Educational strategies and policy Books

Book SynopsisClassrooms are richer, more vibrant learning spaces when all students are included. Although a diverse group of students may pose challenges, teachers can overcome these challenges and invite all students to become engaged learners, both academically and socially.Student Diversity presents many examples of teachers working together to improve their teaching practice—from the primary and early years to middle school and the secondary years. It offers insights into all aspects of literacy instruction along with frameworks for successfully integrating mathematics and other subject areas into powerful learning opportunities.

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Book SynopsisGrowth mindset, grit, and self-regulation are terms that teachers and parents have been hearing a lot lately. These terms recognize that children can develop traits that will make them better able to face challenges and recover from setbacks. How do we bring these principles directly into the classroom to assist students, day in and day out? Keep Growing shows how teachers can provide opportunities for children to change their mindsets and foster their ownership of their behavior, their desire to tackle difficult tasks, their ability to push through challenging work, and their application of what they have learned.Trade ReviewKeep Growing examines the factors that encourage children to try new things and learn new skills. It explores how a “growth mindset” can enhance student success. Joey Mandel, teacher and educational consultant specializing in peer-to-peer relationships, focuses on promoting growth in the classroom, “How do we, as teachers, provide opportunities for children to change their mindsets? How do we foster and nurture their ability and desire to start hard tasks and push through them when they are stuck, to try something new when they do not know the answer, to build a sense of value for the effort and the completion of an activity over the success of it, and finally, to work on or add to something that they have finished in order to make it better?” (p. 7) The nine chapters in this resource rely heavily on research about growth mindsets. The first chapter, “Mindset for Growth,” explains that individuals with a growth mindset believe that they can learn new things with hard work, effort and positive self-talk. This belief affects attitudes, actions, and responses to challenges. In order to promote this kind of mindset, teachers need to explicitly teach learning skills and character traits such as empathy, organization and self-regulation. The second chapter outlines classroom organization to promote a growth mindset. Chapters 3-8 address specific characteristics of a growth mindset: responsibility, independence, self-regulation, perspective, initiative, and resilience. Each chapter explains the characteristic, applies it to the classroom environment and gives teachers strategies and activities in various subject areas such as language arts, media studies, mathematics, art and drama. The final chapter addresses the importance of family support to enhance student success through the home-school connection. Throughout this resource, there are numerous useful ideas for classroom teachers. Joey Mandel explains the connections between home, school, extra-curricular activities and future accomplishments. Helping students to build a growth mindset will help them succeed in all aspects of their future lives. There are descriptions of specific activities in various\ subject areas as well as blackline masters. This book provides a useful resource for both new and experienced teachers who want to improve the learning environment and learning outcomes for their students. Joey Mandel urges co-operation to promote a growth mindset, “Parents and teachers need to use tools and a common approach to support these children. We need to let them know that they can do more than they think they can, that it is okay just to try, and that the attempt is where the learning happens.” (p. 12)Thematic Links: Growth Mindsets; Classroom Environment; Responsibility; Independence; Initiative; Resilience; Home-School ConnectionMyra Junyk

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Book SynopsisThis practical handbook shows teachers how to nurture a kindergarten learning environment in which children feel safe, comfortable, and able to take risks. It offers innovative ways to encourage children to explore, experiment, discover, solve problems, and freely interact with one another. Based on extensive classroom practice,Reading, Writing, Playing, Learning provides concrete suggestions for creating play-based learning in a culture of inquiry. The book discusses all aspects of oral language development, reading to and by children, shared and guided reading, reading to write and writing to learn, putting “play” into word play, celebrating diversity, and meeting the needs of all learners.Trade ReviewLori Jamison Rog and Donna-Lynn Galloway, two experienced educators and consultants, provide Kindergarten teachers with various tools to enhance play while building student reading, writing and learning skills through a supportive classroom environment. They begin their resource with Sheree Fitch’s beautiful poem, “First Day of School” which urges teachers to see each child’s individual strengths, “He wants to colour a picture./Help him to see that the colours he chooses,/The pictures he makes, are beautiful…/Before you ask him to pain the Sistine Chapel.” The Introduction outlines the history of Kindergarten, and the changing emphasis on play and explicit literacy instruction. The writers agree that the main emphasis in Kindergarten should be on, “What’s in the best interests of the children?” (p. 13) This resource is divided into eight chapters which explore various aspects of Kindergarten instruction: play-based learning, classroom organization, oral language, read-aloud, shared reading, guided reading, writing, word play and diversity. The first chapter, “Play-Based Learning in a Culture of Inquiry,” explains the connection between literacy learning and play. “Through play, children learn to co-operate and compromise, to lead and to follow.” (p. 15) The second chapter describes how the classroom environment can provide a strong support for collaborative learning. Subsequent chapters focus in on specific aspects of literacy and provide specific strategies and activities to engage students. In chapter 3, “Floating on A Sea of Talk: Oral Language Development,” the resource examines teacher talk, language games, phonological awareness, and vocabulary development. Book selection, home-school connections and classroom libraries are examined in other chapters. The authors provide a compilation of research on play-based learning and explicit literacy instruction in Kindergarten. There is definitely a need for instructional resources on Kindergarten because of the implementation of fullday Kindergarten in several Canadian provinces. While experienced teachers may have used many of the techniques described in this book, it could provide a useful tool to new teachers who need research-based instructional techniques. More detailed information on assessment would have been a good addition to this book. Reading, Writing, Playing, Learning compiles information and strategies which are available in various other resources, but having them in one place is useful. After all, Kindergarten is a very special year for young learners, “The routines we establish, the skills, strategies, and concepts we teach, and the expectations we hold will influence our students for the rest of their lives.” (p. 92) Thematic Links: Play-Based Learning; Explicit Literacy Instruction; Kindergarten Classrooms; Read Aloud; Shared/Guided Resource Links June 2017 Volume 22, Number 5

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Book SynopsisMoving Math focuses on "moving" the teaching and learning of mathematics by shifting instruction and assessment practices. The authors describe how using various thinking skills like inferring, analyzing, and evaluating, helps students make sense of mathematical concepts to support numeracy. This book offers possible student solutions that demonstrate how the thinking skills support the intended mathematical learning.

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Book SynopsisThis timely book shows teachers how to bring students on board with the “writingest” generation in history. The minilessons in this practical book go beyond grammar, spelling, and conventions to focus on comprehensive written communication as one of the essential skills for success. These fresh minilessons explore how to help students go beyond fuzzy thinking and generic voice and help them organize their thinking, solve problems, identify key ideas, and reflect on different perspectives. The book argues that writing is important to help students communicate ideas to others, as well as document their own thoughts. This buffet of minilessons gives you ideas to add to your teaching repertoire so you can help your students’ work shine a little brighter.

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Book SynopsisThis practical book shows you how to get to know the needs and abilities of your students so you can help them make sense of math concepts. You will discover how to structure learning experiences around key number concepts: quantity, counting, relating, and representing. The key concepts will be developed across the various strands: patterning and algebra, number and operations, measurement, geometry, and data and probability.

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Book SynopsisThis timely book uses thinking structures to deepen student writing. It revolves around “brain pockets” to help students appreciate the qualities of different writing forms. Some powerful examples include memory pockets for personal narrative writing, fact pockets for nonfiction, and imagination pockets for story writing. Detailed lesson plans are featured along with sample anchor books and book lists. Based on extensive classroom testing, student samples throughout the book illustrate this unique approach to teaching writing. Suggestions for setting up an effective writing program and assessment tips for guiding instruction complete this comprehensive approach to developing a year-long writing program.

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Book SynopsisThe 6 essential steps for nurturing writers who have the will to write is the core of this practical book. Based on extensive classroom experience, the book explores how teachers can help students tap into their own life experiences, model the habits of a writer, and make use of the tools of the trade. Strategies throughout the book show teachers how to create an environment that helps students see writing as a rewarding experience in and outside the classroom. Powerful real-life anecdotes and ready-to-use activities support this guide to developing classrooms full of thoughtful, passionate writers.

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Book SynopsisWhat’s the difference between teaching our students and our autistic students? Not much. This practical book argues that all students are unique. It focuses on integrating teaching autistic students into the teaching practice of the whole class. Based on extensive classroom experience, this highly readable book is full of anecdotes about engaged students growing in their learning. Lesson plans and checklists throughout the book help teachers get to know autistic students and help them with school work, emotional regulation, communication, socializing, and staying safe. This timely book champions getting rid of labels so teachers can know every student as an individual.

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Book SynopsisWhen students say that reading is boring, difficult, overwhelming, or they cannot find a good book, it is almost impossible to sell them on the idea that reading is fun and worthwhile. Sometimes Reading is Hard shows teachers how to develop the skills students need to be successful and how to cultivate passionate, lifelong readers. Classroom vignettes, promising practices, and step-by-step activities illustrate how teachers can weave teaching the skills of reading, decoding, vocabulary, comprehension, and fluency with real reasons to read. When students want to read and they enjoy it, their reading skills improve. With the right motivation, any student can become an enthusiastic reader.

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Book SynopsisManaging Student Behavior provides an in-depth understanding of student behavior, including identifying factors that trigger and maintain negative, disruptive actions and attitudes. It provides an overview of appropriate reinforcement, which is fundamental in making positive behavior changes, and highlights many effective, evidence-based strategies that support permanent change. Real-life examples and anecdotes throughout the book illustrate a variety of classroom challenges, as well as strategies used to support positive change in each scenario. The author uses a conversational approach to connect with readers and provide a non-threatening environment in which to learn the basics of behavior and behavioral change.

