Succeeding with English Language Learners

A Guide for Beginning Teachers
Thomas S. C. Farrell - Brock University, Canada
Succeeding with English Language Learners
November 2005 | 176 pages | Corwin
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ISBN: 9781452280905
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ISBN: 9781412924382
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Description

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

  • Using different models for lesson planning
  • Monitoring classroom behavior and interactions
  • Using prepared skill-building activities or developing new ones
  • Assessing students for placement in ESL or general education classes
  • Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

  • Ch 1: Teaching in the First Year
  • Exploratory Break 1.1: Teaching in the First Year
  • Exploratory Break 1.2: First Year Phases of Development
  • Exploratory Break 1.3: Stages of Development
  • Exploratory Break 1.4: Stacy's First Years of Development
  • Exploratory Break 1.5: Stacy's First Years of Support
  • Exploratory Break 1.6: Mentors
  • Exploratory Break 1.7: Teaching Load
  • Exploratory Break 1.8: Nature of Classes during the First Years
  • Exploratory Break 1.9: Helping Yourself
  • Chapter Reflection
  • Ch 2: Planning English Language Lessons
  • Exploratory Break 2.1: Why Plan Lessons?
  • Exploratory Break 2.2: Benefits of Planning Lessons
  • Exploratory Break 2.3: Lesson Plan Details
  • Exploratory Break 2.4: Writing Lesson Objectives
  • Exploratory Break 2.5: Lesson Design
  • Exploratory Break 2.6: Questions to Consider Before Lessons
  • Exploratory Break 2.7: Components of a Language Lesson
  • Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson
  • Exploratory Break 2.9: Questions for Students to Consider After the Lesson
  • Chapter Reflection
  • Ch 3: Classroom Management
  • Exploratory Break 3.1: Teacher: Manager or Conductor
  • Exploratory Break 3.2: Organizing the Class
  • Exploratory Break 3.3: Conducting Group Work
  • Exploratory Break 3.4: Dealing with the Disengaged ESL Student
  • Exploratory Break 3.5: Facilitating Classroom Communication
  • Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom
  • Exploratory Break 3.7: Facilitating Diversity
  • Exploratory Break 3.8: Facilitating Different Learning Styles
  • Exploratory Break 3.9: Looking Ahead
  • Chapter Reflection
  • Ch 4: Teaching Grammar
  • Exploratory Break 4.1: Teaching and Grammar
  • Exploratory Break 4.2: Grammar
  • Exploratory Break 4.3: Teaching Grammar
  • Exploratory Break 4.4: Inductive and Deductive Grammar Teaching
  • Exploratory Break 4.5: Why Is English So Hard?
  • Exploratory Break 4.6: Grammar Activity Using the CRISP Method
  • Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method
  • Chapter Reflection
  • Ch 5: Teaching Writing
  • Exploratory Break 5.1: Writing
  • Exploratory Break 5.2: Purpose and Audience
  • Exploratory Break 5.3: Writing as Product
  • Exploratory Break 5.4: Writing as Process
  • Exploratory Break 5.5: Teaching Writing
  • Exploratory Break 5.6: Assumptions About Writing
  • Exploratory Break 5.7: Peer Evaluation
  • Exploratory Break 5.8: Peer Editing
  • Exploratory Break 5.9: Feedback
  • Exploratory Break 5.10: The Place of Grammar
  • Chapter Reflection
  • Ch 6: Teaching Speaking
  • Exploratory Break 6.1: Speaking a Second/Foreign Language
  • Exploratory Break 6.2: Rules of Face-to-Face Interaction
  • Exploratory Break 6.3: Turn-taking
  • Exploratory Break 6.4: Teaching Turn-taking
  • Exploratory Break 6.5: Establishing Topics
  • Exploratory Break 6.6: Topics
  • Exploratory Break 6.7: Conversation Breakdowns
  • Exploratory Break 6.8: Repair
  • Exploratory Break 6.9: Teaching Dimensions of Speaking
  • Exploratory Break 6.10: Accuracy versus Fluency
  • Exploratory Break 6.11: Guidelines for Planning Speaking Lessons
  • Exploratory Break 6.12: Project Focus
  • Exploratory Break 6.13: Project Information
  • Exploratory Break 6.14: Class Project
  • Chapter Reflection
  • Ch 7: Teaching Reading
  • Exploratory Break 7.1: Reading Habits
  • Exploratory Break 7.2: Reading Definition
  • Exploratory Break 7.3: Models of Reading
  • Exploratory Break 7.4: Reading Strategy Profile
  • Exploratory Break 7.5: Reading Strategies
  • Exploratory Break 7.6: Prior Knowledge
  • Exploratory Break 7.7: Word Association
  • Exploratory Break 7.8: Direct Experience
  • Exploratory Break 7.9: Cinquain
  • Exploratory Break 7.10: Prediction
  • Exploratory Break 7.11: Skimming
  • Exploratory Break 7.12: Scanning
  • Exploratory Break 7.13: Teaching New Vocabulary
  • Exploratory Break 7.14: Text Structures
  • Chapter Reflection
  • Ch 8: Teaching Listening
  • Exploratory Break 8.1: Listening
  • Exploratory Break 8.2: Bottom-up Processing
  • Exploratory Break 8.3: Top-Down Processing
  • Exploratory Break 8.4: Interactional Purposes
  • Exploratory Break 8.5: Transactional Purposes
  • Exploratory Break 8.6: Back-channelling Signals
  • Exploratory Break 8.7: Local, Global, and Transitional Repairs
  • Exploratory Break 8.8: Comprehension Checks
  • Exploratory Break 8.9: Soap Activities
  • Chapter Reflection
  • Ch 9: Language Assessment
  • Exploratory Break 9.1: Language Assessment
  • Exploratory Break 9.2: Reliability and Validity
  • Exploratory Break 9.3: Alternative Assessment
  • Exploratory Break 9.4: Criterion and Norm Reference Assessment
  • Exploratory Break 9.5: Selected-response Assessment
  • Exploratory Break 9.6: Multiple-choice Tests
  • Exploratory Break 9.7: True-false Tests
  • Exploratory Break 9.8: Matching Tests
  • Exploratory Break 9.9: Short-answer Tests
  • Exploratory Break 9.10: Essay Tests
  • Exploratory Break 9.11: Fill-in Tests
  • Exploratory Break 9.12: Oral Tests
  • Exploratory Break 9.13: Portfolios
  • Exploratory Break 9.14: Self/Peer Assessment
  • Exploratory Break 9.15: Constructing Language Tests
  • Exploratory Break 9.16: Create Your Own Language Test
  • Chapter Reflection
  • Ch 10: Professional Development
  • Exploratory Break 10.1: Professional Development Needs Assessment
  • Exploratory Break 10.2: Opportunities for Reflection and Development
  • Exploratory Break 10.3: Action Research
  • Exploratory Break 10.4: Critical Incidents
  • Exploratory Break 10.5: Teaching Journal
  • Exploratory Break 10.6: Classroom Observations
  • Exploratory Break 10.7: Teacher Group Discussion
  • Chapter Reflection

