Mostrando resultados por Editor "Heinemann" en Todas las categorías

Every child has the right to feel seen, valued, and free to be their unique selves at school. And as educators, we strive to create the conditions that can make it possible for our students to feel this sense of belonging every day. But what are the strategies, lessons, and practical ideas for facilitating these conditions in our classrooms? In this book, Veronica Scott and Rebecca Bellingham present an artful approach to teaching.

Teaching our children to think and reason mathematically is a challenge, not because students can’t learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off.

Essay. Poetry. Book Clubs. Digital Composition. Penny Kittle and Kelly Gallagher extend their work in 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents by taking a deep dive into four essential studies. Their aim is to move beyond compliance and formula, and to develop students’ agency, independence, and decision-making skills. These four practices, they argue, have the power to transform students’ relationship with literacy—and truly prepare them for the more demanding work of college.

In We Got This, Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That “my lessons were not, at all, linked to that student’s reality.”

Here’s the truth: It is possible to teach children how to read well without killing their love for reading in the process. The Joy of Reading is a guide for teachers, librarians, administrators, and families to create the conditions for joyful reading. Donalyn Miller and Teri Lesesne draw from their decades of work with students, teachers, and librarians, providing practices that nurture joy while identifying factors that destroy joy, all with a clear understanding of the realities of today’s classrooms and libraries.

All of the humans in schools—kids and adults—deserve joy. Yet, our experiences in schools, and the experiences of our students, are often far from joyful. Humans Who Teach invites listeners to explore the complicated humanity of those who teach, with a focus on how we have been socialized to accept the status quo, our very real fears in disrupting the status quo, and how we can rely on our human capacity to love to engage in teaching for social justice even in the presence of fear.

In the age of click-and-go reading, why do students need to know information when they can just look things up? Bestselling author Kelly Gallagher argues that to think critically, it’s imperative that we teach kids stuff. Lots of it. Why? Because students who know more are able to read more, and read better.

As an English teacher, Kate Roberts has seen the power of whole-class novels to build community in her classroom. But she's also seen too many kids struggle too much to read them - and consequently, check out of reading altogether. Kate's had better success getting kids to actually read - and enjoy it - when they choose their own books within a workshop model. "And yet," she says, "missed my whole-class novels." In A Novel Approach, Kate takes a deep dive into the troubles and triumphs of both whole-class novels and independent reading and arrives at a persuasive conclusion.

In We Got This, Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That "my lessons were not, at all, linked to that student's reality." While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have.

180 Days represents the collaboration of two master teachers—Kelly Gallagher and Penny Kittle—over an entire school year: planning, teaching, and reflecting within their own and each other’s classrooms in California and New Hampshire.

180 Days represents the collaboration of two master teachers - Kelly Gallagher and Penny Kittle - over an entire school year: planning, teaching, and reflecting within their own and each other's classrooms in California and New Hampshire. Inspired by a teacher's question, "How do you fit it all in?" they identified and prioritized the daily, essential, belief-based practices that are worth spending time on. They asked, "Who will these students be as readers and writers after a year under our care?"

Reading changes us. It changes the way we think, the way we see the world, the way we process information and dream new thoughts. It allows us to discover more about ourselves and the world around us so that we might become better versions of ourselves, so we might fully participate in our communities and our nation, so that we might flourish intellectually, emotionally, creatively, and socially as passionate and compassionate beings. And when we don’t read, when kids can’t read, all that is gone.

Do your carefully planned lessons feel unsuccessful? "I've tried everything," you think. "Shouldn't math be a little more engaging?" Ilana Seidel Horn understands your frustration. Participating in math class feels socially risky to students. Staying silent often feels safer. In Motivated, Ilana shows why certain teaching strategies create classroom climates where students want to join in.

Comprehension Connections is a guide to developing children’s ability to fully understand texts by making the comprehension process achievable, accessible, and incremental. McGregor’s approach sequences stages of learning for each strategy that take students from a fun object lesson to a nuanced and lasting understanding. Her lessons build bridges between the concrete and the abstract by incorporating writing, discussion, song, art, and movement into a web of creative connections that reinforce each strategy on a variety of levels.

Now more children are attending school while experiencing significant chronic and acute stressors. What can educators do to support students, help them learn, and ensure they reach their full potential? Trauma-informed schools are lauded as one way to address this challenge, but trauma-informed pedagogy can be hard to define and difficult to implement. Trauma-Responsive Pedagogy explores the research and practices around trauma-informed education in an easy-to-digest, actionable text that elevates the healing and wellness of both the children and the adults in our classrooms.

With Culturally Sustaining Practice as its foundation, Textured Teaching helps secondary teachers in any school setting stop wondering and guessing how to implement teaching and learning that leads to social justice. Lorena shares her framework for creating a classroom environment that is highly rigorous and engaging, and that reflects the core traits of Textured Teaching: student-driven, community centered, interdisciplinary, experiential, and flexible.

Curious about inquiry? Hundreds of thousands of elementary teachers are. Smokey Daniels travels the country supporting well-planned and organized inquiry teaching. The Curious Classroom shares a ladder of 10 inquiry structures. Begin with briefly modeling your own curiosity or start on a higher rung as you gradually move toward units driven by kids' own questions.

Sometimes the hardest part about teaching writing is getting students to write at all. Kelly Boswell reminds us that every writer is reluctant to write at some point. It’s the conditions–not the kids–that determine success. In Every Kid A Writer, Kelly provides six field-tested strategies to get everyone in the classroom writing with energy and enthusiasm.

You have likely heard the adage, "Everyone makes mistakes." But what you might not have heard is that there are some predictable reasons why we make these mistakes. Knowing why we make mistakes can help us make fewer mistakes and ensure that when we do make mistakes they’ll be more of the more useful variety. In Risk. Fail. Rise. teachers will learn how to address their own teaching mistakes, model with their own mistake-making, and improve their response to others' mistakes.

Most educators want to cultivate an antibias and antiracist classroom and school community, but they often struggle with where and how to get started. Liz helps us set ourselves up for success and prepare for the mistakes we’ll make along the way.