Teaching Books

The book I ordered was exactly what I needed for my course and was in great condition as the seller said it would be. It was at a great price too. Shipping was quick too! I would buy from them again if they have a book I need. ^_^

This book was in excellent condition and I received it in a good time frame.

This book came new,however, I guess it is my fault not knowing what my lab series is. I saw that the book is paperback, but i assumed it would at least be bound.For those who are just returning back to college after 7 years for grad school, just know this book will have to be put in a binder.On the flip side it is whole punched already for you. Other than this, very smooth transaction and fast shipping. Great seller-Thanks!

the book is what I need for class, cheeper than the book store and showed up at my door! What more could you ask for? I guess there is good information, or that is what my teacher said!

Although I did not use the 10th edition due that it was delivered to a neighbor, I borrowed a 9th edition that is similar. It was an excellent resource for teaching. It has practical guidelines for class prep, updated guidelines for students with disabilities and much much more. I highly recommend this book for teachers of all levels. You may not be taking this class; Educational Psychology, the book is practical to use throughout a school year.

If you want to wildly improve your reading speed and simultaneously improve your comprehension then get this book! Plain and simple.

If you're serious about reading faster, this is the book to get. It is very effective if you do the drills and everything like it says. Of course, that's the down side too - you actually have to WORK...

I was amazed tha after reading only a few chapters, I was reading at double my former speed. The approaches presented in this book worked so well I finished one selected book in a matter of hours. Something I've never done before since I'm generally a very slow reader.

However, one thing to keep in mind is that you have to be consistent and dedicated with practice readings over a period of of many weeks & months or you'll lose the "momentum" of what's being taught. Overall though, I'm quite pleased with my progress.

Oh, and you should acquire a reliable, easy-to-operate stop-watch for the practice readings as you'll have to adjust allowed reading times regularly during sessions.

I am often skeptical of "teach yourself" miracle books. However, I'm extremely pleased to say my skepticism was completely unwarranted for "Break-through Rapid Reading". The book is simply written, easy to understand and (most importantly) will improve your reading rate.

When I got the book, I was an average reader with a rate of about 260 words per minute. After only a week I've almost doubled my reading rate. I'm now reading 400 wpm, and I'm not even 1/4 of the way into book. "Break-through Rapid Reading" will deliver real results. It will have you reading faster and remembering more.

The book is divided into short chapters of information and anecdotes followed by exercises designed to develop faster reading. Each exercises is easy to understand and often easy to do. The chapters are designed to be read one a day. They take between twenty minutes to an hour to complete, including exercises. After just a few days, my reading rate was already dramatically improving.

One of the best features of this book is that you use your own books in each exercise. This makes each exercise more enjoyable and helps you start getting through your reading list as you go.

I've just started college, and I'm already finding it easier to read through my school books. I recommend this to anyone who wants to read more -faster. It will deliver.

This book is, hands down, the best speed reading book on the market. It reads as a home-study course, meant to be read one day at a time, for 36 lessons. There are also practice drills to be following the daily lessons where you practice what you learn.

Yes, this might sound like a lot of effort, but the rewards are wonderful. Do you expect to just pick up a musical instrument without putting in practice time? Will you become a good athlete by sitting on the couch watching TV all day? Speed reading is the same. It's a skill you can acquire but you must put some time in, typically only a minimum of 20 minutes a day. The more you can practice, the better you'll become.

The book preaches reading based on purpose. A lot of people are compulsive and think they need to read every word of every book, magazine, newspaper, email, and document they see. Instead, think about what you need to get out of it, and only read until you've satisfied that requirement.

The author teaches you how to improve your speed, comprehension, and recall, all lessons building on the days prior. You will get immediate feedback and satisfaction within the first week of reading as you see your performance increase.

