My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr.


Christine King Farris - 2003
    Martin Luther King Jr., joins with celebrated illustrator Chris Soentpiet to tell this “outstanding” (School Library Journal) and inspirational story of how one boyhood experience inspired a movement that would change the world as we know it.Mother Dear, one day I’m going to turn this world upside down. Long before he became a world-famous dreamer, Martin Luther King Jr. was a little boy who played jokes and practiced the piano and made friends without considering race. But growing up in the segregated south of the 1930s taught young Martin a bitter lesson—little white children and little black children were not to play with one another. Martin decided then and there that something had to be done. And so he began the journey that would change the course of American history.

From Seed to Plant


Gail Gibbons - 1991
    Important vocabulary is reinforced with accessible explanation and colorful, clear diagrams showing the parts of plants, the wide variety of seeds, and how they grow.The book includes instructions for a seed-growing project, and a page of interesting facts about plants, seeds, and flowers. A nonfiction classic, and a perfect companion for early science lessons and curious young gardeners.According to The Washington Post, Gail Gibbons has taught more preschoolers and early readers about the world than any other children's writer-illustrator. Ms. Gibbons is the author of more than 100 books for young readers, including the bestselling titles From Seed to Plant and Monarch Butterfly. Her many honors include the Washington Post/Childrens Book Guild Nonfiction Award and the NSTA Outstanding Science Trade Book Award.From Seed to Plant was included in the Common Core State Standards Appendix B.

Chrysanthemum


Kevin Henkes - 1991
    "You're named after a flower!" teases Victoria. "Let's smell her," says Jo. Chrysanthemum wilts. What will it take to make her blossom again?Supports the Common Core State Standards

Creative Teaching Methods


Marlene D. Lefever - 1985
    This book is valuable to teachers, and for preachers, too. DAVID R. MAINS DIRECTOR CHAPEL OF THE AIR It's about time. Creative Teaching Methods is not just another book on the theory of creativity (which we don't need). Rather, it is a book on the practice of creativity in the classroom (which we desperately need). This is a book you will use over and over again.Creative Teaching Methods is loaded with practical and usable ideas that will make creative teaching a reality in your classroom. Without hesitation, I would recommend this book to anyone who teaches young people or adults. MIKE YACONELLI PRESIDENT YOUTH SPECIALTIES Marlene LeFever makes the principle of learning through creative participation come alive for Christian education. Creative methods are vividly and invitingly explored for their potential for deepening the spiritual life through new ways of hearing the Word of God and using heretofore untapped personal resources in responding to it. Unique in its assumption that in Christian education creativity is just as essential in work with youth and adults as it is in work with children. D. CAMPBELL WYCKOFF PROFESSOR OF CHRISTIAN EDUCATION EMERITUS PRINCETON THEOLOGICAL SEMINARY Marlene D. LeFever is Manager of Ministry Relations for David C. Cook Church Ministries, holds a master of Christian education and is a frequent speaker at Sunday School conventions, writers' conferences, and professional organizations. Editor of Teacher Touch, a quarterly letter of affirmation for Sunday School teachers, Marlene has authored over ten books, including Creative Teaching Methods (Cook), Creative Hospitality (Tyndale), and Is Your To Do List About To Do You In? (NavPress).

Poetry for Young People: Langston Hughes


Langston Hughes - 2006
    Edited by the two leading experts on Hughes’s work, and illustrated by the brilliant Benny Andrews, this very special volume is one to treasure forever. A much-requested book that was years in the making…and well worth the wait. One of the central figures in the Harlem Renaissance—the flowering of black culture that took place in the 1920s and 30s—Langston Hughes captured the soul of his people, and gave voice to their concerns about race and social justice. His magnificent and powerful words still resonate today: that’s why it’s so important for young people to have access to his poems. Now they do, in a splendid volume edited and illustrated by a top-caliber team who are simply the best in their fields. The introduction, biography, and annotations come from Arnold Rampersad, a Professor and Dean at Stanford University, who has written The Life of Langston Hughes, and David Roessel, co-editor with Professor Rampersad of The Collected Poems of Langston Hughes and editor of the Langston Hughes collection in Knopf’s Everyman series. Benny Andrews—a painter, printmaker, and arts advocate whose work is in the permanent collection of the Metropolitan Museum, the Museum of Modern Art, and the Smithsonian, among others—has created gallery-quality illustrations that pulse with energy and add rich dimension to the poems. Among the anthologized poems are Hughes’s best-known and most loved works: “The Negro Speaks of Rivers”; “Aunt Sue’s Stories”; “Danse Africaine”; “Mother to Son”; “My People”; “Words Like Freedom”; “Harlem”; and “I, Too”—his sharp, pointed response to Walt Whitman’s earlier “I Hear America Singing.” Poetry for Young People: Langston Hughes is a publishing event for all to celebrate.A Selection of the Scholastic Book Club.

