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The Emotionally Connected Classroom provides a model that offers a new definition of connectedness, allowing teachers to develop their own social-emotional agenda best suited for the needs of each unique student or class.

Build every student’s ability and opportunity to achieve! We’ve all heard the stories of extraordinary teachers that reach struggling students and set them on a new path. Now in its third edition, this powerful book features timely new content from innovative schools and teachers, showing how to raise student achievement by upholding high expectations, while teaching with cultural responsiveness. The authors are guided by one fundamental principle: Every child has a birthright to an equitable education, one that prepares him or her for 21st century career and college readiness. This guide illuminates how to  • Lead all students to deeper learning, grounded in critical thinking, creative problem solving, communication, collaboration–and the “5th C,” cultural awareness  • Support the latest standards for college and career readiness and English Language Proficiency/Development  • Incorporate technology into teaching and learning in innovative ways, adaptable to varying resource levels.  • Use today’s current brain research to help students’ reach their full cognitive potential  • Implement lesson plans designed for elementary, middle, and secondary levels that support individualized, project-based learning, developed through a lens of cultural responsiveness Turn to the resource that has helped thousands of educators teach successfully in today’s diverse K-12 classrooms, and discover new strategies that will empower you and your students. “The authors are passionate advocates for all learners and the latest edition of this book provides a thoughtful, practical, and engaging exploration of how to ensure every learner’s experience is one that thrives on the 5Cs and makes 21st century learning come alive.” Tatyana Warrick, Communications Manager, P21, The Partnership for 21st Century Learning

\"This is the most comprehensive analysis of homeless youth that exists. Joseph Murphy and Kerri Tobin patiently outline the demographic, sociohistorical, and psychological challenges facing one of our most vulnerable and least understood populations.\"Watch the book trailer for Homelessness Comes to School.The seminal work on homeless students and our responsibility to educate themSchool-aged children in homeless families and independent homeless youth represent the fastest-growing population of homeless individuals in the United States. This volume brings the issue to light with substantial and far-reaching research that describes the plight of these children, the legal framework surrounding the issue, and educators' roles in teaching homeless children. Homelessness Comes to School also outlines effective intervention programs and provides specific guidelines for teaching homeless students. Topics covered include:A history of homelessness, including its demographic patterns, causes, and impact on society; The various programs schools have implemented to address homeless children's needs; How schools, parents, and external community agencies can work together to educate homeless studentsEvaluating the scope of the problem and developing interventions for these students at risk must be a priority for service providers and policy makers. This resource will give all involved parties a well-grounded understanding of homelessness and guidelines for working together toward a solution.

Culturally Responsive Standards-Based Teaching helps primary and secondary teachers increase student motivation and achievement, leading to higher levels of student success. The authors focus on how teachers can tap into the inherent knowledge and culture that every student brings into the classroom to complement a standards-based curriculum. The book includes detailed examples of what culturally responsive standards-based teaching (CRSBT) looks like in actual school settings and includes a number of self-assessment and school assessment inventories and tools for use in the classroom.

In this book, renowned experts give novice teachers the self-confidence and empathy they need to address what may be their greatest challenge: guiding disadvantaged students to success in the classroom.

Create lasting, positive change for our most troubled students!How do you move beyond traditional classroom management to create a learning environment that engages our hardest-to-reach students—students who may be struggling due to emotional disturbances or disabilities or environmental circumstances? Michael Marlowe and Torey Hayden have the answer: through a relationship-driven classroom. With the help of their book, you will: Gain a meaningful understanding of troubled students and how to reach and teach them effectively; Learn how to change inappropriate behavior rather than just control it; Become more reflective about teaching and learning with challenging childrenDrawing on real-life stories, including some of those described in Torey Hayden's bestselling books on working with troubled children, the authors shed new light on the challenges of working with hard-to-reach students and identify the key skills teachers need to build successful classroom relationships and facilitate learning for all.“The authors have done a good job of putting ‘method’ to relationship teaching and have the real-life background references to authenticate what is said.”—Sharon Jefferies, TeacherLakeville Elementary, Apopka, FL“The case studies and research behind building relationships in classroom environments are major strengths, as is the myriad of methodology regarding discipline, identifying and managing troubled students, and how to decrease disruptions.”—Tara Howell, AP Science TeacherUniversity City High School, San Diego, CA

Easy to implement strategies teachers can use right nowWhile opinions differ on how to define students who are “at risk.” most teachers agree that they are seeing more children hit roadblocks due to limited academic experiences, challenging environments, ADHD, or behavioral problems. Teachers often feel underprepared to connect with these students and improve their learning experiences.In their latest work, Melissa Stormont and Cathy Newman Thomas draw upon their field experiences within special education and psychology to offer K-5 teachers practical tools for building relationships with these children. Readers will discover simple strategies for developing students' academic aptitude and social behavior as well as how toIdentify who is at risk for failure and why; Build positive teacher-student relationships and establish supportive groups among children; Use data-based decision making; Provide students with increased time to practice with feedback; Incorporate technology supports; Know when and how to involve professionals and families.Moving well beyond mere theory, teachers who are working amid reforms and sweeping cuts can implement these strategies immediately and make a real difference in children's lives. Get started today!“This is a great book with which to start because it covers the basicsמthe foundation that needs to be in place before the academics can take hold for a student at risk. The ideas are easy to follow and could be implemented with little or, in some cases, no additional prepמthat's a bonus for an already busy teacher.”—Barbara L. Townsend, Reading SpecialistWest Side Elementary School, Elkhorn, WI

Addressing cognitive, behaviour, literacy, and communication issues, these instructional interventions help teachers support students from culturally and linguistically diverse backgrounds within an RTI framework.

Response to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This book presents a discussion about RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes that reach all students. Each chapter begins with a brief description of how RTI can be implemented in various areas of maths and presents multiple examples of RTI procedures that are illustrated by various case studies. Guidelines in each chapter address common concerns and provide suggestions for multiple interventions related to the specific maths areas. The authors explain the need for effective interventions and include: - The types of interventions that are appropriate within an RTI system for mathematics - Intervention examples in the context of small group instruction - A call for increased research

This book addresses the varied needs of beginning ELs, including students from non-literacy-oriented homes, students with limited or interrupted formal education (SLIFE), and students who have experienced trauma.