Bottom line? The book works. The author speaks in a very conversational tone and is easy to read, learn, and apply. After I completed the first half of the book, I went from 300 words per minute (WPM) to an average of 750 WPM. I fluctuated between 600 and 900 during drills, max was 998, with excellent comprehension. After completing the entire book, I now average between 1200 and 2000 words per minute depending on material. Remember, you don't have to go the same pace for everything. When you drive a car, do you take the turns as fast as the straight-aways? Of course not. My biggest excitement was seeing how much I improved day-to-day and how quick the results came.

This is an excellent book and one I highly recommend to anyone trying to improve their reading speed and comprehension.

Very Interesting Outlook on Everyday Skills as well as Classroom Skills!!
I LOVED IT

Famed educator Ron Clark originally agreed to teach for North Carolina solely because of a program which would pay for his college tuition if he agreed to do so. His first classroom was a troubled group of elementary students who had already run through a slew of teachers by midyear. After becoming very well respected in rural North Carolina, Clark stunned family and friends by deciding to move on to a different set of challenges and teach in Harlem, New York. To deal with difficult students and situations, Clark developed 55 rules to help students achieve to their highest potential. A few of these rules include, "if you are asked a question in conversation, ask a question in return," "do not show disrespect with gestures," "know other teachers' names and greet them in the hall by name," and "do not bring Doritos into the school building." While all of these rules are used in his classroom, their goal is prepare students for later life as well.

Quote: "Kids are kids, and many actions that may seem like common sense to us will seem foreign to them."

This book contains many helpful tips for working with children. While many of the same concepts will work will for children (and people!) of every age, the advice is specific to elementary school. There are many traditional bits of wisdom, such as giving students praise, using rewards, structure, and organization, as well as some untraditional methods, such as scolding students in front of the rest of the class (although the peers are not permitted to look at the student being punished), and taking students on class trips to basketball games and the movies. It is a good book of ideas for teachers and others who work with students, even if just because Clark encourages people to read his rules, but them come up with the ideas that will work best for them.

The book presents an abundance of great ideas related to teaching. It offers lots of help not only to beginner teachers but also for teachers who feel that it is time to make some changes in the classroom which will lead to a more positive atmosphere. Of course, not all 55 rules can be applied by every teacher but everyone will find rules that he or she will want to remember and try out in his or her classroom. Even if you are not looking for help or new ideas, the book will be fun to read because of its many real-life stories.

The Essential 55 is well worth your money. We are using it for my fifth graders next year to teach manners and over all character education. It is an easy read and these "rules" will teach a lot of valuable information to anyone. More people should read this book because they will be motivated to be a better person.

This is a great book for someone who has never taught in a classroom or taken any introductory education classes. All of the information in this book is taught in any entry level college education class. Since Mr. Clark was not an education major in college, the things he learned on the fly while teaching astounded him. To an education major, they are givens. By the way, Mr. Clarke quit teaching within 2 years of receiving the Disney Teacher of the Year award to go on the book promo circuit and make more money than a dedicated teacher does. This book is a waste of money.

As the forward of this text suggested, this book IS engaging enough to read far into the night, despite it being about grammar and usage! It is packed with usable information, visuals, examples and stimulating ideas for writing teachers. I highly recommend it, for teachers and writers of all ages (middle school to college).

I love this book. I teach high school and I was never able to find creative and concrete ways to teach grammar concepts. Anderson takes the best of what we know about how to teach grammar (that is should be taught in the context of a student's own writing, that it should be active, that is should be scaffolded, etc.) and really focuses on how to make that happen. Look at his "sentence smack-down" and the "express lane editing" to really change how you look at teaching grammar. My kids loved it and I really felt like they were getting it and would use it again. The book is teacher-friendly and activity-based and includes copies of handouts.

This was a great read packed with real classroom experiences, creative learning activities, and terrific, easy-to-understand explanations of grammar and how to teach it.

Jeff Anderson presents a dynamic workshop on how to liven up a Language Arts classroom, and his book further describes how LA teachers can make learning fun, enjoyable, and effective.

