Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences." But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations.Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom "management," when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don't do what they're told; instead, it may be necessary to reconsider what it is that they've been told to do--or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey.Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behavior, with an approach in which we work with students to create caring communities where decisions are made together.Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving--and beyond discipline.

    It is my hope to help you find those books. More importantly, I hope to help you guide students to the next great book and the one after that. That is the purpose of Reading Ladders. Because it is not sufficient to find just one book for each reader. -Teri LesesneI finished the Twilight Series-now what?With Reading Ladders, the answer to a question like this can become the first rung on a student's climb to greater engagement with books, to full independence, and beyond to a lifetime of passionate reading.The goal of reading ladders, writes Teri Lesesne, is to slowly move students from where they are to where we would like them to be. With reading ladders you start with the authors, genres, or subjects your readers like then connect them to book after book-each a little more complex or challenging than the last. Teri not only shares ready-to-go ladders, but her suggestions will help you:select books to create your own reading ladders build a classroom library that supports every student's needs use reading ladders to bolster content-area knowledge and build independence assess where students are at and how far they've climbed.If we are about creating lifetime readers and not just readers who can utilize phonological awareness and context clues to bubble in answers on a state test, writes Teri Lesesne, then we need to help our students form lasting relationships with books and authors and genres and formats. Use Reading Ladders, help your students start their climb, and guide them to new heights in reading.

    It will change everything for your child--a must read for anyone working with a child in the classroom.

    Designed for both the novice and the experienced educator, The Skillful Teacher is a unique synthesis of the Knowledge Base on Teaching with powerful repertoires for matching teaching strategies to student needs. Designed as a practical guide for practitioners working to broaden their teaching skills, the book focuses on 17 critical areas of classroom performance. Numerous examples illustrate teaching approaches, and chapter-by-chapter bibliographies provide additional sources for further research. This expanded fifth edition includes new chapters on Assessment, Expectations, Classroom Climate, The Importance of Teacher Beliefs, and Conditions for Teacher Learning.

    "It's not the tools-it's what we do with them that counts.Katie and Kristin start with our most important educational goals-literacy, independence, and critical thinking-and helps you connect them to the technology available in your classroom or school. You'll help students dig into texts, research their questions, and create powerful learning communities by using digital tools effectively, responsibly, and in combination with trusted artifacts and print resources.Amplify does exactly what the title implies. "When introducing technological tools, we often apply the same practices and strategies we use in our daily teaching, but amplify their power with technology," write Katie and Kristin. "We model what we want students to do with the technology, guide them to try it out with us, provide time for practice, then share as a class." They help amplify your literacy curriculum with lessons and guidance for:explicitly teaching kids how to be effective digital readers and thinkers giving students practice with closely reading images, infographics, and video emphasizing student ownership and creativity Whether you are in a 1:1 school, want to squeeze everything you can out of the one device in your classroom, or your school is encouraging you to use more digital tools, read Amplify. You'll discover how to gradually release responsibility to empower students as you-and your students-make the most of any technology.

    The challenges are many, and for the faculty—whose jobs may depend on their students’ ability to improve on the test—the stakes are high.Ten-year-old Hydea is about to start fifth grade—with second-grade reading skills. Her friend Marbella is a little further along, but she’s more interested in socializing than in learning. And then there’s Matthew, a second grader who began the school year below grade level and who, over the course of the year, slipped even more. In past years, these three students and many others would have received help from the literacy specialist Mrs. Schaefer. But with cutbacks and a change in her job description—the third in as many years—she won’t be able to give all struggling students the same attention. This year, she will have to select the few students whom she and the teachers can bet on—the ones who are close to achieving proficiency on the CMT. The hope is that this strategy, though not ideal, will give them the boost they—and the school—need to pass the exams. And, for added measure, Principal Hay has already asked his faculty to teach to the test.Journalist Ron Berler spent a full year at Brookside, sitting in on classes, strategy sessions, and even faculty meetings. In Raising the Curve, he introduces us to the students, teachers, and staff who make up the Brookside community. Though their school is classified as failing—like so many others across the country—they never give up on themselves or on one another. In this nuanced and personal portrait, Berler captures their concerns, as well as their pride, resilience, and spirited faith.

