BIBLIOGRAPHIES

SARAH GYLES- ART

TEACHER INTERN PROGRAM

Stronge, James, Qualities of Effective Teachers. Alexandria, VA: Association for Supervision and Curriculum Development, 2002. Print.Summary- Effectiveness of teachers has always been talked about, and what the best practices are. Administrators are eager to find a “one size fits all”. The truth is not every student fits in to a ‘one size fits all’ model. As a teacher, our effectiveness is determined by the success of our students.

Marzano, Robert J., and Robert J. Marzano. The Art and Science of Teaching. Alexandria, VA: ASCD, 2007. Print.

Summary: There is proven research to support what we do in our classrooms. We need to facilitate authentic learning, by keeping kids engaged and relating to prior knowledge. We also need to set goals and evaluate while tracking students progression and understanding. When the lesson is done teachers should evaluate how the lesson went and make changes as needed.

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD, 1999. Print.

Summary- An excellent teacher needs to differentiate their classroom, to make material relevant to students. When in my classroom I will treat each student as an individual, and evaluate their readiness and background knowledge when planning a lesson.  

Payne, Ruby K. A Framework for Understanding Poverty. Highlands TX: aha! Process Inc,, 1996. Print. 

Summary- Poverty does not only refer to ones money status. Many other relationship factors define an individual in poverty. We still need to be role models to students, so they can learn positive ways to act, and be reinforced through those good behaviors.

Jackson, Robyn, and Robyn Jackson. Never Work Harder than your Students. Alexandria, VA: ASCD, 2009. Print. Summary- Each student is at a different place in their learning journey than the next student. Each individual has their own “currency” as to how they learn. My job as a teacher is to access their currency and help them learn according to their strengths. I know the have a student centered classroom in important for independent and meaningful learning. I will expect my students to succeed and be focused on the quality of their work.

Fay, Jim, and David Funk. Teaching with Love and Logic- taking control of the classroom. Golden Colorado: The Love and Logic Press Inc., 1995. Print.

Summary- Teachers can not be only helicopters and only drill sergeants and expect our students to succeed and be good citizens. I know that when we give consequences with empathy those students will often come to the same conclusion as an adult. I know that if I can put in work to show students that I care they will show me they care as well.

November, Alan. Who Owns the Learning?. Bloomington: Solution Tree Press, 2012.

Summary- Students are learning differently today then teachers did when we went to school. Students have tons of learning technology at their fingertips, if this is something that can improve their learning experience then we should use it as well. While using this as a learning tool we also need to teach respect for the learning tool. I know that by letting students use technology they can take more responsibility for their learning.

Reeves, Douglas B. Elements of grading: a guide to effective practice. Bloomington, IN: Solution Tree Press, 2011.

Summary- Grading needs to be accurate, fair, specific, and timely. Grading is feedback but feedback is not always grading. Students need to see that these grades are not a judgment on you but me letting me know where they are on the road to improvement. Grades should not include a students behavior.

Wagner, Tony. The Global Achievement Gap. New York, NY: Basic Book, 2010

Summary- The way our schools function now is not the best learning environment for our students. Education is rapidly changing, and teachers need to change with it. Educating our students isn’t about us preaching or trying to trick them, but about teachers teaching the way that is most effective to our students. As a result of our failure to change, our students suffer when they get to the “real world” or even college. Students need critical thinking skills. Teachers need to get out of their classrooms and collaborate with other teachers and subjects.

DuFour, Richard, and Michael Fullan. Cultures built to last: systemic PLCs at work. Bloomington, IN: Solution Tree Press, 2013.

Summary- Teachers should go at it alone. We have a lot to offer each other to benefit our students. I know that PLCs are not a gossip session, or something teachers and administration can half do. Teaching requires continuous learning. PLCs done well can not only help students but teacher as well.