I was an award-winning teacher, and can assure you a book is not necessary to be a great teacher. I can give you some strategies now:

1. Care sincerely about your students (I saw my students as “my” kids in the sense I truly cared and had affinity for them).
2. Make your kids your priority. For example, be willing to drop what you’re doing on the spot to take care of any matter that may pop up, you feel merits the prompt attention (i.e., bullying or anything you feel warrants it).
3. Teach like you are preparing for an academic bowl competition. I successfully leveraged my winning academic bowl coaching skills to teach our curriculum well/, very effectively, and ahead of the academic schedule.
4. Be willing to think out of the box: I was asked to share some of my ideas with the entire school, whether it pertained to technology or communications, or academics etc.
5. Forget about the time: I was never a clockwatcher - I’ve had my fair share of school custodians telling me they were getting ready to close the building for the evening (after 10 p.m. at night) and set the alarms, aha!
6. Teach the WHOLE child! Many times teachers think narrowly - yet, a child, for whatever reasons, may need more from you, depending on what’s going on at home (sometimes, parents are overwhelmed, tired, sick etc. and do not have the time, opportunity, or inclination to communicate everything). Your morals and values would be gold to a child in need of such guidance.
7. Foster a sense of community and respect in your classroom. A classroom should be a rich, engaging, and rewarding place for each child.
8. Take it further: Have a Zero Tolerance policy regarding bullying. Bullying is the most destructive, damaging, oppressive and dangerous thing to a child - a form of human rights violation and oppression that should NEVER be tolerated under any circumstances (sadly, it is so destructive and incredibly painful some victims take their lives - do NOT allow it under any circumstances - this is CRUCIAL!)
9. Take the time to spend quality time with you kids: After finishing assignments, talk to them, let them ask you questions about life, anything reasonable.
10. Don’t be afraid of spending recess time with them - it’s really special to have a teacher who will play with them
11. Reward good behavior - in fact, CELEBRATE good behavior with the class - giving GOOD BEHAVIOR attention
12. Pick your battles: Ignore the small things. You never want to argue with a student either.

I can go on with much more, but these are GREAT strategies to build your foundation as a teacher! Take these strategies to heart and you will be on your way!

P.S. I loved the premise of book author Tom Gardner’s Multiple Intelligences - and wholeheartedly applied it as a teacher - communicating the ideas behind it to my kids to convince them that they are worthy (I tended to be assigned children whose self-esteem had been torn apart by the time they reached me - I worked diligently to ensure I built it back up).

Please feel free to ask me any questions: I have plenty of strategies and advice I can share with you - I am SUPER HAPPY to help out any prospective teachers! <3

I think philosophy is a good entry for any educator.

All teachers should read some or all of Plato's Republic. At its core, it is about how education molds society. I recommend Allan Bloom's translation (and notes).

In grad school, we used Classic and Contemporary Readings in the Philosophy of Education (Cahn) [1]. It's a great introduction.

I'm also a big fan of Dewey. Some criticize his writing for being obtuse/unclear, so you may tire of it, but try "My Pedagogic Creed" [2]

Just about the only other thing I've learned about education is that the US public school system is pretty messed up.

I highly recommend, in addition to Paulo Freire, mentioned in Spencer Smith's answer, Lisa Delpit's Other People's Children: Cultural Conflict in the Classroom [3] and bell hooks' Teaching Critical Thinking

Personally, my two favorite books on education are Allan Bloom's The Closing of the American Mind [5] and Diane Ravitch's The Death and Life of the Great American School System [6].

[1] Classic and Contemporary Readings in the Philosophy of Education: Steven M. Cahn: 9780199783069: Amazon.com: Books

[2] Page on Pbworks

[3] Other People's Children: Cultural Conflict in the Classroom: Lisa Delpit: 9781595580740: Amazon.com: Books

[4] Amazon.com: Teaching Critical Thinking: Practical Wisdom (9780415968201): bell hooks: Books

[5] Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students: Allan Bloom, Andrew Ferguson, Saul Bellow: 9781451683202: Amazon.com: Books

[6] The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education: Diane Ravitch: 9780465025572: Amazon.com: Books

I was that student in the 11th grade when we were assigned The Scarlet Letter for English class. I went to the library but all the copies were checked out. I put my name on the waiting list and went about my life. This was years before Amazon or online mail orders-or computers. But I didn’t worry-I figured I would get the book before the due date. Problem was that I wrote the wrong date-I was off by a week. So the day came when the book was due. I asked a friend of mine to give me an idea of what the book was about. Ok, I got the idea a married woman had a thing with the local minister and had a baby. She had to wear a scarlet letter A for her sin (I didn’t know the A was for adultery, but I thought it was for affair) but the minister was too chicken to admit he did the deed. Her husband found her and made her promise not to tell anyone who he was, so he could hunt for her man and get his revenge. In the end, the minister came clean and admitted it and died, and they all lived miserably after.

Ok I got the story more or less. I figured I could wing the quiz. Well, the teacher gave us a quiz with quotes from the book. I was sunk. I knew I couldn’t tell who said what to whom. Heck, the only names I knew were Hester and her daughter Pearl. I figured I could call the minister minister and her husband her husband. I couldn’t even fake it. Other than a quote that had Hester in it, I couldn’t even guess. I decided to write a note at the bottom “Can I see you about this quiz?”

I was amazed my teacher was willing to talk to me. I confessed that I couldn’t get a copy of the book from the library. I put my name on the waiting list but never got called. I thought I had more time until I found out the quiz was that day. I told her I couldn’t get the book and got an idea about the story but I couldn’t do the quiz of quotes. She asked me why didn’t I ask her for a copy of the book. My mouth popped out as I asked “Would you really have lent me the book?” She thought for a moment and said “Well, if it was last minute and you couldn’t get a copy of the book, I guess so.” I told her that if I had one or two nights to read the book, it was likely I would blow the quiz anyway because I would have had to skim the book and I would have failed anyway.

Maybe she thought doing a quiz about quotes wasn’t fair, because she let me do a report about the book. She also allowed a few students who did poorly to file reports too. We didn’t know why she was so nice about it, but we didn’t ask. Anything was better than an F.

I has been complete put off having to study Shakespeare by having boring teachers droning on at the front of the class. Then, in year 11 we got Mr. Vallance, he was simply incredible. He explained the language during our first read though of the play we were to study, which made it possible to understand what was going on. But most importantly of all he got us to perform the whole play (it was Julius Caesar) scene by scene, outside if the weather was good, inside if it was bad. We also analysed each scene for its meaning. I enjoyed the way he did things immensely. By the time I had to take the exam I could almost recite the whole play and I understood the meaning of everything that was said. My pleasure in reading English literature in general increased to the extent that I wanted to do a degree in English literature when I retired, however that turned out to be too expensive.

