Professional Educator Books
Related to Classroom Management
Drive: The Surprising Truth About What Motivates Us .... by Daniel H. Pink. 2009 Daniel H. Pink; 2009 Pengui. 272 pages.
Forget everything you thought you knew about how to motivate people--at work, at school, at home. It's wrong. As Daniel H. Pink explains in his new and paradigm-shattering book, the secret to high performance and satisfaction in today's world is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.
Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does - and how that affects every aspect of our lives. He demonstrates that while the old-fashioned carrot-and-stick approach worked successfully in the 20th century, it's precisely the wrong way to motivate people for today's challenges. In Drive, he reveals the three elements of true motivation:
Autonomy - the desire to direct our own lives
Mastery - the urge to get better and better at something that matters
Purpose- the yearning to do what we do in the service of something larger than ourselves
Along the way, he takes us to companies that are enlisting new approaches to motivation and introduces us to the scientists and entrepreneurs who are pointing a bold way forward.
Drive is bursting with big ideas-- the rare book that will change how you think and transform how you live.
©2009 Daniel H. Pink; 2009 Pengui. 272 pages.
The Reason I Jump .... by Naoki Higashida, introduction by David Mitchell. Random House: NY. 2013.
, is autistic and 13 when he writes a story telling about how he thinks, geels, pereives, and responds to life. He uses an alphabetical grid to constructs words and sentences to tell his story, which he is unable to tell aloud. He answers questions that everyone who has interacted with an autistic person asks: why they talk loud and weirdly, why they need to move, why they may not make eye contact, and more. Information everyone needs to know in an easy to read enlightening book.
The Talent Code: Greatness Isn’t Born. It’s grown. Here’s How .... by Daniel Coyle. 2009. Bantam Books. 256 pages.
Coyle describes, in an easy to understand style the biophysical development of myelin, which he attributes a direct relationship between growth rings of myelin in brain circuitry to talent or expertise of an individual. An enjoyable collection of stories to document how a Clint Eastwood type of analysis during coached practice that focuses on correction for continual improvement and myelin growth creates talent. Coyle supports this theory with anecdotal examples of talent clusters in soccer, golf, writing, baseball, voice, boarding, and academically. Excellent companion to Mindset: The New Psychology of Success by Carol S. Dweck.
Mindset: The New Psychology of Success: How We Can Learn to Fulfull our Potential .... by Carol S. Dweck. 2006. Ballentine Books, New York. 277 pages.
Dweck defines two kinds of mindsets: fixed mindset and growth mindset. People with a fixed mindset think IQ is set at birth and unchangeable. This kind of mindset causes people to protect their image at all costs so they don’t fail, or seen as dumb, worthless, feel like or called an idiot, loser, worthless, and aren’t rejected.
The see effort as useless or a need for it as reinforcing their inability. Success depends on luck. If they fail they are unlucky or there blame their failure on inappropriate interference by others. They choose not to try, stay in bed, get drunk, eat, watch TV, music, pout, fight, cry, break stuff or somebody.
The growth mindset is dynamic. Growth is possible for everyone. What we don’t know is unknown and infinite. If we keep working we can get better. IQ can grow and you can learn and become more skilled. You can change the type of person you are. You love a challenge. Don’t think of failing, but think of getting better, smarter, and love thinking and learning.
Dweck describes, in an easy to understand style, her two kinds of mindsets and the relationships individuals experience that encourage one kind or the other. An enjoyable collection of stories to document famous people and the mindsets they display. She further describes different kinds of interactions that will encourage each of the different mindsets and how to encourage a growth mindset. Excellent companion to The Talent Code: Greatness Isn’t Born. It’s grown. Here’s How
. by Daniel Coyle, which describes biophysical explanations for brain growth, which applies to both kinds of mindsets.
Why Don't Students Like School? .... by Daniel T. Willingham. 2010. Jossey-Bass. 240 pages.
A readable, practical book by a distinguished cognitive scientist explains the universal roots of effective teaching and learning. With great wit and authority it practices the principles it preaches!
Weapons of Mass Instruction .... by John Taylor Gatto. 2008. New Society Publishers. 240 pages.
John Taylor Gatto's earlier book introduced that now-famous expression into common vernacular, Dumbing Us Down.
Weapons of Mass instruction adds another chilling metaphor against conventional schooling. In it, he demonstrates that the harm school inflicts is rational and deliberate. The real function of modern pedagogy, he argues, is to render the population manageable.
Filled with examples of people who have escaped the trap of compulsory schooling, Weapons of Mass Instruction shows us that the realization of personal potential requires a different way of growing up and growing competent, one Gatto calls “open-source learning”. Urgent and controversial, this book will appeal to any who harbor doubts about the current education system.
The Big Picture .... by Dennis Littky. 2004. Association for Supervision & Curriculum Development. 230 pages.
What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire skills they'll need to live fulfilling and productive lives? These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone's Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, progress is measured against real-world standards, and families and communities are actively engaged in the educational process. Here, you'll find a moving account of just what is possible in education, with examples from the Metropolitan Regional Career and Technical Center ("The Met") in Providence, Rhode Island - a diverse public high school with the highest rates of attendance and college acceptance in the state. The Met exemplifies personalized learning, one student at a time. The Big Picture is a book to reenergize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen.
