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The Ten Students You′ll Meet in Your Classroom: Classroom Management Tips for Middle and High School Teachers
"Has an excellent mix of humor and seriousness to appreciate the students who enter the classroom. Each chapter ends with great ideas for improving connections to understand and educate learners in today′s classrooms."—Brenda Vatthauer, Teacher, Thief River Falls School, MN
"Vickie Gill makes so much sense, I found myself nodding in agreement. This book makes you glad that you read it and is one that teachers will pass on or recommend to their colleagues."—Melanie Mares, Language Arts Teacher, Lowndes Middle School, Valdosta, GA
Rebels, invisibles, and Do you have any of these in your classroom?
Today′s classroom is a mosaic of different types of students, each with different needs and learning styles. While this variety can facilitate an exciting and dynamic teaching experience, it can also present unexpected challenges for any teacher.
In this brief and engaging text, Vickie Gill presents ten student archetypes to help teachers better understand and reach each member of their classrooms. Although students are unique and never fit neatly into one type, Gill shows teachers how to best work with students who exhibit certain kinds of behaviors. Written in a warm and encouraging style, this motivational resource provides both aspiring and veteran teachers
Humorous and poignant storiesAdvice and specific classroom management strategies for each student typeSample lessons, activities, assignments, rubrics, and evaluations to reach even the most challenging studentsDiscover how to engage all student types by appreciating their unique needs and characteristics.
"Vickie Gill makes so much sense, I found myself nodding in agreement. This book makes you glad that you read it and is one that teachers will pass on or recommend to their colleagues."—Melanie Mares, Language Arts Teacher, Lowndes Middle School, Valdosta, GA
Rebels, invisibles, and Do you have any of these in your classroom?
Today′s classroom is a mosaic of different types of students, each with different needs and learning styles. While this variety can facilitate an exciting and dynamic teaching experience, it can also present unexpected challenges for any teacher.
In this brief and engaging text, Vickie Gill presents ten student archetypes to help teachers better understand and reach each member of their classrooms. Although students are unique and never fit neatly into one type, Gill shows teachers how to best work with students who exhibit certain kinds of behaviors. Written in a warm and encouraging style, this motivational resource provides both aspiring and veteran teachers
Humorous and poignant storiesAdvice and specific classroom management strategies for each student typeSample lessons, activities, assignments, rubrics, and evaluations to reach even the most challenging studentsDiscover how to engage all student types by appreciating their unique needs and characteristics.
160 pages, Kindle Edition
First published May 29, 2007
7 people are currently reading
58 people want to read
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Displaying 1 - 8 of 8 reviews
September 27, 2019
While there were some helpful suggestions and anecdotes in this book, I wasn't overly impressed with Gill's classroom management ideas. I think there needs to be a balance between an easy-going classroom and a rigorous one. Gill's ideas adhere a little too much on the easy-going side for me. However, I was able to pull some ideas and methods for interacting with different types of students.
February 19, 2021
Practical advice for the most important first rule of teaching: create a safe, learning-centric space.
May 23, 2021
Dangerous oversimplification of students and classroom management.
Want to read
April 23, 2024Gill, V. (2007). The ten students you’ll meet in your classroom: Classroom management tips for middle and high school teachers. Thousand Oaks, CA: Corwin Press.
January 20, 2017
This was a rather short and content-light book compared to some of those I have read, but like in every book, there are always gems to pick up and expound on. This book contained extremely relatable stories using real examples. Having taught and interacted with younger youth, I could identify with the author’s thought process and frustrations. I picked out a few points that shouted out at me.
What I saw beyond the types of students were the approaches teachers chose. The author pointed out that many approaches are laced with their own prejudices – when they refuse to take a softer approach towards some categories of students but are willing to give more leeway to others. While I am sure that different teachers have different personalities and forte with regards to dealing with students, it is indeed important that we don’t bring our own childhood hurts into education. I fully understand how this may occur on a subconscious level, I can sense my own fears and inhibitions when I meet student types who are similar to the schoolmates I had problems with back in my school years. While we think that we know ‘exactly’ how some kids will turn out, I believe that every child is worth votes of confidence. It is precisely because we are more mature and experienced in life as educators that we must be willing to enter their world, to guide them in their direction in an acceptable manner. Students are still in the midst of understanding themselves and their world, and sometimes in that state of confusion, they commit ‘immature and childish’ acts, but it is our responsibility, duty and calling to help them on this journey of self-discovery and correction regardless of how strikingly similar they may be to the little terrorists we met back when we were students. Every student deserves a chance.
