Time Management

Welcome to our Library...

Books and other resources described in the Library section may be requested for a 30-day loan. We will mail each borrower up to five loan items at a time, and even include a postage-paid return address sticker for mailing them back to us! Borrowers must be affiliated with a non-profit program providing adult or family literacy services. Annotated bibliographies of our entire library of resources are available in hard copy by request, or can be viewed on our website. Click Here to view. Call 800-441-7323 or e-mail tcall@tamu.edu to check out materials described here or to request hard copy listings of even more resources.

The First Time Manager. Fourth Edition. Belker, Loren B. (1997). New York, NY: AMACOM. This book is "filled with expert information on all the basics of the job, from managing time and stress to motivating and counseling employees. Written in an easy-to-read conversational style, it includes 11 new chapters on today's crucial issues, such as how to master team-building skills, recognize and appreciate the work of employees, move beyond the organizational chart and see how things really get done, and maintain a clear perspective by balancing work with other interests." - from the Editorial Notes.

Streetwise Project Management: How to Manage People, Processes, and Time to Achieve the Results You Need. Dobson, Michael (2003). Avon, MA: Adams Media Corporation. Unlike other introductory guides that focus on the HR side of project management, this book covers key aspects such as time management, resource allocation, quality control, risk management, controlling costs, and communications management. Issues that can potentially derail a project getting done on time and on budget are discussed, including: how to launch a project the right way; determining your objective; working with a project sponsor; understanding time constraints; writing project charters; balancing multiple projects; developing a task list; program evaluation and review techniques; and critical path method. Techniques for working with teams, conflict resolution, and negotiating office politics are also covered.

Managing Workplace Chaos: Workplace Solutions for Managing Information, Paper, Time, and Stress. Hutchings, Patricia J. (2002). New York, NY: AMACOM Books. On any given workday, average office workers are forced to contend with countless emails, stacks of memos, endless meetings, and non-stop phone calls-and then they have to get their work done! This book shows employees how to control the chaos of the workplace by learning new skills such as: speed and comprehension development for more effective reading; effective goal setting through the creation of a master activity list; and action steps to combat situational, physical, and emotional stress. Filled with examples, anecdotes, quizzes, and worksheets, this book also features a special Stress Inventory test.

Time Management and Personal Development. Adair, John and Allen, Melanie (2001). Chicago, IL: Independent Publishers Group. This handbook provides practical tools and techniques to help people organize their daily lives more effectively while working toward their long-term goals and objectives. It provides a framework for ongoing personal development, which can be used for appraisals, interviews, career planning, and development. Included are checklists, quizzes, and worksheets designed to help identify and control major time wasters, improve the quality of work time, and clarify personal and professional goals.

Getting a Job and Keeping Your Job. Morgan, Nancy Battista (1997). Freeport, NY: Educational Activities, Inc. In a fast-paced game show format, these videos on CD- ROM teach what employers want and what prospective employees need to know to get and keep a job. Both videos feature young women and men from a variety of ethnic backgrounds. In the "Getting a Job" video, viewers learn about appropriate clothing, cleanliness, hair styles, makeup, filling out job applications, proper interview conduct, handling difficult questions and more - from making backup plans for child care to preparing a resume and writing a follow-up note. In the "Keeping Your Job" video, viewers learn the importance of punctuality, consistent attendance, time management, problem solving and organizational skills. Each video is 22 minutes long, and is also available from the publisher in VHS format. For loan/trial use only (not to be copied), the loan set includes two video CD-ROMs (for both Mac and Windows format) and a User's/Teacher's Guide. The set is available for 30-day loan to Texas educators ONLY.

Workforce: Building Success Series. Diamond, Harriet (1997). Austin, TX: Steck-Vaughn Company. Workforce skills covered in this series are correlated with both SCANS Competencies (Secretary's Commission on Achieving Necessary Skills, 1990) and reading comprehension skills measured by the TABE Test (Test of Adult Basic Education). Books in the loan set include Communication; Time Management; Personal Development; Problem Solving; Writing; and Customer Service. Each book contains two skills inventories and four types of exercises: comprehension check; making connections (analyzing scenarios using critical thinking skills); an interactive activity allowing students to try out an idea in depth; and "think and apply" (self-assessment and planning for future skill development). Teacher's Guide offers several features and strategies for each lesson: objectives, vocabulary, glossary, a motivational activity, follow-up activity suggestions, and a portfolio activity. Set of seven books is available for 30-day loan to Texas educators ONLY.