References

References

Index

Index

Additional materials

Description

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

  • Using different models for lesson planning
  • Monitoring classroom behavior and interactions
  • Using prepared skill-building activities or developing new ones
  • Assessing students for placement in ESL or general education classes
  • Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

  • Ch 1: Teaching in the First Year
  • Exploratory Break 1.1: Teaching in the First Year
  • Exploratory Break 1.2: First Year Phases of Development
  • Exploratory Break 1.3: Stages of Development
  • Exploratory Break 1.4: Stacy's First Years of Development
  • Exploratory Break 1.5: Stacy's First Years of Support
  • Exploratory Break 1.6: Mentors
  • Exploratory Break 1.7: Teaching Load
  • Exploratory Break 1.8: Nature of Classes during the First Years
  • Exploratory Break 1.9: Helping Yourself
  • Chapter Reflection
  • Ch 2: Planning English Language Lessons
  • Exploratory Break 2.1: Why Plan Lessons?
  • Exploratory Break 2.2: Benefits of Planning Lessons
  • Exploratory Break 2.3: Lesson Plan Details
  • Exploratory Break 2.4: Writing Lesson Objectives
  • Exploratory Break 2.5: Lesson Design
  • Exploratory Break 2.6: Questions to Consider Before Lessons
  • Exploratory Break 2.7: Components of a Language Lesson
  • Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson
  • Exploratory Break 2.9: Questions for Students to Consider After the Lesson
  • Chapter Reflection
  • Ch 3: Classroom Management
  • Exploratory Break 3.1: Teacher: Manager or Conductor
  • Exploratory Break 3.2: Organizing the Class
  • Exploratory Break 3.3: Conducting Group Work
  • Exploratory Break 3.4: Dealing with the Disengaged ESL Student
  • Exploratory Break 3.5: Facilitating Classroom Communication
  • Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom
  • Exploratory Break 3.7: Facilitating Diversity
  • Exploratory Break 3.8: Facilitating Different Learning Styles
  • Exploratory Break 3.9: Looking Ahead
  • Chapter Reflection
  • Ch 4: Teaching Grammar
  • Exploratory Break 4.1: Teaching and Grammar
  • Exploratory Break 4.2: Grammar
  • Exploratory Break 4.3: Teaching Grammar
  • Exploratory Break 4.4: Inductive and Deductive Grammar Teaching
  • Exploratory Break 4.5: Why Is English So Hard?
  • Exploratory Break 4.6: Grammar Activity Using the CRISP Method
  • Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method
  • Chapter Reflection
  • Ch 5: Teaching Writing
  • Exploratory Break 5.1: Writing
  • Exploratory Break 5.2: Purpose and Audience
  • Exploratory Break 5.3: Writing as Product
  • Exploratory Break 5.4: Writing as Process
  • Exploratory Break 5.5: Teaching Writing
  • Exploratory Break 5.6: Assumptions About Writing
  • Exploratory Break 5.7: Peer Evaluation
  • Exploratory Break 5.8: Peer Editing
  • Exploratory Break 5.9: Feedback
  • Exploratory Break 5.10: The Place of Grammar
  • Chapter Reflection
  • Ch 6: Teaching Speaking
  • Exploratory Break 6.1: Speaking a Second/Foreign Language
  • Exploratory Break 6.2: Rules of Face-to-Face Interaction
  • Exploratory Break 6.3: Turn-taking
  • Exploratory Break 6.4: Teaching Turn-taking
  • Exploratory Break 6.5: Establishing Topics
  • Exploratory Break 6.6: Topics
  • Exploratory Break 6.7: Conversation Breakdowns
  • Exploratory Break 6.8: Repair
  • Exploratory Break 6.9: Teaching Dimensions of Speaking
  • Exploratory Break 6.10: Accuracy versus Fluency
  • Exploratory Break 6.11: Guidelines for Planning Speaking Lessons
  • Exploratory Break 6.12: Project Focus
  • Exploratory Break 6.13: Project Information
  • Exploratory Break 6.14: Class Project
  • Chapter Reflection
  • Ch 7: Teaching Reading
  • Exploratory Break 7.1: Reading Habits
  • Exploratory Break 7.2: Reading Definition
  • Exploratory Break 7.3: Models of Reading
  • Exploratory Break 7.4: Reading Strategy Profile
  • Exploratory Break 7.5: Reading Strategies
  • Exploratory Break 7.6: Prior Knowledge
  • Exploratory Break 7.7: Word Association
  • Exploratory Break 7.8: Direct Experience
  • Exploratory Break 7.9: Cinquain
  • Exploratory Break 7.10: Prediction
  • Exploratory Break 7.11: Skimming
  • Exploratory Break 7.12: Scanning
  • Exploratory Break 7.13: Teaching New Vocabulary
  • Exploratory Break 7.14: Text Structures
  • Chapter Reflection
  • Ch 8: Teaching Listening
  • Exploratory Break 8.1: Listening
  • Exploratory Break 8.2: Bottom-up Processing
  • Exploratory Break 8.3: Top-Down Processing
  • Exploratory Break 8.4: Interactional Purposes
  • Exploratory Break 8.5: Transactional Purposes
  • Exploratory Break 8.6: Back-channelling Signals
  • Exploratory Break 8.7: Local, Global, and Transitional Repairs
  • Exploratory Break 8.8: Comprehension Checks
  • Exploratory Break 8.9: Soap Activities
  • Chapter Reflection
  • Ch 9: Language Assessment
  • Exploratory Break 9.1: Language Assessment
  • Exploratory Break 9.2: Reliability and Validity
  • Exploratory Break 9.3: Alternative Assessment
  • Exploratory Break 9.4: Criterion and Norm Reference Assessment
  • Exploratory Break 9.5: Selected-response Assessment
  • Exploratory Break 9.6: Multiple-choice Tests
  • Exploratory Break 9.7: True-false Tests
  • Exploratory Break 9.8: Matching Tests
  • Exploratory Break 9.9: Short-answer Tests
  • Exploratory Break 9.10: Essay Tests
  • Exploratory Break 9.11: Fill-in Tests
  • Exploratory Break 9.12: Oral Tests
  • Exploratory Break 9.13: Portfolios
  • Exploratory Break 9.14: Self/Peer Assessment
  • Exploratory Break 9.15: Constructing Language Tests
  • Exploratory Break 9.16: Create Your Own Language Test
  • Chapter Reflection
  • Ch 10: Professional Development
  • Exploratory Break 10.1: Professional Development Needs Assessment
  • Exploratory Break 10.2: Opportunities for Reflection and Development
  • Exploratory Break 10.3: Action Research
  • Exploratory Break 10.4: Critical Incidents
  • Exploratory Break 10.5: Teaching Journal
  • Exploratory Break 10.6: Classroom Observations
  • Exploratory Break 10.7: Teacher Group Discussion
  • Chapter Reflection