Thank you Mr. Vallance

Great question. Take courses in developmental psychology - few teachers do. Few teachers have any training in how the brain actually works- how it learns, how and if it retains information. Modern education talks a great game as to 'evidenced-based teaching' but does not do the work to uncover what evidence there is for most traditional practices - there's little evidence to support our most traditional practices.
Steep yourself in learning about learning differences. Read Mel Levine's book The Myth of the Lazy Child. Read anything and everything by Alfie Kohn. Read Dumbing Us Down by John Taylor Gatto. Read up on the history of U.S. education. Read Why Johnny Can't Write and Why Johnny Can't Read.
Read The Peaceable Classroom.
For a start.

I tried to engage my students in James Thurber and, of course, A Separate Peace. I have written before about A Separate Peace. I loved The Night the Bed Fell, and could hardly get through a couple of sentences without laughing aloud. Clearly humor had changed between the time I read Thurber and the time I tried to share him with my students. I could hardly keep from laughing; the students could hardly keep from yawning. In fact, teaching any fiction based on humor was much more difficult than teaching fiction based on drama.

I had no doubt about engaging students in A Separate Peace. I even had my choice of two filmed versions to show. I had attended an all-boys boarding school in New York! I had lived through World War Two. I loved the book and was enthusiastic about it. Ha! So much for expectations. Nothing. No great response. My students never cared about the boys or their rivalry or the games they played. Most importantly, I could never get any students to understand the bedrock importance of mores versus rules. The question kept being asked was,"What would happen to the boys who did that?" I kept replying that nothing would happen, but that such issues never came up because no student or teacher would violate unwritten rules. I explained how male students dressed when attending a football game at my university. Students kept wanting to know why, if there were no college rules or punishments involved, we all dressed the same. I tried explaining that things were done because they were expected. I never got students to understand mores or to understand why they were important in the book or why anyone would care.

I couldn't even get them to understand the home-front war effort. They kept wanting to know why boys would volunteer to shovel snow if they weren't forced or paid. My most open mouth moments came while trying to teach that book. I tried twice. I failed both times. I couldn't even get them interested in whether the boys were two characters or two personalities of a single person.

I switced to Lord of the Flies. Killing the beast was more engaging than kiling your roommate or your secondary personality. Still, mores raised its head. Finally I went to The Scottish Play. War, witchcraft, phantom weapons, and madness — the perfect commbination in the junior high!

Firstly, do you already have a degree? The first step is to get your teacher training qualifications. It may also be possible to do postgraduate study in any areas that particularly interest you.

Secondly, visit any book stores (real or online) that sell books for your language and country, and see what they list under educational psychology. One of the current big names in educational theory and practice is Howard Gardner, who promoted the concept of multiple intelligences. This theory suggests that each child has a different dominant form of intelligence (verbal, spatial, logical, kinesthetic etc), and usually some less dominant. It enables a teacher to try and plan for everyone's needs at once. For example, you might plan a lesson where you show them a clip of how to do something on Youtube, on the data projector or Smartboard, the clip giving both visual and aural information. You then allow the class to actually try and do it themselves. You have therefore used 3 major methods of learning in one lesson.

These books aren’t primarily focused on teachers but they do mention how they are beneficial to teaching.

Grit by Angela Duckworth

It details the importance of sticking with what you need to do to achieve your most important goals. This perseverance could come in the form of sticking with a student even though you know that teaching them the material will be hard.

Mindset by Carol Dweck

This book is all about being in the growth mindset and not the fixed mindset. Many students have been raised to think they are naturally good at certain subjects and aren’t capable of understanding others. This leads them to not seek out achievement in these other fields. The books shows that a shift in values of the parent and the teacher can lead the student to self-confidence. One such shift may be that you praise a student based on effort and not achievement. It may seem trivial but the student will put more emphasis and faith in their work ethic and be less emotionally tied to the reward.

Grit: The Power of Passion and Perseverance: Angela Duckworth: 9781501111105: Amazon.com: Books

Mindset: The New Psychology of Success: Carol S. Dweck: 9780345472328: Amazon.com: Books

Excellent question! With so many resources available online to students these days, it’s very tempting for some of them to cheat by reading summaries of books, or watching videos of other people reading summaries of books, or Googling things like “questions for [title of book] that my teacher may ask me.”

You’re never going to stop all of it. If a student is determined to put more effort into avoiding reading the actual book than just reading it, there’s not much you can do.

Still, I do, in fact, try to stop it as much as possible.

This is how I do it:

1. Assign the reading in sections, for homework. It’s homework because some kids are fast readers, and some are slow readers, so it’s just better for everyone to do that at their own pace on their own time.
2. Give the students quizzes on each section the day after they were supposed to read that section at home.
3. Monitor the students while they take the quiz, to make sure they aren’t just Googling the answers.
4. Create the quiz yourself. Anything you find online, they will also find.
5. [This is the key component.] Include “quotes in context” as part of the quiz.

For example, here’s a quiz I gave my students last week:

The first three questions the student could probably answer if they just read (or watched) a summary of the chapter. But the last three questions–the quotes–are really hard to answer if you didn’t actually read the chapter.

I tell the students that it’s not about memorizing every word in the chapter, but about getting the gist of what was going on, and remembering key parts. So, for example, that first quote (#4) is Crooks talking to Lennie when Lennie wanders into his room. Any student who actually read the chapter would know that it was Crooks who was talking. If the student adds something about Crooks being a black man during the time of Segregation, and Lennie not understanding Crook’s situation, all the better.

Question five is Candy, the old white man, saying that he and Crooks have worked together for a long time, but Candy had never actually been in Crook’s room.

So then we have Lennie (cognitively challenged) and Candy (old, white, crippled) in Crook’s (old, black, crippled) room, when in walk’s Curly’s wife (young, white, married woman), and she saves the quote for the sixth question.

That last quote is actually a commentary on society at the time. Everyone who wasn’t an able-bodied, able-minded white man in the story was in the same room, and one of them pointed out that their fear of the others getting some sort of leverage over them was keeping them all down. If they’d just lose that fear and start helping each other, they’d all be in a better position.

My students never get that social commentary meaning (they’re just middle schoolers), but, once I point it out, they understand it. For them, though, the focus is on actually doing the reading (the hardest battle for some of them), and understanding the surface level of what they just read.