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Book SynopsisStop the Hate for Goodness Sake shows teachers how to confront racism and disrupt discrimination in order to deepen students’ understanding of social justice, diversity, and equity. Background information, statistics, and reports on incidents of hate will help students consider ethical and moral behavior. Forty step-by-step lessons involve discussion, oral and written narratives, case studies, assumption charts, and more. This thoughtful examination of today’s world will help teachers encourage reflection, foster inclusion, and inspire students to take action. This in-depth guide will show teachers of 8- to 14-year-olds how to start and manage important conversations that will lead to change.Table of ContentsChapter 1: Defining HateChapter 2: Recognizing HateChapter 3:Dismantling Hate in SchoolsChapter 4: Ways to Erase HateChapter 5: Confronting the Issue of BullyingChapter 6: Creating a Safer School Culture for AllChapter 7: Ten Tips for Disrupting Hate

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Book SynopsisThis book provides information on how to use focus-group research to gain insight and allow input from various individuals or groups that may often be silenced during any decision-making process. A history of focus-group research is presented, along with various social and political structures within a school organization that inadvertently silence individuals and groups. Practical knowledge is provided for administrators in a step-by-step process for conducting focus-group research in any school organization—including, procedures for the group moderator, developing an effective focus-group, elements of questions that will generate discussion, keeping the group on task, eliminating personal bias, and bringing the group to closure. A focus-group design is also presented with essential information on developing the questions, population and sample, data collection, data investigation, methodology and concerns about focus-group research.Trade ReviewLatess's very readable book illustrates how focus groups can be used effectively in school improvement; he describes step by step procedures that would enable a school leader to use focus groups to gather and analyze qualitative data that would be useful for action planning…Focus-Group Research for School Improvement provides current and prospective school leaders with a "handbook" for planning and implementing focus-group procedures to ensure that the voices of stakeholders are heard. By using the focus group processes advocated by Latess, school leaders can facilitate the much needed engagement of stakeholders in school improvement and thereby increase the likelihood of more effective school improvement initiatives. -- Dr. Richard C. Wallace, Jr., superintendent emeritus, Pittsburgh Public Schools and clinical professor, University of PittsburghThe ability to collect opinions from the school community is critical to lead an effective educational program. Dr. Latess has provided a much needed practical guide that outlines a powerful tool to communicate with people in an unobtrusive way while discovering their beliefs and attitudes. -- Eric Stennett, Ed.D., Principal, Shaler Area Middle School and adjunct professor, Education Department, Point Park University (PA)Joseph Latess' refreshing and practical perspective on school improvement argues powerfully for sharing both knowledge and accountability throughout educational communities to help all students reach acceptable levels of academic performance. He explains and illustrates how administrators can use focus groups to obtain input from educational stakeholders who are often excluded from traditional decision-making processes. -- Dr. Robert J. Beebe, professor and chair, Educational Administration, Beeghly College of Education, Youngstown State University (OH)In the current data-driven climate of education, Latess offers a fresh and qualitative idea to break through barriers which have silence the public. The research addresses all of the pertinent relationships of the school enterprise: school boards, community, administrators, teachers, staff, parents, and children…Latess' work beckons for the high ideals necessary for school improvement and success: communication, responsibility, accountability, and community. The focus-group design provides a vehicle to reach those ideals. -- Dr. Darwin W. Huey, professor and director, graduate program in the Department of Education, Westminster College (PA)Table of ContentsChapter 1 Schools as Organizations Chapter 2 A Brief History of Focus-Group Research Chapter 3 Silenced Voices Chapter 4 Causes for Silence Chapter 5 Efforts to Hear the Voices Chapter 6 The Focus-Group Process: An Ideal Method for Breaking the Silence Chapter 7 Focus-Group Design Chapter 8 Procedures for Conducting Focus-Group Chapter 9 Social Constructions and Context Underlying the Focus-Group Process Chapter 10 Data Presentation and Action-Plan Development Chapter 11 Application of the Process:The Focus-group Process Tool Chapter 12 Other Tools of the Trade Chapter 13 Reflections

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Book SynopsisThis volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click here for the table to this title.Trade Review"Calderón compiles a collection designed to advance service learning 'beyond volunteerism (or charity) to a level of civic engagements that advances social justice in our institutions and a democratic culture in a civil society.' With topics ranging from day laborer centers and homelessness to preparing the student for life in a diverse global society, the collection provides practical strategies for achieving transformative learning in multiple contexts."Diversity & Democracy (AAC&U)Table of ContentsForeword—Robert A. Corrigan; About This Series—Gerald Eisman; Introduction--José Zapata Calderon; Activity/Methodology Table; List of Contributors SECTION I. FOUNDATIONS OF SERVICE LEARNING AND SOCIAL JUSTICE. 1. Advancing Service Learning as a Transformative Method for Social Justice Work—Stan Oden and Amar Casey; 2. Stimulating Social Justice Theory for Service Learning Practice—David Schulz; 3. Reflections on Service Learning as a Pedagogical Strategy in Composition—Christine Popok SECTION II. THE DAY LABOR PROJECT. 4. Linking Critical Democratic Pedagogy, Multiculturalism, and Service Learning to a Project-Based Approach—José Calderon and Gilbert Cadena; 5. Designing a Safety Program for Day Laborers. The Forgotten Workers—Edward Clancy; 6. Community-Based Scholarship. Nutrition Students Learn Spanish in the Classroom and at the City of Pomona Day Labor Center—Susan Algert Stubblefield SECTION III. SOCIAL POLICY AND HOMELESSNESS. 7. Social Justice and Public Policy—Roberta Ann Johnson and Robert C. Chope; 8. Social Responsibility by Design. Interior Design, Graphic Design and Photography Students’ Close Encounter with Homelessness—Jill Pable; 9. Providing Human Services with a Social Justice Perspective—Robert C. Chope and Rebecca L. Toporek SECTION IV. INTERNATIONAL PROJECTS. 10. Service Learning in the World Community. Video Production in South America—Betsy J. Blosser SECTION V. CULTURE AND EQUITY. 11. Creating Social Justice in the Classroom. Preparing Students for Diversity through Service-Learning—Tasha Souza; 12. Social Justice and Community Service Learning in Chicano/Latino/Raza Studies—Velia Garcia; 13. Reclaiming a Forgotten Past. The San Fernando Valley Japanese American Oral History and Photograph Collection Project—Edith Chen; 14. Cultural Issues in American Indian Education—Karen Baird-Olson.

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Book SynopsisThe position of presidential assistant is relatively new in the world of higher education and can still be a very hard-to-define occupation. In Other Duties as Assigned, veteran presidential assistants from all types of institutions describe the varied duties and responsibilities that they hold. The chapters span analyses of career paths, of gender, and of personal characteristics, as well as practical issues such as writing speeches, handling complaints, serving as the board secretary, and raising funds. The contributors have based their writing both on their experiences and on data from a national survey of the profession. This book is a seminal body of work that gives a comprehensive understanding of the many dimensions of presidential assistants, as well as providing practical advice about several key features of the role. As such, Other Duties as Assigned serves as a reference to existing presidential assistants as well as a guide to presidents contemplating the creation of such a position.Trade ReviewThis collection of observations on presidential assistants in higher education is long overdue. It will serve as an excellent orientation for those who are new to the role and as an affirmation of the valuable contribution of seasoned professionals. -- Pamela TransueFor some years now, those interested in the presidential assistant's role have been starved for good information on how to be effective in that role. This collected set of papers fills this gap in the literature. As a former presidential assistant and now president, I believe this book provides important insights into the challenges and opportunities associated with this key but little understood role in higher education. -- Joseph Tim Gilmour, president, Wilkes UniversityThere is no one a university president talks to more regularly or depends on more consistently than his or her closest assistant. This book, drawing on the experiences and insights of people who have filled this role, demonstrates its complexity and its importance. An effective chief assistant to a president can anticipate, intercept, and solve problems before they reach a critical stage. He or she can help a president balance priorities and manage time, greatly increasing the likelihood of presidential success. Reading this book can help both presidents and their chief assistants define the terms of an effective relationship. -- Robert Berdahl, president, Association of American UniversitiesTable of ContentsChapter 1 Foreword Chapter 2 From Whence They Came: Career Paths to the Presidential Assistant Position Chapter 3 The Role of Gender in the Profession of Presidential Assistant Chapter 4 Qualities of a Presidential Assistant Chapter 5 Managing the President's Office Chapter 6 Managing the Life of the President Chapter 7 Presidential Assistants and Institutional Advancement Chapter 8 Executive Speechwriting and Other Communications Chapter 9 Once Upon a Motion: A Board Secretary's Tale Chapter 10 The Nasty Stuff in a PAs Life: Handling Complaints Chapter 11 Presidential Assistants as Senior Administrators Chapter 12 A Career as a Presidential Assistant Chapter 13 What Do Presidential Assistants Do Next? Chapter 14 Juggling Jell-o: Other Duties as Assigned Chapter 15 Conclusion and Afterword

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Book SynopsisThe Law of Special Education and Non-Public Schools provides an informed explanation of Section 504, the IDEA, their regulations, and the cases that they have generated. Even though, the authors offer educators information on the rights of children in non-public schools, this book is not a how-to manual. It is designed to help make educators and parents aware of the requirements governing the laws that impact the rights of children with disabilities in order to implement both Section 504 and the IDED. In light of the detail that the book provides, it serves as a current and concise desk reference for educators ranging from building or district level administrators to classroom teachers to resource specialists in special education and related fields.Trade ReviewThis book is a clear and concise treatment of the laws regarding special education in non-public schools. This should be a part of every non-public school administrator's library. The final chapter of the book deals with some very concrete and practical advice for non-public administrators. This chapter puts the laws into perspective in a clear and practical manner. For the non-public and religious schools who often grapple with trying to offer special education this book is a good guide to help administrators deal with the complex issues and laws. This truly is a must-read for those who want to reach out to families and students who come looking for hope. -- Reverend Dennis P. Hartigan, president, Central Catholic High School, OhioFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education forthe children in the nonpublic school.. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CFinally there is a book for non-public school administrators and parents that explains four important laws and their implications for their children. The Section 504, Americans with Disabilities Act (ADA), IDEA (Individuals with Disabilities Education Act), and the NCLB (No Child Left Behind) are explained in one chapter. IDEA and its implementation or non-implementation in a non-public school is explored in a specific chapter so that all parties can understand it. The concluding chapter is worth the purchase price of the book as it gives practical considerations for administrators and parents of religiously affiliated nonpublic schools or nonsectarian nonpublic schools on how to work with public school administrators to provide a quality education for the children in the nonpublic school. -- Robert J. Safransky, retired school administrator with 19 years as building administrator and 10 years as central office administrator for Pinellas CTable of ContentsChapter 1 Introduction and Overview Chapter 2 Private Schools and the American Legal System Chapter 3 Section 504 of the Rehabilitation Act and Students with Disabilities in Non-Public Schools Chapter 4 Individuals with Disabilities Education Act Chapter 5 The IDEA and Non-Public Schools Chapter 6 Recommendations for Administrators in Non-Public Schools