Adult Learning in Community. Stein, David S. and Imel, Susan, Editors (Fall 2002). San Francisco, CA: Jossey-Bass Publishers. From the Editors: This book "explores how adult learning occurs in naturally forming communities.... Individuals come together to control and influence the direction, content, and purposes of their learning and emphasize the community or social as opposed to the individual level of learning. ... Chapters reveal how power and politics play a role as well as how the presence of a facilitator can change the dynamics. Adult educators are challenged to encourage learning communities to form and to provide support for them but not to interfere in the learning that occurs or use their expert knowledge to direct the learning group." Loan Item for Texas Educators ONLY.

Collaborative Inquiry as a Strategy for Adult Learning. Yorks, Lyle and Kasl, Elizabeth, Editors (Summer 2002). San Francisco, CA: Jossey-Bass Publishers. From the Editors: "Adult educators have a long tradition of valuing learning from experience. Collaborative inquiry (CI) ... [is] a powerful strategy for facilitating many different types of learning, from deep personal identity issues to innovative skills for the workplace. [This volume describes] the practice of CI through richly detailed case descriptions ... [representing] the diversity of issues that we believe are important to adult educators." Loan Item for Texas Educators ONLY.

Money Management and Home- buying Readiness: Sourcebook for Teachers of ESOL and ABE. Schwartz, Deborah and Balliro, Lenore (2001). Washington, DC: Fannie Mae Foundation. Sourcebook for teachers introduces the topic of home buying and money management into adult education classrooms and programs, either as a stand-along unit or integrated into an existing curriculum. Not a step-by-step implementation guide, the book allows teachers and administrators to adopt or adapt its contents to meet students' and programs' needs. The source-book has four major sections: Getting Started: Planning, Implementing, and Evaluating a Home-Buying Readiness Project; Supporting a Home-buying Readiness Project: Fundraising and Resource Development; Expanding Your Resources: Tools for Teachers; and Appendices (glossary, contact information for free resources, and poetry and other writings on the subject of home/home-buying).

NEFE High School Financial Planning Program. National Endowment for Financial Education (2001).Greenwood Village, CO: NEFE.This "hands-on" course provides learning materials to teach students to: identify and prioritize their personal money management goals; develop a budget; track their income and spending to stay within their budget; comprehend the impact of time on the value of money - especially important in achieving savings goals; understand the cost of using credit; and protect their cash assets as they begin to accumulate money. Student Guide and Instructor's Manual were created with teachers for easy classroom implementation. The six-unit mini-course can be completed in as few as 10 classroom hours.

Preparing for Success: A Guide for Teaching Adult English Language Learners. Marshall, Brigitte (2002). Washington, DC: Center for Applied Linguistics. From the editorial description: "Recent legislation, including welfare reform initiatives and the Workforce Investment Act, underscore the current demands being placed on education by the employment market. How can instructors working with adult English language learners respond to these demands and integrate employment participation skills into instruction? How can instruction be informed by initiatives such as SCANS and Equipped for the Future? This resource text, designed for teachers of adult English language learners at all levels, addresses these issues. It includes classroom activities and instructional resources that help to ensure that all students will have the language skills necessary to thrive in employment." Loan Item for Texas Educators ONLY.

Project-Based Learning in Adult Literacy and ESOL. Rosen, David J. (June 13, 2002). San Marcos, TX: Project Inter-ALT. This is the video of a 2-hour TETN teleconference for adult education (literacy, secondary, and ESOL/ESL) teachers and others who want to improve the integration of technology in their teaching using an approach centered on students' interests and needs. It featured David J.Rosen, Director of the Adult Literacy Resource Institute in Boston. Dr. Rosen introduced E-Square, an online reading, writing and English language learning environment for and by adult learners. He also showed examples of Virtual Visits, which allow teachers and their students from various countries to partner and introduce themselves, their classes and schools and communities -- all by e-mail and Web pages.

Promoting Journal Writing in Adult Education. English, Leona M. and Gillen, Marie A., Editors (Summer 2001). San Francisco, CA: Jossey-Bass Publishers. The goal of this book is to establish journal writing as an integral part of the teaching and learning process and suggest ways that adult educators can play a role in using journal writing to enhance reflection in learning. The chapter authors give examples of how journal writing can be integrated into educational areas as diverse as health education, higher education, education for women, and English as a Second Language, and raise practical and ethical issues about the use and place of journal writing. Loan Item for Texas Educators ONLY.

