Introduction -- Part I: Diversity, equity, and inclusion -- Learning to become culturally
... responsive: Teaching on an Indian reservation / Anna Baldwin -- Recognizing (neuro)diverse perspectives in the English language arts classroom / Christopher Bass -- Manuel's t-shirt: Learning a hard lesson about student poverty / Kip Tellez -- Semantic snafu: How I learnt to choose my words carefully / Chris Anson -- Part II: Reframing assumptions -- Grading and gatekeeping / Andy Boyle -- On teaching and toolsheds: Role reversal on the construction site / Mike Land -- Assumptions and acceptance in rural Pennsylvania / Sarah Cheatle -- Discomfort zone: Overcoming ethnocentricity and implicit biases in teaching / Lisa Power -- Part III: Fostering relationships and advocating for students -- Be a voice for the voiceless / Beth Jarzabek -- Learning to fly: Why developing student voice matters / Jane Saunders -- Learning from the nuts and bolts: Listening to yourself and your learners / Katherine Baker -- Safe havens, love, and connection: Learning to co-teach effectively / Darius Montez Phelps -- There is no ethos: How I learned to stop entitlement and gain student trust / Mark DiMauro -- Part IV: Creating responsive environments for student learning -- Trigger warnings / Alaina Smith -- Dealing with math anxiety / Bobson Wong -- Interrupting binary thinking in trauma-informed elementary classroom / Kate Haq -- Learning to overcome dysfunctional independence / Peter Warner -- Part V: Pedagogy and instructional decisions -- Missteps in middle school English: Moving beyond classroom management and content mastery / Troy Hicks -- The power of the mistake: Missteps and instructional decisions in teaching mathematics / Beth McCord Kobett -- Beyond finding and fixing error: Responding to student work / Sara Heaser -- Lesson plans would be so easy if it weren't for the students / Debbie Silver -- The limits of teacher preparation: Learning to make pedagogy actionable / Pasi Sahlberg. Read More
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([2021])