Identity Safe Classrooms Places to Belong and Learn

ISBN-10: 1452230900

ISBN-13: 9781452230900

Edition: 2013

List price: $31.95 Buy it from $31.77
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This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices:- child-centered teaching- classroom relationships- caring environments- cultivating diversity The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
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Book details

List price: $31.95
Copyright year: 2013
Publisher: Corwin Press
Publication date: 9/5/2013
Binding: Paperback
Pages: 232
Size: 7.00" wide x 10.00" long x 0.75" tall
Weight: 1.100
Language: English

About the Authors
Getting Started
Welcome to Readers
Introduction of Identity Safe Teaching Practices
Research Basis of Identity Safety
What's Wrong With Being Colorblind?
From Theory, to Research, to Transforming Practice
Identity Safety Brings Together Best Practices
How to Use This Book
How the Book Is Organized
Child-Centered Teaching
What Do We Mean by Child-Centered Teaching?
Listening for Students' Voices
Why Focus on Listening for Students' Voices?
Listening for Students' Voices: How to Do It
Build Confidence to Participate
Evaluate Their Work Together
Promote Student Creativity and Initiative
Challenges and Dilemmas
Assign Classroom Roles
Listen for the Voices of Students Who Have Difficulty Self-Regulating
Putting Listening for Students' Voices Into Practice
Teaching for Understanding
Why Teaching for Understanding?
Teaching for Understanding: How to Do It
Prepare Students for New Activities
Make Instructions Clear
Monitor Students and Teach Them to Reflect on Their Learning
Provide Equal Opportunity to Access Learning
Introduction and Closure of Lessons
Challenges and Dilemmas
How Do You Know if the Students Understand?
Putting Teaching for Understanding Into Practice
Focus on Cooperation
Why Focus on Cooperation?
Focus on Cooperation: How to Do It
Work With a Partner
Class Teamwork
Focus on Social Understanding
Encourage Spontaneous Helping and Caring
Challenges and Dilemmas
Getting Started: Knowing How
Putting Focus on Cooperation Into Practice
Classroom Autonomy
Why Promote Classroom Autonomy?
Classroom Autonomy: How to Do It
Offer Choices
Build Self-Awareness and Self-Monitoring
Foster Students' Responsibility for Their Behavior
Foster Students' Responsibility for Their Learning
Teach Students to Think for Themselves
Challenges and Dilemmas
How Much Autonomy Is Enough?
How to Sustain Students' Efforts to Act Autonomously
Ensure Students Can Manage Themselves With Their Newfound Autonomy
Putting Classroom Autonomy Into Practice
Cultivating Diversity as a Resource
What Do We Mean by Cultivating Diversity as a Resource?
Using Diversity as a Resource for Teaching
Why Use Diversity as a Resource for Teaching?
Building on Important Research in Multicultural Education and Intergroup Relations
Using Diversity as a Resource for Teaching: How to Do It
Cultivate an Equity Lens
Create an Environment of Acceptance and Equal Status
Encourage Cooperative Interdependence
Help Students Get to Know One Another
Expose Students to New Cultural Knowledge
Address the Hard Conversation About Race and Culture in Curriculum
Address and Intervene in Incidents of Stereotyping, Stereotype Threat, and Racism
Support Students With Two Same-Gender Parents
Challenges and Dilemmas
Reframing the Way We Think About Classroom Diversity
Consider When It Is Appropriate to Address Race in the Classroom
Accept the Fact That It Seems Like an Overwhelming Topic
We Are Teaching About Race and Diversity, Whether We Intend to or Not
Putting Diversity as a Resource for Teaching Into Practice
High Expectations and Academic Rigor
Why High Expectations and Academic Rigor?
High Expectations and Academic Rigor: How to Do It
Hold High Expectations for All Students
Integrate Bloom's Taxonomy Into Curriculum on a Daily Basis