In MECHANICALLY INCLINED, Jeff Anderson tackles the issue of grammarphobia and edit-phobia head on. You know the diseases. They are endemic in English classrooms everywhere.

Anderson advocates using "mentor" sentences and paragraphs taken from books that interest students. He also details how to set up a writer's notebook where kids can write freely without fear of the Red Pen (which, to them, is like an invader from the Red Planet, as narrated by Orson Welles). The notebook includes sections for creativity, exploration, modeling, and copying well-written sentences and paragraphs.

I especially like Anderson's idea for the Editing Checkout, where students "scan" work looking for specific skills, then create a "receipt" of their findings. NATIONAL ENQUIRERS are not necessary for this activity. The kids will get a kick out of it and (not too loud, now) will learn something about editing (with one pen, two pens, red pens, or blue pens) while they're at it. What more could a teacher ask for? (OK, don't answer that...)

This is seriously one of the best books I've ever read. I bought a second one for my best friend as soon as I finished reading it the first time.

Although I'm aware of a recent strike on some brazilian postal services, I'm concerned about the delay on the delivery of the 2 books I bought through this site. I'd appreciate if you could give me some inoformation on when or how I could get them.
Thank you.
Vanessa

Here is to a tremendous book. I got this book because it looked interesting and I was curious to read about a real life teacher in LA (for a great movie, see "Stand and Deliver"). This guy is amazing. My wife also read this book and was very impressed. It is a quick read (200+ pages) and very entertaining.

The first book describes the behavior this teacher is able to instill in his kids and his goals in doing so. The next part deals with how to teach certain subjects and make it interesting. I was blown away. I loved it. This guy is a genius.

This book is terrific for anyone raising kids and especially for teachers (at any level - church, elementary, middle, high, workplace, etc.). The only reason I didn't give it 5 stars is because I wanted it to be longer. Please, enjoy this book!

TEACH LIKE YOUR HAIR'S ON FIRE was our book club's recent selection. Several members are retired teachers, and were stupified at the amount of time the author devotes to his class... and somewhat skeptical. Those of us who aren't teachers found literally dozens of fascinating, practical tips about interacting with children in a variety of situations... travel, reading, character development, dining, finances... This is a terrific book, not only because it paints a fantastic picture of possibilities and change, but also because it is infused with such enthusiasm.

Rafe Esquith does not claim to be a teaching genius. He is honest about mistakes he has made over the years but his dedication to his students and his principled approach to teaching shine through on every page.

His classroom management skills are centered on Lawrence Kohlberg's Six Levels of Moral Development. As I read about his students accomplishments and challenges it occured to me that a teacher can get a lot of teaching done when students are willing to learn and will forgo disruptive behavior.

One the most moving things about Esquith's Room 56 is the fact that former students return there on Saturdays to study and learn. Esquith shares book lists and resources that he uses and is brutally honest about faculty meetings and the latest ineffective fads in reading and writing instruction.
Teachers and school administrators will be inspired by this book.

Dr. Mel Levine has worked for a long time with children so that they could grow up feeling responsible, successful and with good self esteem. He has spent a great deal of time working with experts in many disciplines in order to understand how children learn and how to help them if they are struggling.

He has broken learning into several areas of input, processing, storage, retrieval and output. Parents and educators can use this information to understand where a child may be having problems and then use ideas from his book to help turn things around for the child/student.

What the book does let us know is that learning is not easy but more like rocket science, in that it is a combination of innate abilities and deficits of the child, and the abilities of the adults to work with the abilities and help remediate the deficits through a combination of interventions and accommodations. There is also no quick turn around, since the educational demands change over time with new areas of difficulty recognized with the increased demands.

In this book you realize that there is really no such thing as dumb, that all brains work differently. It helps focus on the REAL issues of learning, instead of lumping your understanding into ADHD or some other category. You should read it!

