Schools and Instruction Books

I like this volume due to it's Bach Concerto. Allegro (Corelli) also sounds fantastic. These are the only two I like in this volume.

I am a "Suzuki kid" myself, now a Suzuki Violin teacher. This is Volume 8 of 10 in the Suzuki Method Violin repertoire. It is vital that you read Dr. Suzuki's book, "Nurtured By Love" before beginning any Suzuki program. Technique is nothing without a full understanding of the underlying philosophy here, so make sure you agree with Dr. Suzuki's ideas, then find a teacher who feels the same way. You and your child are in for the time of your lives!

I am a "Suzuki kid" myself, now a Suzuki Violin teacher. This is Volume 9 of 10 in the Suzuki Method Violin repertoire. It is vital that you read Dr. Suzuki's book, "Nurtured By Love" before beginning any Suzuki program. Technique is nothing without a full understanding of the underlying philosophy here, so make sure you agree with Dr. Suzuki's ideas, then find a teacher who feels the same way. You and your child are in for the time of your lives!

Wonderful book! If you are a special educator and teach children with moderate and severe intellectual disabilities, this is a book that YOU must have! It covers all 5 domains! It has your lesson plans, IEP goal and objectives. It has great ideas when you can't think of what you need to work on next.

I strongly recommend Hodson's book for any science instructor interested in working to improve his or her practice. It is also worthwhile reading for undergraduates (although they may have more trouble relating to Hodson's arguments and examples due to a lack of classroom experience). The book is a balance of both theory and relevant practice and covers a wide range of issues without being too broad. Although perhaps too advanced for an undergraduate methods course, it would be perfect for graduate students in a masters or Ph.D. science education program.

Even with extensive classroom experience at all levels of science education, I found useful information on literally every page of this text. If a significant number of science teachers could implement even a fraction of what Hodson suggests, I have no doubt that we would see meaningful improvements in practices that have changed little over the past century.

I was inspired by this book to try new things in my teaching. I had been thinking of ways in which I could apply all of the research on literacy and teaching reading in an early childhood setting. Some good answers were in this book. Very good information for parents is included in helpful, useable formats. All of the assessment checklists are also very helpful and useful. If you are looking for something to help you get organized, this book will help.

This book is a real masterpiece, it is comprehensive, elegant and clear. Whether you use it for an MBA or any other discipline, it will be a great help, as it focuses on curiosity, judgment and wisdom (qualities of mind), character, sensitivity, integrity and responsibility (qualities of the person) and the ability to apply them.

For all teachers who believe that learning is seamless, this is a book to revel in. Through scripted teacher/student dialogues, it suggests how to facilitate these kinds of sessions, starting with developing the skills enabling students of all ages to write original non-rhyming poetry, to letting words take you to movement, finally to bringing in all the elements of music......form/dynamics/texture/melody etc. It is the only book I've seen which paints on this broad and lovely canvas where words become poetry and poetry becomes extended into...allmost "theater pieces" to be shared by the writer and the whole class. Good stuff. Highly recommended.

Okay, maybe I'm a little out of the loop teaching art in an isolated, rural part of the Southwest, but I can't believe no one has pointed me to this book. I stumbled upon it. After buying it I opened several other new books on the topic first because this title does little to excite one's interest. Perhaps "Paradigm-shifting insights" should be the subtitle.

The authors put their years of research (many scholarly articles and books of their own and references to leading works in the subject) and their experience teaching and drawing into a most satisfyingly wide-angle perspective on teaching and learning to draw. Step back and look at drawing across cultures, across developmental stages, across the curriculum. What other text attempts to analyze why we draw, why we stop drawing at a young age, what use drawing is in the public schools, and what teachers (not just art teachers) can do to progress. And I find their answers to these questions broad-minded and meshing very well with my own while expanding my perspective on the subject.

If you like a good analysis of ephemeral subject matter here are some categories presented in this book that will suit you: Reasons drawing should be taught in schools; Two kinds of art; five factors that determine drawing development; the intrinsic biases of simplicity and non-differentiation that learners bring to drawing (my favorite!); the components of the drawing program; and questions most asked about the teaching of drawing.

That's an excellent book, that can be used as a source of ideas
in order to teach effectively not only underachieving pupils or pupils with SEN, but all pupils in general.
It should be recommended to all those involved with primary mathematics teaching.