Tedick, D. J. and Lyster, R. (2019) Scaffolding language development in immersion and dual language classrooms. New York, NY: Taylor & Francis.
This book is one of the primary sources of information valuable for the analysis of students’ engagement in the learning process and comprehension of themes relating to language development. They pay attention to effective scaffolding, especially to recasts and prompts as practical scaffolding techniques (Tedick, Diane, and Lyster, 2019, p. 173), and severe questioning methods. Moreover, the book analyzes the exact situations, which may arise during the teaching process, and what teachers should do. This text could be selected according to the wide range of examples presented by the authors with regard to significant principles of teaching; the text presents various approaches to the educational process and strategies for curriculum development in school-based immersion and bilingual programs. Different issues relating to teaching practices, which teachers might use to engage students, are covered. The authors outline crucial mistakes made by inexperienced teachers; discuss new approaches to teaching and functions of the teacher today.
Additionally, the book raises questions regarding differentiated instructions so as to individual student needs as a strategy that can help promote learning in the classroom (Tedick, Diane, and Lyster, 2019, p. 227). It tries to outline the teacher’s role in guiding students’ observations and understanding of core concepts, considering students’ emotions and attitudes. What is more, the authors also take into consideration grouping strategies as a means of scaffolding.
Werb, E. (2020) Teach for attention! A tool belt of strategies for engaging students with attention challenges. 2nd edn. Minneapolis, MN: Free Spirit Publishing.
The author mainly concentrates on the strategies relating to students with attention challenges, such as ADHD and distraction. However, the mentioned methods and practices might be helpful, according to Werb (2020, p. 6), for a general classroom. The practical outcome of the method’s implementation is teachers’ better understanding of the proposed strategies, which do not require them to master acting skills. The book’s major aim could be regarded as improving teachers’ effectiveness, which leads to the rise of students’ engagement and, as a consequence, achievements. The author’s approach focuses on making teachers’ creativity and empathy a part of classroom culture. The primary goal of the approach is to make evident for educators that “the kids are not the problem” when it comes to engagement (Werb, 2020, p. 14). The author puts particular emphasis on how a teacher can increase students’ motivation and reduce stress.
Moreover, the text describes in detail the real classroom stories, which show the strategies in action. It outlines simple strategies, such as a survey, to find students’ interests to integrate them into the learning process. The research also provides an opportunity to find out misconceptions teachers might hold in order to avoid them. The author suggests useful strategies for integrating the mentioned classroom practices, which bring coherence to the teaching-learning process.
Savyer, K. (2019) The creative classroom: innovative teaching for 21st-century learners. New York, NY: Teachers College Press.
The author introduces the concept of teaching, which is concentrated on creative knowledge and guided improvisation. To improve teaching creativity, she describes improvisation techniques and provides case studies. Developing the theme, Savyer (2019, p. 9) outlines major characteristics of creative teaching and provides educators with improvements that might be implemented in their work. Moreover, throughout the book, she supports her ideas with relative researches. Savyer (2019, p. 12) develops the notion of “creative knowledge” as a system of cognitive structures that are learned most effectively as “an integral part of teaching in every teaching area.” The recommendations are based on the author’s personal teaching experience and worked out in order to increase teacher proficiency with regard to different levels of schooling. Providing a systematic way to analyze teacher creativity, the author aims at fostering greater student success.
To help teachers create connected lessons and organize an effective learning environment, the author provides several tips to increase teaching proficiency, including “managing the teaching paradox” (Savyer, 2019, p. 65) and leadership techniques. As secondary school students become ready to approach learning more responsibly and need less supervision, the suggested methods, such as creative problem-solving skills, play a crucial role at this level. It actualizes the necessity of teaching students to obtain information independently and understand the importance of a particular topic; it makes them stay curious and form their own interests.
Reference List
Savyer, K. (2019) The creative classroom: innovative teaching for 21st-century learners. New York, NY: Teachers College Press.
Tedick, D. J. and Lyster, R. (2019) Scaffolding language development in immersion and dual language classrooms. New York, NY: Taylor & Francis.
Werb, E. (2020) Teach for attention! A tool belt of strategies for engaging students with attention challenges. 2nd edn. Minneapolis, MN: Free Spirit Publishing.