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Book SynopsisThis book fills an educational void in the school leadership literature as it relates to historical, theoretical, intellectual and cultural understandings among those who prepare individuals for leadership in schools and for those who practice leadership in schools attended by significant numbers of African American students. Contributors to this volume are scholars whose research and service in schools have been important in understanding the historical, intellectual and cultural traditions that facilitate and support effective leadership and in schools where African American school leaders, teachers, students, parents, and their communities of support construct effective and productive 'cultures of empowerment and achievement'. It is these cultures that this volume addresses for their efficacy to support, empower, and sustain visible and measurable achievement among African American students.Trade ReviewThis text fills an important void in the literature on how African Americans view effective public school leadership for schools with Black children. The authors provide important insights about concepts on what are the effective leadership behaviors for schools educating African American Children. These leadership behavioral skill sets should help close the academic achievement gap between White and African American children. -- Frank Brown, Cary C. Boshamer Distinguished Professor of Education and dean emeritus, School of Education, University of North Carolina at ChWe know that leadership makes a difference in students’ learning. With this book, we can better prepare our aspiring leaders to make a difference in African American students’ achievement. The authors not only challenge our conception of today’s school organization and structure but also inspire us to act in new ways to create cultures of achievement for all students. -- Nelda Cambron-McCabe, professor of educational leadership, Miami University, OhioIf you care about the education of African American children, read this book! Two highly respected African American scholars collect some of the best indepth scholarly work on African American educational leadership. These scholars cover the history of African American school leadership, critical spirituality, African-centered pedagogy, womanist caring, urban school leadership, African American superintendents, leadership for troubled African American adolescents, critical factors for the underachievement of African American students, cultures of excellence, a critique of whole school reform, and antiracist school leadership preparation?a broad and deep array of topics focused on building ?a culture of empowerment? for African American children, their families, and their communities. This is now the seminal book on African American perspectives on leadership in schools.. -- Jim Scheurich, professor, Educational Administration and Human Resource Development Department, editor, International Journal of Qualitative StThis just-released book is a collection of some of the best in-depth scholarly work on African American educational leadership. * Ucea Reviews, Fall 2009 *This timely volume contains empirical and theoretical information that will help improve decision-making for school leaders in diverse school settings. -- Lamont A. Flowers, Distinguished Professor of Educational Leadership, Eugene T. Moore School of Education, Clemson University and executive directoIf you care about the education of African American children, read this book! Two highly respected African American scholars collect some of the best indepth scholarly work on African American educational leadership. These scholars cover the history of African American school leadership, critical spirituality, African-centered pedagogy, womanist caring, urban school leadership, African American superintendents, leadership for troubled African American adolescents, critical factors for the underachievement of African American students, cultures of excellence, a critique of whole school reform, and antiracist school leadership preparation—a broad and deep array of topics focused on building “a culture of empowerment” for African American children, their families, and their communities. This is now the seminal book on African American perspectives on leadership in schools. -- Jim Scheurich, professor, Educational Administration and Human Resource Development Department, editor, International Journal of Qualitative StTable of Contents3 Introduction 4 The Historical Tradition of African American Leadership in African American Schools: 1830-1955 5 African American Educational Leadership: Critical, Purposive, and Spiritual 6 African-Centered Pedagogy and Womanist Caring: Reclaiming Black Children for Success 7 Facilitating African American Parental Involvement in Urban Schools: Opportunities for School Leadership 8 African American Superintendents Narrowing the Achievement Gap Through Organization Restructuring 9 African American Leadership in Urban Schools: Implications for Organizational Structure and Improved Educational Outcomes 10 Caring Leadership for Troubled African American Adolescents: A Case Study 11 Leadership in K-12 Schools for Promoting Educational Aspirations: A Mental Model for School Achievement 12 Leading Change in the Educational Environment: Creating a Culture of Academic Excellence 13 African American School Leadership in a Policy Context: A Tornado of Private Influence and Interests 14 Toward a Praxis of Antiracist School Leadership Preparation 15 About the Editors 16 About the Contributors 17 Index

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Book SynopsisJohn R. Shoup and Susan Clark Studer explore the rules and patterns that govern complex systems that, when properly understood and applied, result in more effective leadership than what is offered from traditional leadership models. Their book is designed to equip leaders with the knowledge and skills to operate successfully in complex environments at both the micro (organizational) and macro (policy) level. Leveraging Chaos offers a dynamic interpretation of educational history and reform that will equip policy makers to implement a more balanced management of the educational pendulum.Trade ReviewShoup and Studer detail the seven features of complex adaptive systems in a manner which serves to illuminate and clarify these systems for the reader. Complexity theory is then applied to a history of education, providing useful insights and practices supporting dynamic educational leadership and policy planning. -- Susan Rainey, Ed.D., Superintendent, retired. Riverside Unified School District, California (1998-2008) and Charter Oak Unified School District, CaliTable of ContentsChapter 1 Complexity Simplified Chapter 2 Complexity at Work in the American Educational System Chapter 3 Leveraging Complexity at the Policy Level Chapter 4 Leveraging Complexity at the Organizational Level

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Book SynopsisPrivileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community. As the authors candidly and vulnerably reveal their own 'blind spots' and biases that occurred 'on their watch,' readers will be able to take a look in the mirror as well, thus taking a critical step in better advocating for those students 'left on the fringe' in classrooms and schools.Trade ReviewThe authors provide a reality check regarding the importance of culture and relationships in today’s schools and the powerful impact they have on kids. This needs to be required reading for all new teachers and administrators. This book is a true difference maker! -- Stu Silberman, National Superintendent of the Year Final Four, Fayette County, KentuckyThe culture of a classroom, school, or district can be the make-or-break for student success. In this book, the authors present examples of toxic cultures in our schools that need to be addressed and then provide guiding questions to prompt readers toward action to create healthy cultures. This book offers a wonderful approach to learning and leading through story telling. It draws the reader into the book and makes an emotional impact that will drive change.” -- Terry Holliday, PhD, commissioner of education, Commonwealth of KentuckyThe authors of this great work dare to see schools as more than centers for test preparation. They remind us that schools can be real agents of social change and cultivators of humanity! -- Anthony S. Muhammad PhD, president, New Frontier 21 Consulting; former principal of a U.S. Blue Ribbon School; speaker and author ofTransforming School Culture--How to Overcome Staff DivisionAfter reading this book, there is no doubt readers will be moved to change some of the practices we all employ as educators. There are few times in one’s life that reading a book can change the way we think about education. But for me, this was such a moment. I only wish I could have had the opportunity to see this error in my ways much earlier. -- Brady Link, superintendent, Christian County Schools, Hopkinsville, KentuckyThis book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection?the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel.... -- Cathy Lynne Gunn, dean of the School of Education, Morehead State UniversityThis book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection—the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel. -- Cathy Lynne Gunn, dean of the School of Education, Morehead State UniversityTable of ContentsChapter 1 1. Don't Give Me Justice Chapter 2 2. How Much Money Does Daddy Make, Mommy? Chapter 3 3. The "N" Word Chapter 4 4. The 'Back Hall' Kids Chapter 5 5. I Have a Name Chapter 6 6. Squeaky Wheels Get the Grease Chapter 7 7. Rigid Master Schedules Chapter 8 8. Skateboarders-Unfit for Social Justice Chapter 9 9. Throw Them a Life Preserver-Not An Anchor Chapter 10 10. No Band for the Kid from Lucky Stop Chapter 11 11. No Hamburgers or Salads for the Free Lunch Kids Chapter 12 12. One Child Left Behind Chapter 13 13. The School Within the Lines Chapter 14 14. My Kids Chapter 15 15. Rounding the Bases-Bring 'Em Home Chapter 16 16. Kids in the Shadows Chapter 17 17. Do We Accept Responsibility? Chapter 18 18. Pecking Order Chapter 19 19. Elephant in the Room Chapter 20 20. Culture, Community, and Consolidation Chapter 21 21.You Brought a Dead Cat to School? Chapter 22 22. The Indiscernible Faces of Privileged Thinking Chapter 23 23. Learning the Constant—Time the Variable Chapter 24 24. More Equal than Others Chapter 25 25. The Kids Say I'm Black Chapter 26 26. We are ALL Gifted…We ALL have Disabilities Chapter 27 27. Closing Thoughts: We Can Do It…We Must Do It!

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Book SynopsisEducating from the Heart: Theoretical and Practical Approaches to Transforming Education is based on the questions: 'What does it mean to educate from the heart? What does it mean to educate with spirit?' It offers both theoretical overviews and practical approaches for educators, academics, education students and parents who are interested in transforming schools. Well-respected voices in the field of education provide a framework that includes recent findings from the world of neuroscience, as well as fresh perspectives about traditional wisdom. Practicing educators describe methods directly applicable in classrooms. In addition, many chapters emphasize the importance of educators attending to their own inner lives. The book encourages reinvigorating approaches to learning and teaching that can easily be integrated into both public and private K-12 school classrooms, with many ideas also applicable to higher education. It supports an educational system based on the beliefs that heart and spirit are intertwined with mind and intellect, and that inner peace, wisdom, compassion, and conscience can be developed together with academic content and skills.Trade ReviewThis book brings together some of the renowned voices in the field of education and spirituality so that each chapter offers up-to-date research and insights that inform and enlighten classroom theory and practice. The editors have carefully structured the contents so that there is a fluidity of movement from theory to practice throughout the book, thereby raising its appeal and access to both academics and teachers. It is a worthwhile resource for pre-service and postgraduate education programs, as well as for classroom teachers. -- Marian de Souza, senior lecturer of religious education at Australian Catholic University, Watson; coeditor, Global Perspectives on Spirituality and Education (2014), and editor, Journal of Religious Education (2006-2012)Educating From the Heart is a beacon of light given the current context of education. It illuminates ideas and practices that can enrich and empower the lives of students. It searches out the varied contexts where wholeness and heart-filled learning can be applied. And it disperses the dark shadows of conformity and meaningless accountability by its hopeful message and practical content. -- Sam Crowell, faculty for the earth charter center and UNESCO chair for ESD and author of “Emergent Teaching: A Path of Creativity, Significance, and Transformation”The ideas in this book are presented in such a way that teachers will want to try these approaches themselves. The more theoretical chapters help provide a framework for the chapters on strategies by teachers who clearly are deeply invested in a holistic approach to teaching. This book fills an important gap in the literature on spirituality in education with its classroom based focus. -- Dr. Jack Miller, professor of curriculum, teaching, and learning, University of Toronto; author of The Holistic CurriculumEducating from the Heart is a "must read" for all practicing school administrators and should be incorporated into any leadership development program for educators. Applying many of the principles and beliefs identified in this book challenges established practices and structures in our current "high stakes" testing environment. It is a compelling book relating to the topic of student well being that has to be addressed in a more systemic fashion in our schools. -- Dr. Brian O'Regan, coordinator of Master's Program in Educational Leadership, Saint Michael's College, Vermont, and former Vermont deputy commissioEducating from the Heart offers both theoretical overviews and practical approaches to include elements of humanity, spirituality, and inner growth within the practical content of modern education. This book is for educators, academics, education students, and parents who are seeking a new way to present a more holistic education. * The Citizen *Table of ContentsChapter 1 Foreword: The Spirit Dimension of Education Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Part 5 Section I—Overview Chapter 6 Developing Spirit Related Capacities of Children and Adolescents Chapter 7 Supporting Inner Wisdom in Public Schools Chapter 8 Developing Mindfulness and Emotional Self Regulation in American Education Chapter 9 Nurturing the Spirit through Literature Chapter 10 The Six Passages of Childhood—A Model for School-based Rites of Passage Chapter 11 Paying Attention to the Whole Self Part 12 Section II—Practice Chapter 13 Deepening Presence and Interconnection in the Classroom Chapter 14 The Yogi in the Classroom Chapter 15 Simple in Means Chapter 16 The Inner Life of Teaching Chapter 17 Integrating the Spirit with Total Body Fitness Chapter 18 Stress Reduction in a Middle Level Social Studies Class Chapter 19 Teaching Children Empathy Jessica Toulis Chapter 20 Counseling from the Heart Madelyn Nash Chapter 21 Nurturing Childrenís Inner Resources—An Elementary School Guide Auriel Gray Chapter 22 Conclusion Aostre N. Johnson and Marilyn Webb Neagley Chapter 23 Biographical Sketches

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Book SynopsisCreating strong, independent readers with conferring requires thoughtful planning, active listening, accurate tracking, and personalized follow-up. Many teachers don't know where to start; planning effective conferring conversations and selecting the right tools can seem daunting. Teachers Gravity Goldberg and Renée Houser understand how overwhelming conferring can be, so they developed the Teacher's Toolkit for Independent Reading, Grade 3.Designed especially for Grade 3 students, the Teacher's Toolkit provides an all-in-one conferring system to help teachers: Access ready-to-use teaching texts, a curriculum guide with grade-level specifics for teaching with focus, and tools to engage students in their individual reading process and progress Learn and model essential independent reading skills for their students Build the confidence to focus on responsive, personalized discussions with students Organize and easily access

