Who's in My Classroom? Building Developmentally and Culturally Responsive School Communities.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: LeBlanc, Gess
Otros Autores: Fredrick, Tim
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newark : John Wiley & Sons, Incorporated, 2021.
Temas:
Culturally relevant pedagogy.
Teachers > Training of.
Pédagogie culturellement adaptée.
Enseignants > Formation.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Title Page
  • Copyright Page
  • Contents
  • Introduction
  • Other Things to Know about This Book
  • References
  • Chapter 1 An Introduction to Developmentally and Culturally Responsive Teaching (DCRT)
  • My First Lesson in Listening to Students
  • Why It's Crucial to Know Your Students
  • Why Understanding Child and Adolescent Development Is Crucial for Teachers
  • The Adolescent Brain Is Still Developing
  • Development Is Shaped by Multiple Settings
  • Why Cultural Responsiveness Is Crucial for Teachers
  • Connections between Home and School Help Students Meet High Expectations
  • The Importance and Meaning of High Expectations
  • Growing Recognition of Culturally Responsive Education
  • Becoming a Developmentally and Culturally Responsive Teacher
  • What Teachers Can Do
  • 1. Reflect on your current teaching and disciplinary practices.
  • 2. Enhance your knowledge of how your students develop and learn.
  • 3. Enhance your skills in teaching in culturally responsive ways.
  • 4. Listen to students' voices, and respond.
  • What Schools Can Do
  • 1. Assess how students' developmental needs are currently being met.
  • 2. Establish norms and expectations regarding the use of developmentally and culturally responsive teaching practices.
  • 3. Provide professional learning opportunities for teachers to support the use of developmentally and culturally responsive teaching skills.
  • Notes
  • References
  • Chapter 2 Recognizing and Undoing Bias-How Teachers' Beliefs Impact Students
  • Helping Everyone Grow
  • Understanding Our Beliefs about Intelligence and Ability
  • Recognizing-and Undoing-Bias in the Classroom
  • Moving toward Understanding Our Students
  • What Teachers Can Do
  • 1. Learn to accommodate new information that challenges our assumptions.
  • 2. Broaden our assessment of competence.
  • 3. Honor students' strengths by giving feedback on process, not just product.
  • 4. Use what we've learned about our students to make lessons more meaningful.
  • 5. Celebrate the victories.
  • What Schools Can Do
  • 1. Schools provide safe spaces where teachers and school leaders can share and reflect on their beliefs about teaching, learning, and their students.
  • 2. School leaders are open to responsive and flexible teaching.
  • 3. Schools develop both support systems and accountability systems.
  • Notes
  • References
  • Chapter 3 How Schools Influence Our Beliefs about Ourselves
  • What Is Identity Development?
  • How We Can Shape Our Own Identity
  • The Power of Peers and Identity
  • What Teachers Can Do
  • 1. Create safe spaces for students to explore their identity.
  • 2. Help students see their strengths.
  • 3. Help students establish goals.
  • 4. Help students to develop positive peer relationships.
  • What Schools Can Do
  • 1. Help students develop their sense of purpose.

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