As the students started to rearrange the desks to make room for the work we were about to do, I spoke to the teacher about the interaction between the two boys in the hallway. [...] We need to affirm the life experiences of the students whom we meet in our classrooms and in the hallways of our schools and to acknowledge that schools are more than just places where teachers teach and students learn. [...] The pre-service students were amazed by the enthusiasm and creativity of the high school students and delighted to witness the activities presented in their university courses come to life through the improvisations of the high school learners. [...] I was touched by the fact that in each of the cities, the directors, superintendents, and principals showed up not only to watch rehears- als, but also to meet and talk with the students, to listen to them, and to ask questions that validated the students’ experiences. [...] The academic, artistic, and social work that takes place in the classroom is dependent on many factors: what the student brings to the classroom in terms of background knowledge, experience, attitudes, and learning style and what the teacher models, expects, wants to happen, knows, values, and provides in terms of resources.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (p. 151-154) and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 371.2/52
- Dewey Decimal Edition Number
- 22
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382319 9781551388076
- LCCN
- LC1200
- LCCN Item number
- L86 2008eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (159 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227191 (OCoLC)755882819 (CaOOCEL)439214
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Preface 6
- 1. Classrooms as Places of Possibility 9
- Being Mindful of Our Power 10
- Rethinking What and How We Teach 10
- What Do Teachers Who Teach Fairly Do? 11
- Recognizing and Meeting the Needs of All Students 12
- Unlocking the Future for Our Students 12
- Distinguishing Fairness from Unfairness for Ourselves and for Others 13
- Teachers Make a Difference 15
- Imagine a School… 16
- A Teacher’s Sense of Students and Students’ Sense of Themselves 22
- 2. What Do We Mean by an Inclusive Curriculum? 24
- An Inclusive and Equitable School Environment 26
- The Importance of Courageous Leadership 28
- Collegiality, Collaboration, and Mentorship 28
- Imagining Yourself Forward 30
- 3. Building Community 33
- Creating Community: Moving Beyond Estrangement and Alienation 34
- New Beginnings: I See…, I Wonder…, I Hope… 34
- The Six Es of Effective Teaching 36
- Keep Expectations High 37
- Establish an Inclusive, Respectful Environment for Learning 37
- “Protecting Our Students Into Understanding” 52
- 4. Critical Thinking and Emotional Literacy (Elementary) 53
- Drama, Empathy, and Point of View 54
- Exploring Silent Voices Through Drama 55
- Drama and Equity Education 57
- The Woman Who Outshone the Sun 59
- Architecture of the Imagination 61
- The Arrival 65
- In a Class of Her Own 71
- The Giver 76
- Nobody Rides the Unicorn 80
- Encounter 83
- 5. Interpreting Text Through Active Engagement (Secondary) 90
- Residential Schools: The Stolen Years 91
- The Island 93
- Angelica-Leslie 97
- “The Man Who Finds That His Son Has Become a Thief” 103
- “Letter” 107
- The Elephant Man 111
- “Wedding Album” 115
- The Diary of Anne Frank 122
- 6. Remaining Hopeful 127
- Deciding What to Hope For 128
- Professional Learning Communities 129
- Shining Threads of Hope 129
- The Context in Which We Live and Teach 130
- Collaboration Versus Competition 131
- Collegiality 131
- What Can I Control? 132
- Constructing Together 132
- 50 Teaching Strategies to Use in an Inclusive Classroom 135
- Blackline Masters 147
- Bibliography 152
- Index 156
- A 156
- B 156
- C 156
- D 156
- E 157
- F 157
- G 157
- H 157
- I 157
- L 158
- M 158
- N 158
- O 158
- P 158
- Q 158
- R 158
- S 158
- T 159
- V 159
- W 159
- Acknowledgements 160
