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Management Introduction An effective management system paves the way for learning. T H E S K I L L F U L T E A C H E R42 PART TWO | MANAGEMENT | INTRODUCTION and physical, to every student in the room. It also explores the ways in which space allocation and location of […]

How is the classrooms physical space arranged and used to support instructional objectives and signal what is important? “Space” addresses the question, How is the classroom’s physical space arranged and used to support instructional objectives and signal what is important? This chapter examines repertoire and flexibility in furniture and seating arrangements with an eye to

How do teachers anticipate, manage, or circumvent blocks to the smooth orderly flow of classroom life in order to preserve maximum time for learning? “Momentum” addresses the question, How do teachers anticipate, manage, or circumvent blocks to the smooth orderly flow of classroom life in order to preserve maximum time for learning? In this chapter,

How do teachers get student attention, keep it focused on learning, and refocus it when it drifts? “Attention” addresses the question, How do teachers get student attention, keep it focused on learning, and refocus it when it drifts? This chapter explores recent brain research and relevant guide- lines that emerge for focusing attention. It also

Introduction to Management The most important issue overall for teachers regarding management is to keep their eye on the prize: developing, monitoring, and adjusting their manage- ment systems in ways that clear obstacles to student learning and help students to develop their identities as capable, respected, and self-reliant high achievers. Fred Jones (2013) defines classroom

How to Talk About Race T H E S K I L L F U L T E A C H E R 39 PART ONE | ESSENTIAL BELIEFS | CULTURAL PROFICIENCY AND ANTI-RACISM CHAPTER QUICK GUIDE Essential Beliefs: Racism in our society and a dearth of cultural proficiency in our classrooms exerts a downward

LEARNING MORE ABOUT RACISM AND WHITE PRIVILEGE Deepening white people’s understanding of the actual experience of people of color within our country is fundamental to the forward motion we can and must make toward an integrated and fair society. This is particularly impor- tant for educators. Our teacher workforce is predominantly white, and our stu-

BIAS AND RACISM You can be moving toward cultural proficiency with actions such as visiting students’ homes, and by studying other cultures, but still inadvertently act towards your students with implicit biases (see the “Implicit Bias” online as- sessment at www.implicit.harvard.edu). Sometimes messages based on implicit biases—that individuals of a particular gender, ethnicity, or race

WORKING ON CULTURAL PROFICIENCY Consider that over half of the children in American schools today are children of color. Some of their families have come from central and south America, Asia, eastern Europe, Africa, the Middle East, and the Caribbean. Like all chil- dren in all schools, they need to feel known and valued to

CULTURAL PROFICIENCY/IMPROFICIENCY Cultural Proficiency is first a mindset that says, “I have to be curious about my students’ cultures and learn about them. If I don’t, my students can’t make adequate connections to the content I am attempting to teach because I won’t be able to embed the learning in culturally relevant examples.” Zaretta Ham-