A sensible, bare-bones manual for classroom management.



A debut guide for educators expounds on the importance of establishing a beneficial classroom culture.

Students enter a classroom to learn. But they can only learn if the environment has been made amenable to studying. This requires rules and parameters that the students know how to obey and that the teacher understands how to smoothly enforce. “This is a book about discipline strategies that will help any educator achieve a workable classroom environment,” writes Bouie in her introduction. “In fact, to become an effective teacher, one must first become an effective classroom manager.” The author instructs her fellow teachers on how to manage a classroom from the first minute that students enter it, ensuring that the learning for which it is intended takes place. Chapters cover everything from teacher leadership styles and classroom conflict resolution to scheduling and even the physical layout of furniture. The author discusses various discipline models as well as laying out the do’s and don’ts of making and enforcing classroom rules. (Do provide pupils with two choices; don’t give students ultimatums.) Different strategies work best for different age ranges, but Bouie offers insights on how to manage students from 2 years old all the way to seniors in high school. The author’s prose is succinct and direct, communicating her ideas with the force of a disciplinarian: “Try to avoid criticizing your students because it only provokes hostility as well as being damaging to a student’s self-esteem. If your criticism is positive and supporting, students will most likely react favorably to your suggestions.” This does not make for the warmest reading experience, but it allows Bouie to cram a great deal of information into the book’s short 86-page length. Each chapter is broken up into numerous brief sections, with frequent numbered and bulleted checklists to make the material optimally digestible. Pedagogy is a large field with many opposing schools of thought, but Bouie’s methods are generally rooted in common sense and always keep the needs of the child in mind. Beginner teachers looking for a quick primer to help them strategize for the coming school year should appreciate this slim guide.

A sensible, bare-bones manual for classroom management.

Pub Date: July 19, 2018

ISBN: 978-1-984540-94-2

Page Count: 100

Publisher: XlibrisUS

Review Posted Online: Nov. 28, 2018

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Carefully researched and chilling, if somewhat overwritten.


Comprehensive, myth-busting examination of the Colorado high-school massacre.

“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.

Carefully researched and chilling, if somewhat overwritten.

Pub Date: April 6, 2009

ISBN: 978-0-446-54693-5

Page Count: 406

Publisher: Twelve

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Feb. 15, 2009

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The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.

Pub Date: April 8, 1947

ISBN: 1609421477

Page Count: -

Publisher: Macmillan

Review Posted Online: Oct. 17, 2011

Kirkus Reviews Issue: April 1, 1947

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