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Book SynopsisCreating strong, independent readers with conferring requires thoughtful planning, active listening, accurate tracking, and personalized follow-up. Many teachers don't know where to start; planning effective conferring conversations and selecting the right tools can seem daunting. Teachers Gravity Goldberg and Renée Houser understand how overwhelming conferring can be, so they developed the Teacher's Toolkit for Independent Reading, Grade 4.Designed especially for Grade 4 students, the Teacher's Toolkit provides an all-in-one conferring system to help teachers: Access ready-to-use teaching texts, a curriculum guide with grade-level specifics for teaching with focus, and tools to engage students in their individual reading process and progress Learn and model essential independent reading skills for their students Build the confidence to focus on responsive, personalized discussions with students Organize and easily

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Book SynopsisCreating strong, independent readers with conferring requires thoughtful planning, active listening, accurate tracking, and personalized follow-up. Many teachers don't know where to start; planning effective conferring conversations and selecting the right tools can seem daunting. Teachers Gravity Goldberg and Renée Houser understand how overwhelming conferring can be, so they developed the Teacher's Toolkit for Independent Reading, Grade 5.Designed especially for Grade 5 students, the Teacher's Toolkit provides an all-in-one conferring system to help teachers: Access ready-to-use teaching texts, a curriculum guide with grade-level specifics for teaching with focus, and tools to engage students in their individual reading process and progress Learn and model essential independent reading skills for their students Build the confidence to focus on responsive, personalized discussions with students Organize and easily

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Book SynopsisItâs no secret that our youngest bilingual writers thrive in classrooms filled with conversation, inquiry, play, and wonder, but how can we invite them into the conventions of the Spanish language, engage them in authentic writing experiences, and lean into their natural curiosity around what writers do?Building on the same playful qualities of the invitational process introduced in their best-selling Patterns of Power series, Caroline Sweet, Whitney La Rocca, and Jeff Anderson turn their instructional lens to our youngest writers in bilingual and dual-language classrooms, sharing new ways we can invite them to experiment, have fun, and take risks with writing and language. In this valuable resource, they: introduce the Patterns of Wonder Phases of Emergent Writing in Spanish as a way to reflect on the work young writers are doing and plan for effective, scaffolded instruction outline an adapted invitational process with a focus on biliteracy development position grammar and concepts about print instruction across three overlapping levels of support: oral language, illustrating, and writing; and feature over 100 culturally and linguistically diverse picture book recommendations to stir curious classroom conversations Grounded in discovery, play, conversation, and most of all, wonder, Patterns of Wonder en espaÃol brings the authorsâ excitement for inquiry and writing instruction to the ways we support our youngest bilingual writers.

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Book SynopsisDawnavyn James believes Black history shouldn't be relegated to the month of February. In her groundbreaking book, Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3, she provides a practical guide for elementary educators who seek to teach history in truthful and meaningful ways that help young students understand the past, the present, and the world around them.Drawing on her experiences as a classroom teacher and a Black history researcher, James illustrates the big and small ways that we can center Black history in our everyday teaching and learning practices across the curriculum using read-alouds, music, historical documents, art, and so much more.Inside this book you'll find: Essential ideas that guide our teaching of Black history Powerful People Sets: groups of Black historical figures organized by theme with resources for both teacher and student learning Book collections and lessons featuring nearly 100 children's books Strategies and tips for adapting and disrupting curriculum in order to center Black history Ideas for celebrating Black History Month in ways that go beyond February FAQ's to help you navigate the ins and outs of teaching Black history in the elementary classroom With Beyond February, you'll have the tools to teach Black history all year long!Trade Review“Beyond February is a gift to every educator in this country from the pedagogical Gods! Dawnavyn James, is the conduit, and in my opinion, is a genius educator. She has crafted what will be a staple in every history and social studies classroom in the country for years to come. This guide teaches the glories, the triumphs, and the bitter but honest truth about Black history in America. If you are willing and open, it will set you and your students free.” —Derrick Barnes, NY Times Bestselling author, National Book award finalist, Newbery honoree, and the only two-time Kirkus Prize winner"This is what teachers have been asking for! A book about teaching Black history to young children. I am overwhelmed by James as she advocates for Black history teaching as a journey and not a simple destination. She provides practicality, yet her approaches are researched based. She provides tips, lessons, children's books, and inspiration for elementary teachers who are yearning to provide a more holistic version of history education in their classrooms. While bad faith actors have attempted to make teaching Black history controversial, Beyond February is refreshing as it humanizes Black folks and allows people to see that you can teach Black history in engaging, joyous, and truthful ways! The book should be recommended reading for all elementary teachers, administrators, school boards, and policy makers around the country."— LaGarrett J. King, PhD, Founding Director, Center for K-12 Black History and Racial Literacy, University at Buffalo Dawnavyn James doesn't just talk the talk, she walks the walk--leading the way for educators to teach through Black histories not just during February but all year long and not just in social studies classrooms but all across the curriculum. Beyond February empowers teachers and affirms students with a wealth of resources and approaches that encourage critical thinking, foster inquiry and empathy and build cultural literacy.—Carole Boston Weatherford, author of Unspeakable: The Tulsa Race Massacre“This beautifully written book is aimed at teachers of young children but could serve all educators. Dawnavyn James lays out a framework for planning and implementing lessons about Black history and culture throughout a school year that is easy to use and exciting to consider. I will be coming back to this book again and again!”—Jennifer Orr, Elementary teacher and co-author of We're Gonna Keep on Talking: How to Lead Meaningful Race Conversations in the Elementary Classroom"An essential guide for K-3 educators wanting to incorporate Black history into classroom learning throughout the school year." —April Crowder, Starred review in School Library Journal“Beyond February warmly invites early childhood and elementary educators to a consider a rich array of picture books, activities, and vibrant classroom examples to teach meaningful Black history year-round. This book is a gift to novice and experienced educators alike!”—Noreen Naseem Rodríguez, Author of Social Studies for a Better World: An Anti-Oppressive Approach for Elementary Educators“In Beyond February, Dawnavyn James does an incredible job of weaving together both her own teaching practices and the scholarship of those who have come before her. She shares exciting, creative, engaging, and meaningful ways to teach Black history throughout the entire year, never failing to provide a thorough list of children’s literature to anchor each topic. Black history is joy, resilience, resistance, and brilliance, and Dawnavyn makes that history accessible, empowering, and engaging to students as young as five years old. This book is long overdue and will become a central resource in my own teaching with both elementary students and pre-service teachers alike.”— Erin Green, Teacher educator“Both insightful and honest, James does a masterful job of helping educators understand the importance of teaching Black histories beyond February and provides a wealth of ideas and resources to guide them along the way.”— Dee Romito, author of Pies from NowhereTable of ContentsIntroduction; 1: Beyond the People; 2: Beyond the Books; 3: Beyond the Curriculum; 4: Beyond the Month; 5: The Work Doesn't Stop Here

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Book SynopsisWith every lesson grounded in the critical strategy of writers talking out their revisions, Patterns of Revision will establish routines, practices, and mindsets to set you and your students up for success from day one. Discover the joy inherent in writing - and writing instruction - when we explore revision through engaging inquiry and the study of models, building flexible, competent revisors, step-by-step, in an open-ended discussion of meaning driven revision choices and their effects.Table of ContentsPart 1: Exploring Patterns of Revision in Bite-Sized Chunks Chapter 1: Invitation to Delete Unnecessary Information Chapter 2: Invitation to Rearrange Chapter 3: Invitation to Add Connectors Part 2: Revision Through Sentence Combining Putting Draft Together Chapter 4: Invitation to Combine Conclusion: Living in a Revision Mindset

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Book SynopsisAll students can drive their own learning when we show them how. Humanized, equitable classrooms start with a commitment to building student agency. Step Aside offers clear, streamlined guidance for launching secondary students into high-level work that hinges on their ideas and insights.Sarah Zerwin writes from the complex and challenging space of daily life in a classroom. She knows student-driven learning does not mean students make all decisions about what happens in the classroom. It occupies a more nuanced space where teachers carefully curate the classroom experience and teach students how to navigate it on their own.Sarah has done the work to weave many resources into a Three Step Meaning Making Process that grows studentsâ thinking. Each chapter offers effective, flexible strategies to put into practice immediately: Reading strategies that work for any text students need or want to read Writing strategies that work for any te

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Book SynopsisAn essential companion to the bestselling textbook Multisensory Teaching of Basic Language Skills, this workbook gives current and future teachers the practice they need to use multisensory structured literacy approaches effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher education courses and in-service professional development, this updated activity book aligns with the new fourth edition of the Multisensory Teaching textbook, so readers can easily use them in tandem. Students and professionals will get more than 100 easy-to-use activities that cover all the areas in the text, including• executive function• oral language• phonological awareness• letter recognition• syllable division• spelling• decoding• fluency• comprehension• composition• mathematics With this must-have activity book, today’s educators will increase their knowledge of language structure and patterns, hone their instruction skills, and improve their students’ academic outcomes.