School Kids/Street Kids: Identity Development in Latino Students. Flores-Gonzalez, Nilda (2002). New York, NY: Teachers College Press. "Only 62% of Latinos have completed high school, while 94% of Whites and 87% of African Americans have done so. ... Using role-identity theory, Flores-Gonzalez explains how some students develop what she terms a 'school-kid' identity that enables them to succeed in school, while others develop a 'street-kid' identity and drop out. Based on a year-long study and in-depth interviews with Latino students, this book explores the implications of taking one of these identities - which determines whether a student becomes ... a 'stayer', a 'leaver', or a 'returner' to high school." - from the editorial description. Loan Item for Texas Educators ONLY.

Using Online Simulations to Teach Basic Skills. Hillinger, Michael (January 17, 2002). San Marcos, TX: Project Inter-ALT. This is the video of a 2-hour TETN teleconference featuring Dr. Michael Hillinger, President of Lexicon Systems. The subject is "The Office", a US Department of Education-funded an online simulation of a workplace for teaching basic skills. Originally designed to support the SCANS competencies, "The Office" puts the learner behind the desk and challenges him/her to work though realistic problems that tap basic reading, quantitative, and thinking skills. "The Office" is free and available to anyone with an Internet connection. To preview "The Office" before viewing the video, you can see it at: http://www.working simulations.com.

"Why Don't They Learn English?" Separating Fact from Fallacy in the U.S. Language Debate. Tsu, Lucy (2001). New York, NY: Teachers College Press. This book "examines the often cited but poorly supported claims that immigrants fail to learn English, and the mistaken belief that immigrant communities cling to their heritage languages. The author reveals that, on the contrary, English is being learned at a rapid pace while heritage languages are disappearing quickly from family use. She shows us how current assumptions have a pervasive influence on language policy in the United States. Ultimately, the author argues for an educational approach that effectively embraces immigrant communities as they tackle the obstacles to language learning in the United States." - from the editorial description.

All titles in this section are available for 30-day loan to Texas educators ONLY.

The Art of Teaching Reading. Calkins, Lucy McCormick (2001). New York, NY: Longman. The author describes how to approach the components of reading instruction - independent reading, guided reading, book talks, word study, reading aloud, etc. - for children. Many techniques described would apply to instruction of adults as well.

A Day in the Life of the Gonzalez Family. Van Duzer, Carol and Burt, Miriam (1999). Washington, DC: Center for Applied Linguistics and Delta Publishing Company. Using video as a spark, this resource offers high beginning through intermediate adult English language learners an opportunity to develop communication skills and acquire cultural knowledge relevant to their daily lives. Video and textbook focus on the five members of an immigrant family from Mexico who live in the Napa Valley of California. The video, developed and field tested for classroom use by the Napa Valley Adult School, portrays typical experiences such as exploring educational options, looking for work, helping children in school, communicating with co-workers, and giving and receiving job evaluations. The textbook consists of ten thematic units derived from the video. Loan set includes video, student textbook, teacher's guide, and a script of the fourteen scenes featured in the video.

Reading Lives: Working-Class Children and Literacy Learning. Hicks, Deborah (2002). New York, NY: Teachers College Press. Combining a long-term study of two children from white working-class families and the author's own experience of growing up in a rural setting in the southeastern U.S., Hicks explores how these children's lived experiences influence their self images and reading practices, and discusses the critical role of their teachers.

Students Who Drive You Crazy: Succeeding With Resistant, Unmotivated, and Otherwise Difficult Young People. Kottler, Jeffrey A. (2002). Thousand Oaks, CA: Corwin Press, Inc. Blending theory and research with examples from the author's teaching experience, this book offers suggestions for remaining motivated and effective while teaching particularly challenging elementary and secondary students. (Suggestions would apply to teens in adult education classrooms as well as children in family literacy programs.) Highlights include: an examination of the forces influencing student behaviors; "rules of engagement" and other strategies for preventing difficult relationships; techniques for overcoming conflicts with parents and colleagues; how to resolve internal personal issues that interfere with effectiveness; and real-life scenarios.

What Really Matters for Struggling Readers: Designing Research-Based Programs. Allington, Richard L. (2001). New York, NY: Addison-Wesley Educational Publishers, Inc. The author explains research supporting three important principles teachers can use to support children who are struggling readers - children need: to read a great deal to become proficient; access to appropriate books; and to develop fluency in reading. Allington describes best practices for accomplishing these goals.

The following books on innovative practices for language teachers were all published by TESOL, Inc. (Teachers of English to Speakers of Other Languages) in Alexandria, Virginia. Books in this series are available for 30-day loan to Texas Educators ONLY.