Reading is a Team Effort

Towards the end of my teaching career I completely changed the way required classroom reading was assigned. No longer was whole group reading the norm. Rather I would gather sets of 6–8 books of half a dozen or so different titles and genres. *. I would then “sell” the selections to my students. Each title was introduced with a brief synopsis of the plot, characters, and setting. I should add that the books were at different reading levels. My students were then allowed to select the book they wanted to read. Reading could be done with a partner, alone, or in small groups. Vocabulary “harvesting” was a main component requiring students to list words that were either unfamiliar to them or used in a new way. With several small groups scattered around my classroom I would visit for a bit of one on one time listening to each student read, ask questions, or discuss the book they were reading. When books were completed a project was expected. A list of possibilities were given and again student selected. Using this method even reluctant or “poor” readers were engaged and their reading improved as well as their willpower to try something new. Example: a boy came to my class at the beginning of the year pretty much a non-reader—oh, he could read, but he chose not to. At the end of the school year he was reading and enjoying Mark Twain.

oh, and for those out there who are wedded to test scores, something I never emphasized, my students did quite well, often outperforming other students in the district.

*at this point I want to make it clear that I have never been a proponent of one title fits all. I disliked out loud read arounds, poor readers became tongue tied and stumbled through their assigned passage. Time to clarify again: just because someone finds reading allowed challenging doesn’t mean they don’t read clearly in their mind. Good oral readers became bored and either read ahead or stopped reading altogether. And truth to be told listening to the students read bored me to tears.

Without digging through my shelves, three come to mind. One is Teach Like a Champion.Another is Teaching with Love and Logic.

The third, and best, is Harry Wong’s The First Days of School.

All of these books offer useful, practical, actionable advice. Wong’s book shines because he focuses on setting tone and routine from the very outset. It’s so good that even after 20 years of teaching, I still find myself flipping through it in the off-season for ideas and things to remember.

Check all of them out at your local bookseller, buy them, read them, and most importantly, take what they teach you and make it true to yourself as a person and teacher.

Good luck.

Number one. What information is in the text. After reading the book, I know what to add. I also know what is wrong or misleading in the text. I know what a student might need as foreknowledge.

Number two. I know what the text is presenting, and I know the state standard, and I know what I want to resent. After reading the book, I can now integrate the three.

Number three. I know what homework assignments the text is presenting. After reading the book I can use, ignore, or modify those.

Number four. I may discover that there is new information which I did not learn when I was in school or there is some misinformation which the publisher had to insert to please the state. After reading the book, I can explain the misinformation to the students.

Yes. It is a good idea for teachers to be aware of the student’s motivation(s) and to know about types of learning styles etc. I think there are thousands of books about teaching and learning. I suggest you go along to your local college or university and ask if you can browse the books about this topic. Obviously, you will not be able to loan books, but I believe it may be possible to gain entry to the library as a visitor. Browse the books that appeal to you and make a note, so you can purchase them later.

I also suggest you adopt some evaluative strategies to get feedback about your teaching. There are so many ways to collect quick feedback from students. Here are two examples.

Part 1 of 5:Choosing a Tank, Fish, and Extra Features
1. Decide what fish you want before buying your tank.

You won’t buy your fish until your tank is fully set up, but choosing your fish beforehand ensures that you buy the right tank size and accessories. You’ll also decide how many fish you want, whether you want coral or not, and what special parameters you’ll need to set up.

Saltwater aquariums can get expensive, so choosing your tank inhabitants beforehand will prevent you from wasting money on an incorrect tank or features.
2. Choose fish that are hardy and peaceful if you’re a beginner.

When you’re just starting, it’s best to choose fish that are tolerant of a fluctuating environment, resistant to parasites, and non-aggressive. You’ll also want fish that are vibrant and fun to look at—and within your budget! You can ask the employees at your local pet store for recommendations. Some species to consider include:

Clownfish

Cardinalfish

Firefish

Royal Grammas

Swissguard Basslets
3. Avoid common saltwater fish that are too sensitive or aggressive.

Some species of saltwater fish are often recommended for beginner tanks, but you should purchase them with care. Avoid any fish that are picky eaters, classified as aggressive or semi-aggressive, or are sensitive to environment fluctuation. Fish to avoid include:

Mandarinfish, which are picky eaters

Bluestreak Cleaner Wrasse, which are picky eaters

Groupers, which are very aggressive

Damselfish, which are aggressive and territorial

Mollies and guppies
4. Choose a short, wide tank.

Tanks that are short and wide, as opposed to tall, allow good oxygen flow within the water, better light penetration, and easier cleaning. Your fish will enjoy the extra horizontal swimming space, and you can get more creative with your aquascaping to give them more nooks and niches to explore.

If you have to go with a tall, narrow tank for space reasons, use powerful circulation tools to move water throughout the tank and encourage oxygenation.
5. Buy a tank large enough for your fully-grown fish.

Look online to figure out how large your fish species will grow in captivity. Then, add up the length and width measurements of your tank and divide them by the fish’s size. The answer should be greater than 4, but larger than 6 is preferable.

For example, if your fish grows to be 21 inches (53 cm) in captivity and your tank is 3 by 6 feet (0.91 by 1.83 m) long, you’d divide 108 inches (270 cm) by 21 inches (53 cm) to get 5.1. This tank would be big enough.

As a rule of thumb for how many fish your saltwater aquarium can hold, estimate that you can have 3 inches (7.6 cm) of fish for every square foot (0.3 m) of surface area.
6. Go for a bigger tank when you’re in doubt.

A larger tank gives you a greater margin of error in case you make a mistake—there will be more water to dilute possible pollutants, for example. You’ll also have fewer fish interaction problems and a more stable overall system.

You’ll have room for more aquascaping as well, with additions like rocks and plants.

Many aquarium owners who start off with a small tank will soon upgrade to a larger one, resulting in more set-up work and financial investment.
7. Buy a submersible heater of 3-5 watts per gallon.

This should be a minimum size—for a larger tank, you may want a bigger heater. When you place it in the tank, you’ll want to keep the water at 72 to 82 °F (22 to 28 °C), depending on your fish.

Saltwater fish are very sensitive to temperature change, so it’s important to keep your tank’s water at a constant temperature.
8. Purchase a filter to keep your water clean.

Look for a filtration system made for saltwater aquariums. Ask a salesperson what size you should get for your chosen tank, and purchase in a store or online for convenience.

Don’t set up your filter just yet. You’ll install it once you’ve filled your tank.

