Ask Questions and Care About Answers. Markham, Ontario, Canada

ERICKSON
MASTERS PORTFOLIO `1

ANNOTATED BIBLIOGRAPHY

Charles, C.M. (2011) Building classroom discipline, 10th ed. Allyn & Bacon
This book provides various philosophies on classroom discipline within the context
that reinforces an organized and well-planned approach to classroom management
and discipline. The various perspectives presented in this book are valuable.
Through this reading, I realized that I don’t, and probably won’t, prescribe myself to
one individual philosophy. Rather, my management strategy is an integration of a
variety of concepts; they are flexible to the individual, the group, and the situation. I
also appreciated the presentation of how to identify/anticipate/ and respond to
student behaviors, as it provided a thorough presentation to the many underlying
factors that influence behavior.

Fields, M.V. & Boesser, K (2010) Constructive guidance and discipline. 5th
edition. Merrill.
This book illustrates a variety of approaches to classroom management and,
emphasizing the importance of constructivist concepts. The book provides the
underlying contributing factors to student behavior. In this context it provides
response scenarios that work to develop students social, moral, and cognitive
development. This work provides in-depth information on classroom management
strategies with a child-focused approach. The strategies discussed in the text
convey an emphasis on developing the child by providing a consistent and well
planned classroom management strategy. While I did not read the entire text, I
found that the chapters provided thorough insight and practical approaches. The
emphasis on honoring the child (their developmental stages, their individualism,
and their understanding of the world around them) aligns with my philosophy of
teaching and learning.
Koechlin, Carol and Zwaan, Sandi. (2006). Q Tasks: How to empower students to
ask questions and care about answers. Markham, Ontario, Canada:
Pembroke.
This book focuses on the importance of inquiry as a tool build student motivation,
engagement, and investment in the learning process. The chapters in the book guide
instruction in how to build questioning capability in students through first understanding
what questioning is and how it is done. This is then followed by information on how
students can utilizing questioning to build knowledge and deepen understanding.
Lemov, D. (2010) Teach like a champion: 49 techniques that put students on the path
to college. Jossey-Bass.
The book outlines various strategies to support effective lesson planning and delivery.
Organized by theme, the outline provides an excellent reference for teaching strategies. I
found this book a great introduction to the planning of an effective lesson design, as its
presentation challenged me to consider new components to the entirety of an effective
lesson. Reading this book made me realize that there are many pieces involved in a well-
delivered lesson, and each piece deserves consideration and planning.
ERICKSON MASTERS PORTFOLIO `2
Lickona, T. (1994) Raising good children, Bantom,

This book provides a real-live view of how developmental stages influence child
behavior, and how to build an informed response to impact the progression through the
stages. It delivers this information through practical and relatable scenarios. As a parent
and an educator, this book provided a practical view on how developmental stages
influence behavior. The approachable writing and descriptive scenarios helped bridge the
gap in my conceptual understanding to the real-life implications in social and moral
development. I particularly liked the discussions in the appendices, where the author
“translated” Kohlberg’s work into layman’s terms.
Lowen, James W. (2010). Teaching What Really Happened: How to avoid the
tyranny of textbooks & get students excited about doing history. New York,
NY: Teachers College Press
The information in this book provides a unique and engaging context through which we
reflect upon our history, especially in the context of a culturally and socially diverse
community. Traditional historical norms are challenged throughout the book as the
author presents information from different perspectives, considering the bigger picture of
society and causal factors in play at the time of critical events. These factors are often
excluded from traditional textbooks, resulting in a skewed vision of historical events.
This book implores the reader to question information, seek additional input, and
consider different viewpoints of the critical events that shaped our nation’s history.
Mackenzie, Robert J. and Stanzione, Lisa (2010) Setting Limits in the

Classroom, 3rd ed. Three Rivers Press, New York.
This book outlines several strategies for a supportive, organized, positive, and
engaging classroom environment. It gives clear strategies which are supported by
descriptive scenarios and vignettes, providing a holistic presentation of application.
I found this book to be my “go to” for much of my practicum work this semester. I
found the material aligns with my philosophy of teaching and my philosophy of
discipline, in that the strategies demonstrate respect for the student and places
consistent expectations on students. The outline of the book is systematic and
organized in such a way that allows the user to build a classroom management
approach that is planned, consistent, and straightforward.
Mann, H(1989) On the Art of Teaching. Bedford, MA: Applewood Books.

