Customer Reviews

Best Practice, Today's Standards for Teaching and Learning in America's Schools

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Within Chapter One of the Best Practice by Steven Zemelman, Harvey Daniels, and Arthur Hyde, the three main principles are Student-Centered, Cognitive, and Social. Of these three Principles, the sub principles are Experiential, Holistic, Authentic, Challenging, Developmental, Constructive, Reflective, Expressive, Democratic, and Collaborative. This Chapter describes each principle, how each are being implemented and utilized in our schools, how government and educational organizations are recommending these principles, how these principles are uplifting student's academic achievement, and how they are positively renewing our educational institutions.

Cognitive, a main principle, states "The most powerful learning comes when children develop true understanding of concepts through higher-order thinking associated with various fields of inquiry and through self-monitoring of their thinking" (Zemelman, Daniels, & Hyde, 2005, p.11). This type of learning moves away from memorization into conceptual learning. "This self-awareness helps students develop more effective strategies for accomplishing tasks, making decisions, and reviewing their work" (Zemelman, Daniels, & Hyde, 2005, p.15). I particularly liked this principle, because it helps the students be more analytical, creative, and have a deeper understanding.

In Chapter 6 in the section of "Qualities of Best Practice in Teaching Social Studies", several research results, recommendations, and approaches towards an improved social studies curriculum existed. One of the learning experiences or recommendations I found quite interesting is "Social studies should explore the full variety of cultures found in America, including students' own backgrounds and other cultures' approaches to various social studies concepts" (Zemelman, Daniels, & Hyde, 2005, p.182). After students interviewed their parents, grandparents, neighbors, and other adults to make a connection with their own background, community, and diversity, this information enabled the students to give meaning to subjects such as history, politics, economics, culture, and folklore. These interviews were methods of learning, other than text book, that encouraged them to take interest in the class.

Chapter Ten, entitled "Will It Work in City Schools?", in Best Practice by Steven Zemelman, Harvey Daniels, and Arthur Hyde, tackled the assumption that best practices wouldn't work in city or "urban" schools in big cities. "Yet most people conclude that urban schools across the country are not working, that so-called at risk kids aren't learning, and that city schools haven't discovered the strategies of Best Practice" (Zemelman, Daniels, & Hyde, 2005, p.294). This chapter discussed socio-economic statuses, class, race, and dialect as factors damaging city schools and students. Violence, witnessing shootings, deaths, and continued relocation were pressures placed upon students' concentration, being withdrawn, and being interested in education.
The chapter mentioned that "detailed research on child development during the early years reveal that at age three, they possess all the basic concepts for reading, stability of meaning, representation of reality through symbols, and linear directionality of print. "There are no observable differences of such acquisition at this stage between any groups, rich or poor, urban or rural, black or white" (Zemelman, Daniels, & Hyde, 2005, p.296). Most people would think that because of one's environment, genetics, or financial status, children would be subject to educational deficiencies in such early years, but this indicates that at some point in their lives, children usually start out on an equal learning level and playing field.

The chapter touched on class, race, and how almost 100 percent of the teachers in urban schools are middle-class. This chapter pointed out cultural differences and gaps, and how important it is for teachers to understand them. Teachers don't have to totally identify with the students background, culture, or experiences, but those teachers who have a better understanding or knowledge that there are issues, their interaction and communication with the students will be more effective.

The chapter deals with financial resources, politics, size of city schools, and how costs for retraining staff are factors that may cripple these schools. This chapter discussed standardized tests, change, resistance to change, and the "traditional" approach to learning. With all of the obstacles in front of city school's ability to provide a rich learning environment, or the obstacles in front of these students to survive and excel, best practice principles and "good" teachers are hurdling these obstacles to enable academic success. I believe Best Practices are working in city schools, county schools, and in major colleges.

I am finishing my first foundational class for becoming a teacher and this book was a great help. It provided so many real and practical ways of teaching different subjects. The layout of the book was easy to follow and was the same for the different subjects (reading, writing, math, etc.). It also provided some helpful tips for how parents and principals can contribute to a successful learning process in each of the subject areas as well. This was a nice addition you don't find in every book. I found the ideas easy to implement in any subject matter and easily adaptable to any type of student learner. This is a great book that will remain in my professional library for years to come!

This book is essential to recognizing that if we want to prepare our kids for the world they will actually live in we must teach in a way that prepares them for that world. The requirement in teaching and learning today is to produce thinking students who can read and write and compute while discriminating between fact and fiction; students who can seek new vistas of solutions and ask questions that offer new possibilities! Our world demands not rote facts and content but how to use knowledge to evaluate new insights, directions and solutions. It all begins in the classrooms with teachers who inspire students. Sadly, there are still many classrooms that are teacher directed with passive learners. The book offers specific strategies that when increased can re-engage, motivate and inspire our students today. I believe eager, motivated and inspired students is essential for our world's future!

This was required reading for a college class and it was a super read! Great information for aspiring teachers. Ideas and resources included. Would recommend.

This is one of my first education books to read as I start my education to become a teacher. I believe that as I learn to be an effective teacher this book will help me along the way. When I have questions on how to teach children more effectly I can look to this book for some fun ideas. It is easy to read and the chapters are well planned. I like the ideas and can see myself using many of them, or chaning them slightly for my classroom. This book will stay on my bookshelf for many years.

So far I have only read 2 chapters (as required for a class), but found them very informative. The authors summed up the situation accurately in my mind concerning the political vs. educational viewpoint of assessment. This book is also well written and easy to read. I look forwrd to reading more.

Overall, I can't say this book was that terrible, however because it was somewhere in the 300s page wise, I was easily burned out on finishing it. I have noticed that good teaching books get the point across in a little over 100 pages, this one repeats itself so much that I was ready to stab myself in the eye after the 3rd chapter. This is one of those "pefect world" books that makes you question when the last time the authors were in the classroom. It seems to center around mostly secondary situations. The authors tell stories about great classrooms but never explain how to achieve them, or they talk about strategies that everyone does as if it was something they thought up themselves yesterday. My main quesion for them, how do you expect teachers to know how to teach this way? Most secondary ed students take barely any methods courses and mostly just subject area courses, they teach the way there were taught.... taking notes.

Great stuff for Reading teachers, and the Elementary classroom in general!

This is a good updated version of Best Practice. It includes the new NCLB practices and is updated from the last edition.

This book is a really good resource for teachers. I recommend it as as a textbook for courses that prepare teachers for certification.