Filters can also be called powerheads.
9. Choose aquarium lighting that’s suitable for your saltwater fish.

Buy an aquarium lighting system in a pet store or online and set it to illuminate your aquarium for 8-10 hours a day. Look up what light spectrum you’ll need for your desired fish, or ask a pet store employee for a recommendation.

Many aquarium lights come with built in timers to turn on and off automatically.
Part 2 of 5:Setting Up Your Saltwater Tank
1. Choose a large, level area to place your saltwater tank.

Find a smooth, firm, level surface to place your tank, such as a steady table. Look over the floor surface as well and make sure that your tank won’t wobble when you touch it or walk by.

Splashes of saltwater are bound to hit the surrounding floor and table, so place down towels or move important items out of the way.

Tank water will also evaporate a bit, driving up humidity in the surrounding area. Consider moving nearby furnishings or artwork so they’re not damaged.
2. Make sure your floor can bear the weight of your tank.

This is especially important if you live in an apartment or on the second story of a building. Try to set up your tank near a load-bearing wall, perpendicular to your floor joists.

Weigh your tank and tank stand and add about 8.5 pounds (3.9 kg) for every gallon of water that the tank holds to get the full weight of your aquarium system.

Ask your landlord, look at your housing plans, or consult a structural engineer if you’re not sure that your floor can bear the weight.

If necessary, you can reinforce the floor from underneath to prevent sagging and cracking.
3. Set your tank near an outlet.

You’ll need to plug in your tank’s lights, heater and filter. If possible, you may also want to keep your tank near a sink and drain in case you have to quickly fill or empty your tank.

If you don’t have enough wall outlets for your equipment, you can use a power strip.
4. Keep your tank away from heat sources.

Make sure your aquarium is out of direct sunlight and away from air conditioners, heat vents, and doors to the outside. These can make the water temperature fluctuate and lead to algae issues on your tank walls.
5. Set the tank at least 5 inches (13 cm) away from the wall.

You’ll need to attach external features, such as a filter and protein skimmer, to the back of your aquarium. Leave some open space behind it to accommodate.

Some features may also be attached below the tank and under the tank stand. Check the directions beforehand to see where to place yours.
Part 3 of 5:Adding Saltwater and Substrate
1. Clean your empty tank with a cloth and freshwater before you add anything.

Dip a clean cloth in warm freshwater and scrub it over the inside of the tank. This will remove any dust or dirt that has seeped into the tank while on display or at the manufacturer.

Don’t use chemical cleaners on your aquarium. They can leach into your water and harm your fish.
2. Pour in 2–3 inches (5.1–7.6 cm) of live sand.

Live sand has bacteria and tiny invertebrates in it, which help to naturally filter water and make the aquarium a more hospitable environment for your fish. Live sand also looks just like regular sand, adding a natural look to your aquarium.

You can buy live sand online or at your local pet store.
3. Use pre-mixed saltwater for a simpler set-up process.

You can buy pre-mixed saltwater mixtures online or in most large pet stores. These solutions are ready to be poured straight into your aquarium, with no other mixing and prepping required.

Make sure to read the directions before you use the saltwater.

Check your tank’s volume and buy enough saltwater to fill it up completely.
4. Create saltwater with a synthetic sea salt mix for a cheaper set-up.

Most saltwater aquarium owners choose to make their own saltwater by adding a mix to filtered tap water. You can buy saltwater aquarium mix online or in pet stores for a cheap price, and save it to use again when you need to replenish your tank.

Consult the directions before you start setting up your tank to make sure you don’t have to take extra steps for your brand.
5. Fill the tank a third of the way and check for leaks.

Run your hands along the outside edges of the tank and look carefully at the area around it. If you don’t see or feel any water, you can continue filling up the tank slowly.

Set a small bowl in the tank and pour the water directly into it, instead of onto the sand, to keep your sand in place.

You may want to pour in sink water from a bucket, rather than holding your tank under the sink or filling with a hose.

If you do feel a leak, dump out the sand and water and return the tank.
6. Pour in a water conditioner to filter out metals and chlorine.

Water conditioner is a specially formulated liquid designed to remove heavy metals, chlorine, and/or chloramine from your sink water, making it safe for your fish. You can add the conditioner after you’ve poured your water into the tank. If you’re using a bucket, mix it there beforehand.

Read the package instructions before you use your conditioner.

Buy a water conditioner at a pet store, or search for one to buy online.
7. Add small amounts of salt mix until you get to the right specific gravity.

Check the directions on your packet for a salt mix per gallon specification. Start stirring in your salt mix bit by bit. Use a hydrometer or refractometer to measure your tank’s specific gravity, which is an indirect measurement of its saltiness.

For a fish-only tank, you should aim for a specific gravity level of 1.017-1.021.

Hydrometers are small, plastic measuring devices that you can buy online or in a pet store. To use, dip the hydrometer in the tank for a water sample and take a reading from the marker.

If your specific gravity is too low, add a bit more salt. If it’s too high, dump out a bit of water and replace it with filtered fresh water.
8. Place your powerhead filter and heater in to start circulation.

Once you’ve reached the right specific gravity, follow the directions on your powerhead, or filter, to place it on the side of the tank. Slip your submersible heater in as well. Plug in both devices to start circulation and heating.

If possible, place the powerhead so that it makes a bit of turbulence on the water’s surface. This encourages the best possible gas exchange.
9. Let the saltwater circulate and heat for 24-48 hours.

Your water is almost ready! Let the tank sit for 1-2 days, giving the salt time to dissolve and letting heater get the tank to your desired temperature. After a day or so, test the specific gravity again to make sure it’s still at the right level.

Add more salt mix or freshwater to adjust the specific gravity.

Check the temperature as well, turning the heater up or down as needed.
10. Add cured live rock to "cycle" the tank.

Place 1.5 pounds (0.68 kg) of cured live rock into your tank for every gallon (3.8 L) of water. This kind of rock is the best natural way to "cycle" your aquarium, or create a bio-filtration system. Cured live rocks introduce good bacteria to convert ammonia, which will be produced by your fishes’ waste and respiration, into less harmful compounds.

Look for cured live rock online and in pet stores.

The rocks also function as an ammonia source for bacteria to work on. Their porous surfaces, meanwhile, give this bacteria a great home to grow in.
11. Test your aquarium’s ammonia, nitrite, and nitrate levels with test kits.

While your aquarium is cycling with the cured live rock, all you need to do is keep an eye on its progress with ammonia, nitrite, and nitrate test kits. Test your tank at least once a day.Your tank is done cycling when nitrate is present and the ammonia and nitrate levels are too small to be measured.

