| |
| |
| 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 | |