| |
| |
Foreword | |
| |
| |
| |
Acknowledgments | |
| |
| |
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 | |
| |
| |
| |
References | |
| |
| |
| |
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 | |
| |
| |
| |
Summary | |
| |
| |
| |
References | |
| |
| |
| |
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 | |
| |
| |
| |
Summary | |
| |
| |
| |
References | |
| |
| |
| |
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 | |
| |
| |
| |
Summary | |
| |
| |
| |
References | |
| |
| |
| |
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 | |
| |
| |
Intervening | |
| |
| |
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 | |
| |
| |
| |
Summary | |
| |
| |
| |
References | |
| |
| |
Epilogue | |
| |
| |
Index | |