Dr. Levine's book, A Mind at a Time, is so comprehensive that it is challenging to pare it down to a few essential ideas. He begins by telling the reader why he is "a pediatrician with a mission". He endeavors to accurately describe the struggles of unsuccessful children, to explain the brain's working and dysfunctions which we all experience and see in others, and to provide a "road map" for parents and teachers to knowledgeably observe their children's cognitive development. This observation by a trained eye allows for early detection of breakdowns in learning as well as necessary identification of a child's cognitive strengths, overall assets, and consuming passions. Interestingly, research into problematic learning is also a study of all learning, and how the brain is supposed to function. Only when we are equipped with accurate information regarding a child's diverse kind of mind can we begin to explain why they are struggling and how they can best conquer or compensate for these challenges. It is vital that this knowledge be openly shared with young developing minds so that they know from the start that they are not what they feared, but rather free to grow stronger given the knowledge and help they need to succeed.

Dr. Levine's text covers an overview of the ways of learning, and how lifestyle choices can help or hurt an individual's learning styles. He then goes on to detail the eight neurodevelopmental systems, chapter by chapter: the Attention Control System, the Memory System, the Language System, the Spatial Ordering System, the Sequential Ordering System, the Motor System, the Higher Thinking System, and the Social Thinking System. These systems develop at diverse paces, but must be utilized to grow strong and to stay strong. Although complex and detailed, this book is written in terms a layperson can understand with some thoughtful reading and perhaps a little rereading.

Chapter 10 is devoted to helping the educator or parent pinpoint the areas of breakdown based on evidence from past productivity, behaviors, and learning difficulties. Dr. Levine has divided these areas of breakdown into particular profiles based upon recurring patterns that occur with particular types of brain wiring. He explains each profile, giving case studies to better illustrate what may be typical of each profile. He also details different emotional mindsets that can interfere with a child's achieving his or her potential, and provides strategies to overcome those negative behaviors. Finally, he addresses the benefits and possible detriment of testing, and the outcomes in adulthood.

Dr. Levine adds several additional chapters to provide even more tools for working with different kinds of minds. He discusses the management of a profile, which is broken down into stages: demystification, accommodations, interventions at the breakdown points, strengthening strengths and affinities, protection from humiliation, and using professional therapies. He devotes a whole chapter to provide parents with best methods for nurturing these children at home. He also devotes a chapter to the teacher's role and what types of policies are practiced in "a humane school".

I especially appreciate Dr. Levine's kind heart, which is evident throughout this book. He encourages parents and educators who know a child with a brain that is not meeting necessary demands not to give up on that child, and don't allow them to give up on themselves either. He reminds us that our minds are not stagnant, but come into their own with time. School is the hardest thing that many of these kids are ever going to have to face, because it focuses so intensely on particular skills, such as math and language, while devaluing other important skills, such as interpersonal abilities and creativity. He also reminds us that report cards are notoriously poor predictors of a child's potential. Throughout the numerous case studies, Dr. Levine is an encourager, an empowering force, the voice of hope and predictor of success. His position, experience, and knowledge of current research lend weight to his optimistic determination. Later, at the end of each chapter detailing the neurodevelopmental systems, Dr. Levine lists strategies, a tool box of helpful, practical information to help students, their teachers, and their parents in ways that are immediate and useful. He considers these children to be heroes and heroines, distinctively different in their learning styles, but valiantly courageous in their ability to cope, their resilience, and their will to overcome.

Dr. Levine has covered his topic completely, with every avenue of possibility addressed appropriately and in the most humble, helpful manner. I have worked with a developmental pediatrician who trained under Dr. Levine, and I can say without any hesitation, if I was younger, I would jump at the chance to train under Dr. Levine myself.

Thank you Dr. Levine for this instruction manual about the mind!!! I have read this book several times already and learn something new each time I read it. I continue to use it as a reference for when I am stumped about either my own behavior or a child's behavior.