Dumbing Us Down .... by John Taylor Gatto. 2002. New Society Publishers. 144 pages.
A highly praised bestseller for over a decade, it is a radical treatise on public education that concludes that compulsory government schooling does little but teach young people to follow orders like cogs in a machine.
Positive Discipline .... by Jane Nelson. 2006. Ballantine Books. 384 pages.
Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8 / Edition 2 .... by Ruth Sidney Charney. Northeast Foundation for Children. 2002. 456 pages.
...offers educators a practical guide to one of the most effective social and emotional learning programs I know of. --Daniel Goleman, author of Emotional Intelligence
Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better. --Nel Noddings, Professor Emeritus, Stanford University
I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom. --Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA
The Hurried Child: The 25th Anniversary edition .... by David Elkind. 2006. Da Capo Press. 288 pages
Wall Street Journal, 9/4
“[The first book to] mourn the loss of play and leisure time [for kids].”
Washington Post, 11/5/09
“Read The Hurried Child by psychologist David Elkind. It explains the development of children so well and gives such good reasons for slowing them down that you'll want to give a copy to every parent you know.”
Washington Post, 3/12/10
“To learn more about children and how they grow, read The Hurried Child…It’s one of the great classics of parenthood.”
The Jewish Week, 6/23/10
“If you want to know more about the harmful effects of micro-managing our children’s lives, read The Hurried Child…[Elkind’s] main theme remains relevant more than 25 years after its initial publishing.”
Choice Theory .... by William Glasser. 1999. Harper Perennial. 368 pages
William Glasser, "... believes all human misery is caused by behavioral psychology where people attempt control others. He claims, the only behavior we can control is our own, and no one can make another preson do anything they don't want to do. He believes that when people accept this, then we can stop trying to change others and empower them to make good choices. he supports his ideas with straight forward understandable examples and case studies. Glasser believes when we take responsibility for our own behavior, we recognize our abilities to change our lives for the better.
Social Intelligence .... by Daniel Goleman
Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes .... by Alfie Kohn. 1999. 448 pages
They Can But They Don't: Helping Students Overcome Work Inhibition .... by Jerome Bruns. 1993. Penguin Books. 240 pages
From Library Journal As many as 20 percent of American public school students may be work inhibited, that is, unable to complete assignments. They have the intellectual capability to understand concepts and have no discernible learning disabilities, yet they cannot work on their own. Burns reports on several studies he made of such children, describing their characteristics and family patterns. He concludes that low self-esteem and passive aggression are primary causes. He also finds many subjects to be guilt-ridden, fearful, apprehensive, and shy. Illustrating his points with case studies, he explains what educators and parents can do to help. This book should be required reading for education students, teachers, counselors, and parents of work-inhibited children. - Shirley L. Hopkinson, SLIS, San Jose State Univ., Cal.
Opening Minds: Using Language to Change Lives .... by Peter Johnson. 2012. Stenhouse Publishers. 160 pages
Grounded in research, Johnson explains how words shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds – or close them.
In his chapter on praise he points out how praise, a popular approach believed by many to enhance self-esteem, has its downsides by keeping us in an external motivational system of rewards and punishment. He gently leads the reader to the greater value of taking interest in student process toward productive learing. By asking questions to probe the depth and structure of student learning and knowledge toward a productive goal you take a caring interaction that demonstrates a dynamic view of knowledge and learning that leads to intrinsic rewards from the experience.
Everyone should benefit from this book by learning how to engage children with more productive talk and create classrooms that support students' intellectual development as well as their emotional and social that will benefit their futures far better than sticks and carrots.
A Mind at a Time .... by Levine, 2003. Simon & Schuster. 352 pages
Levine, claims school is a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. As a result, children struggle because their learning patterns don't fit the schools. Levine, explains how to identify individual learning patterns. How parents and teachers can encourage a child's strengths and bypass weaknesses. Teaching that produces satisfaction and achievement instead of frustration and failure. Levine explains eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in some areas and others are strong in different areas, but no one is equally capable in all eight. Levine shows how to identify individual learning styles. Some are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Levine shows how to develop effective strategies to work through or around these weaknesses. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. Frustration can be avoided if we understand not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, so that we can maximize children's learning potential. In A Mind at a Time he shows us how.
Challenging Classroom Behaviors: Overcoming Resistance through Uniquely Audacious Interventions .... by John W. Maag. 2012. Dude Publishing, NY. 113 pages
Maag, Introduces his strategic approach and eight principles that underly it. He goes on to provide explanations for why students say no and why teachers say no. This discussion reviews positive and negative reinforcement and punishment and reward.
He touches on how to use reinforcement contracts and then moves on to the main topic of the book: overcoming resistance with audacious interventions. He does so with discussin on how to create rapport p. 46 & 47, mirror students, provide high probability directives, suggestions on how to overcome change p. 39, and suggests patterns of interaction. His most notable is putting students into a double bind by offering what they want, which will cause them to act positively on a teacher request or if they refuse put them into compliance of the initial request. Then using either result to build momentum.
Dr. Robert Sweetland's Notes ©