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Foreword by Patricia Greenfield
This book will help you understand some of the most powerful cultural differences that can lead to classroom conflict for many students and how you can actually capitalize on these differences to make your classroom a harmonious, productive environment. Drawing from a seven-year action research study of elementary classrooms with high percentages of immigrant students, the authors describe a two-part framework that makes many cultural differences understandable and easier to bridge. Discover how the home culture of Latino immigrant students often differs from the "mainstream" culture of U.S. schools. Learn how to take advantage of cultural strengths to improve classroom management, student performance, and school-parent relations. And explore ways to use the "power of the group" to maintain a focus on instruction. Throughout the book there are lots of teacher-developed strategies for tackling the total spectrum of problems you encounter: from organizing the classroom to grouping students, from establishing rules to motivating reluctant learners, from conferencing with parents to rewarding progress. (ASCD Premium and Select Member book, January 2008) 6” x 9”, 196 pages. Also available as an eBook!
In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego’s innovative Health Sciences High & Middle College, introduce the School Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the School Equity Audit, a survey-based tool to help school and teacher leaders uncover equity-related issues. Built on the authors’ own experiences and those of hundreds of educators throughout the United States, this book is filled with examples of policy initiatives and practices that support critical standards of equity and high-quality, inclusive learning experiences.
What teachers say to students—when they praise or discipline, give directions or ask questions, and introduce concepts or share stories—affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book’s many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.