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High Expectations Teaching
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Table of Contents

List of Resources Foreword Acknowledgments About the Author Introduction 1. The History of "Intelligence" References and Resources 2. Malleable Intelligence: The Evidence-Attribution Retraining and the Growth Mindset Data Challenging the Innate Ability Theory Attribution Retraining References and Resources 3. Verbal Behavior in Nine Arenas of Classroom Life 1. Calling on Students 2. Responses to Student Answers 3. Giving Help 4. Changing Attitudes Toward Errors 5. Giving Tasks and Assignments 6. Feedback According to Criteria for Success With Encouragement and Precise Diagnostic Guidance 7. Positive Framing of Re-Teaching 8. Tenacity When Students Don't Meet Expectations 9. Pushback on Fixed Mindset Language and Student Helplessness References and Resources 4. Regular Classroom Mechanisms for Generating Student Agency 10. Frequent Quizzes and a Flow of Data to Students 11. Student Self-Corrections/Self-Scoring 12. Student Error Analysis 13. Regular Re-Teaching 14. Required Retakes and Redos With Highest Grade 15. Cooperative Learning Protocols and Teaching of Group Skills 16. Student Feedback to Teacher on Pace or Need for Clarification 17. Reward System for Effective Effort and Gains 18. Extra Help 19. Student Goal Setting References and Resources 5. No Secrets Instructional Strategies That Support Student Agency 20. Communicating Objectives 21. Criteria for Success 22. Exemplars 23. Checking for Understanding 24. Making Students' Thinking Visible 25. Frequent Student Summarizing 6. Teaching Effective Effort 26. Effective Effort Behaviors 27. Student Self-Evaluation of Effective Effort 28. Learning Study and Other Strategies of Successful Students 29. Attribution Theory and Brain Research References and Resources 7. Choices That Generate Agency: Voice, Ownership, and Influence 30. Stop My Teaching 31. Student-Generated Questions 32. Negotiating the Rules of the Classroom Game 33. Teaching Students the Principles of Learning 34. Learning Style 35. Non-Reports and Student Experts 36. Culturally Relevant Teaching 37. Student-Led Parent Conferences References and Resources 8. Schoolwide Policies and Procedures 38. Hiring Teachers 39. Assignment of Teachers 40. Personalizing Knowledge of and Contact With Students 41. Scheduling 42. Grouping 43. Content-Focused Teams That Examine Student Work in Relation to Their Teaching 44. Reward System for Academic Effort and Gains 45. Push, Support, and Tight Safety Net (Hierarchy of Intervention) 46. Quality Afterschool Programs and Extracurricular Activities 47. Building Identity and Pride in Belonging to the School 48. Creating a Vision of a Better Life Attainable Through Learning the Things School Teaches 49. Forming an Image of Successful People Who Look Like Them and Value Education 50. Building Relations With Parents Through Home Visits and Focus on How to Help References and Resources 9. Conclusion What Leaders Do Teacher Preparation Obstacles Coda References and Resources Appendix A. Case Studies in High Expectations Teaching and Attribution Retraining Teacher Case Studies Administrator Case Studies Appendix B. Levels of Sophistication of Common Planning Time (CPT) Activities Appendix C. Hierarchy of Interventions Appendix D. Goal-Setting Experiments Appendix E. Kristin Allison's Log Appendix F. Effort Books: A Bibliography Index

About the Author

Jon Saphier is the Founder and President of Research for Better Teaching, Inc., an educational consulting organization in Acton, Massachusetts that is dedicated to the professionalization of teaching and leadership. Since 1979, he and his RBT colleagues have taught in-depth professional development programs centered on the knowledge base of teaching to educators in more than 200 school districts each year in the United States and other countries. In 2001, he was appointed a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring well-established educational research knowledge to classroom practice. In 2010 RBT's Skillful Teacher model was adopted by the country of Singapore as their national program for training beginning teachers. He is much in demand for inspirational keynotes and conference presentations across the country. Sloan-Kettering's annual IDEA Institutes voted him "Best of the Best" for their first 25-year history. In recent years he has led large-scale district improvement projects forging working alliances between superintendents, union leaders, and school boards. Dr. Saphier presents each year at Ron Ferguson's Achievement Gap Initiative Conference at Harvard. In addition to teaching the courses RBT offers and consulting to districts on organizational development, Dr. Saphier has done on-site coaching to over 1,000 principals on instructional leadership. Dr. Saphier has a bachelors from Amherst College, and a masters degree from the London School of Economics. He was a combat medic in Vietnam. After the war he entered teaching and holds degrees in early childhood from Univ. of Mass. and a doctorate from Boston University. He has been a high school history teacher and has taught fifth grade, second grade, first grade and kindergarten. He has been an administrator and a staff developer in an urban K-8 school. Dr. Saphier is an author and co-author of eight books, including The Skillful Teacher-soon to bring out its 7th edition, How to Make Supervision and Evaluation Really Work, How to Bring Vision to School Improvement, How to Make Decisions That Stay Made, and more recently, On Common Ground and John Adams' Promise, as well as numerous articles. The Skillful Teacher has sold over a half million copies and is the bible of teaching in hundreds of districts around the country. It is used as a text in 60 university teacher preparation programs, including Harvard, Yale, Princeton, Columbia, Dartmouth, Brown, Middlebury and Williams.

Reviews

"Students and teachers need the language to learn how to support one another in their growth. High Expectations Teaching provides not only that language, but also strategies to lead student and teachers to an understanding of the potential for improvement." -- Kelly Minick, English Teacher and Instructional Coach
"High Expectations Teaching is a must read for anyone committed to creating equitable school systems allowing all students, especially students in poverty, educational opportunities for enhancing their lives. Included is a strong research base with practical instructional strategies for creating positive interactions with students, and suggestions for impactful school level policies and procedures." -- Janice Bradley, Author and School Improvement Specialist
"The techniques in High Expectations Teaching will help us all become better teachers for our students." -- Jude A. Huntz, Professor * Penn Valley Community College *

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