Buy good test kits online or in home improvement stores.

Throughout the course of the cycle, you’ll see the ammonia and nitrite levels increase and then drop down, along with an increase in nitrates.
12. Add saltwater rocks and features to decorate your tank.

If you want to decorate your tank any more, now is the time! Place rocks, fake plants, or any other features that you want to add. Make sure they’re safe for saltwater environments.

Clean off any new features with a clean cloth and warm freshwater beforehand.
Part 4 of 5:Buying and Acclimatizing Your Fish
1. Purchase your fish in-store so you can check their health.

If you buy in-person, make sure your fish and its tankmates are healthy—if its tankmates are sick, there’s a good chance your fish will be too. Ask the salesperson to feed the fish and make sure it responds normally to the food. Some physical and behavioral issues to look out for include:

Very damaged, missing, or clamped fins

Cloudy or bulging eyes

Visible injuries or ulcers on the body

Mucus

An emaciated or bloated body

Faded coloration

Twitching or trembling

Erratic swimming or hitting objects in the tank

Rapid respiration

Behavior that’s out of character for the species, like a typically shy species seeming outgoing
2. Buy your saltwater fish online for convenience and a greater selection.

If you don’t have a good fish store near you, buying your fish online might be your best option. Make sure to only purchase from reputable sites. Look at their shipping specifications and check for customer reviews and verifications to ensure it’s a good site.

One of the main drawbacks of buying online is that you can’t see the fish in-person beforehand. If possible, ask to see the fish via photo or video call to judge its condition.
3. Set a clear container below the tank to be the "acclimation container."

Once you’ve bought your fish, it’s time to acclimatize it and transfer it to the tank! Place a clean, clear container below your tank, such as on the ground or a lower table. The container should be large enough to hold your fish comfortably.

Acclimatizing is the process of getting your fish used to its new environment, including a new water pH and temperature.

If you’ve bought a few fish, it’s best to add them one at a time, starting with the least aggressive.
4. Place airline tubing between the acclimation container and tank.

Stretch a several feet of flexible airline tubing between the tank and the acclimation container. Tie 2-3 loose knots along the tubing and place the tank end 5 to 6 inches (13 to 15 cm) below the water’s surface.

Wedge the tubing between the rim and cover to keep it in place.

You can buy airline tubing at home improvement stores and online.

If you have a flow-control valve or clamp to fit your tubing, you can attach it to the acclimation-container end of the tubing. If you use a valve, you don’t have to tie knots in the tubing.
5. Pour the fish and water into the container and start the water flow.

Place the tank end of your tubing into the output end of your powerhead. Tighten or loosen your knots as needed to bring the flow down, so that 2-3 drips per second are falling into the acclimation container.

You can also adjust the flow by using your flow-control valve.

Don’t pour extra freshwater or saltwater into the acclimation container. Pour the fish in with just its shipping water.
6. Drape a towel over the acclimation container to keep the fish calm.

The fish will probably be nervous and scared, and may even try to jump out of the container. Draping a towel or cloth over the container will lessen the stimulation and give it time to get used to its new surroundings.
7. Let the water drip until there’s twice as much water in the container.

Keep an eye on the water in the acclimation container. Once it’s doubled in volume, use a clean bowl or turkey baster to remove about half of the water. Put the tubing back in place and start the dripping once more.

Depending on how big your acclimation container is, this might take an hour or more. Be patient—proper acclimation is essential to the health of your new fish.
8. Test the water once it’s doubled again.

Once your water level is back up, use test kits to check the amount of ammonia, nitrite, nitrate, pH, specific gravity, and temperature in the acclimation container’s water. If they’re identical to the aquarium’s water parameters, it’s time to transfer your fish!

If the acclimation container’s water parameters don’t match the aquarium’s, continue your cycle of dripping, removing water, and testing until they do.
9. Move the fish into the tank with a net.

Carefully scoop up your fish with a clean fish net and slide it into your aquarium. You can also pour the fish into the tank with its water, especially if your aquarium water needs to be replenished after dripping through the tube.
Part 5 of 5:Taking Care of Your Saltwater Aquarium
1. Feed your fish the appropriate food several times a day.

Do some research into what kinds of food you should feed your fish—some may be fine with a mix of pellets, while others might prefer fresh food from a seafood market. Try to feed them several small servings a day rather than 1-2 large feedings, as this keeps them more satisfied.

Buy food at your pet store or at seafood markets. Make sure any non-pellet food you give your fish are from saltwater habitats, not freshwater.

Watch your fish when they feed. They should eat quickly and finish every bite! If you see a fish not eating, talk to your veterinarian.

Give your fish a different kind of food every few days to ensure they’re getting the right nutrients and staying satisfied.
2. Set up a protein skimmer and empty its collection cup every day.

A protein skimmer collects dissolved organic compounds, like waste, filtering them out of the water to keep it clean and clear. Set yours up according to the package instructions and empty it daily to keep it working well.

To empty the protein skimmer, simply remove the collection cup, empty it in the sink, and rinse it clean.

You can buy a protein skimmer wherever fish aquarium products are sold, in pet stores, and online.

Protein skimmers can attach below the tank, on the rim, or inside the tank.
3. Replenish evaporated saltwater with purified freshwater every day.

Although water will eventually evaporate from your aquarium, the salt will be left behind. To return your water level to normal, simply add purified freshwater to the tank.

Don’t add new saltwater after evaporation. This will alter the specific gravity of your system.
4. Clean the algae off the tank every day.

Use an algae magnet, brush, or scraper to clean the algae film off of your aquarium glass every day. If the algae builds up at a slower rate, you can switch to every other day, or even weekly.
5. Test water parameters, change water, and do deeper cleaning weekly.

Along with a few quick everyday tasks, there are a few things you can do on a weekly or bi-weekly basis to keep your tank clean and pleasant for your fish. These include:

Testing the specific gravity, pH, ammonia, nitrite, nitrate, and alkalinity of the water.

Clean the salt off your aquarium cover, power cords, and the edges of the tank.

Mix up new saltwater and change about 10% of the aquarium water.

Clean the neck of your protein skimmer.
6. Wash tank parts every month or two.

Do a more thorough cleaning of the important features in your tank every month or so. Incorporate these tasks into your monthly routine:

Dampen a paper towel with white vinegar to clean calcium deposits from your tank cover and light fixture cover.

Take apart your protein skimmer and carefully clean all its parts.

Soak your powerhead, heater, and any other submerged features in a 1:1 solution of water and white vinegar.
7. Replace the bulbs in your lighting according to package instructions.

