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ite their stories, make movies about their lives, keep journals, read books about other teenagers, and relate the materials they studied to their own lives. These students became known as the Freedom Writers. Gruwell founded the Freedom Writer Foundation in 1997. The goal of the foundation is to 'inspire young students to pick up pens instead of guns.' Now Gruwell shares her experiences with teachers across the country. After meeting Fenton, Gruwell offered her an opportunity to come to the Freedom Writer Institute in California. Fenton graciously attended the Institution, and took what she learned back to her classroom.

Fenton and Gruwell share a deep passion for students and their profession. One of Fenton's goals is to relate to each of her students in a personal way. Now, on the first day of school, Fenton begins with a Power Point presentation introducing herself, her personal reasons for why she loves to teach, and fun facts about herself. Later, her students fill out an in-class checklist to identify the way they learn best, what their concerns are, and what areas of the material they are struggling with. This encourages open communication between Fenton and her students. Inspired by Gruwell, Fenton sets high expectations for her students by having them fill out a survey that asks what grade they hope to achieve and how they plan to do so. The students are required to sign a statement that states their personal commitment to achieving their goals.

Fenton is now in her fourth year of teaching, and she believes that she has the best job in the world. As an active contributor to the New Brunswick Teachers' Association and a member of the Ad Hoc Planning Committee, she shares her passion and dedication to making a difference in her students' lives. Though Fenton is a successful teacher, her goal is to continue to learn from her students and to become a better educator.

分析——Analysis

The textbook states that Jacob Kounin conducted classroom studies in the 1960's to pinpoint the best way to approach classroom management and discipline. He found that good teachers used identifiable procedures for gaining student attention and clarifying expectations. These ideas, which coincide with the Managerial approach, were used by Jessica Fenton to become a more effective teacher. By setting up clear rules, procedures, and expectations, Fenton was able to manage and organize her classroom in the second half of her first year. This is the recommended approach for new teachers, and once in place in, Fenton's classroom routines flowed smoothly. By setting up clear routines and procedures, her students were organized and ready to learn. This also left less opportunity for misbehavior, because Fenton was maximizing their learning time.

The textbook also discusses the work of William Glasser, a psychiatrist and a great educational thinker. He believes there are seven connecting habits that teachers can use to improve relations between themselves and their students: caring, listening, supporting, contributing, encouraging, trusting, and befriending. These habits, part of the Humanistic approach, are used by Fenton to improve her relationship with her students. On the first day of school Fenton shares facts about herself that allow the students to get to know her better. She also uses an in-class checklist, in which the students tell her about themselves and their c