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Book SynopsisHelp children with SEN and autism to have a good first impression of your school and it can make all the difference to their entire school experience.Regular Teach Early Years contributor and SEN expert Adele Devine shares her top tips for making the school environment as welcoming and inclusive as possible for children with SEN and autism. This book covers essential topics such as working with parents, supporting transitions between home and school, helping children with sensory issues to cope in a stimulating classroom, teaching waiting and patience skills, using visual teaching methods, understanding behaviour, promoting independence and much more. Case studies and practical examples show you exactly how a truly inclusive classroom can be achieved, by demonstrating how a range of situations are experienced from the child's perspective. Designed to be perfect for dipping into and referring back to as problems arise, this book is a fantastic resource for busy educators.Trade ReviewFlying Starts for Unique Children focuses on ways to facilitate a supportive transition to school for early learners with special educational needs. It provides information on ways to set children up for a positive school experience from the outset. It is full of practical tips and strategies for schools, useful information and personal narratives. The book is written from a strong place of inclusion and respect for children and their parents. -- Jeanette Purkis, autism self-advocate, public speaker, government official and author of three books including The Guide to Good Mental Health on the Autism SpectrumSupporting the development of children with special educational needs may seem a daunting proposition, but Adele illustrates how simple changes to practice and attitude can transform any classroom into a welcoming and nurturing place for all. Always engaging, this book is essential reading for every inclusive teacher. -- Jacob Stow, Editor, Teach Early Years magazineWritten with warmth and care, and showing how young children with special needs can feel comfortable. I highly recommend any Early Years Teacher to read this book. It has prompted me as a mainstream Early Years Teacher to ensure that all children in my setting can have a "Flying Start". -- Lesley Bailey, Heatherside Preschool Supervisor & SENCOTable of ContentsAcknowledgements. An Introduction - Once Upon a Time... . 1. First Impressions: What a difference first impressions can make to a child's school experience. 2. Keeping Mum: Supporting, listening and learning from parents. 3. Communication with Parents: Communication with parents will save you time. 4. Unlocking that Special Child: Finding the key to engage a child with special needs. 5. Colour Coded Symbols: Colour coding to promote understanding. 6. Show Them the Way: Using visuals - practical ideas and examples. 7. 'What's Next?': Seeing from all angles - understanding the reasons behind behaviours. 8. Be a Supermodel: Teaching children through using staff and other children as positive role models. 9. Toilet Training: Useful ideas and examples of toilet training children with special educational needs. 10. Flower Power: When traditional methods don't work it's time to find the roots. 11. If You're Good: A positive approach to behaviour and using rewards. 12. I Can't Wait: Teaching waiting skills. 13. Choice Time: Helping children who find it difficult to make choices. 14. Good Sitting: Supporting the child who cannot sit still. 15. Against the clock: How using timers can enable a special child to stay on track. 16. The relationship with Technology: How to use that love of technology. 17. Volume Control: Help children with noise sensitivity cope with school. 18. Space Invaders: Teaching children and being aware of personal space. 19. The Sixth Sense: Proprioception - Is that bouncy child still learning where their body is in space? 20. Chewing: Strategies for the child who chews toys or clothes. 21. When Clothes Hurt: Sensitivity to clothes and shoes. 22. Personal Care: Supporting the child with anxieties about hair washing, hair cuts and brushing teeth. 23. Food Phobia: Children who refuse to eat or have extremely limited diets. 24. Recipe for Success: Cooking with SEN children. 25. Eating Out: Taking children with special needs to restaurants. 26. Retail Therapy: Taking children with special needs to real shops. 27. Pet Therapy: The difference a pet can make - cats, dogs, guinea pigs etc. 28. Dealing with Different Days: Why Halloween, dress up days, sports days, fireworks and other changes can cause anxiety. Strategies and supports. 29. Planning for Christmas: Why Christmas causes anxieties - Ways to help. 30. Christmas Play: Helping that Special Child Shine. 31. Present Danger: Teaching children to handle gift giving times. 32. A Change of Setting. Supporting the transition between home and school, class to class or school to school. 33. Reasons to Be Hopeful: Changing our attitudes and language can change outcomes. 34. Extending Learning: Extra information on Attention Autism, Intensive Interaction, Makaton, Social Stories, PECS and TEACCH. 35. Happily Ever After: What children can achieve with the right support.

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Book SynopsisAs rates of depression, anxiety, self-harm and eating disorders are on the up among young people, how can schools provide appropriate information and support for the young people in their classrooms? How can they bridge the gap between what they know matters - the impact of these issues on learning and life-long health - and the mounting day-to-day priorities and pressures of school life?This book provides unique insight into 12 projects that are helping to answer these questions and supporting teachers to make mental health and emotional wellbeing a key player in the school day. With a mix of longer-term initiatives and simple strategies that schools can put in place immediately, it explores mentoring and mindfulness, social action and sport, Lego play and poetry, the power of parents and the role of PSHE. It describes how these projects work practically and shares the impact they are having, increasing resilience and raising the aspirations and emotional wellbeing of the whole school community. As well as showcasing ideas that are making a difference, the book meets with the education leaders and charities behind the initiatives (including Place2Be, Step up to Serve, Kidscape, Mosaic, Diversity Role Models, Beat, Achievement for All and others) who offer advice and signpost useful information to support readers in getting these ideas off the ground in their schools.This book is a source of inspiration for headteachers, senior leadership teams, pastoral care teams, school counsellors and psychologists.Trade ReviewThe School of Wellbeing is a treasure trove of ideas and inspiration. It takes you outside the box and then some whilst sharing practical steps that others have taken to bring their projects to life so that the reader might aspire to emulate some of these successes. It is an easy read full of 'aha' and 'ooh' moments. -- Pooky Knightsmith, Director of the Children, Young People and Schools Programme at the Charlie Waller Memorial TrustI liked the book as an overview of different wellbeing projects carried out in different schools. I would recommend it to pastoral staff in school who are looking for different ways to increase pupil wellbeing - especially those who have some influence over the school's wellbeing initiatives. Even if the charities or specific initiatives mentioned in the book are not practical for the reader's school, the book stimulates imagination and does a good job in showing the wide variety of ideas being used across the country. -- Sarah Burrell, BACP, school counsellor * Children and Young People, BACP *Interviews with headteachers (both primary and secondary) inform the book throughout, interspersed with viewpoints from other experts... Jargon-free, easy to read and well indexed, this book is inspiring and empowering. -- Anne Harding * School Library Association *Table of ContentsIntroduction. 1. The Mentor: Unlocking you school's powerful resource to build resilience. Nicky Cox on the power of your pupils to drive change. 2. The Lego Club: Building communication skills and confidence, one brick at a time. Jane Asher on why we should better understand autism and mental health. 3. The Perfect Week: Introducing the head teacher whose out of the box thinking is changing children's lives. Jane Powell on a campaign to address male suicide, and how your school could help. 4. The Poem: Exploring the perfect starting point to talk about feelings. 5. The Anti-Bullying Workshop: Harnessing the power of prevention to promote inclusion and build self esteem. Gok Wan on how kinder cultures can change lives. 6. The Counsellor: Discovering the power of a place to talk, and to be heard and understood. Professor Tanya Byron on the vital role of early interventions. 7. The Conversation: Transforming the relationship between school and family, and the emotional wellbeing of the pupil they both want to help. 8. The Role Model: Introducing your pupils to a powerful new kind of educator. Rebecca Root and Asad Ahmad on the transformative effects of role models. 9. The Mindful Moment: Taking a breath and exploring a new way to deal with the pressures of school life. Kate Griggs on a new kind of understanding of Dyslexia. 10. The Community Project: Helping pupils realise just how much they're worth. 11. The Run: The 15 minute exercise that's promoting mental health. 12. The PSHE Lesson: Rethinking the subject that will help you shape what happens next. Suzy Greaves on the campaign to make PSHE statutory.

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Book SynopsisRaising awareness and understanding of autism has school-wide benefits, such as helping to improve the attitudes of pupils and staff and allowing children with autism to thrive socially, emotionally and educationally alongside their peers. This comprehensive resource provides a whole school programme for raising autism awareness and promoting inclusion.It includes training for staff in the knowledge and skills they need to support pupils, a sample school assembly, and lesson plans for teaching groups of pupils to be 'autism champions'. This programme also offers photocopiable worksheets and online presentations to use as part of the staff training, school assembly and peer awareness lessons. There is advice for involving children with autism and their parents in school activities. Easily adaptable for different age groups, this is a ready-made resource for schools committed to promoting autism awareness and whole school welfare.Trade ReviewThis book is easy to use, and ideal for busy education professionals who want to raise whole school awareness of autism without intimidating anyone. The materials for staff and pupils are clear and well-structured, and would help any school to establish a culture of championing autism. -- Sarah Wild, Headteacher, Limpsfield Grange SchoolThe author's depth of experience shows in her ability to present a complex condition in such a clear and practical way. Schools will find it particularly helpful that the attractive materials are aimed separately at staff, primary pupils, or children who want to become Autism Champions. -- Dr Rona Tutt OBE, Past President of the National Association of Head Teachers (NAHT)This excellent resource book fills an enormous gap. Including a scripted assembly and five detailed lesson plans, young people can be effectively coached to actively support their ASC peers. I strongly recommend it to all schools. -- Ros Huntley B.Ed., M.Ed., ASC Senior Specialist Teacher, Essex SouthWith all teachers now expected to be teachers of SEND and SENCOs driving the development of a more inclusive universal provision, these ready-made resources offer a cost-effective and valuable addition to any school development programme. -- Saira Pester * Special Children *Table of Contents1. Introduction 2. School Staff notes for Autism Awareness Training. 3. Assembly Notes - Autism Awareness for the Whole School. 4. Lesson plans for Autism Champions. 5. Involving the Child with Autism. 6. Partnership with Parents. 7. Creating Champions for Autism. 8. Photocopiable Resources. 9. Sources of Information.

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Book SynopsisCollege students with autism can face many difficulties during the transition from high school to further education and beyond. Highlighting the various everyday issues that may arise, this book shares practical advice for supporting students on the autism spectrum and helping them to succeed not only academically, but also socially and emotionally.From supporting students with their relationships, to dealing with anxiety and managing independent living, this book covers a breadth of topics. It considers the impact of teaching expectations in higher learning on general adult life, and how to counsel students with autism on academic issues. The author also examines his many years of experience as a community college counselor, sharing the mistakes he has made and the lessons learned, to outline what makes a good counselor and how to take specific steps to ensure success for students with autism in all aspects of college life.Trade ReviewDr. Michael Duggan has been a dedicated and effective advocate for students on the autism spectrum and their families for over 20 years. He has created the ultimate guide to show how to assist these students and their families with the daunting task of the transition from high school to college. This book is a compassionate, step-by-step companion for college counselors and aspiring college students to deal with everything from friendships, romance, academic success to disability support services. -- Maria Rago, Ph.D., Clinical PsychologistI had the good fortune to work with Michael at the College of DuPage and saw the beginnings of his work with Autismerica. This amazing book translates his experiences into practical tips for anyone working with students on the spectrum who want to provide a supportive, successful environment. Highly recommend! -- Dr. Lisa Stock, Dean of Academic Affairs, Ellsworth Community CollegeThis book, which addresses college advisors and counselors, faculty, and parents, is the key to uniting a team of support for any college student with autism. Dr. Duggan has given us an accessible, upbeat, and realistic guide, with clear advice for a wide range of challenging situations. -- Karin Evans, PhD, Professor of English, College of DuPageTable of ContentsAcknowledgements. Preface. 1. My first failure. 2. The phantom success story. 3. The first year of college: what to expect and how to help students succeed. 4. Anxiety: the silent partner. 5. Technology: our friend and enemy. 6. Relationships: from friendships to dating and sex. 7. Career exploration and life after college: what's next? 8. Regarding developmental and intellectual disabilities. 9. What makes a good counselor? 10. Autismerica: one of the proudest accomplishments of my career. 11. For parents and professionals alike: lessons learned from the field of rehabilitation counseling. 12. Effective teaching interventions. 13. Teaching interpersonal communications. 14. What students on the spectrum want the rest of us to know. 15. What I wish parents, students, and everyone else would know. 16. Taking care of yourself. 17. Concluding thoughts. Epilogue.

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Book SynopsisDrawing on the author's cutting-edge research this practical book helps teachers better understand the causes of bullying, gives them confidence to resolve nuanced cases, and provides them with the tools to develop pupil-led anti-bullying campaigns. This book delves into the complex nature of bullying at school in a clear and approachable way. It helps school staff understand the student's views and experiences of bullying, and how power imbalances and systemic inequalities can contribute to bullying relationships between pupils. The author provides evidence-based interventions that suggest ways teachers can develop knowledge and skills to resolve incidents. Key to this is a new approach to pupil-led interventions which allows staff to harness pupil voices to develop effective anti-bullying strategies. Included are resources and tools to help teachers set up these advisory groups and interventions, and train others to do the same. This is essential reading for teachers looking for a comprehensive and accessible guide to tackling bullying.

