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Promising Practices for Elementary Teachers
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Promising Practices for Elementary Teachers
Make No Excuses!



December 2009 | 184 pages | Corwin
'Presents an abundance of effective strategies for adapting instruction such that children with disabilities, those who exhibit behavioral or motivational problems, or those who speak a language different from English will succeed in every classroom. If American schools are truly to educate all children well, then all teachers need to use these powerful ideas for differentiating instruction effectively. This text provides the tool kit every elementary teacher needs to achieve this goal' - Richard Allington, Professor of Education, University of Tennessee, Knoxville

Teachers have the power to change lives, particularly for struggling learners who have difficulty understanding how education broadens their future opportunities. This book offers educators a deeper awareness of the role they play in breaking the cycle of failure for students who are unsuccessful in school.

Written in a supportive tone, this volume helps primary school teachers effectively reach and teach struggling students. With real-life vignettes, in-depth case studies, and reflective practice scenarios and questions, this book includes:

- A broad spectrum of alternative instructional strategies for all learners, including fostering parental involvement, multi-tiered instruction, peer learning models, and universal design for learning

- Effective approaches for fostering student success before a child is referred to special education

- Practices and programmes that address the needs of at-risk populations, including English language learners and other children of non-dominant cultures, children living in poverty, and learners with disabilities

- Specific interventions and positive support for learners with behavioural challenges

Promising Practices for Elementary Teachers is an empowering resource for educators determined to bring hope and encouragement to all learners.

 
Preface
 
Acknowledgments
 
About the Author
 
1. Who Belongs in School?
Why Are Struggling Students in General Education Classes?

 
Who Are the Students that Struggle in School?

 
Closing Thoughts

 
 
2. Prevention as Intervention: Building a Sense of Community
Creating a Sense of Community in Diverse Classes

 
Classroom Practices That Foster Sense of Community

 
Closing Thoughts

 
 
3. Motivation as Intervention
Student Motivation

 
Closing Thoughts

 
 
4. Parent Involvement Is Worth the Effort
Parental Involvement Efforts Can Be Successful

 
What Does Effective Parental Involvement Look Like?

 
Family Literacy Programs

 
Closing Thoughts

 
 
5. Understanding Challenging Behavior in the Classroom
Classroom-Level Prevention Strategies

 
Classroom-Level Interventions for Challenging Behaviors

 
Closing Thoughts

 
 
6. Universal Design for Learning
Implementing Universal Design for Learning

 
Assumptions of Universal Design for Learning

 
Developing UDL Instructional Materials

 
Closing Thoughts

 
 
7. Dialogue and Instructional Conversation as an Instructional Strategy
Teaching as an Act of Assisting Students

 
Transforming Classroom Discourse Into Instructional Conversation

 
Including Children Who Are English Language Learners or Non-oral Communicators

 
Closing Thoughts

 
 
8. Peer-Assisted Learning Models of Instruction
Peer-Assisted Learning Models

 
Closing Thoughts

 
 
9. Differentiating Instruction
Understanding the Range of Achievement in the Room

 
Response to Intervention

 
Disaggregating Student Achievement Within the Classroom

 
Closing Thoughts

 
 
References
 
Index

"Presents an abundance of effective strategies for adapting instruction such that children with disabilities, those who exhibit behavioral or motivational problems, or those who speak a language different from English will succeed in every classroom. If American schools are truly to educate all children well, then all teachers need to use these powerful ideas for differentiating instruction effectively. This text provides the tool kit every elementary teacher needs to achieve this goal."

Richard Allington, Professor of Education
University of Tennessee, Knoxville

Sample Materials & Chapters

Introduction

Chapter 1


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