    Jim Burke has created a Common Core Companion for you, too. This time positioning the grades 9-10 standards alongside 11-12, it's every bit the roadmap to what each standard says, what each standard means, and how to put that standard into practice across subjects. Jim clearly lays out:Key distinctions across grade levels Different content-area versions of each standard Explanations of each standard, with student prompts Content to cover, lesson ideas, and instructional techniques Glossary and adaptations for ELL students

    Packed with powerful, fast-acting techniques – including a novel routine to get any class quiet in 15 seconds or less – this book helps teachers across all age groups connect and succeed with hard-to-reach, reluctant learners.  You’ll d iscover: The simple six-step plan to minimise & deal with classroom behaviour problems How to gain trust & respect from tough, hard-to-reach students How to put an end to power struggles & confrontation How to have students follow your instructions… with no need to repeat yourself The crucial importance of consistency (and how to achieve it) Quick and easy ways to raise engagement and enjoyment in your lessons The ‘Clean Slate’ – a step by step method you can use to ‘start over’ with that particularly difficult group of students who won’t do anything you say. Take Control of the Noisy Class provides hundreds of practical ideas and interventions to end your classroom management struggles & create a thoroughly enjoyable lesson climate for all concerned.

    We are insatiably inter ested in kids' thinking."

    Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation.This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.

    One of the rare breed of teachers who do know this is Nancie Atwell. - The New York TimesReading this book can be revolutionary. . . . Atwell leads us to new understandings of teaching and learning in a workshop classroom. - Voices from the Middle When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancie Atwell shook our orthodox assumptions about skill-and-drill-based curriculums and became a pioneer of responsive teaching. Now, in the long awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches.The second edition still urges educators to "come out from behind their own big desks" to turn classrooms into workshops where students and teachers create curriculums together. But it also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me."More than 70 percent of the material is new, with six brand-new chapters on genres, evaluation, and the teacher as writer. There are also lists of several hundred minilessons, and scripts and examples for teaching them; new expectations and rules for writing and reading workshops; ideas for teaching conventions; new systems for record keeping; lists of essential books for students and teachers; and forms for keeping track of individual spelling, skills, proofreading, homework, writing, and reading.The second edition of In the Middle is written in the same engaging style as its predecessor. It reads like a story - one that readers will be pleased to learn has no end. As Atwell muses, "I know my students and I will continue to learn and be changed. I am resigned - happily - to be always beginning for the rest of my life as a teacher."

    In this book, cognitive scientist Pooja K. Agarwal, Ph.D., and veteran K-12 teacher Patrice M. Bain, Ed.S., decipher cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute--without additional prepping, grading, or funding!Research demonstrates that these powerful strategies raise student achievement by a letter grade or more; boost learning for diverse students, grade levels, and subject areas; and enhance students' higher order learning and transfer of knowledge beyond the classroom. Drawing on a fifteen-year scientist-teacher collaboration, more than 100 years of research on learning, and rich experiences from educators in K-12 and higher education, the authors present highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition.With Powerful Teaching, you will:Develop a deep understanding of powerful teaching strategies based on the science of learning Gain insight from real-world examples of how evidence-based strategies are being implemented in a variety of academic settings Think critically about your current teaching practices from a research-based perspective Develop tools to share the science of learning with students and parents, ensuring success inside and outside the classroom Powerful Teaching: Unleash the Science of Learning is an indispensable resource for educators who want to take their instruction to the next level. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom.

    Written by an educator who observed and worked in the world-famous schools, this groundbreaking resource presents the key tools that will allow American teachers to transform their classrooms, including these:Organization of time and space Documentation of children’s work Observation and questioning Attention to children’s environmentsThis workbook also contains interactive activities for individual or group reflection.Julianne Wurm works as an instructional reform facilitator in the San Francisco Unified School District. She lives in San Francisco, California.

    She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.

    Would you take it? -Debbie Miller and Barbara MossWe know children learn to read by reading. Is independent reading valuable enough to use precious classroom minutes on? Yes, writes Debbie Miller and Barbara Moss, but only if that time is purposeful.DEAR and SSR aren't enough. Research shows that independent reading must be accompanied by intentional instruction and conferring. Debbie and Barbara clear a path for you to take informed action that makes a big difference, with:a rationale for independent reading that's worth finding the time for research evidence on its effectiveness and instructional best practices a framework with 10 teaching tactics for starting and sustaining success. When we set children loose day after day with no focus or support, it can lead to fake reading and disengagement, write Debbie and Barbara. It's our job to equip children with the tools they need when we're not there. Read No More Independent Reading Without Support and find out how.About the Not This, But That Series No More Independent Reading Without Support is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning. Read a sample chapter from No More Independent Reading Without Support.