Check the manual to your lighting system to see when it’s recommended to change your bulbs. If you have LED bulbs, you likely won’t have to change them for at least a few years.

It all comes down to the learning theories the teacher subscribes to and the trends change from generation to generation. Older generations of teachers tend to see children as empty vessels and teachers thus have to pour information into them. Sometimes this looks like reading from the textbook and lectures. Even then, it's much more than just referring to books. It is constant assessment and checks for understanding. Teachers must utilize classroom management skills and motivation to encourage students to be well read and teach them how to be good students. Most students aren't capable of doing these things on their own, so the teacher must guide them through the content.

The newer trends of teaching hinge more on the multiple intelligences theory or also, the universal design for learning which is an understanding that all students learn differently. Not all students can read a text only and really learn the content.

Especially now with the push of Common Core in the United States where it is much more about teaching students skills rather than just information (example: history isn't just about names and dates but about reading and writing skills and other skills historians use to analyze events and texts, something not learned from just reading the texts) teachers have to find many ways to present the information and allow many ways for students to show what they learned.

For an example, this is what teachers that use the multiple intelligences theory thinks about:

This shows that students process information in different ways, so to better help them learn teachers utilize different strageties to cover as many as these as possible. So, teachers must really know their students, know their learning styles and take advantage. If you have a classroom full of students that are intrapersonal learners you have a lot of group projects. If you have a mix of inter and intrapersonal learners you do things like Think, Pair, Share (students have a moment to think about a question on their own, students talk about it in a paired group, and then they discuss it as a class). Bring in art, music, videos, do activities that get the blood flowing, break down the information in many ways so that all students have many chances to process the information in a way that works best for them.

In a history classroom (which is where I reside) we have to read a lot of resources, with Common Core, it is expected. But it is my job to surround the texts with many activities and strageties that help different types of students process the same texts. So when they enter the real world, they have the skills necessary to process things like articles or the news or other such content. So they better understand how they learn so they can teach themselves when there is no longer a teacher to guide them. It is much more than just reading, there is a lot more going on.

It will be a book that touches your heart. I am not sure that a self-help book can do that, even if there are plenty of books where you can learn great tips to be efficient!

I think that only a person can be a role model. So, I would recommend auto-biographies and advice given by really successful people (not people who make money by explaining to you how to be successful).

From sports, I have great faith in a book called Think like a champion, by M. Shanahan. He was the head coach of the Broncos at the end of the 1980s. Why is it a great book? Because it is the only book I kept lending to my chemistry students, and the book never came back. I must have bought over 40 copies…in France, then in the US: the book just vanishes!

About women, I was very influenced by a book from 1946 Cluny Brown, by Margery Sharp. It is a sentimental novel very odd, because the two people who get married at the end have hardly spoken to each other and are engaged to other people. But they have a community of spirit. What is remarkable about Cluny is that “She does not know her place.” More important even than self-discipline is to learn that nobody should tell you what your place is: you have to discover it by yourself.

From the autobiography of successful businessmen, I learned a lot about efficiency and about relationships with employees.

From scientists (for instance Faraday, Marie Curie, ) about persistence. My favorite is the life of Yukawa (First Nobel in Japan, Tabibito, the traveller)

In the US grocery stores, there is often a person next to the cashier who wraps what you bought. Yesterday there was a young woman organizing what I bought with the utmost concentration and sense of order. I told her: “With your sense of organization, I hope you go to College”. “Yes, she answered, I am finishing a master’s in nursing.” I smiled and said I could see it. The quality of a brain, you see, it shines anywhere!

Just a tiny bit more information please:

1. what are the teachers teaching responsibilities?
2. what is the objective of the book reading activity?
3. is the book linked to a class project?
4. is the book school property, eg from a school library?
5. is the book linked to a class topic?
6. is the book for a particular age range?
7. is the book for reading to a whole class, a group or a single child?
8. is the book linked to teaching objectives and proposed learning outcomes?
9. are there any special needs issues related to the book reading activity?
10. will there be an activity for the class/children to do based on the reading?
11. will the book or a chapter of the book be readable in the time available?
12. what facts and skills would you aim to have children learning during the book reading?
13. what concepts would you hope to include?
14. what personal qualities and work habits would be addressed by the book reading?
15. what access would the children have to the books illustrations/reading skills/level of comprehension/format/style?
16. what would be your criteria for children’s learning for the activity?
17. how would you indent to develop the learning outcomes?
18. what would be your assessment approach?
19. how would you develop the activity to reflect learning style and learning needs?
20. Do you have parental permission if there is any chance some content might be sensitive.

For teachers seeking to deepen their understanding and enhance their effectiveness in the field of education, there are several seminal books that offer insights into pedagogy, student engagement, educational theory, and personal growth. Here’s a list of highly recommended books that can enlighten teachers and provide valuable strategies and perspectives:

### **1. "The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life" by Parker J. Palmer**

- **Overview:** This book explores the personal and emotional dimensions of teaching, encouraging educators to reconnect with their passion for teaching and to foster authentic relationships with their students.

- **Why Read It:** Palmer emphasizes the importance of self-awareness and inner growth in teaching, which can lead to more meaningful and effective teaching practices.

### **2. "Teach Like a Champion: 49 Techniques that Put Students on the Path to College" by Doug Lemov**

- **Overview:** Doug Lemov provides practical techniques and strategies that have been proven effective in classrooms. The book includes techniques for classroom management, instruction, and student engagement.

- **Why Read It:** Offers concrete methods and strategies that can be applied immediately to improve teaching and student outcomes.

### **3. "The Growth Mindset: A Guide to Professional and Personal Growth" by Carol S. Dweck**

- **Overview:** Carol Dweck’s book introduces the concept of the growth mindset and its implications for learning and teaching. It discusses how adopting a growth mindset can foster resilience and achievement in students and educators.

- **Why Read It:** Understanding and implementing a growth mindset can help teachers encourage perseverance and a love of learning in their students.

### **4. "Pedagogy of the Oppressed" by Paulo Freire**

- **Overview:** Freire’s seminal work on critical pedagogy advocates for a teaching approach that empowers students and promotes social justice. It encourages teachers to engage in dialogue and reflection about their teaching practices and their impact on students.

- **Why Read It:** Freire’s ideas challenge traditional teaching methods and encourage educators to think critically about their role in fostering an equitable and participatory learning environment.

