Emphasizing the importance of mutual respect and self-control, the authors offer specific strategies and techniques for building strong relationships with disruptive students and countering the toxic social circumstances that affect many of them, including dysfunctional families, gangs, and poverty. Educators at all levels can learn * The difference between formal and informal discipline systems and when to use each.* The role of values, rules, and consequences.* How to address the underlying causes of discipline problems that occur both in and out of school.* What teachers can do to defuse or prevent classroom disruptions and disrespectful behavior without removing students from the classroom.* Why traditional approaches such as threats, punishments, and rewards are ineffective--and what to do instead.* How to use relevance, teacher enthusiasm, choice, and other elements of curriculum and instruction to motivate students.* How to reduce both teacher and student stress that can trigger power struggles.With dozens of specific examples of student-teacher interactions, Discipline with Dignity illustrates what you can do--and not do--to make the classroom a place where students learn and teachers maintain control in a nonconfrontational way. The goal is success for all, in schools that thrive.

    His well is deep; he draws from it the best tools from practitioners, the wisdom of experience, and research-based insights. And he never loses sight of the bigger picture: the point of all this is to have more impact in this life we're lucky enough to live." --MICHAEL BUNGAY STANIER, Author of The Coaching Habit "Coaching done well may be the most effective intervention designed for human performance. Jim Knight's work has helped me understand the details of how effective coaching can and should be done." --DR. ATUL GAWANDE, surgeon, public health researcher, and author of The Checklist Manifesto Identify . . . Learn . . . Improve When it comes to improving practice, few professional texts can rival the impact felt by Jim Knight's Instructional Coaching. For hundreds of thousands of educators, Jim bridged the long-standing divide between staff room and classroom offering up a much a more collaborative, respectful, and efficient PD model for achieving instructional excellence. Now, one decade of research and hundreds of in-services later, Jim takes that work a significant step further with The Impact Cycle an all-new instructional coaching cycle to help teachers and, in turn, their students improve in clear, measurable ways. Quintessential Jim, The Impact Cycle comes loaded with every possible tool to help you reach your coaching goals, starting with a comprehensive video program, robust checklists, and a model Instructional Playbook. Quickly, you'll learn how to Interact and dialogue with teachers as partners Guide teachers to identify emotionally compelling, measurable, and student-focused goals Set coaching goals, plan strategies, and monitor progress for optimal impact Use documentary-style video and text-based case studies as models to promote maximum teacher clarity and proactive problem solving Streamline teacher enrollment, data collection, and deep listening Jim writes, "When we grow, improve, and learn, when we strive to become a better version of ourselves, we tap into something deep in ourselves that craves that kind of growth." Read The Impact Cycle and soon you'll discover how you can continually refine your practice to help teachers and students realize their fullest potential. View Jim Knight's Impact Cycle video trailer:

    A results-only classroom is rich with individual and cooperative learning activities that help students demonstrate mastery learning on their own terms, without being constrained by standards and pedagogy.By embracing results-only learning, you will be able to transform your classroom into a bustling community of learners in which?* Students collaborate daily on a number of long-term, ongoing projects.* Students receive constant narrative feedback.* Yearlong projects target learning outcomes more meaningfully than worksheets, homework, tests, and quizzes.* Freedom and independence are valued over punitive points, percentages, and letter grades.* Students manage themselves and all but eliminate the need for traditional classroom management.Learn how your students can take charge of their own achievement in an enjoyable, project-based, workshop setting that challenges them with real-world learning scenarios--and helps them attain uncommonly excellent results.

    Each lesson offers easy strategies for helping students focus their attention, improve their self-regulation skills, build resilience to stress, and develop a positive mind-set in both school and life. The lessons fit easily into any schedule and require minimal preparation. Classroom management tips and content-area activities help you extend the benefits of MindUP throughout your day, week, and year!Includes a full-color, innovative teaching poster with fascinating facts about the brain!

    This book, like the work of the TCRWP itself, is deeply research-based and principled, while also absolutely practical and real-world tested.

    This new edition gives expanded attention to the important symbolic roles of school leaders, including practical suggestions on how leaders can balance cultural goals and values against accountability demands, and features new and powerful case examples throughout. Most important, the authors show how school leaders can transform negative and toxic cultures so that trust, commitment, and sense of unity can prevail. Praise for Shaping School Culture "For those seeking enduring change that is measured in generations rather than months, and to create a legacy rather than a headline, then Shaping School Culture is your guide." —Dr. Douglas B. Reeves, founder, The Leadership and Learning Center, Englewood, CO "Deal and Peterson combine exquisite language, vibrant stories, and sage advice to support school leaders in embracing the paradoxical nature of their work. A 'must read' for all school leaders." —Pam Robbins, educational consultant and author "Once again, the authors have presented practitioners, researchers, professional developers, school coaches, and others with a tremendous resource for renovating and reinvigorating schools." —Karen M. Dyer, Ed.D., group director, Education and Nonprofit Sector Office, Center for CreativeLeadership, Greensboro, NC

    The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

    Her willingness to be vulnerable and share the moments she has experienced inclusion, and exclusion, power, and need allow all of us to see the connection between our own lives and the experiences of our students. Shelley is passionate and inspirational – she will cause you to think, to cry, to laugh, and to dream.—JENNIFER KATZ, PhD, AUTHOR OF TEACHING TO DIVERSITYIn One Without the Other: Stories of Unity Through Diversity and Inclusion, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents.

    Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions from basic to intensive to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school."

    

    This includes further education, adult and community learning, work-based learning, the forces and offender learning and skills. It is easy to read with plenty of practical activities and examples throughout and the content is fully linked to the Teacher Training Standards. Please note: This book has since been updated to reflect the new title of the qualification: The Award in Education and Training.The qualification unit content contained in the appendices has since changed, and some legislation mentioned in the book has been updated.

    "A thought-provoking and practical new vision for inclusion built on five disruptions to the status quo necessary to move inclusive schooling practices to the next level and realize the promise of meaningful educational experience for all students, including students with disabilities"--

    These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America.

    Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?We want students to take responsibility for their learning, yet we use language that implies teacher ownership.We want to build positive relationships with students, yet we use sarcasm when we get frustrated.We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.