Removing Labels, Grades K-12
Corwin Press Inc (Verlag)
978-1-5443-9817-4 (ISBN)
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 level
Ready-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.
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.
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
| Erscheinungsdatum | 24.02.2021 |
|---|---|
| Reihe/Serie | Corwin Literacy |
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 177 x 254 mm |
| Gewicht | 500 g |
| Themenwelt | Recht / Steuern ► Arbeits- / Sozialrecht ► Sozialrecht |
| Recht / Steuern ► EU / Internationales Recht | |
| Sozialwissenschaften ► Pädagogik ► Didaktik | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-5443-9817-4 / 1544398174 |
| ISBN-13 | 978-1-5443-9817-4 / 9781544398174 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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