Educators Books

I used it as a review for best practices for my new position as VP of Sales. I found it to be consise with good ideas and examples for integration into my position.

This book was perfect for our teachers of the visually impaired to provide to a school who was working with a blind or visually impaired child.

To be honest I never actually managed to read this book from cover to cover. However, I have found the book to be useful and regularly refer to it when I have questions. The first few chapters of the book, reads like someone's thesis research and may not be all that interesting if you're just looking for useful tips and strategies. However, further into the book one can find some very useful information. For example Chapter 9 looks at the implications of being a post-secondary student with ADD. In Chapter 10 the focus is on study skills for the ADD student. Chapter 11 looks at some of the ADD related implications for educators. Also the back of the book has a thick appendix section and is filled with information for students, administrators, as well as instructors. If you are a student or educator who's interested in post-secondary ADHD issues and are interested in research on the topic, then this book is worth owning. I can't say that this book is a must-have for the average ADHD student, but is a worthwhile purchase if you are seriously interested in the topic of ADD in the post secondary environment.

ARDENNES: Battle of the Bulge. United States Army in World War II. by Hugh M. Cole. 720 Pages. (paperback) 1993
In 1965, having been over 10 years in the making, this book joined its distinguished predecessors of the UNITED STATES ARMY IN WORLD WAR II (Army Green Book) series and moved nicely into the niche left for it-following the already published Siegfried Line Campaign and The Lorraine Campaign, and preceding The Last Offensive. The author's approach to the Battle of the Bulge and his treatment of the events of that great battle was somewhat unusual for the time in which battle histories, were just that, histories of what happened, and not why it happened. Almost half of the book is devoted to the German planning before 16 December 1944 and to the first five days of the operation. Additionally, the book ends on 2 January 1945, prior to the great Allied offensive that push the German penetration back to its line of departure. That offensive, the author felt belonged to the last volume in the series on the European theater of operations. Combat operations initially focus on large-scale German activities and small-scale American activities. As the battle unfolds and the importance of American small unit operations diminishes, the scale of American operations climbs the tactical echelon hierarchy.
The author-a former 3d Army historian-says that: "In the long view of history the decision to attack in the Ardennes represents only another-and risky-attempt to solve the old German dilemma of fighting a major war on two fronts." Cole shows how Hitler deliberately assumed the risk involved in weakening the Eastern Front so that a powerful blow could be struck in the west. He also explores in some depth "... the strong possibility that Hitler and his top generals were motivated by the same impulse which triggers so many of the bloody and useless offensives of World War I-to seize the initiative for its own sake without a viable strategic objective in view."

This book presents a stirring picture of the American soldier, who in the face of human and environmental adversaries, maintained his morale and fighting spirit. In small units at first, and then in larger numbers, he held on, and eventually paid back more than he had received. It was the sum of the combined effects of these small tactical units, whose heroics and sacrifices in many cases were not recorded except by graves registration teams that next spring, that turned the operational tide in favor of the Allies. We should be grateful for this reminder of the influence that determined individuals can make, particularly in these trying times of world tension.

This is a simple, straight-forward explanation of the Suzuki method for those unfamiliar with it. The purpose seems not to persuade the reader but simply to explain how and why it works, as well as sharing the history of Dr. Suzuki and how his "method" came to be. It is interesting and quick reading; it can be read in one sitting.

I love movie books and enjoyed the teacher focus of this one. Interesting to see how teaching as evolved through the times. Nice plot summaries and details. Index is helpful.

Useful book for learning how to teach EMS, although some descriptions can be a bit confusing, and it appears there are some math errors in some examples. Overall it works, though.

It is very unfortunate that most teaching assistants (TA's) in mathematics are put in the classroom with little or no training. In my case, I faced my first recitation class after having only a two hour meeting with the instructor and all the TA's for the course. There is so much that is unknown and while you do learn on the job, the students often get shorted, and in this day of legal action run amok, is a potentially hazardous situation.
In this book, Rishel sets down some very sound advice for all mathematicians who are faced with teaching, from the first TA position to finding that first critical job after graduation. Simple things like preparing a resume and how to deal with difficult situations are examined. For example, suppose you know that a particular student has had a difficult time with a family illness or death and so in sympathy, you forgive a couple of points and award a higher grade. However, this act of compassion is not understood by another student who did not have such problems, has earned the same score and now demands equal treatment. What should(could) you do in such cases? Such scenarios can and do happen, so you had better be prepared to deal with them.
Other issues are topics such as the professional distance between student and teacher, which in terms of age and experience may almost be nonexistent. This is one that is very difficult and in many ways is a personal choice. Some people, both teachers and students, are more comfortable with a formal relationship and others find the formal approach uncomfortable and prefer the personal. When I was a TA, the course professor expressed displeasure with a colleague who played racquetball with another TA. In his opinion, such an action violated the principles of professional distance. Easy to dismiss, these are principles that need to be considered, evaluated and planned for.
Setting down policies and learning how to handle difficult situations is often considered to be unnecessary, but serious problems can and do occur, even to the point of violence. New TA's are often the least trained of all teachers, and I would strongly recommend that anyone just starting in that role read this book before facing a class for the first time. Mathematics majors who will be teaching in either middle or high school will also find some sound advice in course management.

This book gives you a great detail about how computers can be used in the classroom. The editor provides actual demonstrations that were done in class that used technology. This book is also geared to technology with literacy. I highly recommend this book for all teachers

This book is a collection of weekly columns written by Kipling Layton. In 1998 Layton left Corpus Christi, Texas to live and teach in various Yup'ik Eskimo villages of southwest Alaska. An interesting and quick read, this book will provide the reader with insight into the Native way of life, the traditional values of the Yup'ik Natives, and the importance of the elders within the community.