Classroom Management Book Literature Circles
Read one of the following texts and complete the Literature Circle Activities designed by Harvey Daniels.
Read one of the following texts and complete the Literature Circle Activities designed by Harvey Daniels.
1. Kohn, Alfie. (1996). Beyond Discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. $23.95
ISBN 0-87120-270-0
One paperback available in Kellogg Library, as well as an ebook.
Available through San Diego Public Library.
ISBN 0-87120-270-0
One paperback available in Kellogg Library, as well as an ebook.
Available through San Diego Public Library.
2. Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree. $24.95
ISBN-13: 978-1-879639-86-7
One available in Kellogg Library.
Available through San Diego Public Library.
A pdf available at https://www.gvsu.edu/cms4/asset/903124DF-BD7F-3286-FE3330AA44F994DE/reclaiming_youth_at_risk_2.pdf
ISBN-13: 978-1-879639-86-7
One available in Kellogg Library.
Available through San Diego Public Library.
A pdf available at https://www.gvsu.edu/cms4/asset/903124DF-BD7F-3286-FE3330AA44F994DE/reclaiming_youth_at_risk_2.pdf
3. Brackett, Marc & Kremenitzer, Janet. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning. Port Chester, NY: National Professional Resources, Inc.
ISBN-13: 978-1-934032-18-3
One available in Kellogg Library.
Available through San Diego Public Library.
What is Ruler Approach https://www.rulerapproach.org/about/what-is-ruler/
How it works in elementary, middle and high school https://www.rulerapproach.org/how-it-works/classroom-instruction/
Ruler Research http://ei.yale.edu/evidence/
ISBN-13: 978-1-934032-18-3
One available in Kellogg Library.
Available through San Diego Public Library.
What is Ruler Approach https://www.rulerapproach.org/about/what-is-ruler/
How it works in elementary, middle and high school https://www.rulerapproach.org/how-it-works/classroom-instruction/
Ruler Research http://ei.yale.edu/evidence/
4. Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing. $25.93
ISBN 978-1-4196-9912-2
One available in Kellogg Library.
This management approach is based on Restorative Justice. Read online at https://www.unicef.org/tdad/littlebookrjpakaf.pdf
San Diego Unified Restorative Practice Overview and video https://www.sandi.net/staff/restorative-practices/
San Diego Restorative Practice Tool Kit & More https://www.sandi.net/staff/restorative-practices/restorative-practices-toolkit
ISBN 978-1-4196-9912-2
One available in Kellogg Library.
This management approach is based on Restorative Justice. Read online at https://www.unicef.org/tdad/littlebookrjpakaf.pdf
San Diego Unified Restorative Practice Overview and video https://www.sandi.net/staff/restorative-practices/
San Diego Restorative Practice Tool Kit & More https://www.sandi.net/staff/restorative-practices/restorative-practices-toolkit
5. Denton, Paula. (1994 or 2013). The Power of Our Words: Teacher language that helps children learn. Turners Falls, MA: Center for Responsive Schools. $24.
ISBN – 13: 978-1892989598
One available in Kellogg Library.
Available through San Diego Public Library.
Notes available https://amandabrowne-folio.weebly.com/uploads/1/3/4/0/13404819/the_power_of_our_words_reflections.pdf
ISBN – 13: 978-1892989598
One available in Kellogg Library.
Available through San Diego Public Library.
Notes available https://amandabrowne-folio.weebly.com/uploads/1/3/4/0/13404819/the_power_of_our_words_reflections.pdf
6. Greene, Ross W. (2008 or 2015). Lost at School: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner. $10.
ISBN 978-1-4165-7227-5
One available in Kellogg Library.
Available from San Diego Public Library.
ISBN 978-1-4165-7227-5
One available in Kellogg Library.
Available from San Diego Public Library.
7. Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
ISBN-13: 978-0807749555
One available in Kellogg Library.
Available through San Diego Public Library.
ISBN-13: 978-0807749555
One available in Kellogg Library.
Available through San Diego Public Library.
8. Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peace Building Series. Intercourse, PA: Good Books.
ISBN-13: 978-1-56148-461-4
One available in Kellogg Library.
Available through San Diego Public Library.
Ch 1-2 available at https://kaneb.nd.edu/assets/80254/pranis_circles_processes.pdf
Restorative Dialogue Circle Guide https://www.sandi.net/staff/sites/default/files_link/staff/docs/restorative-practices/toolkit/circles/Restorative-dialogue-Circles.pdf
ISBN-13: 978-1-56148-461-4
One available in Kellogg Library.
Available through San Diego Public Library.
Ch 1-2 available at https://kaneb.nd.edu/assets/80254/pranis_circles_processes.pdf
Restorative Dialogue Circle Guide https://www.sandi.net/staff/sites/default/files_link/staff/docs/restorative-practices/toolkit/circles/Restorative-dialogue-Circles.pdf
9. Wong, H. & Wong, R. (1991, 1998, 2001, 2009, 2013) The First Days of School: How to be an effective teacher. Harry Wong Publications.
