Borton, Terry,
Reach, Touch and Teach
. New York: McGraw Hill Book Company, 1970. This book describes the author’s attempt to teach students at basic personality levels, touch them as individual human beings and yet teach them in an organized fashion.
Canfield, 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 classtested techniques for group leaders.
Clark, D. H. and A. Radis,
Humanistic Teaching
. Columbus, Ohio: Charles R. 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-concepts and selfactualization. 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— 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 goalsetting, 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.
Grodon, 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. New York:
How to Survive in Your Native Land.
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.
Jersild, Arthur T.
When Teachers Face Themselves
. New York: Teacher College Press, 1955. This book is a study of the relation between selfunderstanding 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 selfacceptance.”
Postman, Neil and Weingartner, C.
Teaching as
a
Subversive Activity
. New York: Delacorte Press, 1973. This book is an emphasis on the students subjective and personal evaluation of himself as a dominant influence on his success or failure in school. He explains how the selfconcept develops in social interaction and what happens to it in school. He also suggests ways for teachers to reinforce positive and realistic selfconcepts 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 classifications 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 6593)
Rosenthal, Robert and Jacobsen L. Pygmalion in the
Classroom: Teachers Expectations and Pupils Intellectual Developmen
t. New York: Holt, Rinehart and Winston, 1968. This book indicates that whatever 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 Strategie
s for
Teachers and Students
. New York: Hart Publishing Co., 1972. This book contains seventynine 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 Schoo
l. Washington, D.C.: Association for Supervision and Curriculum Development. 1966. This book deals with ego strengths, efficient learning, teacherpupil interaction, and selfactualization.