References

References

Index

Index

Additional materials

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Succeeding with English Language Learners

A Guide for Beginning Teachers

Thomas S. C. Farrell
Cancel Print

November 2005 | 176 pages | Corwin

Format Published Date ISBN Price
Hardcover 27/02/2023 9781412924382 $79.95
Paperback 01/02/2026 9781412924399 $37.95
Lifetime 01/02/2026 9781452280905 $35.00

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

  • Using different models for lesson planning
  • Monitoring classroom behavior and interactions
  • Using prepared skill-building activities or developing new ones
  • Assessing students for placement in ESL or general education classes
  • Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 


Table Of Contents:

  • Preface
  • Acknowledgments
  • About the Author
  • Ch 1: Teaching in the First Year
  • Exploratory Break 1.1: Teaching in the First Year
  • Exploratory Break 1.2: First Year Phases of Development
  • Exploratory Break 1.3: Stages of Development
  • Exploratory Break 1.4: Stacy's First Years of Development
  • Exploratory Break 1.5: Stacy's First Years of Support
  • Exploratory Break 1.6: Mentors
  • Exploratory Break 1.7: Teaching Load
  • Exploratory Break 1.8: Nature of Classes during the First Years
  • Exploratory Break 1.9: Helping Yourself
  • Chapter Reflection
  • Ch 2: Planning English Language Lessons
  • Exploratory Break 2.1: Why Plan Lessons?
  • Exploratory Break 2.2: Benefits of Planning Lessons
  • Exploratory Break 2.3: Lesson Plan Details
  • Exploratory Break 2.4: Writing Lesson Objectives
  • Exploratory Break 2.5: Lesson Design
  • Exploratory Break 2.6: Questions to Consider Before Lessons
  • Exploratory Break 2.7: Components of a Language Lesson
  • Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson
  • Exploratory Break 2.9: Questions for Students to Consider After the Lesson
  • Chapter Reflection
  • Ch 3: Classroom Management
  • Exploratory Break 3.1: Teacher: Manager or Conductor
  • Exploratory Break 3.2: Organizing the Class
  • Exploratory Break 3.3: Conducting Group Work
  • Exploratory Break 3.4: Dealing with the Disengaged ESL Student
  • Exploratory Break 3.5: Facilitating Classroom Communication
  • Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom
  • Exploratory Break 3.7: Facilitating Diversity
  • Exploratory Break 3.8: Facilitating Different Learning Styles
  • Exploratory Break 3.9: Looking Ahead
  • Chapter Reflection
  • Ch 4: Teaching Grammar
  • Exploratory Break 4.1: Teaching and Grammar
  • Exploratory Break 4.2: Grammar
  • Exploratory Break 4.3: Teaching Grammar
  • Exploratory Break 4.4: Inductive and Deductive Grammar Teaching
  • Exploratory Break 4.5: Why Is English So Hard?
  • Exploratory Break 4.6: Grammar Activity Using the CRISP Method
  • Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method
  • Chapter Reflection
  • Ch 5: Teaching Writing
  • Exploratory Break 5.1: Writing
  • Exploratory Break 5.2: Purpose and Audience
  • Exploratory Break 5.3: Writing as Product
  • Exploratory Break 5.4: Writing as Process
  • Exploratory Break 5.5: Teaching Writing
  • Exploratory Break 5.6: Assumptions About Writing
  • Exploratory Break 5.7: Peer Evaluation
  • Exploratory Break 5.8: Peer Editing