There are 3 of these books in the Kellogg Library. Available through San Diego Public Library. Other articles to read about the book: Talking back to Harry Wong: http://blogs.edweek.org/teachers/teacher_in_a_strange_land/2013/08/first_day_of_school_talking_back_to_harry_wong.html Interview with Harry and Rosemary Wong http://www.edweek.org/tm/articles/2013/10/14/cm_wong.html Effective Teaching by Harry Wong http://www.teachers.net/wong/MAR03/ |
LITERATURE CIRCLE ROLES
Follow Harvey Daniels’ Literature Circle process for collaborating as a group to read your book. While reading, you should keep a series of notes (quotes, margin notes/annotations, post-it notes in the book, separate paper notes, etc.) that you can use for later discussion, both on-line and face-to-face, with your colleagues who have read the same book.
When meeting face-to-face to review the book reading, you will complete one specified “literature circle role” for each assigned section of reading (listed below). Each person will do a different job each time you meet. Whatever your role asks you to do, post it to the Literature Circle Reading Plan for your book.
1. Discussion Director: Your job is to develop a list of five questions that your group might want to discuss about this part of the book. Don't worry about small details, your job is to help people discuss big ideas in reading and to share their individual reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read the book. Write out a list of five discussion questions in advance.
2. Illustrator: Your job is to draw some kind of picture related to the reading. It can be a drawing, cartoon, diagram, chart, or scene. Your picture can be of a scene in the book, or it can be of something the book reminded you of. It can show feelings, include quotations like a one-pager, or it can have labeled parts. You should let your group study your picture quietly and ask them for comments before you explain any part of it to them.
3. Literary Luminary: Your job is to locate five special sections of the text that your group could like to hear read aloud. The idea is to help people remember some interesting, powerful, funny, puzzling, or important sections of the text. You must decide in advance what sections are to be read and decide how they are to be read: you might read them, someone else could read, read silently and discuss, read like a conversation, etc. Have a list of the parts ready for your group--page numbers and location on the page.
4. Connector: Your job is to find connections between the book your group is reading and the world outside. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between this book and other writing on the same topic, or by another author. There are no right answers to your job--you are using your brain to connect meaningful ideas! Have a list of five connections that you have found in this section of reading and explain them. Have the students in your group add their own ideas and connections.
5. Vocabulary Enricher: Your job is to be on the lookout for five new vocabulary words in the reading before your group meeting. If you find words that are new or puzzling or unfamiliar, mark them with a post-it note or bookmark. 1) Copy the sentence with the word in it and list the page number in the book 2) Look up the word 3) Find the correct definition 4) You need to figure a way to teach these words to your group, perhaps through a game, context clues, dictionary search.
Follow Harvey Daniels’ Literature Circle process for collaborating as a group to read your book. While reading, you should keep a series of notes (quotes, margin notes/annotations, post-it notes in the book, separate paper notes, etc.) that you can use for later discussion, both on-line and face-to-face, with your colleagues who have read the same book.
When meeting face-to-face to review the book reading, you will complete one specified “literature circle role” for each assigned section of reading (listed below). Each person will do a different job each time you meet. Whatever your role asks you to do, post it to the Literature Circle Reading Plan for your book.
1. Discussion Director: Your job is to develop a list of five questions that your group might want to discuss about this part of the book. Don't worry about small details, your job is to help people discuss big ideas in reading and to share their individual reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read the book. Write out a list of five discussion questions in advance.
2. Illustrator: Your job is to draw some kind of picture related to the reading. It can be a drawing, cartoon, diagram, chart, or scene. Your picture can be of a scene in the book, or it can be of something the book reminded you of. It can show feelings, include quotations like a one-pager, or it can have labeled parts. You should let your group study your picture quietly and ask them for comments before you explain any part of it to them.
3. Literary Luminary: Your job is to locate five special sections of the text that your group could like to hear read aloud. The idea is to help people remember some interesting, powerful, funny, puzzling, or important sections of the text. You must decide in advance what sections are to be read and decide how they are to be read: you might read them, someone else could read, read silently and discuss, read like a conversation, etc. Have a list of the parts ready for your group--page numbers and location on the page.
4. Connector: Your job is to find connections between the book your group is reading and the world outside. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between this book and other writing on the same topic, or by another author. There are no right answers to your job--you are using your brain to connect meaningful ideas! Have a list of five connections that you have found in this section of reading and explain them. Have the students in your group add their own ideas and connections.
5. Vocabulary Enricher: Your job is to be on the lookout for five new vocabulary words in the reading before your group meeting. If you find words that are new or puzzling or unfamiliar, mark them with a post-it note or bookmark. 1) Copy the sentence with the word in it and list the page number in the book 2) Look up the word 3) Find the correct definition 4) You need to figure a way to teach these words to your group, perhaps through a game, context clues, dictionary search.
LITERATURE CIRCLE READING PLANS
Post your literature circle reading plan, bi-weekly literature role notes, and your infograph on this google document:
https://docs.google.com/document/d/11tFmavFbw0oSZKLj7DKFlBf6hnCozkFufO-j5z3c1Ck/edit?usp=sharing
Post your literature circle reading plan, bi-weekly literature role notes, and your infograph on this google document:
https://docs.google.com/document/d/11tFmavFbw0oSZKLj7DKFlBf6hnCozkFufO-j5z3c1Ck/edit?usp=sharing
MANAGEMENT BOOK INFOGRAPH
Your literature circle group will design an infograph on the management strategies from you book, using http://infogr.am
Your literature circle group will design an infograph on the management strategies from you book, using http://infogr.am