### **5. "How Learning Works: Seven Research-Based Principles for Smart Teaching" by Susan A. Ambrose et al.**

- **Overview:** This book synthesizes research on how students learn and offers practical strategies for applying these principles in the classroom. It covers topics such as motivation, cognitive processes, and effective teaching techniques.

- **Why Read It:** Provides evidence-based insights into effective teaching practices, helping educators enhance their understanding of how learning occurs and how to facilitate it.

### **6. "The Art of Teaching" by Gilbert Highet**

- **Overview:** Highet’s classic book offers reflections on the art and philosophy of teaching, including discussions on the nature of teaching, the role of the teacher, and the process of learning.

- **Why Read It:** Offers philosophical and reflective insights into teaching that can inspire and deepen an educator’s appreciation for the craft of teaching.

### **7. "Mindset Mathematics: The Growth Mindset Approach to Teaching Mathematics" by Jo Boaler**

- **Overview:** Jo Boaler applies the principles of growth mindset specifically to mathematics education, providing strategies and insights for teaching math in a way that promotes a positive and resilient mindset in students.

- **Why Read It:** Focuses on how to foster a growth mindset in math education, encouraging students to embrace challenges and develop a love for learning mathematics.

### **8. "The Power of Now: A Guide to Spiritual Enlightenment" by Eckhart Tolle**

- **Overview:** While not specifically a teaching book, Tolle’s exploration of mindfulness and presence can be transformative for teachers. It emphasizes living in the present moment and cultivating inner peace.

- **Why Read It:** Helps teachers manage stress and maintain focus, which can positively impact their teaching and interactions with students.

### **9. "Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools" by Ron Ritchhart**

- **Overview:** Ritchhart explores how to build a classroom culture that promotes thinking and learning. The book focuses on creating environments where students are encouraged to think deeply and creatively.

- **Why Read It:** Provides practical strategies for fostering a culture of thinking in the classroom, which can lead to enhanced student engagement and learning.

### **10. "Drive: The Surprising Truth About What Motivates Us" by Daniel H. Pink**

- **Overview:** Pink’s book explores what motivates people, including students, and offers insights into creating environments that foster intrinsic motivation and engagement.

- **Why Read It:** Understanding motivation can help teachers create strategies and environments that inspire and engage students.

### **Additional Recommendations:**

- **"Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead" by Brené Brown**

- **Overview:** Explores the power of vulnerability and how it can transform personal and professional relationships, including those between teachers and students.

- **"The First Days of School: How to Be an Effective Teacher" by Harry K. Wong and Rosemary T. Wong**

- **Overview:** Provides practical advice on classroom management and establishing routines and relationships from the start of the school year.

Reading these books can provide teachers with a variety of perspectives and techniques to enhance their teaching practice, foster a positive learning environment, and achieve personal and professional growth.

Steps
1. Read all the materials you've been given about student teaching prior to entering the classroom.

Trying to wing it, without plans that you believe in, or to catch up on unread portions as you're going won't help you while you're actually in the classroom.

2. Be open to criticism.

As a student teacher, think that making mistakes is normal; so don't make anything of it. Bear in mind that no one is perfect. Even experts sometimes get off track when they are distracted. Just don't give up, persist and you will improve with practice.

3. Do your background research to find out about the school in advance.

Learn its rules and regulations, including any dress code information (all of this will help you if students test you, trying to find out how much or little you're aware of). Find out what areas are considered "out of bounds" to students, find out where staff hang out, and even whether it's possible for you to get a car parking sticker or permit. Every small thing matters for a smooth experience.

Learn about the school district, school boards (if relevant), parent teacher associations, and all acronyms accompanying these things.

Know where forms for student permissions, etc. and other important documents are located.

Ask if there are any legal issues or restrictions that you need to be aware of if you haven't already been taught these as part of your teacher training.

Search online for resources to help new teachers. There are sites with information suited to student and new teachers, and you might also be able to find forums to connect with others in your position, to share stories and support.

4. Make only about 5 or 6 set rules; the rest are procedures and processes for each activity and situation, not rules as such:

turning in work, testing expectations, lab, phys ed, art, halls, restroom, library, etc. each need simplified procedures quickly instructed or refreshed on that event (each time). Have your basic classroom rules sorted before you stand in front of your class for the first time (for example, raise hands when you want to communicate, respect others, be prepared to listen, etc.). You are then able to discuss these with students from the outset.

5. Talk with the teacher who is responsible for overseeing what you're doing.

Ask what his or her teaching philosophy or expectations are, along with learning about the expected teaching program for the duration of your time working with him or her. Be sure to find out whether you have free reign or restrictions on teaching methods, topics, and other relevant issues. Also aim to have a regular meet-up time for discussion or asking questions as you work through your student teacher time.

6. Expect to be nervous.

When you first enter the classroom, it's probable that your head will be filled with all the things you've been taught about teaching. While all of that is important, set aside the need for perfection and concentrate on quelling your nerves and fears. The students will be expecting you to appear confident, relaxed and at ease. As such, fake it until you make it! And, approach the entire experience with a positive attitude, expecting to find the experience a good one -- and you're more likely to find this as a result.

7. Stay natural

It's important to be attentive to detail but not expect to be perfect in what you think a teacher should be. Avoid unnecessary confrontations. Acknowledge that you're still a student yourself, and realize how a student pretending to be a tough teacher must look! The students will cut you some slack, if you're friendly, affable, and approachable -- firm but not rigid.

8. Don't overdo anything.

It's important not to produce a caricature of a teacher. Your real task is to convey information to students, with you as the conduit. It is not to convince students that you're a model teacher. However, there is nothing wrong with sharing your passion for teaching with them! Things to consider include:

Avoid coming across as too scary or too strict. You're still a student, remember! Would you have liked it, if your teachers had done that to you? Show the students that you know how they feel, and that you're on their wavelength. Accept the newness of the situation for both of you.

9. Move around.

Be complimentary as you go, and you'll be welcomed and helped by students. Be a facilitator. ~ Don't sit in one place. Kneel or sit, but realize that stooping low may put your posterior in someone space -- and squatting is awkward or humorous.

10. Walk toward a disturbance.

Flex; float: say, "I'll come back in a minute...", if a student seems frightened or angered by your attention. ~ Don't act overly bossy: just be matter of fact.

11. Earn respect

While you may feel that this contradicts the previous steps, it is possible to earn respect without being scary, too strict -- or too chummy with the students. Do this through a confident demeanor, and by conveying that you expect compliance with simple rules or boundaries. In addition, if something does happen requiring discipline, make it clear that you're not beyond reporting poor behavior to those in the chain of command who have authority to deal with it by actually reporting conduct. It will only need to happen once for students to understand that you're not a pushover.