New Ways in Content-Based Instruction. Brinton, Donna M. and Master, Peter (1997). Even though this book is specifically addressed to ESL instruction, the information is a valuable tool for all adult instructors. The authors have gathered lesson ideas based on content-based instruction. The areas covered are: Information Management; Critical Thinking; Hands-On Activities; Data Gathering; and Text Analysis and Construction.

New Ways in English for Special Purposes.Master, Peter and Brinton, Donna M., Editors (1998). English for specific purposes (ESP) is a division of English language teaching that makes extensive use of content- and task-based syllabi. Contributors to this volume share their expertise on English for: academic purposes; art and design; business and economics; legal purposes; science and technology; and vocational purposes.

New Ways in Teaching Adults. Lewis, Marilyn (1997). The author has compiled a collection of lesson ideas for all levels. Some of the ten areas addressed are: The News; Written Texts; Task Instruction or Demonstrations; and Other People. The lessons are understandable and adaptable to a variety of students.

New Ways in Teaching Culture. Fantini, Alvino E. (1997). This book aims to compile and disseminate the ideas of educators probing the links between language, culture, and world view. The introductory section offers conceptual background essays by experts in the field. Parts II - V are devoted to innovative classroom activities that include culture and intercultural exploration as an integral part of the language experience. A final section offers an annotated bibliography of pertinent works.

New Ways in Teaching Listening. Nunan, David and Miller, Lindsay, Editors (1995). Book focuses on cognitive strategies and offers listening activities that demonstrate the interlinked nature of language skills. Part I focuses on cognitive strategies: listening for main ideas and details, and predicting. Part II contains activities that demonstrate the interlinked nature of listening, speaking, pronunciation, and vocabulary. Part III deals with teaching stress, intonation and register; Part IV with the use of technology. Part V addresses listening for academic purposes; and Part VI is about affective aspects of the listening process.

New Ways in Teaching Reading. Day, Richard R., Editor (1993). This collection of activities, exercises, and suggestions was contributed by teachers who have used them in their teaching of reading in ESL and EFL classrooms around the world. "...a reference to keep off the shelves and use often.... will inform and challenge the novice and the experienced reading teacher, regardless of the target language." - Deborah L. Norland, Journal of Reading.

New Ways in Teaching Speaking. Bailey, Kathleen M. and Savage, Lance, Editors (1994). 100+ activities use dialogues, role plays, games, and audiovisual aids to practice conversation, oral presentations, and interviewing; as well as the subskills of grammar, vocabulary, pronunciation, and interaction.

New Ways in Teaching Vocabulary. Nation, Paul, Editor (1994). Book is intended to help develop the vocabulary component of a language teaching program with more than 100 activities organized to reflect the major elements of a second language course. Activities help teacher decide which vocabulary to present when, how to create effective lexical sets, how to present old material in new ways, how to extend knowledge of the meaning of words, and more.

New Ways in Teaching Writing. White, Ronald V., Editor (1995). Book offers an extensive range of activities that develop different composing skills, attend to the social processes of reading and writing, involve the peer group in evaluating and responding to drafts, focus on different types and formats of writing, and stimulate these activities through diverse techniques and methods.

New Ways in Using Authentic Materials in the Classroom. Larimer, Ruth E. and Schleicher, Leigh, Editors (1999). Contributors to this book demonstrate how a wide variety of authentic materials can be adapted into interesting lessons for English language learners. Each activity centers around an audio, visual, or written text from an English language environment, such as television, books, magazines, cards, recipes, schedules, and brochures. Activities focus on all the language skills, including reading, writing, grammar, listening, and conversation, and are adaptable to all levels.

New Ways in Using Communicative Games in Language Teaching. Shameem, Nikhat and Tickoo, Makkhan, Editors (1999). Communicative games offer a self-motivating activity for language learning, allowing learners to interact socially in pairs, in small groups, or with the whole class. This international collection of activities enables students to learn, develop, and use language strategies in realistic situations akin to those in which they would use their first language.

New Ways of Classroom Assessment. Brown, J.D., Editor (1998). Teachers confronted with large-scale standardized testing practices can use this book to explore alternative methods of classroom assessment. This volume offers activities practiced by colleagues around the world and suggests ways of observing or scoring students' performances and giving feedback that enlightens students and teachers about the effectiveness of the learning and teaching involved.

New Ways of Using Drama and Literature in Language Teaching. Whiteson, Valerie, Editor (1996). For use with any level of learner, this volume offers four chapters - prose, poetry, drama, and "a mixed bag". Contributors to this volume describe the use of literature to challenge students to practice and express themselves using English langauge skills, while being exposed to the culture expressed in English literature.