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Book SynopsisUsing creative and performative methods is central to engaging children in fun and inspiring learning. This hands-on guide provides activities, quick tips and advice for developing performance and creative skills to support delivery of the Early Years Foundation Stage (EYFS).Each chapter focuses on a particular method, including storytelling, role play, puppetry, sensory play, music and dance, and gives practitioners the confidence to develop and use these skills in their teaching. The book reveals how each method can be used to support key developmental aspects, such as language and communication, physical development and movement, listening and attention, and managing feelings.Table of ContentsIntroduction. 1. Who Is It? 2. Structuring the Class for Physicality. 3. Can You Feel It? 4. Real Role Play. 5. Let Me See. 6. Bring the Noise! 7. Ssssssh! 8. Telling the Story. 9. Why Puppets? How Puppets? 10. Get Up and Boogie. 11. Taking Care. 12. The Golden Rules.

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Book SynopsisPromote positive body image, build self-esteem and tackle body confidence issues in young children with this practical guide.Over a quarter of childcare professionals have seen body confidence issues in children aged 3-5 years old. This book explains how body image develops, highlights the warning signs of body dissatisfaction in children and provides guidance for early years practitioners on how to safeguard positive body image by building self-esteem and resilience. It also provides practical guidance and ideas for supporting healthy habits in children and creating bias-free settings.Table of Contents1. What is Body Image? 2. Body Dissatisfaction: Understanding the Challenge. 3. The Resilience Connection. 4. Healthy Habits. 5. Creating a Bias Free Setting. Appendices.

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Book SynopsisWhen Highfurlong School welcomed their new school dog, Doodles, they couldn't have imagined the many ways in which he would change school life for the better.From helping to cheer up an upset child to developing a sense of collective responsibility, the benefits both to pupils' learning and social and emotional wellbeing have been significant and surprising. Packed with heartwarming stories, amusing anecdotes and useful insights, this is essential reading for teachers and school management thinking about including a school dog on their 'staff'.Table of Contents1. The Benefits of Animals as Therapy. 2. The Decision to use a Puppy. 3. Top Tips for Choosing your Puppy. 4. Introducing your Puppy to School. 5. Practical Issues and Finances. 6. The Puppy's Intended Remit in School. 7. Doodles' Success - Extra Curricular. 8. Doodles with the Children - Case Studies. 9. The Unexpected Benefits of Doodles. 10. How Doodles is used in Lessons. 11. Other Therapy Dogs. 12. Mischievous Doodles. 13. Future Plans.

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Book SynopsisThis accessible and much-needed resource sets out advice on how to develop character and encourage wellbeing in pupils aged 5-11.Schools are increasingly aware of how beneficial positive character skills can be, but resources on how to develop them are scarce. This book gives teachers the means to promote gratitude, positive emotions, character strengths, and positive relationships through 100+ easy-to-implement activities such as student diaries, classroom displays and letter writing campaigns. It also includes tools and strategies that go beyond the classroom, helping to embed character education into the culture and ethos of the entire school. Each chapter will include a short introduction to the relevant theoretical background, and all activities are based on validated character education and positive psychology interventions.Bite-sized and practical, and full of ideas that can be dipped in and out of in the classroom, this is an ideal book for busy teachers.Trade ReviewCharacter Toolkit for Teachers is an immensely readable and practical book that will be a source of inspiration and guidance for any teacher who is passionate about education and helping children and young people to cultivate vital character virtues that enable them to flourish. -- Dr Tom Harrison, Director of Education, Jubilee Center for Character and Virtues, University of BirminghamTheories come and go, and as interesting as these may be, the only way the science of character can have a tangible impact in the classroom is through finding concrete and creative ways to translate it into practice. This toolkit does just that. All exercises are clear, explicit and easy to follow, adding up to a great dip-in and dip-out teacher support. -- Dr Ilona Boniwell, Programme Leader, MSc in Applied Positive Psychology, Anglia Ruskin University & CEO of PositranThe Character Toolkit for Teachers is an excellent resource for busy teachers seeking an introduction to Character Education and Positive Education in an accessible and well-researched book. It includes a wealth of ideas that can be built into educational programs to promote mental health and well-being in children, and, just as importantly, it details practical activities that can be lifted straight off the pages and delivered in schools and classrooms tomorrow. I recommend The Character Toolkit for Teachers to school personnel charged with enabling young minds to develop a positive perspective towards life, learning and relationships. -- Jane Kirkham, Psychologist and Teacher, Association of Independent Schools of Western AustraliaThe Toolkit's many exercises provide school professionals and their pupils with the necessary guidance to teach and learn differently. The authors invite us to effect a mental shift, by considering well-being as an essential key to success. Through its thoroughly researched background information, precise instructions, practical references and-most importantly-sincere empathy, this book strikes me as a perfect instrument to make simple steps towards great goals. -- Claire Russon, psychologist, senior research and development advisor, Ministry of Education, Children and Youth, LuxembourgThe authors have carefully created a brilliant guide. The book expertly provides theories and fun-yet-thought-provoking practical activities in easy, accessible chunks for schools that strive to help each child reach their full potential. The Toolkit guides teachers to look beyond the academic side of a child and helps to supply stability and wellbeing. It ensures that children feel safe, engaged, supported and challenged in all areas of their lives moving through school into adulthood. -- Louisa Simons, Lower Key Stage two Phase Leader and Whole School Growth Mindset Leader, Brodetsky Primary SchoolThe Character Toolkit brilliantly combines current research in the field of character education with strategies for teacher implementation. Clear, straightforward classroom activities, which are easy to put into practice, are presented alongside background reading and links to further information which allow teachers to develop their knowledge and understanding. This is a practical and invaluable resource for teachers seeking to support students in navigating the school years and beyond. -- Lauren Knussen, Senior Research Associate & PhD Candidate, School of Education, University of Technology SydneyPositively practical...perfectly poised to become a primary resource for teachers, practitioners and parents alike. The activities and resources are easily adaptable to various settings and ages, even my college-level students! The Character Toolkit for Teachers is definitely a must-have in the library of anyone concerned about the social-emotional wellbeing of our children and youth. -- Beverley Myatt, M.Ed. Psychology Professor, Durham College, Ontario, CanadaSteeped in research, this toolkit should be essential reading for every school team and integral in the design of a character education curriculum. Wellbeing must be a priority for both children and staff in school and character education part of the foundation on which to help build a school's ethos and culture. Roberts and Wright have written a must-read for teachers everywhere. -- Flora Barton, Headteacher, Crowmarsh Gifford C. E. Primary SchoolThe Character Toolkit is an essential resource for teachers and school leaders who wish to introduce character education and positive education into their classrooms and school environments in a meaningful way. In this toolkit, Roberts and Wright have provided educators with a broad range of useful, practical and evidence-based activities to assist with the provision of a holistic education which prioritises student and community wellbeing. -- Rhiannon McGee, Head of Positive Education at Geelong Grammar SchoolFrederika and Elizabeth bring to life the theory of character education as bitesize practical chunks in this teacher-friendly guide. They have done the hard work for us in distilling the reading into suggestions for how to apply it in a school (or a home) environment. Ethos, Morals, Ethics, Values and Virtues are buzz words in current education discussions but teachers do not always know how to put them into practice in a research-informed way. I especially like the chapter on gratitude and kindness, with the focus on developing 'emotional granularity' in our learners. If our students can be holistically taught to identify, articulate and harness their emotions then we will enable them to flourish with mental and physical wealth. I look forward to sharing this book with my staff, students and parents at Aureus. -- Hannah Wilson, Executive Headteacher Aureus School & Aureus Primary SchoolEvery so often you read a book which will be powerful enough to define your pedagogy; I believe that Character Toolkit is such a book! Every teacher deserves to have a copy on their desk. It translates an extraordinary amount of outstanding research into simple learning activities that will transform classrooms into places of discovery, joy and fun, and allow students to flourish, grow and positively contribute to society. Imagine also the positive ripple effect across entire school communities! -- Vanessa Gamack, Mission and Education Advisor, Anglican Schools Commission, Southern QueenslandA sensationally effective practical toolkit! Throughout the guide, Roberts and Wright seamlessly use theoretical perspectives and evidence based research to introduce a theme and set the context for tasks; these include whole school, class, group and individual activities to develop character and a positive approach to education. Activities are clear and quick to read - no time wasted! Additionally, further reading and TED talks are suggested. This really is the text of my teacher dreams; a multi-layered character education gem that needs to be on every school bookshelf! -- Kate Sowter, Deputy Head Pathfinder Teaching School, CPD Lead Pathfinder Multi Academy TrustTable of ContentsIntroduction. Section 1: Character Education. 1. Gratitude. 2. Kindness. 3. Teamwork. 4. Love of Learning. 5. Self-Reflection. Section 2: Positive Education. 6. Happiness and Positive Emotions. 7. Mindfulness and Meditation. 8. Positive Relationships. 9. Goal Setting and Achievement.

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Book SynopsisThis is a series of surprising and candid conversations held between veteran counsellor Nick Luxmoore and professionals working with young people. Based entirely on stories from the author's experience of supervising frontline professionals, it looks at how to approach young people, the stumbling blocks faced on both sides, and offers invaluable guidance to anyone working with teenagers.Luxmoore posits ways forward for practitioners which are adaptive and allow them to respond personally, practically and theoretically. From suicide to disordered eating, watching pornography to love in therapeutic relationships, Nick Luxmoore covers a range of problems and phenomena encountered by counsellors, teachers, school social workers and youth workers. One chapter sees a counsellor struggling for questions to ask a boy whose father abandoned his family only to return two years later, another a teacher finding it impossible to know how to speak to a fourteen-year-old with an inoperable brain tumour.Recounted in a style that motivates, engages and inspires, The Art of Working with Anxious, Antagonistic Adolescents allows professionals to gain a better understanding of their capacity, particularly developmentally and pastorally, and not reach for easy answers or a quick fix. These are lessons in the art of working with today's teenagers.Trade ReviewNick is a consummate storyteller and much more. Woven within the vividly narrated supervisory encounters are rich learning points drawn from his years of skilled experience and deep theoretical knowledge. Identifying therapeutic tasks, and addressing sex, death and hatred are just some of the invaluable issues explored. An essential read for all professionals working with young people. -- Anthea Millar, Cambridge Supervision Training and co-author of Practical Supervision: How to become a Supervisor for the Helping ProfessionsUsing the lens of the supervisory relationship Nick Luxmoore examines the turbulent emotional world of young people. Nick's wealth of experience is evident as he shares his thoughts about what helps and what hinders therapeutic relationships. Given the current focus on mental health in schools this will be a timely read for all hard-pressed professionals. -- Dr Caryn Onions, Child and Adolescent Psychotherapist and Head of Research and Development at the Mulberry BushTable of Contents1. Introduction. 2. The point of anything 3. Useful strategies. 4. Living with disappointment. 5. Defining the therapeutic task 6. Resilience. 7. Loving young people. 8. The rebel. 9. Counselling staff. 10. A girl not eating. 11. A professional's own experience. 12. A moral purpose. 13. An outbreak of DNAs. 14. Suicide. 15. Pornography. 16. Disliking young people. 17. Running a training session. 18. Aggression. 19. Telling lies. 20. Caring barometers. 21. A boy with no feelings. 22. Challenges, interpretations, insights. 23. Responding to parents. 24. Counselling the head teacher. 25. References.

