlimited Inc., 1996.
Sullivan, Richard L., AIt=s a Hit (Humor in Teaching)@ Vocational Education Journal vol.67, no.3, pp.36-38.
Ulloth, J.K. Intentional classroom humor in nursing: a multiple case study. Dissertation, Andrews University (Shirley Freed, adv.), 1998.
Wallinger, Linda M. ADon=t smile before Christmas: the role of humor in education.@ NASSP Bulletin (May 1997): pp. 27-34.
General Material Related to Employment Search:
Anthony, R. & Woodward, D. Interviewing Strategies for Elementary and Middle School Teachers. Coalville, IA: Conwood Enterprises, 1997. (Video Tape)
Developing a Professional Portfolio: A Guide for Preservice and Inservice Teachers. College Park, MD: University of Maryland. (Video Tape)
