CORRECTIONS

Annotation
Burns, David J., “Will I do as well on the final exam as I expect? An examination of students’expectations.” Journal of the Scholarship of Teaching and Learning 8.3(2008):1-19
David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance in the course and grade expectations, as well as constraining impediments such as: self-handicapping practices and anxiety. He intends to determine the extent to which those factors influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides some suggestions for teachers, it lacks the necessary supporting evidence to follow its ideas in the long-term. The reason why he doesn’t break new ground on this topic is that the facts exposed in his research are fairly new and although he studies them carefully, by the end of the research the results do not reflect his beliefs. Considering that Burns limited his scope of inquiry to a 353 student marketing class, it becomes apparent that its foundations are poorly researched. What’s more, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted so as to give real and more valuable insight on how teachers can improve students’ tests scores.




Book Review
Brown, H. Douglas. Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education, 2001. 192-204.
On the education field, the fact of being proficient in their subject area it is a must, but teachers are well-aware that it is not enough. Educators also need to be able to manage their classrooms, and promote and foster learning in their students. Classroom Management is worthy of consideration since teachers should use every tool they have to empower their classes’ healthy environment and learning space for the benefit of everybody.
Douglas Brown’s “Teaching by Principles” centers its attention in pedagogical practice and provides essential information in lesson planning, assessment and classroom management among others. Considering that teachers will encounter all sorts of challenges throughout their practices, this book is very helpful as leads teachers towards progress and improvement.
“Classroom Management” is one of Brown’s book highlights and as the name enlightens us, it goes through main issues related to classroom management. This chapter is divided into 6 sections: physical environment for learning, voice and body language, teaching unplanned and under difficult conditions, educators’ roles & styles and finally, creating a positive classroom climate. Therefore, it provides significant information for teachers as well as valuable suggestions on creating and preserving a positive classroom climate
Future teachers should acknowledge the importance of this, because classroom management can really affect students’ results, motivation, interest, and learning. Therefore, this chapter offers interesting and vital research on Classroom Management and not only represents a starting point to become acquainted with this but guides any teacher on a better practice.
In conclusion, Brown offers compelling pedagogical resources that will enable teachers to enhance their teaching skills and also to promote reflective teaching. As a result, teachers will enhance their performances but most importantly, they will empower their students giving them tools for their future too. Overall, this book is a must for every future or current teacher.