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Book SynopsisIt is increasingly challenging for teachers to educate without a deeper understanding of the experience of their students. This is particularly the case in marginalised groups of young people who are subject to loss, grief, trauma and shame. Through a snapshot of the diverse student populous, this book explores the impact of these experiences on a student's learning and success. Topics covered include poverty, obesity, incarceration, immigration, death, sexual exploitation, LGBT issues, psychodrama, the expressive arts, resilience, and military students. The authors share the children's perspective, and through case studies they offer solutions and viable objectives.Trade ReviewOnce again, Linda Goldman has reached out across cultures to break down barriers and rally caregivers and educators to the aid of our most vulnerable citizens, children who are traumatically bereaved and in desperate need of trauma informed care. Those who serve and support these precious children now have an extraordinary resource to rely upon. It is an essential reference for teachers and caregivers and all those who yearn to profoundly impact - and quite possibly save - a child's life. -- Bonnie Carroll, President and Founder of TAPS (Tragedy Assistance Program for Survivors)Linda Goldman has written yet another cutting-edge resource. This wide ranging book brings clarity and insight into relevant contemporary issues. This significant and practical resource is a wonderful asset for teachers, caregivers and those with the interest of marginalised children at heart. -- John Holland, Author of Responding to Loss and Bereavement in SchoolsTable of ContentsPreface. Introduction. PART ONE: The Problem: Impact of Loss, Grief, and Trauma on Students. 1. Grief and Loss in Our Schools: The Impact on Learning and Growth. Linda Goldman (Editor). 2. What Complicates Grief, Loss, and Trauma for Children. Linda Goldman (Editor). 3. Serving Underserved Students: A View from the Classroom. Kyle Schwartz, Elementary School Teacher, and Author. 4. Viewing Underserved Populations of Children and Youth Through a Trauma Sensitive Lens. Susan Craig, Ph.D., Author, Teacher Trainer, and Consultant. PART TWO: The Challenge: Supporting Underserved Student Populations. 5. Children and Poverty: Helping them Learn. Ruby Payne, Ph.D., CEO, aha! Process Inc. 6. Immigration Issues in the Schools: A Challenge to Learning and Living. Mari Moreno, Principal, Las Americas Newcomer School. 7. Addressing Weight Stigma and Body Dissatisfaction: Impact on Student Health and Wellbeing. Kathy Kater, LICSW. 8. Children with Incarcerated Family Members: Educators Can Help. Amalia Molina & Susan Truitt, Program Volunteer Get On The Bus. 9. LGBT Youth: What is their school experience? Eliza Byard, Ph.D., Executive Director GLSEN; Juan Martinez, Past Chief Communications and Advocacy Officer GLSEN, and Karl Hudnell, Media Relations Manager GLSEN. 10. Supporting Military Students with Separation, Loss, Trauma and Death: Equipping School Personnel to Help the Kids of Those Who Served. Lynda Davis, Ph.D., Executive Vice President TAPS: Tragedy Assistance Program for Survivors. 11. Trafficking and Commercial Sexual Exploitation in Schools. Eve Birge, Office of Safe and Healthy Students, US Department of Education. PART 3: The Solution: Achieving Student Well-being. 12. Leading Students Who Are Hurting: Strength-Based Behaviour Approach to Learning. Jonathan Doll, Ph.D. 13. The Expressive Arts as a Vehicle for Change. Eric Green, Ph.D., Ronnie Nowicki, Michael Lotz, & Jennifer Baggerly, University of North Texas. 14. Media and Social Impact: Sesame Street Helps Children. Rocio Galarza, Assistant Vice President, and David Cohen, US Social Impact Sesame Workshop. 15. Our Children are Resilient Love, Try One: Supporting Resilience in Students. Sara Truebridge, Ph.D. 16. Catching Kids Before They Fall: A Principal's Perspective. Jim Sporleder. 17. Francis in the Schools: A New Community Paradigm to Serve Our Underserved Children. Linda Goldman and Terry Johnson, Executive Director of Francis in the Schools. Conclusion, Linda Goldman.

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Book SynopsisVictim awareness and the needs of victims of crime are a major societal concern. What Have I Done? is a photocopiable resource and downloadable online content to encourage empathy in young people who commit crimes or hurt others through their actions. It is designed to be used directly with young people who have committed a specific crime or caused harm and distress to others through their actions, and challenges the young person to face the harm they have caused and consider what they can do to help put things right. The course is flexible and interactive, and can be used on an individual basis or with small groups, and is suitable for young people with limited literacy. The exercises are challenging, and aim to be engaging through the use of creative arts, film, role-play and discussion. Clear guidance is provided for the course leader, and evaluation is built into the course, including a psychometric test. A downloadable online content to help stimulate discussion is also included.What Have I Done? will be ideal for victim empathy work in Youth Offending Teams and Young Offender Institutions, and can equally be used in schools, children's homes, youth groups and any context with young people. The programme is measurable, featuring pre- and post-programme empathy scales, and is suitable for young offenders subject to a youth rehabilitation order.Trade ReviewRealising how we affect others is an integral part of growing up, and acknowledging that young people have a huge capacity for change should be part of how we support them and their victims. This book successfully examines how young people react to their offending behaviour and how they can effectively address this while learning to take alternative actions in the future to avoid such negative outcomes. -- Children & Young People NowTable of ContentsSection I: Theoretical and Practical Background. Who is this workbook for? What is victim empathy? Victim empathy and reparation. Victim empathy and the restorative process. Restorative principles and values. Terminology. Notes for facilitators. Assessment for suitability. Groupwork. Course structure. Homework. Example timetables, structures and timings. Section II: Getting Started. Pre and Post Victim Empathy Scales. Expectations: What I need to work well. Section III: The Modules. Module 1: Thinking about what I did. Module 2: Thinking about the person I hurt. Module 3: Thinking about who else I affected. Module 4: My chance to put things right. Template 1: Values Coin. Template 2: Feelings Faces. Template 3: Thought and Feelings Bubbles. Template 4: Human Figure. Template 5: Anger Cards. Evaluation questionnaire. Pre and post victim empathy scalesOnline video: Module 1 - Thinking about what I did. Module 2 - Thinking about the person I hurt. Module 3 - Thinking about who else I affected. Module 4 - My chance to put things right.

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Book SynopsisThis book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.Trade ReviewPooky Knightsmith is the measured, pragmatic voice of reason that mental health in schools needs. If you're confused by the myriad options and opinions out there listen to this and you can't go far wrong. She is always coming from a place of pure kindness, rooted in a solid evidence base. -- Natasha Devon MBE, Mental Health CampaignerPooky champions everyone invested in the school environment! In this book she offers a clear and consistent way to develop a mentally healthy school; worksheets, action plans, tips and ideas, real-life experiences, inspiring quotes and suggestions for further reading are all offered in a genuine, supportive way. Pooky inspires you to make meaningful changes - as an individual as well as a team - that promote positive mental health in an educational setting and genuinely make a difference. -- Helen Cossar, School Counsellor, Durham Schools Counselling ServicePooky never fails in giving sound, practical, useful advice based on the most current thinking on Mental Health. As a school counsellor, her books are my go-to whenever I doubt my interventions or need support with how to work with parents or staff in the school. I particularly like her '8 top tips' in each chapter of how to make your school 'mentally healthier' and her vision of long-term impact rather than quick fixes. A must-have on your shelf in the school counselling room. I look forward to implementing and changing the mental health in schools with this tool. -- Amy Hill, School CounsellorPooky has been able to explain things in a clear, easy to understand format. The book has a whole-school approach and each chapter has ideas and action plans to challenge us. Many of these can be achieved almost immediately to congratulate and motivate, and there are examples of excellent practice that can be cherry picked from and signposting for further reading. The litmus test includes everything you need to ensure a mentally healthy school and the self-care toolbox is essential to maintain this. -- Helen Lilley, Emotional Health Resilience NurseStarting this book I knew which chapters I most needed, on working my way through I was gently but firmly challenged in each of the six areas. This is a sensitive guide that enables honest reflection and has some great ideas. Our school already employs many of the schemes and strategies, but this framework has been brilliant for providing a 'fresh eyes' review of where we are, where we want to be and most importantly a huge range of ways to get there. Clear and practical, well done Pooky! Top tip...never underestimate the power of a toilet door. -- Jo Weaver, Special Educational Needs Coordinator, Devonport High School for BoysPooky's book is an invaluable compendium of proactive ideas to make any school more mentally healthy. Say goodbye to hours wasted trying to collate resources because Pooky's book offers a concise, multifaceted approach in just 175 pages. I can really envision these ideas, on the ground level, making school a better place for student's like me. -- Angelette Medonca, Student, Henrietta Barnet SchoolKey to this new workbook is the strive for small successful changes rather than aiming for big changes and not achieving them. Although aimed at senior leadership, this book is equally useful for practitioners and encourages small wins with little or no budget impact, as well as whole school strategies.It was good to be reminded right at the start that staff wellbeing is at the heart of a mentally healthy school. This book has been written with this sentiment very much in mind. It is quick to read and easy to use. Chapter one encourages you to do a self-check on your own wellbeing. Chapter two then guides you on how to take an easy audit of your school. This gives you a baseline to start from and helps you to identify which areas you want to focus on and formulate your own tailor-made plan.Each chapter thereafter follows the same simple format, so it is easy to go straight to the section that is going to be most helpful. Highly recommended for all levels of staff that are committed to becoming a mentally healthy school -- Student Welfare Officer, Uffculme School

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Book SynopsisIn the Margins Book Awards - WinnerA reflective workbook aimed at teachers and support staff of students who are transitioning or questioning their gender. This book provides insights, practical tools, and opportunities for self-reflection. It discusses the unique needs of teachers and schools as they navigate supporting the gender journeys of their transgender, non-binary, or gender questioning students by enabling staff to identify, understand, and incorporate the needs of this population. The chapters of this essential resource offer guidance on how to implement appropriate school policies and inclusive curriculum, learn topical terminology, address bullying, and develop bathroom guidelines. This book will help school staff ensure that students feel safe, included, and respected, while creating a judgment-free space for teachers, support staff, and administrators' own self-exploration as they embark on the process of acquiring new and relevant information. Personal anecdotes from real-life educational experiences heighten awareness and perspective, alongside interactive activities, enjoyable quizzes, answers to common questions, and positive affirmations.Table of Contents1. Your Private Space: An Introduction2. Unfamiliar and Concerned3. Self-Reflection 4. Viewing Practices and Curriculum 5. It Can Be a Foreign Language6. Medical and Social Changes: Sorting It Out!7. Behaviours, Bullying, and Bathrooms!8. It Takes a Village 9. Parents and Students: What Do I Say? 10. Let's Talk About Therapy 11. Creating a Culture of Inclusion 12. Privilege: Loss or Gain? 13. Celebrations Come in Different Sizes 14. Passing on the Message 15. Resources, Answer Keys, and Glossary...Oh, My!

