Responding to Cultural Diversity in Today's Classrooms
This book responds to the critical question, `What is a 'good' school?' The author believes that a `good' school is a learning community that maximizes the potential of all of its students whether they are White, Black, Hispanic, Asian, or Native American. A school cannot be a `good' school when some of its students are misidentified, misassessed, miscatagorized, misplaced, and misinstructed. We cannot and should not define `good' schools only from the perspective of student performance on standardized tests. A `good' school should take a holistic approach to education: considering each student's needs academically, socially, emotionally, culturally, and globally. This book is punctuated with case studies, observations, solutions, and key points that should be invaluable in efforts to reform, restructure, and improve schools by translating research, resources, and rhetoric into fundamentally sound, `culturally responsive' professional practice.
Self-Esteem and the 6-Second Secret helps educators and parents work positively with children to strengthen their self-esteem and feelings of self worth. Connie Podesta argues that only when we develop our self-esteem and potential can we influence others in a positive manner and achieve our goals. She uses examples to reveal simple, yet powerful, techniques essential for improving: self-esteem; self-confidence; self-expression; relationships with others; This easy-to-read book is full of warmth and humour, and is suitable for all ages.
Training Mentors Is Not Enough is designed for educational leaders who want to develop an exemplary mentoring programme, or upgrade an existing one. Hal Portner helps the reader to: obtain broad-base commitment and participation from key individuals and groups; understand and work harmoniously within the larger environment in which a mentoring programme operates; develop a mentoring committee's capacity to make decisions effectively; support a mentoring programme with pragmatic and effective policies, procedures, and resources; The book offers down-to-earth discussions and straightforward information supplemented by anecdotes, commentary, examples, and interactive exercises designed to help the reader develop and nurture an exemplary mentoring program consistent with the culture and circumstances of his or her particular school district.
A Practical Guide for First-Year Teachers in Grades 1-3
This book is intended as a supplementary support system for new teachers. The author has surveyed student teachers, supply teachers, those returning to the profession, as well as teacher educators. The wide-ranging answers to "what would you like to see included in a teaching reference?" are here - everything from setting up a classroom to developing themes, instructional presentation, student assessment, and more. Practical, easy-to-implement suggestions are provided for lesson plans, record keeping, using technology in the classroom, planning special events, and developing and maintaining professional credentials and portfolios. The author draws on her fourteen years of teaching experience to answer basic questions about the most important aspects of teaching. Actual samples of lesson units, themes, communications with parents, etc., are included, with easy-to-follow, classroom-tested suggestions.
In this book the author explains how educators have used the Quality Philosophy to guide strategic planning, communicate more effectively with parents, improve students' learning strategies, and build a community of learners based on mutual respect and clearly defined aims. The many Quality tools in the book are designed to help educators establish processes that foster continuous improvement for everyone involved in schooling.
Designed to meet the needs and interests of principals and teachers, this compilation of classic and contemporary quotes and anecdotes features topics and sources not found in other references for educators. In addition to the usual respected scholars, statesmen, writers, politicians, and philosophers, this collection includes right-on quotes from real teachers, administrators, and students, and non-tradition sources such as Sitting Bull, the Ayatollah Khomeini, the Grateful Dead, Mike Tyson, and rapper Ice T. This is definitely an essential resource for all educators on the firing line who need to be effective when every word counts! --------------------------------------------------------------------------------
What Teachers, Parents, and Administrators Must Do About Student Behavior
Educate, Medicate, or Litigate? examines bullying, subversive behaviour, and other negative psychosocial behaviours from their roots to their eventual eruptions. Until now, the response to antisocial behavior in schools has been generally reactive in nature due to the fact that few contemporary 'preventative' measures actually prevent anything. Robert DiGiulio analyzes common myths about school violence and its origins. Then, drawing on research and empirical knowledge, he prescribes best practices / administrative action that will help schools prevent violent incidents from occurring.
'We especially liked the introductions to each chapter with small and wise citations like: "there is very little access to the brain when the heart is in pain" or "laughter is better". We believe this book to be a good practical resource for teachers working with children with learning disabilities' - International Journal of Adolescent Medical Health 'Simply put the students with disabilities should be learning the same challenging curriculum as other students. Though this is a simple concept, the diverse needs of the students with disabilities make implementation of this requirement complex. The authors have provided the field with a valuable resource for meeting this challenge' - Thomas Hehir, Former Director, Office of Special Education Programs, UD Department of Education Written for primary school teachers, this book provides an overview of research on learning disabilities and emotional//behaviour disorders and serves as a practical guide to intervention. It investigates five ways in which learning disabilities and emotional functioning interact. Specifically, learning disabilities can result in emotional consequences; emotional problems may mask learning disabilities; learning disabilities may exacerbate existing emotional problems; emotional problems can intensify learning disabilities; and emotional health enhances learning. Case studies help illustrate the problems and concepts discussed. Acknowledging the real demands placed on today's teachers, it is written from a realistic point of view. The book provides numerous ideas and activities for teacher intervention. Also included are reproducibles for classroom use. With its joint focus on research and interventions, Overcoming Emotional & Learning Disabilities in the Elementary Classroom makes dealing with learning disabilities and emotional problems more understandable, tangible, and therefore, effective.
Training Mentors Is Not Enough is designed for educational leaders who want to develop an exemplary mentoring programme, or upgrade an existing one. Hal Portner helps the reader to: obtain broad-base commitment and participation from key individuals and groups; understand and work harmoniously within the larger environment in which a mentoring programme operates; develop a mentoring committee's capacity to make decisions effectively; support a mentoring programme with pragmatic and effective policies, procedures, and resources; The book offers down-to-earth discussions and straightforward information supplemented by anecdotes, commentary, examples, and interactive exercises designed to help the reader develop and nurture an exemplary mentoring program consistent with the culture and circumstances of his or her particular school district.
