Schools and Instruction Books

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.

Edited by Marjorie Montague ( Professor of Special Education at the University of Miami) and Asha K. Jitendra (a Professor and Coordinator of Special Education at Lehigh University), Teaching Mathematics to Middle School Students with Learning Difficulties is an anthology writings by experienced educators. Methodologies for helping middle school students with learning difficulties internalize basic mathematic skills are discussed at length, along with lesson plans, guidelines for teaching self-directed problem-solving strategies, recommendations for building foundational concepts, and much more. Examples and diagrams help clarify methodologies in this timely and enthusiastically recommended resource for public and private schoolteachers.

This book deals with Teaching Children Music. It begins with Music in the Elementary School level. It covers how children learn music. It then goes into planning music lessons such as objectives you wish to achieve, advanced planning, lessons and follow-up lessons. It provides information on Musical Experiences such as singing in unison, using harmony, developing listening skills, playing classroom instruments, allowing chidren to move to music, learning to read music, and creating their own music. There is a special section on measuring musical learning, providing evaluation and continuity. It begins to wrap up with the alternative experiences and techiniques like musical games, integrating music with other subjects, music for exceptional children, alternative musical approaches and programs such as the Orff System, The Kodaly Approach and the Manhattanville Music Curriculum Program. Finalizes with Classroom Management.
There are some appendixes which gives you an overview of music fundamentals, fingerings for the Soprano Recorder (Baroque System), Common Guitar Chords, and Resource Lists.

great, learned reading professional. Every reading teacher should read Dunn's material. I have recently discovered Dunn and appreciate the level of expertise, not outdated at all.

Finally, a book that focuses specifically on elementary music technology. This book features plans that are tied to MENC and Technology Institute for Music Educators standards. Many concepts and plans can be modified for middle/high school classes. The lesson plans are a compilation from other music education technology professionals.

so good. finally there's a book i dont feel like an idiot giving to my kids. sure it's not all g-rated but neither is TV anymore. this book talks straight + smart + real. and it says all the things id never be able to say without blushing. [...]

This book is extremely user-friendly. In addition to a captivating introduction, the authors identify key areas of the preschool classroom, and how each area (dramatic play, blocks, etc.) can be made more hospitable for both sexes.

Very practical, encouraging advice. A wonderful gift for a preschool teacher or student in early childhood education.
This also is a wonderful resource for college and graduate students for a project or paper.

If you're looking to start a peer tutoring or mentoring program in your school, this book is for you. The author guides you through the steps to starting and customizing your own program. Written from the experience of two educators who developed this program at their own school, this book starts with an introduction to peer helping. It discusses what it is, how tutoring and mentoring are different, why peer helping works, and many examples of success. The main bulk of the book, however, deals with the planning and customizing of the model. The authors note that it is important to find out what each school needs and planning from that point. Goals should be clear and planned so that there aren't any surprises or difficulties later on. Spending time up front is necessary for smooth development.

Once you've planned and customized your program so that it fits the needs of your school, the authors discuss how to go about implementing it and following through for success. Communication is important with all people involved in the program (administration, teachers, supervisors, and students). Realizing that things might not go perfectly, because they seldom do, there is a section on troubleshooting, common problem areas that might be encountered.

Probably the most valuable part of this book is the appendices at the back of the book. Over 20 forms were included for different aspects of developing the program, such as parent permission forms, peer helper application forms, agendas for training sessions, and many more. These forms are guides, some of which can be copied off as is, others need to be personalized or adjusted depending on the organization of your program.

I found this book to be extremely helpful in setting up my own peer mentoring program and would recommend it to anyone who is interested on doing something like it.