Professional Reading for PROF 190 (P/J)

Due Date: Friday September 21, 2012

Because this assignment is due soon after you arrive in September, many of you will want to get a head start on this reading. Here are some details in advance.

Context                                                         

PROF 190, Theory and Professional Practice, is taught by an instructor who will also visit you during your practicum. This assignment is part of your ongoing professional learning, as required by the Ontario College of Teachers and described in their document The Foundations of Professional Practice.

The Professional Reading Assignment

To help you prepare for your fall practicum, read one of the books on professional practice or classroom management, listed below; or read another teaching-related or classroom management-related book of your choice.

Prepare a written double-spaced 2-3-page review, using point form or narrative. Include:

• Author and Title of your chosen book
• Strengths/weaknesses of the book
• Three classroom management strategies or key ideas, and how you will try to implement them in the classroom
• Personal reflections indicating how the book is connected with the things you care most about as a teacher

Bring a copy of your review to your PROF 190 class on September 21 and be prepared to discuss your book in a small group during class time. If you are unable to complete the review by September 21, you need to discuss this with your instructor.

Grading  

Complete/Not Complete - Value 10 Marks

For further information about this assignment, please contact Ellie Deir (coordinator of PROF 190) at 613-533-6000 ext. 77673, or by email at deire@queensu.ca .

Readings

You may purchase any of these books from the Queen's University Campus Book Store (613-533-2955); frontdesk@campusbookstore.com, or find them in the Education Library.You may choose to read and report upon a book not from the list by arrangement with Ellie Deir.

Allen, R. (2002). Impact teaching. Toronto: Allyn & Bacon.

Ideas and strategies for creating effective lessons to maximize student learning and influence students positively.

Bennett, Barrie, & Rolheiser, C. (2001). Beyond Monet: the artful science of instructional integration. Toronto: Bookation.

This book focuses on how to integrate a variety of instructional skills and strategies based on knowledge of how students learn. It provides sample lessons by teacher at all grade levels.

Bloom, Lisa. (2009). Classroom management: creating positive outcomes for all students. Upper Saddle River NJ: Pearson. This text sees teachers as professionals who use research and wisdom as well as knowledge of their unique classrooms to develop solutions to unique situations.

Evertson, Carolyn. (2006). 7th edition. Classroom management for elementary teachers. Toronto: Pearson.

A comprehensive guide to managing the school classroom with chapters on managing instruction, cooperative learning and behaviour.

Faber, Adele, & Mazlish, Elaine (1995). How to talk so kids can learn. New York, NY: Simon & Schuster.

Using unique communications strategies, the authors show teachers how to defuse difficult situations, avoid classroom clashes, and help children handle everyday problems that interfere with learning. Down-to-earth classroom strategies and advice.

Fennimore, B. S. (1995). Student-centered classroom management. Toronto, ON: Delmar.

Classroom management in elementary schools is addressed in a student-centered approach. This text shows how to connect issues in classroom management and discipline to curricular design and developmentally appropriate practice.

Jones, Vernon F., & Jones, Louise S. (2001). Comprehensive classroom management: creating communities of support and solving problems. (6th ed.). Boston, MA: Allyn, Bacon.

A guide to establishing positive school and classroom climates, organizing classrooms, improving instruction, dealing with discipline problems, and developing individualized instruction plans.

Kohn, Alfie. (1996). Beyond discipline: from compliance to community. Alexandria, VA: ASCD. Kohn questions the assumption that problems in the classroom are the fault of students who do not do what they are told suggesting that we might reconsider what they have been told.

Levin, J., Nolan, J. (2009). Principles of classroom management: a professional decision-making model. 2nd Canadian edition. Toronto, ON: Pearson.

Decision-making options to guide thinking about how to approach typical classroom management situations and prevent or solve a variety of problems.

Marzano, Robert. (2003). Classroom management that works: research based strategies. Alexandria, VA: ASCD.

Research supports a variety of specific strategies that educators can use to manage classrooms and learning effectively. A guide to the critical role of classroom management in student learning

Marzano, Robert. (2003). What works in schools:  translating research into action. Alexandria, VA: ASCD. Marzano synthesizes research and provides support for teachers looking to improve their practice.

Naested, Irene. (2004). Understanding the landscape of teaching.Toronto: Pearson. Canadian content.Useful textbook for teacher education. Teacher candidates are encouraged to question assumptions about learning, teaching and schooling.

Noddings, Nel. (1992). The challenge to care in schools.NY: Teachers College Press. Different people have different strengths, and schools should be based on this notion. Strengths should be nurtured in a climate of caring, not competition, according to this vision.

Parkay, Forrest. (2012). Becoming a teacher. 4th Canadian Edition. Toronto, ON: Pearson.

Provides tools and information to explore 21st century teaching practices and issues. A detailed overview of education and teaching in Canada: "school 101."

Stronge, James. (2007). Qualities of effective teachers. 2nd edition. Alexandria VA: ASCD. Explores qualities and skills of effective teachers.