What Successful Teachers Do in Diverse Classrooms 71 Research-Based Classroom Strategies for New and Veteran Teachers

ISBN-10: 1412916178

ISBN-13: 9781412916172

Edition: 2006

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'What Successful Teachers Do In Diverse Classrooms' focuses on culturally responsive teaching & diverse learners, including students who are economically disadvantaged, from sexual minorities, English language learners, & more.
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Book details

List price: $34.95
Copyright year: 2006
Publisher: Corwin Press
Publication date: 4/12/2006
Binding: Paperback
Pages: 192
Size: 7.25" wide x 10.00" long x 0.75" tall
Weight: 0.836
Language: English

Neal A. Glasgow has been involved in education on many levels. His experience includes serving as a sec-ondary school science and art teacher both in California and New York, as a university biotechnol-ogy teaching laboratory director and laboratory tech-nician, as an educational consultant, and as a frequent educational speaker on many topics. He is the author of five books on educational topics: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003), Tips for the Science Teacher: Research-Based Strategies to Help Students Learn (2001), New Curriculum for New Times: A Guide to Student-Centered Problem-Based Learning (1997), Doing Science: Innovative Curriculum Beyond the Textbook for the Life Science Classroom (1997), and Taking the Classroom Into the Community: A Guide Book (1996). Neal is currently teaching AP art history and art at San Dieguito Academy High School, a California public high school of choice, and continues to do research and write on educational topics as well as work on various art projects. He is married, the father of two grown sons, and the grandfather of one grandson.nbsp;nbsp;nbsp;nbsp;

Sarah J. McNary is currently teaching a credit recov-ery program for the San Dieguito Union High School District in Southern California, where she is also the districts consultant for special education working with the Beginning Teacher Support and Assessment (BTSA)/Induction program. She is a faculty member in the Masters of Education program for the University of Phoenix. Over the past 15 years she has taught SH, SDC, RSP, and general education classes at the ele-mentary, middle school, and high school levels. She is nbsp; a frequent presenter on a variety of aspects of special education and student support. She is innately curious and is a firm believer in lifelong learning. When asked what she teaches, Sarah will answer, Kids; when asked what she teaches kids, she responds, Life! I just use my curriculum to do it! She and her husband split their time between Encinitas and their mountain home. She is also the mother of two teenagers.

Cathy D. Hicks is currently the Beginning Teacher Support and Assessment (BTSA)/Induction Coordi-nator for the San Dieguito Union High School District in Southern California. She oversees a two-year induction program for new teachers. She is the co-author of What Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers (Corwin Press, 2003). Cathy serves nbsp;on the Executive Board of the California Association of School Health Educators (CASHE) and is on the adjunct faculty of California State University, San Marcos, teaching methods courses for teachers completing their credentials. She has presented at more than a dozen mentor-teacher leader conferences. Cathy has taught at both the middle and high school level for over 27 years. During that time she was involved in the California State Mentor Teacher Program and has been mentoring new teachers in her district for more than 19 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for good enough but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching careers. Cathy is married and has two grown children and one adorable granddaughter.

About the Authors
Making the Multicultural Connection
Be sensitive to the diversity of today's classrooms
Move beyond "color blind" teaching and take the time to know students in specific localized cultural contexts
Reflect on how multicultural competence is defined today
Help immigrant students by understanding their personal beliefs
White Ethnic students need multicultural education too
Cultivate multicultural connections
Develop and promote a positive ethnic identity to students
Watch for factors of exclusion that influence multicultural curriculum choices
Focus on the classroom management factors that best reflect culturally responsive teaching
Include multicultural works when developing a quality English curriculum
Including Students with Special Education Needs
Recognize that different cultures view disabilities differently
Teach all students about disabilities to facilitate the social acceptance of students with special needs
Avoid excessive drill and repetition when teaching math
Spend more time teaching a few key concepts rather than trying to cover it all
Tailor homework to ensure success for students with disabilities
Spend the time to develop and use a variety of assessment strategies
Offer positive and constructive feedback rather than criticism
Communicate student progress early in a course, but avoid using formal grades to do so
Ensure students receive appropriate instructional or assessment accommodations
Be aware of potential bias when considering the recommendations of the Student Study Team
Focus on classroom process before course content to increase time on task
Consider using Universal Design for Learning Principles when designing lessons
Encourage students to set process goals when learning new technology
Create scaffolds to help students learn complex skills and procedures
Focus on instructionally centered communication when working with students with learning disabilities
Encourage students with disabilities to develop positive interpretations of their academic performance
Use instructional strategies that support the specific needs of students with attention deficit/hyperactivity disorder (ADHD)
Cultivating Gender Sensitivity
Open the dialogue with students regarding gender equity issues
Support male and female students differently during school to school transitions as gender can influence their needs
Become aware of the traits of gifted females
Work to prevent inequities between male and female students'class partcipation
Consider how students sometimes treat female teachers differently than male teachers
Address gender issues in the classroom to increase student success and confidence
Be prepared for subtle gender bias in academic situations
Including Students Who are Sexual Minorities
Create a classroom environment of safety and respect
Access libraries to provide a more inclusive collection for sexual minorities
Explore curriculum that includes minority sexual identity and sexuality
Weigh the issues of choosing to remain "closeted" vs. "coming out" within educational settings
Consider the effect of teachers "coming out."
Be aware of the diverse and complex path that gay males undertake in self-defining themselves as gay
Work to prevent "low-level violence" in schools
Supporting Students Who are Economically Disadvantaged
Teach group skills to help low-income students establish a positive and encouraging support network to increase their likelihood of attending and completing higher education
Use cooperative test review and study guides to improve student achievement
Encourage all students to enroll in rigorous courses and build in the needed supports to facilitate their success
Utilize a variety of print materials to inspire student reading and writing
Explore the effects of pacing on student learning when working with low-income students
Teach self-regulation and attention sustaining skills to help students improve their performance
Explore team teaching to address the needs of economically disadvantaged students
Mentor economically disadvantaged students to improve their aspirations
Make academic success the first priority for economically disadvantaged students
Use a variety of assessments to identify gifted students from underrepresented groups, particularly economically disadvantaged students
Support equal access of extracurricular activities to promote student connectedness
Use popular films featuring urban classrooms as starting points for reflection and critical analysis
Be aware of the factors that contribute to the failure of highly competent students
Meeting the Needs of English Language Learners
Be wary of low expectations for language minority students
Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students
Carefully consider the use of cooperative groups with second language students
Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students
Actively address the diverse needs of English learners
Prepare for a cultural and linguistic mismatch between teachers and their students
Select spell checker programs that meet the needs of the specific student population
Consider portfolios to create an overview of student performance and growth
Working with Parents
Develop strategies to help parents help their children succeed academically
Include parents from marginalized groups by making them feel welcomed
Involve minority and culturally diverse parents as resources in the classroom
Consider the positive and negative effects that homework has on students and their families
Establishing and Sustaining Your Professional Identity
Actively seek opportunities to expand personal experiences in multicultural settings
Internalize that cultural experience and perspective is different for each individual
Recognize the signs and symptoms of "diversity-related burn-out."
Successful teachers should become knowledgeable about adolescent culture
Do not underestimate the preparation necessary for placement in urban multicultural settings
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