Connecting With Students

Author: Crystal Higgs
Publisher: R&L Education
ISBN: 1475806841
Size: 39.17 MB
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Connecting with Students: Strategies for Building Rapport with Urban Learners focuses on how educators can efficiently establish ongoing rapport with each student through three simple steps: Seeing beyond barriers, sharing their intentions, and showing their "face". Chapter details are narrated through anecdotal experiences, confirmed by research, and seconded by actual urban learners. Educators are prompted to consistently reflect on their classroom practices and implement new strategies and techniques. This text will provide immediate strategies and techniques to build relational capacity in the urban classroom, so that frustration levels are lowered, classroom management is enhanced and academic deficiencies can be addressed. The content of the text is delivered in a multi-genre format. Within the narration there are several true anecdotes, analogies, extended metaphors, dialogue, and genuine student reflections on teaching.

Connecting With Students

Author: Allen N. Mendler
Publisher: ASCD
ISBN: 0871205734
Size: 51.19 MB
Format: PDF, Kindle
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Offers strategies to help create an atmosphere of trust in the classroom and includes suggestions for using simple gestures, daily routines, and classroom activities to maintain a caring and supportive learning environment.

Expecting Excellence In Urban Schools

Author: Jelani Jabari
Publisher: Corwin Press
ISBN: 1452257809
Size: 45.54 MB
Format: PDF, ePub
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Explore a seven step process for emotionally, intellectually, and behaviorally engaging students with a wealth of strategies, techniques, and tools which create an engaging educational experience.

Classroom Management

Author: Sean B. Yisrael
Publisher: R&L Education
ISBN: 1610487621
Size: 54.70 MB
Format: PDF, ePub, Mobi
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Classroom Management: A Guide for Urban School Teachers is designed to give educators practical strategies that will help them deal with the unique challenges faced by urban school teachers today. Whether the teacher is a novice teaching professional, or an experienced veteran; he/she will be able to learn how to establish and maintain control over the classroom environment, effectively deal with the most extreme student misbehaviors, establish rapport with students and parents, and reduce the amount of students sent to the principal's office on referrals.

Research In Urban Educational Settings

Author: Kimberly A. Scott
Publisher: IAP
ISBN: 161735208X
Size: 51.66 MB
Format: PDF
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Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both shortterm and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and reallife field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members.

You Ve Gotta Connect

Author: James Alan Sturtevant
Publisher: Incentive Publications
ISBN: 9781629500041
Size: 78.36 MB
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Offers advice for teachers to help them form closer connections to their students by offering them commitment, acceptance, communication, nonverbal communication, security, enjoyment, and advocacy.

Transforming Urban Education

Author: Kenneth Tobin
Publisher: Springer Science & Business Media
ISBN: 9462095639
Size: 57.78 MB
Format: PDF, ePub, Mobi
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Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.

The Power Of Our Words

Author: Paula Denton
Publisher: Center for Responsive Schools, Inc.
ISBN: 189298959X
Size: 77.94 MB
Format: PDF, Kindle
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Simple changes in a teacher's language can bring about profound changes in students and classrooms. By paying attention to your words and tone of voice, you will: Increase students' engagement with academicsBuild positive communityMore effectively manage your classroom That is the message of The Power of Our Words, a book that has changed the teaching lives of tens of thousands of educators since it was first published in 2007. In this updated second edition you will find practical information to help you: Lead students in envisioning themselves achieving successUse questions that encourage deep and creative thinkingListen to students in ways that support their growthReinforce students efforts and remind or redirect them when they go off track. Throughout, you will find an increased emphasis on using teacher language to support academic engagement and critical thinking skills as called for in the Common Core State Standards. And an updated, livelier format makes this second edition even easier to read.

Motivating Students Who Don T Care

Author: Allen Mendler
Publisher: Solution Tree Press
ISBN: 1934009881
Size: 54.78 MB
Format: PDF, Kindle
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This book is a comprehensive and practical guide for reconnecting with discouraged students and reawakening their excitement and enthusiasm for learning. With proven strategies from the classroom, Dr. Mendler identifies five effective processes you can use to reawaken motivation in students who aren’t prepared, don’t care, and won’t work. These processes include emphasizing effort, creating hope, respecting power, building relationships, and expressing enthusiasm.

Two Teachers In The Room

Author: Elizabeth Stein
Publisher: Routledge
ISBN: 1134987935
Size: 31.23 MB
Format: PDF, ePub, Docs
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This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K–12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you’re a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include: Selecting and implementing the appropriate co-teaching model to optimize student learning; Developing an effective curriculum that plays to the strengths of both teachers; Creating a learning environment that promotes self-reflection and nurtures critical thinking; Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and Providing specific, attentive feedback to help students take charge of their learning. The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.