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Book SynopsisThis vital teachers' guide to challenging homophobic and biphobic bullying offers unique insights to address the issue at its core. With a renewed focus on a whole school approach, it builds capacity in those who work with young people and inspires an inclusive approach in every setting. Laying out clear advice on how to recognise, stop and prevent homophobic and biphobic bullying, readers are given strategies to work with its perpetrators, bystanders and targets. The author explains how to handle disclosures regarding sexual orientation and provides advice on effective Anti-Bullying Policy referencing homophobic and biphobic bullying. Based upon the work of the UK's leading and award-winning LGBT+ anti-bullying charity Educational Action Challenging Homophobia (EACH) this book additionally explores why young people are too often reluctant to report these forms of bullying; the increasing role of the online environment and the profound impacts bullying can have well into adulthood. Written by an expert in this field, this essential guide is for teachers, youth workers, the care sector and anyone with a duty of care towards young people.Trade ReviewThis book on the bullying of gay, lesbian and bisexual pupils is well-organised, sensible, and packed with useful information for teachers as well as parents and pupils themselves. It can be highly recommended as a handbook to help tackle this important issue in the school context. -- Peter K Smith, Goldsmiths, University of London, UKWe have been incredibly fortunate to have benefitted from Jonathan's outstanding work with our school over the last 10 years. He has helped us shape our school's attitudes and ethos regarding LGBT matters. He has delivered inspirational training to our staff that has engaged and educated, as well as being a key focus for developing our policy and practice across the LGBT field and homophobic and biphobic bullying. Further, and most importantly, Jonathan has had huge impact on our student community: being thought provoking and challenging, yet balancing that with real sensitivity and an impressive ability to listen and empathise. We are proud to be associated with Jonathan's book, his work with EACH and he continues to be our 'go to' for his expert advice and guidance across this area of our students' lives and experiences. -- Steve Moir, Headteacher at Bradley Stoke Community SchoolThis is an essential read for any school leader who is serious about tackling homophobic and biphobic bullying - and that should be all school leaders! It provides straightforward, practical advice and will make sure you are meeting your legal and moral obligations to keep children safe. -- Lauren Seager-Smith FRSA, CEO KidscapeSchool leaders often talk about moral purpose and creating a fair and just society. Jonathan Charlesworth continues to give direction, insight and practical guidance on matters very directly to connected to this important aspect of what schools are about. Jonathan's expert exploration of key equalities issues inspired me - instilling confidence and understanding. School leaders seeking knowledge, insight and the assurance to recognise, stop and prevent homophobic or biphobic bullying will find it in this indispensable book. -- Roland Lovatt, Headteacher, Yeo Moor Primary School, Clevedon, North SomersetWith his many years of experience - both in teaching and leading a charity challenging this form of bullying and discrimination - Jonathan Charlesworth brings a calm wisdom to an issue that schools, colleges and alternative provision often struggle to address successfully. Prejudice related behaviour among students often reflects the environment our young people grow up in. This makes challenging prejudice and discrimination difficult when it may be learned at home or on the media and young people think it is justified. Schools will be better able to do so and make school a safe place with this book at their side. From the basics through to thoughtful considerations of complex situations, the author provides the essentials every teacher needs and will be inspired by.Charlesworth consulted young people and teachers and describes a gap between the lived experience of the young people and the views of the staff. These valuable insights should encourage schools to listen to their student body and change their interventions. Recent changes in legislation in the UK and in Ireland; and a new curriculum for RSE, all have to be assimilated into practice along with the Equality Act. But this is no dry text about law. Threaded throughout are practical tips and advice for the sensitive handling of disclosures and practice strategies that schools will implement in modern Britain.This should be required reading in teacher training and for all pastoral leads. It will be essential for anyone handling behaviour in schools and those preparing for statutory RSE. -- Adrienne Katz FRSA, Director of Youthworks and 2018 joint winner of Inspirational Individual of the Year by the Ben Cohen Stand-up foundationWe have worked with Jonathan and EACH several times and our students and staff have always gained so much from their time with him. His original book, which helped develop understanding of how to recognise, stop and prevent homophobic bullying, was vital to our key staff in this important and ever-evolving area. Jonathan's ability to allow informative, open discussion and debate in a safe and secure environment has really enabled all students to feel more equipped and empowered to deal with challenging topics. His experience and expertise is captured in this new book. We very much look forward to making best use of this. -- Cameron Shaw, Principal, Bristol Metropolitan Academy (part of the Cabot Learning Federation)Education is about more than just the taught subjects on the school timetable. For an education to mean anything at all, our young people need to leave school with a sense of who they are. Our schools need to provide them with the skills, knowledge, character and confidence to assert their identity, in whatever form they find it. Bullying of any kind undermines that process so it is our responsibility as educators to challenge it. Jonathan Charlesworth offers an essential guide for educators who seek to understand the complexity of issues faced by young people concerning their emerging sexual identity. He explains accessibly the homophobic or biphobic bullying which can accompany the coming out (or indeed not coming out) of our lesbian, gay, bisexual or questioning students. If our schools are to be truly inclusive we must understand and adjust to enable all our young people to thrive - however they identify. Jonathan's book is a key part of our toolkit in developing the schools that all our children need. -- Chris Hildrew, HeadteacherTable of ContentsAcknowledgements; Preface; Introduction; Chapter 1: What Is Homophobic And Biphobic Bullying?; Chapter 2: Who Experiences Homophobic And Biphobic Bullying?; Chapter 3: Who Perpetuates Homophobic And Biphobic Bullying?; Chapter 4: Why Do Young People Bully Homophobically Or Biphobically?; Chapter 5: What Is The Impact On Those Being Bullied?; Chapter 6: How To Respond: Practical Advice; Chapter 7: Working With Those Who Bully; Chapter 8: Sensitive Handling Of Disclosures; Chapter 9: Prevention; Chapter 10: Anti-Bullying Policies And Creating Inclusive Environments; Chapter 11: Frequently Asked Questions; Chapter 12: Last Words; Appendix 1: Section 28 Of The Local Government Act 1988; Appendix 2: Rse Guidelines And Homophobic And Biphobic Bullying; Appendix 3: DfE Guidelines For Primary School Facing Protests Against New Rse Curriculum; Appendix 4: Senior Leadership Team Guidance; Anti-Homophobic Bullying Posters And Sexual Orientation Glossary; References

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Book SynopsisThe Teacher Toolbox for a Calm and Connected Classroom is a whole-child, whole-hearted approach to teaching, wellness, and student--teacher relationships.Chock-full of practical advice and brain-based tools from an experienced teacher and counselor, this book solves the question of how psychology and education can enrich and empower both teachers and students' wellness. Peppered with relatable anecdotes from the authors' experiences, the book deals with how to help unpack the' "invisible backpack" that both teachers and students bring into the classroom. Chapters are broken down to show how to practically address common issues such challenging behavior, social-emotional learning, trauma-informed education, attachment theory, mindfulness, mental health and much more. Each chapter outlines these common challenges but also provides an abundance of practical tools that can be used to help. Written accessibly, and with tools which are easy to implement, The Teacher Toolbox for a Calm and Connected Classroom is an indispensable guide for any teacher.Trade ReviewAs someone who supports educator leaders at the National Education Association, I know that a calm and connected teacher is a calm and connected leader. All educators should have the opportunity to read this book and the support to implement its practices. In a world consumed by a global pandemic, Joanna Schwartz's insistence on the importance of mental health in schools has never been more timely and important. -- Annelise Cohon, Senior Policy/Program Specialist, National Education AssociationWe take for granted that educators know how to develop, maintain and enhance relationships with students of any age. This book is crammed with an extraordinary array of simple, easy and practical ways to connect with young people, to understand what their behaviour might mean, to understand our own assumptions and biases, and to help them (and ourselves) to cope when it is all too much. -- Marg Thorsborne, Restorative Practitioner, Trainer, AuthorThe Teacher Toolbox for a Calm and Connected Classroom is an eye opening, practical, and engaging book that is written to be revisited over and over. It provides tools to help our students thrive, with a focus on the importance of teachers caring for both their students and their own overall well-being. This is a must read for EVERY teacher, at every grade level. -- Stacey R. Siegel, Elementary School Teacher, Philadelphia, PAI was blown away by the resources, the organization, and the ideas for connection found in this book. I was even more struck by the stories of children who needed us to take a second look at how we respond to their challenges. This book offers the right tools, strategies, and more importantly, the emphasis on relationship that a classroom needs to be trauma-informed and restorative in nature. It is great resource I imagine most teachers will return to over and over. -- Joe Brummer, Author, Building a Trauma-informed Restorative SchoolThis is the book I wish I had when I first embarked on my journey in education. Joanna writes from the perspective of a fellow teacher who knows, who understands, and who has developed actionable opportunities for readers to foster their own vulnerability, empathy, and self-compassion in this work. Thank you, Joanna, for highlighting not only the importance of self-care but also the necessity of community-care...especially in the post-COVID education environment. -- Danna Thomas, Founder, Happy Teacher RevolutionI love this book. It is inspirational, practical, wise and vitally important. It covers much that I recognize from my own work in relational and restorative practice yet in a way that is fresh, informative and utterly compelling. How could anyone resist reading a chapter on attachment theory entitled - Like Porcupines on a Cold Night? -- Dr Belinda Hopkins, Director of Transforming Conflict LtdTable of ContentsPart One: The Case for Relationships. Part Two: How to Deal with Adverse Childhood Experiences, Trauma and Chronic Stress in the Classroom. Part Three: Weathering the Storm: How to Prevent and Process Meltdowns, Burnout and Other Natural Disasters.

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Book SynopsisThis book is designed to help you navigate the challenges and joys of building and maintaining a healthy restorative ecosystem in your school, while providing concrete tools and real-world stories to guide you through the process.Traditional methods of discipline are commonly found to be ineffective, and this book shows how restorative justice can benefit schools in a huge variety of ways, such as decreasing the need for suspensions, increasing academic outcomes, and improving the health of your whole school community.Written by the founder and the education director of the National Center for Restorative Justice, each and every chapter is packed with expertise on everything from carrying out the stages of a restorative circle to understanding the importance of conflict. The authors pull no punches in showing that this work is not always easy, but their passion for restorative justice shines out of every page, demonstrating just how valuable this approach can be in bringing the absolute best out of your students and school.Trade ReviewBradford and LeSal have written a solid text that transcends the usual approaches to this work. This book is rich in the "why" balanced with the skills and practices to match. The insights in this book can really jolt our thinking from seeing restorative justice as some gimmick or educational fad to a solid way to transform school culture. The authors' use of narratives and real world stories keep this work trauma-informed, culturally responsive, and deeply personal. This is definitely a text to return to over and over again. -- Joe Brummer, Consultant, Trainer, and author of 'Building a Trauma-Informed Restorative School'I have long been an appreciator of the National Center for Restorative Justice, so it should come as no surprise that I'm also a fan of this important resource from Nicholas and David. The act of restorative practice is, by design, one of inclusion, and - to its immense credit - this book walks the walk, in ways that everyone can understand, by helping schools adopt new mindsets and restorative justice practices in their own communities. -- Carlos Moreno, Executive Director, Big Picture Learning

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