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This book is for those educators who are interested in making schools a safer place to work. This book is also for any parent who wants their child to attend a school in which he/she feels is safe. Fifty percent of new teachers no longer teach after five years. It is time to look at how much bullying and violence contributes to this attrition rate. This epidemic of attacking educators is happening all over the world from the USA, Canada, and the UK to Jamaica, Japan, Australia, New Zealand, and more. This book is designed to let you know how bad school safety has gotten for educators, what is contributing to this problem, and then what solutions are available to us. Inside you will learn the following: The amount of physical violence educators face, even at the elementary level Increased attacks on educators personal property How educators are being cyber-bullied What issues are causing these problems Solution for teachers, administrators and parents 75 tips on making teaching more fun Learn 81 different solutions to this epidemic Ending violence takes more than just controlling students and the buildings' security. Schools must keep students and staff safer physically, emotionally, and socially.
What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help preservice teachers think ahead to their future classrooms. Book Features: Narratives from teachers and students that represent a diverse range of identities, locations, grade levels, and content areas.Examples of days after that teachers remember, including 9/11, elections, natural disasters, gun violence, police brutality, social uprisings, Supreme Court decisions, immigration policies, and more.Examples of days after that K–12 and college-aged students remember, including what their teachers did and didn’t do and how they experienced these moments.
Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.
Compares the current right-wing attack on American higher education to Henry VIII's Dissolution of the Monasteries in 1535.
"Armed Islamist groups allied with Al Qaeda and the Islamic State began attacking teachers and schools in Burkina Faso in 2017, citing their opposition to 'French' education and government institutions .... [This report] documents scores of attacks by armed Islamist groups on teachers, students, and schools in six regions of Burkina Faso between 2017 and 2020. The groups have killed, assaulted, abducted, and threatened education professionals; intimidated students; terrorized parents into keeping children out of school; and damaged, destroyed and looted schools. The report also documents schools used by government security forces and armed groups for military purposes."--Page 4 of cover.
Inspired by the "good old, bad old" science fiction movies that turn up on TV each October, Lisa Passen has created a hilarious tale that proves even the meanest teacher might just have a heart of gold. It was Halloween. And it was a school day. The children were eager for school to be over. Everyone was excited about going trick or treating. Everyone except Miss Irma Birmbaum, the toughest teacher in town. She's so mean that she assigns homework on Halloween! That very night, however, after she receives a surprise visit from an alien spacecraft, Miss Irma Birmbaum is mysteriously transformed into ... The Fifty-Foot Teacher. As if things weren't bad enough for Miss Birmbaum's class! Can anything save Halloween for these kids, or will their giant teacher spoil the fun? "A Halloween tale for children with a quirky sense of humor." - Booklist
An anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education.
Currently, both the status quo of public education and the "No Excuses" Reform policies are identical. The reform offers a popular and compelling narrative based on the meritocracy and rugged individualism myths that are supposed to define American idealism. This volume will refute this ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity—such as access to health care, food, higher employment, better wages and job security. Since the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. Here, the evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education. This volume will include a wide variety of essays from leading critical scholars addressing the complex elements of social context reform, all of which address the need to re-conceptualize accountability and to seek equity and opportunity in social and education reform.