Work Toward Mastery
Scaffold Student Learning
Scaffold English Learners
Begin College and Career Readiness in Kindergarten
Challenges and Dilemmas
Supporting Students Who Are Below Grade Level
Undoing the Damage of Low Expectations
Countering Low Expectations and Negative Messages About Competence
Putting High Expectations and Academic Rigor Into Practice
Challenging Curriculum
Why Challenging Curriculum?
Challenging Curriculum: How to Do It
Create an Air of Intellectual Excitement
Provide an Appropriate Level of Challenge and Encourage Students to Ask for Help
Make Classrooms Safe Places for Thinking
Differentiate Instruction to Offer Higher Level Thinking for All Students
Challenges and Dilemmas
Getting Started With Meaningful Differentiation
Higher Level Thinking for Students at All Performance Levels
Breaking the Cycle of Failure
Putting Challenging-Curriculum Into Practice
Classroom Retationships
What Do We Mean by Classroom Relationships?
Teacher Warmth and Availability to Support Learning
Why Teacher Warmth and Availability to Support Learning?
Teacher Warmth and Availability to Support Learning: How to Do It
Connect With Each Student Daily
Provide Support by Staying Close
Use Words Thoughtfully: They Are Powerful
Monitor and Support Engagement
Challenges and Dilemmas
Nobody Is Unlovable
Praise and Feedback
Supporting Students Who Have Experienced Repeated Failures
Putting Teacher Warmth and Availability to Support Learning Into Practice
Positive Student Relationships
Why Focus on Positive Student Relationships?
Positive Student Relationships: How to Do It
Structure the Environment to Promote Positive Relationships
Provide Opportunities for Intergroup Friendships
Monitor Interactions on the Schoolyard
Promote Students' Sense of Belonging
Resolve Problems and Conflicts
Respond to Bullying
Challenges and Dilemmas
Determining When to Intervene
What to Do When a Disability Affects a Student's Capacity to Be Empathetic
Determine When to Protect Student Peelings
The Hazards of Circle Time Focused on Student Compliments
Putting Positive Student Relationships Into Practice
Caring Classrooms
What Do We Mean by Caring Classrooms?
Teacher Skill
Why Teacher Skill?
Teacher Skill: How to Do It
The Science and Art of Teaching
Set Up the Environment for Success
Define Clear and Reasonable Expectations and Procedures
Engage Every Child at Least Once Every 10 Minutes
Solving Problems
Use Consequences That Teach Rather Than Punish
Restorative Justice, a Consequence That Restores Dignity
Challenges and Dilemmas
Finding Time to Resolve an Issue
Responding With Authority Without Humiliating Students
Use Intrinsic, Not Extrinsic, Motivators
Putting Teacher Skill Into Practice
Emotional and Physical Comfort
Why Emotional and Physical Comfort?
Emotional and Physical Comfort: How to Do It
The Teacher's Attitude Sets the Stage
Provide a Personal Physical Place for Each Student
"I See Myself Reflected on the Walls"
Equal, but Different
Pay Attention to Student Status and Cliques
Teacher Fairness
Expressing Feelings
Self-Affirmation as Protection Against Stereotype Threat
Positive Presuppositions: Our Words Can Counter Stereotype Threat
Humor, a Two-Edged Sword
Time for Slowing the Pace
Supportive learning Strategies
Challenges and Dilemmas
When Some Students Have More Than Others
How to Balance the Needs of Special-Needs Students With the Needs of the Rest of the Class
Putting Emotional and Physical Comfort Into Practice
Attention to Prosocial Development
Why Attention to Prosocial Development?
Attention to Prosocial Development: How to Do It
Class Meetings
Teach Empathy, Mutual Respect, and Intergroup Understanding
Respecting Different Points of View
Integrating Prosocial Teaching Into the Academic Curriculum
Parents as Partners for Prosocial Learning
Challenges and Dilemmas
Putting Attention to Prosocial Development Into Practice
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