Today’s classrooms reimagined
If you’re looking for a book on how to ‘control’ your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . .
A critically important resource for teachers and administrators alike, ‘These Kids Are Out of Control’ details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on:
- What it means to be culturally responsive in today’s classroom environments, even in schools at large
- How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning
- The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected
- Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline
Classroom ‘management’ takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. ‘These Kids Are Out of Control’ is your opportunity to get started right away!
Table des matières
About the Authors
Introduction
Chapter 1. Understanding the Landscape of Classroom Management: A Look at Research, Theory, and Practice
Referral Practices, Congruence and Dissonance, and Systemic Barriers
Classroom Management Is About Being Culturally Responsive
Culturally Responsive Classroom Management
References
Chapter 2. Connecting Classroom Management and the Cradle-to-Prison Pipeline
The Cradle-to-Prison Pipeline in the United States
The Cradle-to-Prison Pipeline and Schools
Root Causes and Contributors to the CTPP
Connecting the Cradle-to-Prison Pipeline to Classroom Management
References
Chapter 3. Classroom Management Is About Effective Instruction
Critical Reflective Practices
High Student Engagement in Course Content
Positive Framing
Building a Classroom Community
Final Thoughts: Effective Instruction Improves Classroom Management
References
Chapter 4. Classroom Management Is About Creating a Caring Environment
Student-Centered
Belief, Expectations, and Rigor
Persistent Practices
Partnership With Families and Communities
Conclusion
References
Chapter 5. Classroom Management Is About Restorative Discipline
Restorative Discipline Is Rooted in Restorative Justice
Methods of Restorative Discipline
Implementing Restorative Discipline
Restorative Discipline Improves Classroom Management
References
Conclusions, Implications, and Recommendations
A Charge to Teacher Education
A Charge to Researchers
A Charge to Reformers
A Charge to Teachers and Other Educators
A Charge to Professional Development Facilitators
Final Insights
References
Index
A propos de l’auteur
Dr. Erika Gold Kestenberg is the Associate Director of Educator Development and Practice for the Center for Urban Education and a Visiting Assistant Professor of Urban Education at the University of Pittsburgh. Dr. Kestenberg’s degrees include a Ph D in Education with a multidisciplinary self-designed focus on Social Justice, a Master’s and Teaching Certificate in Secondary Education Social Studies and a dual Bachelor’s in Political Science and History with a minor in Psychology. She also has a Certificate in Diversity and Inclusion as well as extensive training in Transformative Intergroup Dialogues and Conflict Mediation, which inform her work. Dr. Kestenberg received a Program Innovation Award and has been recognized twice by the city of Pittsburgh’s City-Council for her service learning work with youth across the city. Dr. Kestenberg designed a Certificate in Urban Education program as well as develops and manages the Urban Scholars Program at the University of Pittsburgh. She also teaches undergraduate and graduate students interested in becoming teachers in urban schools and in higher education. Her courses include Identity, Power and Privilege, Culturally Relevant and Responsive Teaching, Relationship Building with Students, Families and Communities, Social Foundations of Education, Urban Scholars Seminars, and Becoming a Change Agent, all with a focus on urban contexts grounded in equity and justice. She also trains and coaches in-service educators and leaders around a variety of equity based issues through multiple methods and approaches. Prior to working in higher education, Dr. Kestenberg was a teacher, trainer, advocate, and administrator in traditional and non-traditional urban educational and non-profit spaces in the United States and Israel. In those spaces, she taught social studies, English Language Arts, English as a Second Language, Service Learning and Cross-Cultural Communication. At the core, Dr. Kestenberg is a critically conscious, compassionate and passionate, social justice educator advocate who honors our humanity and strives to embrace courageous imperfection, all anchored in love.
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