"In order to teach students, we need to first acknowledge the labels that come with them into the classroom - and we need to find ways to eradicate those labels by disrupting our implicit biases and assumptions, then working to build relationships with students. (In fact, John Hattie's research states that NOT labeling students has a positive effect size of .61.) This book presents 40 teaching techniques for disrupting the negative affects of labels and assumptions, with suggestions for individual actions, classroom actions, and schoolwide actions. Educators K-12 will appreciate the guidance offered here and will be able to implement these strategies immediately and over time"--
Disrupting the cycle starts with you.
It’s human nature to carry implicit bias, which can lead to negative assumptions and labels of students. This book helps you take an active approach toward disrupting the negative effects of labels that interfere with student learning. Inside Removing Labels, you’ll find:
· 40 practical, replicable teaching techniques based in research and best practice
· Suggestions for actions on an individual, classroom, and schoolwide level
· Student-facing printables available for download
· Ready-to-go tools to use in planning and instruction
| Foreword |
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ix | |
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| Publisher's Acknowledgments |
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xi | |
| Introduction: interrupting the Cycle Begins with You |
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1 | (15) |
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Section 1 Individual Approaches |
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16 | (3) |
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Building Relationships With Individual Students |
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Technique 1 Learning Names the Right Way |
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19 | (5) |
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Technique 2 Interest Surveys |
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24 | (5) |
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29 | (4) |
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Technique 4 2 × 10 Conversations |
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33 | (3) |
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Technique 5 Affective Statements |
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36 | (4) |
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Technique 6 Impromptu Conferences |
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40 | (4) |
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Technique 7 Em pathetic Feedback |
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44 | (4) |
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Technique 8 Reconnecting After an Absence |
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48 | (5) |
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Technique 9 Labeling Emotions |
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53 | (4) |
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Technique 10 Solving Problems (Do the Next Right Thing) |
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57 | (5) |
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Section 2 Classroom Approaches |
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62 | (4) |
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Technique 11 Creating a Welcoming Classroom Climate |
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66 | (7) |
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Technique 12 Class Meetings |
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73 | (3) |
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Technique 13 Classroom Sociograms |
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76 | (4) |
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Technique 14 The Mask Activity |
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80 | (4) |
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Technique 15 Asset Mapping |
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84 | (4) |
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Grouping to Foster Learning |
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Technique 16 Peer Partnerships |
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88 | (2) |
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Technique 17 Five Different Peer Partnerships |
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90 | (5) |
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Technique 18 Self-Assessment in Collaborative Learning |
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95 | (4) |
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Technique 19 Equitable Grouping Strategies |
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99 | (5) |
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Technique 20 Gradual Release of Responsibility instructional Framework |
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104 | (4) |
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Technique 21 Teaching With Relevance in Mind |
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108 | (4) |
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112 | (5) |
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Technique 23 Accountable Talk |
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117 | (5) |
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Responding to Challenging Behavior |
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Technique 24 Making Decisions |
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122 | (6) |
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Technique 25 Alternatives to Public Humiliation |
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128 | (3) |
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Technique 26 When Young Children Label Others--The Crumple Doll |
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131 | (2) |
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Technique 27 When Older Students Label Others--insults and Epithets |
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133 | (6) |
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Technique 28 Trauma-Sensitive Classroom Design |
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139 | (5) |
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Section 3 School wide Approaches |
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144 | (4) |
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A Student-Centered Learning Climate |
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Technique 29 The Dot inventory |
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148 | (4) |
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Technique 30 Culturally Sustaining Pedagogies |
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152 | (4) |
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Technique 31 Schoolwide Inclusive Practices |
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156 | (5) |
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Technique 32 Student Empowerment |
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161 | (5) |
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The Professional Capacity of Staff |
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Technique 33 Collective Responsibility |
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166 | (6) |
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Technique 34 Recognizing and Responding to implicit Bias |
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172 | (4) |
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Technique 35 Racial Autobiography |
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176 | (4) |
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Ties to Families and Communities |
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Technique 36 Social Capital |
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180 | (4) |
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Technique 37 A Welcoming Front Office |
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184 | (6) |
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Technique 38 Community Ambassadors |
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190 | (4) |
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Technique 39 The Master Schedule |
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194 | (7) |
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Technique 40 Distributed Leadership |
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201 | (4) |
| Coda |
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205 | (1) |
| References |
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206 | (13) |
| Index |
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219 | |
Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a masters degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