Dear Mr. Blueberry


Simon James - 1996
    Blueberry, I love whales very much and I think I saw one in my pond today. Please send me some information on whales." It's vacation time, so Emily has to write to her teacher to help when she discovers a blue whale living in her pond. Mr. Blueberry answers that she must be mistaken, because whales live in the ocean, not in ponds. Throughout the summer, Emily and Mr. Blueberry exchange letters, until Emily has a happy surprise to share with her teacher. In the process, Emily learns a lot about whales. And Mr. Blueberry leans even more about imagination, faith, and love.

My Great-Aunt Arizona


Gloria Houston - 1992
    Based on a true story, author Gloria Houston's joyous recounting of her great-aunt Arizona's quiet yet meaningful life reminds us of the special place a great teacher can hold in our hearts—even after we've grown up.Arizona was born in a log cabin her papa built in the Blue Ridge Mountains. She grew into a tall girl who liked to sing, square-dance, and—most of all—read and dream of the faraway places she would visit one day. Arizona never did make it to those places. Instead she became a teacher, helping generations of children in the one-room schoolhouse which she herself had attended.Supports the Common Core State Standards.

Each Orange Had 8 Slices


Paul Giganti Jr. - 1992
    Dynamic illustrations combine with simple yet challenging questions to stimulate young learners to move beyond simple counting to more complex mathematical tasks. Full color.

The Art of Teaching Art to Children: In School and at Home


Nancy Beal - 2001
    Beal believes that children must first of all be comfortable with their materials. She focuses on six basic media: collage, drawing, painting, clay, printmaking, and construction. She gives practical consideration to all facets of a teacher's responsibility: how each material should be introduced; what supplies are best; how a classroom may be set up to support children's explorations; and how teachers may ask open-ed questions to stimulate personal and meaningful expression. Beal also discusses how to integrate art into social studies and how to make museum visits productive and fun. Each chapter includes a section specifically for parents on helping their children create art at home.Beal has taught art to children for twenty-five years and is able to draw on a wealth of examples from her classroom. The Art of Teaching Art to Children is extensively illustrated with her students' art, visual proof of her gifts as an educator and art enthusiast.

The Art of Sign Language


Christopher Brown - 2002
    This basic introduction guide is for people without any prior knowledge of sign. The approach to "Signed English" is based upon the way a child would first be taught a language. In 17 sections, The Art of Sign Language teaches by using themed exercises about topics such as everyday communication, the body, home, school, leisure, eating, and drinking.

THE OLD MAN AND THE SEA ERNEST HEMMINGWAY SUMMARY (HEMMINGWAY, THE SUN ALSO RISES, FOR WHOM THE BELL TOLLS Book 1)


D.K. Hayhurst - 2018
    I INCLUDE VOCABULARY WORDS AND EXPLAIN THE WORK IN A SIMPLE FASHION. I endeavor to go beyond a cheat sheet, and encourage the reader through the process of learning. If you are a student or a parent of a student, and are looking for easy guidance, this book is for you. I happen to teach personal development and approach the book from a teacher's angle- with the goal of making the information easily available with an encouragement into the excitement of learning. THIS SUMMARY BOOK COMBINES HISTORY AND NEW VOCABULARY WHILE EXPLORING THE THEMES AND METAPHORS OF THE BOOK. AND IT IS WRITTEN IN A LANGUAGE THAT CAN BE EASILY UNDERSTOOD.

A Colorful Introduction to the Anatomy of the Human Brain


John P.J. Pinel - 1998
     Thousands of people inquire about and buy a competitor to this book each year. Unique layout compared to the competition Text is on the left page with illustration on facing page. A cover flap can cover the illustration's labels for easy self-testing. Up-to-date information covers the latest findings.

The Kingdom of Childhood: Introductory Talks on Waldorf Education (Cw 311)


Rudolf Steiner - 1982
    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

Fashion Me a People


Maria Harris - 1989
    It includes community, service, worship, proclamation, and instruction for all the members of the church from birth to death.

Psychology: The Science of Mind and Behaviour (UK Higher Education Psychology)


Nigel Holt - 2012
    Bringing new developments in the field and its renowned pedagogical design, the third edition offers an exciting and engaging introduction to the study of psychology. This book’s scientific approach, which brings together international research, practical application and the levels of analysis framework, encourages critical thinking about psychology and its impact on our daily lives.