  • Exploratory Break 5.9: Feedback
  • Exploratory Break 5.10: The Place of Grammar
  • Chapter Reflection
  • Ch 6: Teaching Speaking
  • Exploratory Break 6.1: Speaking a Second/Foreign Language
  • Exploratory Break 6.2: Rules of Face-to-Face Interaction
  • Exploratory Break 6.3: Turn-taking
  • Exploratory Break 6.4: Teaching Turn-taking
  • Exploratory Break 6.5: Establishing Topics
  • Exploratory Break 6.6: Topics
  • Exploratory Break 6.7: Conversation Breakdowns
  • Exploratory Break 6.8: Repair
  • Exploratory Break 6.9: Teaching Dimensions of Speaking
  • Exploratory Break 6.10: Accuracy versus Fluency
  • Exploratory Break 6.11: Guidelines for Planning Speaking Lessons
  • Exploratory Break 6.12: Project Focus
  • Exploratory Break 6.13: Project Information
  • Exploratory Break 6.14: Class Project
  • Chapter Reflection
  • Ch 7: Teaching Reading
  • Exploratory Break 7.1: Reading Habits
  • Exploratory Break 7.2: Reading Definition
  • Exploratory Break 7.3: Models of Reading
  • Exploratory Break 7.4: Reading Strategy Profile
  • Exploratory Break 7.5: Reading Strategies
  • Exploratory Break 7.6: Prior Knowledge
  • Exploratory Break 7.7: Word Association
  • Exploratory Break 7.8: Direct Experience
  • Exploratory Break 7.9: Cinquain
  • Exploratory Break 7.10: Prediction
  • Exploratory Break 7.11: Skimming
  • Exploratory Break 7.12: Scanning
  • Exploratory Break 7.13: Teaching New Vocabulary
  • Exploratory Break 7.14: Text Structures
  • Chapter Reflection
  • Ch 8: Teaching Listening
  • Exploratory Break 8.1: Listening
  • Exploratory Break 8.2: Bottom-up Processing
  • Exploratory Break 8.3: Top-Down Processing
  • Exploratory Break 8.4: Interactional Purposes
  • Exploratory Break 8.5: Transactional Purposes
  • Exploratory Break 8.6: Back-channelling Signals
  • Exploratory Break 8.7: Local, Global, and Transitional Repairs
  • Exploratory Break 8.8: Comprehension Checks
  • Exploratory Break 8.9: Soap Activities
  • Chapter Reflection
  • Ch 9: Language Assessment
  • Exploratory Break 9.1: Language Assessment
  • Exploratory Break 9.2: Reliability and Validity
  • Exploratory Break 9.3: Alternative Assessment
  • Exploratory Break 9.4: Criterion and Norm Reference Assessment
  • Exploratory Break 9.5: Selected-response Assessment
  • Exploratory Break 9.6: Multiple-choice Tests
  • Exploratory Break 9.7: True-false Tests
  • Exploratory Break 9.8: Matching Tests
  • Exploratory Break 9.9: Short-answer Tests
  • Exploratory Break 9.10: Essay Tests
  • Exploratory Break 9.11: Fill-in Tests
  • Exploratory Break 9.12: Oral Tests
  • Exploratory Break 9.13: Portfolios
  • Exploratory Break 9.14: Self/Peer Assessment
  • Exploratory Break 9.15: Constructing Language Tests
  • Exploratory Break 9.16: Create Your Own Language Test
  • Chapter Reflection
  • Ch 10: Professional Development
  • Exploratory Break 10.1: Professional Development Needs Assessment
  • Exploratory Break 10.2: Opportunities for Reflection and Development
  • Exploratory Break 10.3: Action Research
  • Exploratory Break 10.4: Critical Incidents
  • Exploratory Break 10.5: Teaching Journal
  • Exploratory Break 10.6: Classroom Observations
  • Exploratory Break 10.7: Teacher Group Discussion
  • Chapter Reflection
  • References
  • Index