“Happiness is not waiting on down the road – it’s part of the ride” It is not uncommon to hear people talk about achievements and accomplishments like they are part of a happiness checklist. The author disputes this idea and I totally agree. There are two sides to this. Students should learn how to enjoy learning for learning’s sake. While accomplishments are important and definitely a good indicator of progress, they should not be the focus. If so, happiness will not be attainable to those who may have difficult attaining that A. As an educator, we also should not fixate our career goals on achieving grade proportions but to see each individual for who they are and what each can achieve. Only then will we too be able to enjoy the journey of teaching and nurturing our future.
I was slightly surprised by the author clearly articulating her stand of non-violence. I realized that I had taken it for granted that everyone knows what lines not to cross when dealing with students. I do feel that it is important to reiterate the importance of non-violence, and to remember that as teachers we should tackle each problem in a mature manner and not end up in a loud battle of wits and authority with a student, which may easily spiral out of control. I do also think the meaning of the term ‘non-violence’ may have evolved over time. Violence may not just be physical but emotional, verbal and mental as well. It will do well for educators to be aware of their words, actions and attitudes as they interact with students. We want to empower and edify them, not make them feel small even before going out into the big scary world.
What I saw beyond the types of students were the approaches teachers chose. The author pointed out that many approaches are laced with their own prejudices – when they refuse to take a softer approach towards some categories of students but are willing to give more leeway to others. While I am sure that different teachers have different personalities and forte with regards to dealing with students, it is indeed important that we don’t bring our own childhood hurts into education. I fully understand how this may occur on a subconscious level, I can sense my own fears and inhibitions when I meet student types who are similar to the schoolmates I had problems with back in my school years. While we think that we know ‘exactly’ how some kids will turn out, I believe that every child is worth votes of confidence. It is precisely because we are more mature and experienced in life as educators that we must be willing to enter their world, to guide them in their direction in an acceptable manner. Students are still in the midst of understanding themselves and their world, and sometimes in that state of confusion, they commit ‘immature and childish’ acts, but it is our responsibility, duty and calling to help them on this journey of self-discovery and correction regardless of how strikingly similar they may be to the little terrorists we met back when we were students. Every student deserves a chance.
“Happiness is not waiting on down the road – it’s part of the ride” It is not uncommon to hear people talk about achievements and accomplishments like they are part of a happiness checklist. The author disputes this idea and I totally agree. There are two sides to this. Students should learn how to enjoy learning for learning’s sake. While accomplishments are important and definitely a good indicator of progress, they should not be the focus. If so, happiness will not be attainable to those who may have difficult attaining that A. As an educator, we also should not fixate our career goals on achieving grade proportions but to see each individual for who they are and what each can achieve. Only then will we too be able to enjoy the journey of teaching and nurturing our future.
I was slightly surprised by the author clearly articulating her stand of non-violence. I realized that I had taken it for granted that everyone knows what lines not to cross when dealing with students. I do feel that it is important to reiterate the importance of non-violence, and to remember that as teachers we should tackle each problem in a mature manner and not end up in a loud battle of wits and authority with a student, which may easily spiral out of control. I do also think the meaning of the term ‘non-violence’ may have evolved over time. Violence may not just be physical but emotional, verbal and mental as well. It will do well for educators to be aware of their words, actions and attitudes as they interact with students. We want to empower and edify them, not make them feel small even before going out into the big scary world.
March 15, 2011
This is the best teaching book I've read! Ms. Gill knows what she is talking about and really relates her philosophies in an easy-to-read manner. I've used a majority of the strategies presented in this book--AND THEY WORK! Bravo! More teaching books should emulate Vickie's style.
April 21, 2016
Great breakdown of the different general personalities that come into a classroom. Vickie Gill has much experience working with youth from varied backgrounds and provides examples of how to connect with all students.
September 28, 2016
Helpful tool for classroom management and viewing students as individuals.
Displaying 1 - 8 of 8 reviews