This book clearly defines how different minds learn and process the vast amounts of information encountered on a daily basis in school and in everyday life. The author is clearly at the top of his field and can very easily communicate his findings in a way that is easy to comprehend, extremely informative and interesting to read.

This book could be half as long as it is if the authors would simply leave the good, hard facts and remove the touchy-feely stories of their own experience. A little anecdote can spice things up, but too many drown this book in unrelated experience.

That being said, this is a good comprehensive resource for ESL teachers. I used it to prepare for my Praxis II exam and was pleased. I would have liked to see at least one chapter dedicated to the different accepted ESL methodologies (Communicative, Silent Way, Suggestopedia, etc).

I have recommended this book to friends.

I am currently taking an ESL strategies and assessments course, and I have found this book absolutely helpful. Both for the person who is learning how to work with ESOL students, and for current teachers seeking strategies to incorporate into their classroom. The book contains specific classroom examples to use to enhance your ability to work with, and assess second language learners. There are several opportunities contained in the book for learning activities the students love to do, and will absolutely utilize. The strategies are clear and precise.
I had to purchase this book for my class, but this is a keeper, and I will enter it into my library.

This book has been like a bible for my role as an English Language Literacy Coach in the professional development of teachers. The concepts presented are all research based and up to date and the authors give very specific examples of strategies that can be implemented in classrooms right away. We did a chapter study (Chapter Four on Oral Language Development) as a grade level team, right after receiving the book. We were very impressed with the activities that were suggested and the connections we made with things we were already doing. We also loved the companion website that goes with this book that gives resources and activities relating to each chapter. This book is highly recommended for K-12 teachers who have English Language Learners in their classrooms.

This book covers it all! I will definitely keep it on my shelf and refer back to it for ideas.

This item is very resourceful! I needed it for my online course and it was certainly an easy read. :)

My kids love this book. I find it challenging for them and that is why it's so good.

I have used these problem of the day sheets in my classroom everyday with great success. I would highly recommend them to any parent or teacher.

This book is a great warm-up or starter for your math class. They are really good higher order thinking questions that provide a great way to begin your class!

My 8th and 9th grade special education students loved these problems. Since I have to do a lot of reviewing with them, they enjoyed the challenge and different format of the problems. I would like more of the same for other topics.

An absolutely great book -- I use for my kids and they love it. I just wish it could be more complete so that it can be used for every pre-college student. I just found a free online resource (K12 Math Problem of the Day) It seemes to target every K12 student.

I was shocked by this textbook. Sue makes many blanket statement about the racism of White people with out providing any research to back up his statements. I was also surprised to discover that he cited himself when he made the claim that white people are socialized to be racist. On the other hand this book made me question my own whiteness and the relative ease that I have at making it through life. It also provided further understanding of different cultures and how psychotherapy is viewed in those cultures. This textbook was great it made me think and reflect on race and culture.

I have to read this for a class that just started. So far, it is readable unlike some textbooks. It seems well organized. The subject matter seems to be relevant.

We are not born racist. Racism is taught by adults, society and the media. My father-in-law and great grandmother grew up in Oklahoma when there were signs that said "No Indians Allowed" even though Native Americans were the original inhabitants and white people were the invaders. If you study the history of the United States, our history is colored by racism against blacks, various European immigrants, Chinese and Japanese immigrants, and the original inhabitants, Native Americans.

When you are an accepted member of the dominant culture, it can be difficult to discern the obstacles and discrimination individuals from other cultures experience. This book seeks to educate the reader and counselor/student to an awareness of discriminatory and racist behavior that is common in the United States in order to better serve counseling clients from cultures different than our own. It should only be the first step towards gaining multicultural counseling skills.

The goal of this book is to provoke the student to rethink their own attitudes towards racism and other cultures and to better understand how their actions and comments may be perceived by individuals from different cultural/racial backgrounds. Students who approach this book with an open mind will become better counselors and citizens of the world.

