Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Dominique; Fisher, Douglas; Frey, Nancy |
|---|---|
| Titel | Removing labels, grades K-12. 40 techniques to disrupt negative expectations about students and schools. |
| Quelle | Thousand Oaks, California: Corwin (2021), XI, 223 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781544398174 (Taschenbuch); 9781071838259 (EPUB); 9781071838297 (EPUB); 9781071838280 (PDF) |
| Schlagwörter | Educational psychology; Stereotypes (Social psychology); Teacher-student relationships; Classroom management; Stereotypes (Social psychology) in education; Bildungstheorie; Bildungspraxis |
| Abstract | Learning names the right way -- Interest surveys -- Banking time -- 2 x 10 conversations -- Affective statements -- Impromptu conferences -- Empathetic feedback -- Reconnecting after an absence -- Labeling emotions -- Solving problems do the next right thing -- Welcoming environment -- Class meetings -- classroom sociograms -- Mask activity -- Asset mapping -- Grouping to foster peer partnerships -- 5 different peer partnerships -- Student self-assessment of collaboration -- Equitable grouping strategies -- Gradual release of responsibility instructional framework -- Teaching with relevance in mind --jigsaw -- Accountable talk -- Making decisions -- Alternatives to public humiliation -- When young children label others : crumple doll -- When older children label others : insults and epithets -- Trauma-sensitive classroom design -- Dot inventory -- Culturally sustaining pedagogies -- Schoolwide inclusive practices -- Student empowerment -- Collective responsibility -- understanding implicit bias -- Racial autobiography -- Social capital -- The front desk -- Community ambassadors -- Master schedule -- Distributed leadership. "In order to teach students, we need to first acknowledge the labels that come with them into the classroom - and we need to find ways to eradicate those labels by disrupting our implicit biases and assumptions, then working to build relationships with students. (In fact, John Hattie's research states that NOT labeling students has a positive effect size of .61.) This book presents 40 teaching techniques for disrupting the negative affects of labels and assumptions, with suggestions for individual actions, classroom actions, and schoolwide actions. Educators K-12 will appreciate the guidance offered here and will be able to implement these strategies immediately and over time"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/10 |
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