What Is It About Me You Can't Teach?: An Instructional Guide for the Urban Educator

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Overview

Formerly a Sky Light publication

This essential text arms educators with the knowledge, skills, and ideas needed to be a more effective urban teacher and make students better prepared for life.

Gangs, drugs, poverty, shootings, lack of materials, dilapidated classrooms, lack of support–urban teachers sometimes deal with issues like these on a daily basis. In spite of these intense obstacles, teachers must stay focused on one goal–getting through to the students. This book arms educators with new knowledge, skills, and ideas to enhance teaching techniques. Teachers will gain a fresh view of goal setting, sharing behaviors, self-control, reciprocal teaching, and self-change–everything needed to be a more effective urban teacher and make students better prepared for life.

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Product Details

  • ISBN-13: 9781575170664
  • Publisher: SAGE Publications
  • Publication date: 1/28/1996
  • Edition description: Older Edition
  • Pages: 207

Meet the Author

James Bellanca founded Sky Light Professional Development in 1982. As its president, he mentored more than a dozen author-consultants as he led Sky Light in pioneering the use of strategic teaching and comprehensive professional development. Prior to meta-analyses that marked the effectiveness of cooperative learning, graphic organizers, and other cognitive strategies on student achievement, Bellanca coauthored more than a dozen texts that advocated the application of these tools across the curriculum, with the theme, “not just for the test but for a lifetime of learning.” Currently, Bellanca is building on the theories of cognitive psychologist Reuven Feuerstein to develop more effective responses to the learning needs of low-performing students whose academic achievement continues to lag behind those who have greater learning advantages.

Eleanor Renée Rodriguez, Ph.D., is a professional developer with Rodriguez and Associates, and has provided consulting services and training to school districts, national associations and state departments in 48 of 50 states, and abroad. Her concentration is research-based teaching and leadership strategies. She has served in positions from substitute teacher to superintendent, with assignments including pre-K through adult education, and an emphasis on meeting the needs of students with special needs. In addition, Eleanor Renée has directed, reviewed, and evaluated seminars and institutes for the American Association of School Administrators. Her mission is to eliminate the achievement gap and to help educators believe, behave, and achieve so “all” truly means “all.”

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Table of Contents

Foreword
Acknowledgments
Introduction
Chapter 1 - High Expectations
Chapter 2 - Intentionality and Reciprocity
Chapter 3 - Meaning
Chapter 4 - Transcendence
Chapter 5 - Self-Regulation and Control of Behavior
Chapter 6 - Competence
Chapter 7 - Sharing Behavior
Chapter 8 - Individuation
Chapter 9 - Goal Planning
Chapter 10 - Challenge
Chapter 11 - Self-Change
Bibliography
Index

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