Try hard not to sound nervous. If you fear this, it's more likely to happen. Make the most of pauses, and taking deep breaths to recover your composure before speaking. Smile. Be enthusiastic, but not over doing it. There is no need to rush.

Do not fear being disliked. Some students will always push boundaries and make it seem they dislike you. The reality, however, is that most students will respond far more respectfully to a student teacher sticking to well-defined boundaries than giving in, or acting disappointed that you're not liked. Your are not there to be a buddy.

12. Respect

Speak respectfully and show support (Say, "Thanks for your attention." or "May I show you this..." or "Right!" or "Good idea. Also, try this."). Critique the work, not the student. Respect earned is respect best returned. Avoid using your authority as a power trip that causes you to forget that students are people, too. Go back to the roots of why you took up teaching, if you feel you're losing any sense of perspective about the students.

Be genuine. Show real interest in your student's efforts and praise their work when you have the opportunity.

13. Be organized and be prepared.

Always come to the lesson prepared. All professional teachers are expected to be prepared, so it would be a mistake if you as a student teacher didn't. This is training for your future career; make the most of it.

Schedule a timetable for marking and preparing work. This is your first chance to experience the intensity involved in teaching, in which you need to be present mentally the entire time you're teaching, and then find a second wind for marking and preparation. This is a fantastic time to develop time management and personal organization skills that will set you in good stead for the rest of your teaching career.

14. Keep your promises.

If you tell your students you will have the quizzes, special projects, or homework checked by next week, always do as you've promised. Set an example for them to see and respond to; otherwise, you can't expect them to do what they're supposed to!

15. Set out to enjoy your student teaching experience.

Being a student teacher can, and should, be really fun. It is a chance to meet new people (usually only a few years younger than you), earn some money or credits, and to find your rhythm. Use your sense of humor to its best advantage to engage others and to make light of some of the more challenging aspects; in that way, you're set to enjoy your experience a great deal more.

Mingle with the other teachers. Be early; stay late. Seek information: Listen. The the staff can be a great source of information, support, ideas, and future contacts. Do your best to develop good relationships with amiable faculty members.

Make good friends with parents. Keeping in touch with parents regularly will establish an excellent rapport, and it helps to pass on something positive that their child has done now and then.

If it's permissible, after lessons socialize on campus with your students while having a coffee or a chat together. Do not be personal buddies. This will depend on the student's age and type of school you're teaching at; it might not be appropriate. At the very least, attend social functions held for the students during the term, such as dances and sports events.

When mingling with the other teachers, you may make good friendships with them (don't expect too much, too soon); also, don't judge them or yourself; do not be quick to spread rumors or gossip that can come back to you and ruin your relationships with them.

I currently have a student in one of my courses who took her first course with me last semester. Because her parents were field workers and they often took their family back and forth from California to Mexico, this woman stopped going to school in the 8th grade. She asks a million questions, but she clearly “gets it.” Last semester she decided, on her own, to read Frankenstein. She read it without any study guides, and we had regular discussions about all the themes in the novel. I think this was the most impressed I’ve ever been by a student.

I also had a student last semester in a very low-level reading course who just ate up Tom Clancy novels. I tried to tempt him with John le Carre, but he wasn’t ready for him yet.

Thanks for your question. The book I found quite inspirational was:

My regret was that I found in late in my career. If you are about to become a teacher- this is the book I would recommend.

A2A

Education is a field that varies from preschool (or younger) to college, self taught, MOOC's, university, art, special needs, and everything in between.

The three must read books depend only on your interests and what you teach.

I'd pick
1. Montessori: The Science behind the Genius.

2. How People Learn

3. The Out of Sync Child

Know what it is and make it comfortably understandable without being so simplified to leave the class bored. I’ve been there.

I grew up with an autism condition, but still managed (in 1962) to join the US Army, and a career lasting 21 years.

I was able to get 15 of those years not only doing avionics testing and repairs, but a few years at the then Signal Corps avionics class, where I was able to make classes understandable for every one of my students.

From my time teaching avionics 1970–1973:

… I was to teach a class in "supply economy". That's not wasting pencils and paper, scotch tape and paper clips. Of course it's more than that, but the lesson plan was structured around those mundane objects. I had never seen it before.

I looked through the material, and had figured out a way to make it palatable and perhaps leave someone awake, when the door opened and the evaluation team walked in. I look at them., and changed my plan.

I chucked the lesson plan onto the lectern and walked down between the tables. Paying no attention to what the lesson plan said, I started by talking about my experiences supervising an avionic shop and discovering we had run out of test leads for the multimeters. I worked from my own experience, and got the students to participate by asking them questions about their own.

Cortland Richmond's answer to How did you feel the first time you stepped into a classroom to teach?

When I retired from the Army in 1983, I was able to have a career in civilian engineering in electromagnetic compatibility, and when another group didn’t understand their part of a design (say, how to build a metal chassis or PWB board or placement of ICs on one. The same technique worked, in “lunch and learn” classes to make designs easier.

Not bad for a HS dropout who never took a formal class in electronics, having learned on my own starting at age 11. I retired in 2011 from GE Aviation in Grand Rapids MI, with a few contracts before being completely retired.

I assume you’re referring specifically to pedagogy…… If not, I can point you towards more subject specific books.

World Peace and Other 4th Grade Achievements - John Hunter
How to Teach Like a Pirate - Dave Burgess
ANYTHING by Jonathan Kozol (ESPECIALLY if you teach in a city)
For White Folks Who Teach In the Hood - Christopher Emdin
(don’t remember these authors)
Teaching in The Terradome
Beyond the Bake Sale
The Essential Conversation
Framing Crucial Conversations
Kagan Cooperative Learning
Also, anything by Lisa Delpit

These apply generically to pedagogy and supportive classroom environments or culturally responsive teaching. If you can be more specific about the subject area, I can be more specific or narrow it down.

Hello !

Well, that depends on the behaviour in the class as well as being good in academics!

However, these things in a student would definitely make him to that!

1. Be attentive in the class.
2. Be punctual.
3. Make sure you take notes while the teacher is taking class.
4. If you have doubt, ask it.
5. Don’t speak or do anything to distract a teacher while she is taking class, if so happened, do genuinely ask sorry!
6. Wish her good morning or good evening, even when you her out of the class.
7. If possible, sit in the first bench, taking notes and listening carefully!
8. Submit the assignments on time, and make sure you do it innovatively and not copy from someone!

Hope this helps!

Grateful for everyone and everything :)