I teach a masters level counseling psychology course. I require this book for my students. I don't require that they agree with it, but I require that they are open enough to reading it and having an intelligent discussion about issues of diversity in therapy. Many of my students will work with clients who are of a different ethnicity than themselves. Although understanding some of the cultural norms of differing populations is important, it is more important that my students are aware of the conscious and often unconscious biases that they as therapists carry into their sessions. It saddens me that so many seemingly good White people, have issues discussing race and their own privilege. Racism is one of the most contagious diseases on the planet, and unfortunately to some degree- we have all caught it. But if we simply deny it, we will never heal. And even if you feel you are the most enlightened of White people, your clients of color may still see you as White, which will add a very important dimension to the therapy.
I also have had the luxury of working in several large agencies where I hire and fire therapists. I always ask a question about diversity. I would never be able to hire many of the reviewers here. With their indignation when told they have privilege, and their 1950's attitudes about race and culture, they would lack the necessary competence to work with people of color. One day, ethical standards will change- and they will find it difficult to find a place in the therapeutic community to do any work at all.

Previous critical reviews have detailed pretty much everything I found of this book (except the expectedly mindless "liberal" comments), so I'm just adding to the general consensus of this text as deeply flawed but useful. The revolutionary rhetoric Sue and Sue utilize is indeed dated and counterproductive; what may have been necessarily and productively inflammatory fifteen or twenty years ago now plays as tired and old. There is much to be said for smashing the cocoon of power and privilege, but critical thought long ago graduated to more comprehensive vistas than "whitey bad, everybody else good." My biggest beef with this text is that it's used in graduate courses when it should be applied at the introductory, first year undergraduate level where shock value has considerable weight. At the graduate level I expect far more comprehensive, subtle, and nuanced investigations of whatever subject I'm studying.
However, at the same time I read on this site more than a smidgeon of exactly the sort of calcified, racially privileged bleating which the authors try so clumsily to fracture, so obviously their task is hardly finished. I just hope they either a) pass the torch to a younger, more adept generation of cultural authors, or b) attend to the coherent criticisms of their work carefully, and take them to heart for the next edition.

I loved this book, although I started it three times (over a period of two years) before becoming thoroughly engaged. After that, I looked forward to getting back to it every day and made sure to set aside a time and place to enjoy it, without interruption, as it took my full focus. I read the book first, then listened to it on cd's (narrated beautifully by Lisette Lecat). After sixty years of loving books, this one ranks among my favorites and I will enjoy rereading it many times.

I picked up this book out of curiosity and wasn't sure what to expect. It reads easily, but there is actually quite a bit going on in these pages. I was pleasantly surprised to get so much out of one book. Nafisi effortlessly weaves her personal history and that of her girls into the larger story of the revolution in Iran. Not knowing much at all about the Middle East, it was a huge help to have the larger cultural/historical landscape explained. As if these threads were not enough, Nafisi decides to weave in one more - the relationship between literature, the Iranian revolution, and the personal lives of the girls. Best of all, I got the itch to revisit many of the classics mentioned in this book.

I slogged faithfully through this...it has been praised from there to here and everywhere, after all...but towards the end I laid it down & I just couldn't finish it. And that is a rarity for me.

I think the book lacks a true FOCUS. Perhaps the author is a good writer, perhaps the subject seems interesting, but somehow it never seemed to come together. And I am disappointed because I really wanted to like this book.

I'll be honest with you. I couldn't finish this book. It's though refreshing and draws a great deal of westerners' attention to the oppressive Iranian society and regime but hey the author has written a very boring book. Maybe because I know the Iranian society pretty well and therefore the book is boring to me. I am not sure but I have heard three of my friends (Canadians and Americans) who read this telling me that they had a hard time understanding this book or how boring it was. But all in all, this book was/is a necessary one to shed light on the problems of the Iranian society. 3 out of 5 stars

The delivery time was excellent. I gave this as a gift, so I can't comment on the product.