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Removing Labels, Grades K-12 40 Techniques to Disrupt Negative Expectations About Students and Schools

Smith, Dominique Fisher Douglas Frey Nancy
Heftet / 2021 / Engelsk

Produktdetaljer

ISBN
9781544398174
Publisert
2021-05-26
Utgiver
Vendor
Corwin Press Inc
Vekt
500 gr
Høyde
254 mm
Bredde
177 mm
AldersnivĂĽ
P, 06
SprĂĽk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
240

Forfatter
Smith, Dominique
Fisher Douglas
Frey Nancy

Biographical note

Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers.  Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

Removing Labels, Grades K-12 40 Techniques to Disrupt Negative Expectations About Students and Schools

Smith, Dominique Fisher Douglas Frey Nancy
Heftet / 2021 / Engelsk
Smith, Dominique Fisher Douglas Frey Nancy
Heftet / 2021 / Engelsk
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Disrupting the cycle starts with you. No matter how conscientious we are, we carry implicit bias… which quickly turns into assumptions and then labels. Labels define our interactions with and expectations of students. Labels contribute to student identity and agency. And labels can have a negative effect beyond the classroom. It’s crucial, then, that teachers remove labels and focus on students’ strengths—but this takes real work at an individual, classroom, and schoolwide scale.  Removing Labels urges you to take an active approach toward disrupting the negative effects of labels and assumptions that interfere with student learning. This book offers: 40 practical, replicable teaching techniques—all based in research and best practice—that focus on building relationships, restructuring classroom engagement and management, and understanding the power of social and emotional learning Suggestions for actions on an individual, classroom, and schoolwide levelReady-to-go tools and student-facing printables to use in planning and instruction Removing Labels is more than a collection of teaching strategies—it’s a commitment to providing truly responsive education that serves all children. When you and your colleagues take action to prevent negative labels from taking hold, the whole community benefits.
Les mer
Foreword Publisher’s Acknowledgments Introduction: Interrupting the Cycle Begins With You Section 1. Individual Approaches Technique 1. Learning Names the Right Way Technique 2. Interest Surveys Technique 3. Banking Time Technique 4. 2 × 10 Conversations Technique 5. Affective Statements Technique 6. Impromptu Conferences Technique 7. Empathetic Feedback Technique 8. Reconnecting After an Absence Technique 9. Labeling Emotions Technique 10. Solving Problems (Do the Next Right Thing) Section 2. Classroom Approaches Technique 11. Creating a Welcoming Classroom Climate Technique 12. Class Meetings Technique 13. Classroom Sociograms Technique 14. The Mask Activity Technique 15. Asset Mapping Technique 16. Peer Partnerships Technique 17. Five Different Peer Partnerships Technique 18. Self-Assessment in Collaborative Learning Technique 19. Equitable Grouping Strategies Technique 20. Gradual Release of Responsibility Instructional Framework Technique 21. Teaching With Relevance in Mind Technique 22. Jigsaw Technique 23. Accountable Talk Technique 24. Making Decisions Technique 25. Alternatives to Public Humiliation Technique 26. When Young Children Label Others—The Crumple Doll Technique 27. When Older Students Label Others—Insults and Epithets Technique 28. Trauma-Sensitive Classroom Design Technique 29. The Dot Inventory Technique 30. Culturally Sustaining Pedagogies Technique 31. Schoolwide Inclusive Practices Technique 32. Student Empowerment Technique 33. Collective Responsibility Technique 34. Recognizing and Responding to Implicit Bias Technique 35. Racial Autobiography Technique 36. Social Capital Technique 37. A Welcoming Front Office Technique 38. Community Ambassadors Technique 39. The Master Schedule Technique 40. Distributed Leadership Coda References Index
Les mer

Relaterte produkter

Disrupting the cycle starts with you. No matter how conscientious we are, we carry implicit bias… which quickly turns into assumptions and then labels. Labels define our interactions with and expectations of students. Labels contribute to student identity and agency. And labels can have a negative effect beyond the classroom. It’s crucial, then, that teachers remove labels and focus on students’ strengths—but this takes real work at an individual, classroom, and schoolwide scale.  Removing Labels urges you to take an active approach toward disrupting the negative effects of labels and assumptions that interfere with student learning. This book offers: 40 practical, replicable teaching techniques—all based in research and best practice—that focus on building relationships, restructuring classroom engagement and management, and understanding the power of social and emotional learning Suggestions for actions on an individual, classroom, and schoolwide levelReady-to-go tools and student-facing printables to use in planning and instruction Removing Labels is more than a collection of teaching strategies—it’s a commitment to providing truly responsive education that serves all children. When you and your colleagues take action to prevent negative labels from taking hold, the whole community benefits.
Les mer
Foreword Publisher’s Acknowledgments Introduction: Interrupting the Cycle Begins With You Section 1. Individual Approaches Technique 1. Learning Names the Right Way Technique 2. Interest Surveys Technique 3. Banking Time Technique 4. 2 × 10 Conversations Technique 5. Affective Statements Technique 6. Impromptu Conferences Technique 7. Empathetic Feedback Technique 8. Reconnecting After an Absence Technique 9. Labeling Emotions Technique 10. Solving Problems (Do the Next Right Thing) Section 2. Classroom Approaches Technique 11. Creating a Welcoming Classroom Climate Technique 12. Class Meetings Technique 13. Classroom Sociograms Technique 14. The Mask Activity Technique 15. Asset Mapping Technique 16. Peer Partnerships Technique 17. Five Different Peer Partnerships Technique 18. Self-Assessment in Collaborative Learning Technique 19. Equitable Grouping Strategies Technique 20. Gradual Release of Responsibility Instructional Framework Technique 21. Teaching With Relevance in Mind Technique 22. Jigsaw Technique 23. Accountable Talk Technique 24. Making Decisions Technique 25. Alternatives to Public Humiliation Technique 26. When Young Children Label Others—The Crumple Doll Technique 27. When Older Students Label Others—Insults and Epithets Technique 28. Trauma-Sensitive Classroom Design Technique 29. The Dot Inventory Technique 30. Culturally Sustaining Pedagogies Technique 31. Schoolwide Inclusive Practices Technique 32. Student Empowerment Technique 33. Collective Responsibility Technique 34. Recognizing and Responding to Implicit Bias Technique 35. Racial Autobiography Technique 36. Social Capital Technique 37. A Welcoming Front Office Technique 38. Community Ambassadors Technique 39. The Master Schedule Technique 40. Distributed Leadership Coda References Index
Les mer

Produktdetaljer

ISBN
9781544398174
Publisert
2021-05-26
Utgiver
Vendor
Corwin Press Inc
Vekt
500 gr
Høyde
254 mm
Bredde
177 mm
AldersnivĂĽ
P, 06
SprĂĽk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
240

Forfatter
Smith, Dominique
Fisher Douglas
Frey Nancy

Biographical note

Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers.  Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

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