Recent Product Reviews:

"A valuable starting point for new teachers to get acquainted with fundamental facets of English language teaching."
The Asian EFL Journal, June 2008, Vol. 10(2)
"Offers much background information and many teaching suggestions for those who are just beginning to understand how to help ELLs. Farrell invites interaction by providing numerous 'exploratory breaks' within the book to help readers further internalize what they have just read by talking or writing about it."
The Reading Teacher, March 2007
"The tone of the text is easy going and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom. By using the 'exploratory breaks,' new teachers should find it simple to further the given lesson plans and work them into useful plans for their own classrooms."
Elise Geither, Instructor, Baldwin-Wallace College, Berea, Ohio
"The practicality of this book is profound. The 'Exploratory Breaks' throughout each chapter provide the reader an opportunity to apply his/her learning in a focused fashion. The author does a superb job of drawing the reader into the need for the information and how to apply it in practical settings."
Theresa Rouse, Superintendent/Principal, San Lucas Union School District, San Lucas, California
"Very relevant to the real-life teaching situations that first year teachers often encounter. Citations for teacher resources are included as the reader moves along; I found them excellent for immediate references for teachers who want to read more on the topics. The 'Exploratory Breaks' are also easy to find and are helpful and formatted to be teacher-friendly."
Joanne Ho, English Department Chair, Clark High School, Las Vegas, NV

Recommendations