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Promote a climate of trust, academic growth, and positive behavior by launching each school day with a whole class gathering. This comprehensive, user-friendly book shows you how to hold Responsive ClassroomMorning Meetings, a powerful teaching tool used by hundreds of thousands of teachers in K-8 schools. In the new edition of this essential text, you'll find: Step-by-step, practical guidelines for planning and holding Responsive Classroom Morning Meetings in K-8 classroomsDescriptions of Morning Meeting in action in real classrooms100 ideas for greetings, sharing, activities, and messages: some tried-and-true and some newUpdated information on sharingGuidance on adapting meeting components for different ages and abilities, including upper grades and English Language Learners.Explanations of how Morning Meeting supports mastery of Common Core State Standards, 21st century skills, and core competencies enumerated by the Collaborative for Academic, Social and Emotional Learning (CASEL).
This book celebrates the flowering of women teachers in American Buddhism. Lenore Friedman has profiled some of the remarkable women who have been teaching Buddhism in the United States. The seventeen women she writes about vary in background, personality, and form of teaching. Some of them have maintained close ties with their inherited tradition while infusing it with a warmth and softness closer to their own nature. Others have sloughed off inherited forms and are finding new ways of practicing and transmitting the dharma that are more compatible with Western experience. Together they represent the growing trend in American Buddhism that will surely affect the development of Buddhism in the West for years to come.
This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, attempts to bring about a fundamental shift in how educators think about the meetings we attend. They make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is the key to increasing student achievement. In Meeting Wise, the authors show why meeting planning is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and common dilemmas. Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise: district leadership meetings with central office staff, charter-school management summits, principals’ meetings with teachers, professional development sessions, teacher-team meetings, and even teachers’ meetings with parents and students.
With the insights she has gleaned from her close and subtle observation of parent-teacher conferences, renowned Harvard University professor Sara Lawrence-Lightfoot has written a wise, useful book about the ways in which parents and teachers can make the most of their essential conversation—the dialogue between the most vital people in a child’s life. “The essential conversation” is the crucial exchange that occurs between parents and teachers—a dialogue that takes place more than one hundred million times a year across our country and is both mirror of and metaphor for the larger cultural forces that define family-school relationships and shape the development of our children. Participating in this twice-yearly ritual, so friendly and benign in its apparent goals, parents and teachers are often wracked with anxiety. In a meeting marked by decorum and politeness, they frequently exhibit wariness and assume defensive postures. Even though the conversation appears to be focused on the student, adults may find themselves playing out their own childhood histories, insecurities, and fears. Through vivid portraits and parables, Sara Lawrence-Lightfoot captures the dynamics of this complex, intense relationship from the perspective of both parents and teachers. She also identifies new principles and practices for improving family-school relationships. In a voice that combines the passion of a mother, the skepticism of a social scientist, and the keen understanding of one of our nation’s most admired educators, Lawrence-Lightfoot offers penetrating analysis and an urgent call to arms for all those who want to act in the best interests of their children. For parents and teachers who seek productive dialogues and collaborative alliances in support of the learning and growth of their children, this book will offer valuable insights, incisive lessons, and deft guidance on how to communicate more effectively. In The Essential Conversation, Sara Lawrence-Lightfoot brings scholarship, warmth, and wisdom to an immensely important cultural subject—the way we raise our children.
8 lectures, Stuttgart, June 12-19, 1921 (CW 302) In these eight talks on education for teenaged young people, Steiner addressed the teachers of the first Waldorf school two years after it was first opened. A high school was needed, and Steiner wanted to provide a foundation for study and a guide for teachers already familiar with his approach to the human being, child development, and education based on spiritual science. Steiner's education affirms the being of every child within the world of spirit. This approach works within the context of the child's gradual entry into earthly life, aided by spiritual forces, and children's need for an education that cooperates with those forces. Some of Steiner's remarks may be controversial, but unbiased study will lead to an appreciation of the profound thought and wisdom behind what is presented here. German source: Menschenerkenntnis und Unterrichtsgestaltung (GA 302).
This book is packed with strategies that school and district leaders at all levels can use to run effective staff meetings, inclusion teaching teams, and committees or task forces.
Describes standards-based practices for teachers to reach diverse learners in the classroom, discusses learning in the twenty-first century and different types of learners, and provides more than sixty tools and interventions with exemplars and templates. Includes a CD-ROM with templates.
Creating a Culture for Learning is based on the belief that all schools must create cultures that promote professional growth in order to succeed in their commitment to the achievement of high standards by all students. It includes self-assessments, reviews of the literature, numerous practitioner examples, and tools and templates to answer these questions: • What are the characteristics of cultures for learning? • What structures promote and support cultures for learning? • What knowledge, skills, and attitudes are needed to create, implement, and maintain cultures for learning? • How can schools best use data to inform practice? • What is best practice in teaching, learning, and leading in such a school?