The list author says: "After 11 wonderful years teaching urban middle school kids, I have spent the past four years working with teachers and administrators. These are the books that have shaped me as an educator. I hope you will find the list useful and the books inspiring."
"Lemov has catalogued 49 techniques that he noticed in thousands of hours of video of outstanding teachers. These are the practical, nitty-gritty techniques that if you're lucky you might have learned from a master colleague or a great training. Most focus on the management of a group of students to maximize the quality and amount of learning."
"There's got to be a copy of Fred Jones' Tools for Teaching SOMEWHERE on your campus. If not, this will be a well-spent $20.00. Probably Jones' greatest gift to the new teacher -- a gentle push for us to be aware of all the ways we are inconsistent and shoot ourselves in the foot. It might not be the kids, after all. It might be ME!"
"You haven't read Marzano? What??? This is a hard introduction to these concepts in a way, because the work is theoretical, but if you can just buy into incorporating these nine strategies (okay, start with three!) into your weekly instruction, you are well on your way to facilitating student learning."
"This little research-based book certainly ignited my enthusiasm for finding strategies that fit with the way our students' brains work. Practical strategies with the brain research to justify them. Gotta love it."
"Cris Tovani broke through my denial about students' brilliant capacity for "fake-reading." Reading comprehension is something we must facilitate and mediate, especially when it comes to content-area text. Tovani gives practical strategies for doing just that."
"Ginott's book taught me to stop yelling and speak with compassion and patience to my students. Took me three years to get it. Ginott makes a compelling case that children will save face and preserve their dignity in the face of attack. So don't attack."
"This book made me realize that order and routine don't guarantee learning, and that many teachers make a silent deal with students -- you don't challenge me, and I won't challenge you. Sizer then lays out his theory of school change which launched Critical Friends and many other efforts coming out of Brown University."
"Wowie-zow. Marzano makes a COMPELLING case for our need to activate background knowledge for our students to be able to absorb and make use of new learning. He includes a graphic explanation of the nature of memory (dual linguistic and non-linguistic sensory webs of connected memories/data) that imprinted on my brain."
"Speaking of webs of connected memories, if you can get over the "I'm not an artist" excuse, Margulies arms you with the most powerful graphic organizer there is -- student-generated webs that organize words, images, and color the way the brain likes to do it. Try it. You'll like it. (OR if you don't, at least your students will!)"
"Tomlinson is the guru-ess of differentiated instruction in the regular classroom. If you find yourself asking, "How am I supposed to teach students at this many different skill levels in one class????!!!!," Tomlinson comes to the rescue with classroom-tested strategies. The hard work is well worth the time when you are able to meet each student where he is and take him where he can go."
"Are you having trouble creating a sense of community in your classroom? Do your students have trouble cooperating? The TRIBES program gives you dozens of activities (both whole-group and small-group) to help build community, and explains the research that undergirds the activities."
"You know intuitively that your students have different strengths, but how to identify them and how to tap them in your classroom? Armstrong melds Howard Gardner's original multiple intelligences research and practical classroom experience."