Focusing each lesson on a single theme that will engage students of all ages, this guidebook encourages teachers to use the topic of food to bring a lively change of pace to the language arts classroom. Pring a wide range of tools—including word games, writing prompts, and research-oriented activities—this resource applies the skills taught in any English class, middle through high school, in a quirky and accessible manner.
VWaking The Tiger Within, (136 pages, plus 32 pages of sharp, related illustrations), describes simply with fresh, unapologetic vigor how to become aware, powerful, never a victim--in control on the street, in the car, at work, on trips, at home and at school. Scott Flint, a 6th degree Black Belt, holds the title of Master Instructor, has taught over 3000 students during 29 years, learned from experience exactly what women, men, and children must know to be safe in all environments.
From Corpus to Classroom: Language Use and Language Teaching
The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data.
Reading and Writing to Learn: Strategies across the Curriculum
Research indicates that writing and reading should be taught in tandem. This content-area resource puts "writing to learn" into practice across curricular areas. It shows teachers how to present strategies common to good readers to increase understanding of a text. Students are taught to predict and infer, visualize, connect, question, understand word meanings, organize, clarify/monitor, and evaluate/reflect. Grades 3-12
Because the attrition rate for new teachers in high-poverty schools averages between 40% and 50% over the first five years of teaching, this investigation offers practical solutions to more than 100 of the daily challenges they face. With an emphasis on pragmatic approaches that can be accomplished in the classroom, the book argues that many of the skills necessary for teaching in urban schools are not properly taught in university programs and that most white teachers simply have to learn by experience.
