Terry,
Reach Touch and Teach
. New York: McGraw Hill Book Company 1970 This book describes the author’s attempt to reach students at basic personality levels, touch them as individual human beings and yet teach them in an organized fashion.
Canfieid, Jack and Harold C. Wells.
100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.
Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1976. This book provides you with a repertoire of creative classroom activities for enhancing ego-strengths of children and adults of all walks of life. There are a variety of 105 class-tested techniques for group leaders.
Clark, D. H., and A. Kadis,
Humanistic Teaching.
Columbus, Ohio: Charles E. Merrill Books, 1972. This book contains valuable “how to” skills, learnings and techniques developed by two psychologists applying insights to the learning process.
Combs, Arthur W. ed.
Perceiving, Behaving, and Becoming.
Yearbook of the Association for Supervision and Curriculum Development. Washington, D. C. 1962. This book contains a series of articles by the leading educational theorists in perception, self-concept and self-actualization. Included are statements by Carl R. Rogers, Abraham H. Maslow, and Earl Kelley.
Ginott, Haim G.
Teacher and Child.
New York: Macmillian, 1972. This book offers teachers a model for language of acceptance and compassion: words that convey feelings responses that changes moods, statements that invite good will, answers that bring insight, replies and radiate respect, designed to enhance the quality of the classroom.
Glasser, William.
Schools Without Failure.
New York: Harper & Row, 1969. This book is an approach to reduce school failures based on personal involvement, relevance and thinking. Through the classroom meetings he demonstrates how to reach negatively oriented, failure conscious students and how to help them aim for positive goal-setting, personal achievement and individual responsibility.
Gordon, I. J.
Studying the Child in School
. New York: Wiley, 1966. This book gives a number of practical suggestions as to how teachers can develop a better understanding of the children in their classroom.
Gordon, Thomas.
T.E.T. Teacher Effectiveness Training.
New York: Peter H. Wyden Publisher. 1974. This book tells how teachers can bring the best out in their students.
Herndon, James.
How to Survive in your Native Land.
New York: Simon and Schuster, 1971. This book shows the picture of what junior high schools in middle class suburbia are really like and how they systematically destroy children’s spirits.
Holt john How Children Fail New York: Pittman Publishing Co., 1964. This book is an analysis of what teachers and classes do to students to make them fail. Shows how schools make children bored, afraid and confused.
Holt, John.
How Children Learn.
New York: Pittman Publishing Co., 1967. This book is a sequel to How Children Fail. It gives examples of how children can teach themselves. Excellent ideas for getting children to talk.
Holt, John.
What Do I Do Monday?
New York: E.P. Dutton & Co., 1970. This book gives practical ideas for teachers to make their classrooms more interesting and relevant.
Jersild, Arthur T.
When Teachers Face Themselves.
New York: Teachers College Press, 1955. This book is a study of the relation between self-understanding and education. It is centered on the teacher whose “understanding and acceptance of himself is the most important requirement in any effort he makes to help students know themselves and to gain healthy attitudes of self-acceptance.”
Postman, Neil and Weingartner, C.
Teaching as a Subversive Activity.
New York: Delacorte Press, 1973. This book is a diagnosis of the sickness of schools based as fear, coercion and rote learning. It suggests alternatives to bring more meaning into the classroom.
Purkey, William W.
Self-Concept and School Achievement.
Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1970. This book is an emphasis on the student’s subjective and personal evaluation of himself as a dominant influence on his success or failure in school. He explains how the self-concept develops in social interaction and what happens to it in school. He also suggests ways for teachers to reinforce positive and realistic self-concepts in students.
Raths, Louis, E., Harmin, Merrill., Simon, Sidney B.
Values and Teaching: Working with Values in the Classroom.
Columbus, Ohio: Charles E. Merrill, 1966. This book outlines a theory of values and a classroom methodology for the clarification of values. It contains many classroom activities that teachers can employ to help students clarify their values.
Ringness Thomas H.
Mental Health in the Schools
. New York: Random House Inc. 1968. This book indicates evidence of the impact of teacher personality and behavior on the conduct and aspirations of students from several grade levels. (pages 65-93).
Rosenthal, Robert and Jacobsen L.
Pygmalion in the Classroom: Teachers Expectations and Pupils Intellectual Development.
New York: Holt, Rinehart and Winston, 1968. This book indicates that whatever a teacher expects from a student she will probably get. The need for the teacher to “believe in” the child’s ability to succeed.
Simon, Sidney B., Howe, Leland W., Kirschenbaum, Howard.
Values Clarification: A Handbook of Practical Strategies for Teachers and Students.
New York: Hart Publishing Co., 1972. This book contains seventy-nine classroom exercises designed to help students clarify their values. Each exercise is clearly written and contains many examples of ways in which it can be used.
Watejen, Walter B., and Robert R. Leeper (eds.).
Learning and Mental Health in the School.
Washington, D. C.: Association for Supervision and Curriculum Development. 1966. This book deals with ego strengths, efficient learning, teacher-pupil interaction, and self-actualization.