Horace Mann was an influential leader in public education. His philosophies on the
power of education, and the importance of public schools as a means of building an
informed society are a strong reminder of why we, as teachers, do the work that we do.
This book provides a glimpse of society in the time that Mann was influential, and
outlines numerous factors that impacted his discourse.
Miller, Debbie (2008), Teaching with Intention. Portsmouth,NH: Stenhouse

Publishers.
This work by Debbie Miller presents a springboard from which to reflect upon teaching
objectives, and to consider ways to build a student-centered environment that realizes
these objectives. The book shares real stories from elementary classrooms, thus
providing a lens in which to see what various objectives look like in practice. The details
in the book provide a roadmap for how seemingly nebulous philosophies (student
empowerment, collaborative learning, engagement) can be introduced, structured, and
supported in the classroom environment.
Moline, Steve (2012). I See What You Mean (2nd Ed). Portland, ME: Stenhouse.
This book provides a variety of strategies to support the development of visual literacy as
a complementary tool in literacy instruction. The book presents strategies to help
students interact with text, highlight important information, and reflect upon the material
that has been presented. In addition to providing information on how visual texts support
readers, the book outlines various forms of visual texts and how these can be utilized in
the classroom.
Slavin, R. E. (2012). Educational psychology: Theory and practice. Boston, MA:

Pearson.
A primary benchmark for this work is that teacher efficacy, or the belief that teacher’s
practice makes a difference in student learning, is a powerful predictor of teacher impact.
Information on behavioral, social, and cognitive learning theories are coupled with
constructivist learning practices, providing readers with a variety of tools to support the
realization of classroom goals and objectives. This material is combined with reflection,
vignettes, and outside resources that complement each topic.

Sprick, R. (2009) CHAMPS: A proactive and positive approach to classroom
management. Eugene, OR: Ancora Publishing
This book, developed under the program “Safe and Civil Schools”, is a guide for teachers
in proactively structuring a classroom environment to build students capabilities in self-
management. The book provides guidance for teachers to analyze and plan for their
classroom needs regarding behaviors, procedures, and routines. Also provided are tools
for introducing and practicing classroom expectations that are clearly defined,
communicated, and reinforced. CHAMPS strategies are utilized as an operational norm
in my school district, and provide a common language that is used school-wide to support
student success.

Tomlinson, C. (2001) How to differentiate instruction in mixed-ability classrooms.
Pearson
The book provides a thorough approach to differentiation in the whole classroom. This
includes creating a supportive environment, developing and delivering well-informed
lessons, and grading in ways that diverge from “traditional” grading structures. This book
did a good job in outlining both the rationale for differentiation and the process in which
it can be organized and implemented in the class. It was helpful to have the various
means of differentiation (content, readiness, learning profile, interest) brought into focus.
Prior to reading this text, I had not appreciated the variety of ways that we can reach our
students where they are, a central part of my teaching philosophy. I relate to the
discussion of student goal setting, which provides focus to both the instructor and the
student.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes.
Cambridge, MA: Harvard University Press.
Vygotsky’s philosophies in behavioral and social psychology are foundational in
constructivist learning theory. Vygotsky describes how environment, activity, tools,
and play support childhood learning within the zone of proximal development, and
how learning is social in nature and a process by which children grow into the
intellectual life of their environment. This text provides a valuable resource for
continued reference as I consider my teaching philosophy, especially as related to
the implications of the zone of proximal development and the social nature of
learning. The information contained in this reference supports strategies in my
classroom that utilize hands-on activities, play-based experiences, interactive
conversations, and lessons that have meaning and purpose for my students.

Wong, H.K., & Wong, R.T (2009). The first days of school: How to be an effective
teacher. Mountain View, CA: Harry K. Wong Publications.
In this book, the authors outline theory and practice for planning, establishing, and
introducing a well-managed learning environment. Information on establishing routines,
teaching student expectations, organizing materials, and defining procedures is clearly
presented through pictures, graphics, and text. I review the material in this book annually
as I plan for the upcoming school year. The explicit details presented in each chapter
allow me to reflect on individual aspects of my classroom, and provide a basis from
which to either consider new strategies or to revisit prior year successes and needs.

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ERICKSON

Lickona, T. (1994) Raising good children, Bantom,

Mackenzie, Robert J. and Stanzione, Lisa (2010) Setting Limits in the

Mann, H(1989) On the Art of Teaching. Bedford, MA: Applewood Books.

Miller, Debbie (2008), Teaching with Intention. Portsmouth,NH: Stenhouse

Slavin, R. E. (2012). Educational psychology: Theory and practice. Boston, MA:

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