Removing Labels, Grades K-12
Corwin Press Inc (Verlag)
9781544398174 (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.
Dr. Dominique Smith is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as Principal at Health Sciences High and Middle College in San Diego, California. Dr. Smith earned his Doctorate in Educational Leadership from San Diego State University and a Master of Social Work from the University of Southern California. His dual expertise in education and social work uniquely positions him to bridge the gap between academic success, emotional safety, and equitable school culture. A passionate advocate for belonging, restorative practices, and leadership development, Dr. Smith has co-authored several influential books, including Belonging in School: Creating a Place Where Kids Want to Learn and Teachers Want to Stay, Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management, Building Equity: Policies and Practices to Empower All Learners, Leader Credibility, How Leadership Works: A Playbook for Instructional Leaders, and The Restorative Practices Playbook. In recognition of his commitment to fostering safe and supportive school environments, Dr. Smith received the National School Safety Award from the School Safety Advocacy Council. His TED Talk on building authentic relationships between students and teachers has inspired educators across the country to reimagine connection as the cornerstone of effective teaching and learning. Through his leadership, writing, and speaking, Dr. Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thrive — both academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching! Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. 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. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
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-13 | 9781544398174 / 9781544398174 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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