The Power of Teacher Talk: Promoting Equity and Retention Through Student Interactions

The Power of Teacher Talk: Promoting Equity and Retention Through Student Interactions

by Deborah Bieler

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Overview

Blending vivid descriptions of classroom life with equity and language research, the author urges teachers to be aware of and intentional about the power of their interactions with students—in everything from their classroom décor and informal hallway chats to their responses to challenging moments during class and in after-class discussions.

Product Details

ISBN-13: 9780807759578
Publisher: Teachers College Press
Publication date: 11/09/2018
Edition description: New Edition
Pages: 168
Product dimensions: 5.90(w) x 8.90(h) x 0.40(d)

About the Author

Deborah Bieler is an associate professor of English education at the University of Delaware.

Table of Contents

Foreword Valerie Kinloch ix

Acknowledgments xi

1 Introduction: Teacher/Student Interactions, Retention, and Equity 1

The Retention Curriculum of Interactions 3

Equity-Oriented Teachers: A Definition 5

The Role of Equity-Oriented Teachers in Retention 11

The Role of Contexts 12

The NETS Context 15

A Brief Description of Research Methods 20

Book Overview 24

2 Classroom Décor as Interaction: Teachers' Equity Orientations Made Visible in Local Contexts 26

Considering Local Contexts, Figured Worlds, Artifacts, and Pivoting 27

Using Personal Items as Pivotal Visual Anchors in Local Contexts 29

Creating Visual Equity-Oriented Curriculum in the Absence of Pushout Culture 36

Creating a Visual Respite from Pushout Culture 38

Conclusion: Enacting Equity-Oriented Teaching with Strategic Classroom Décor 46

Questions for Teacher Reflection, Discussion, and Action 49

3 Impromptu Teacher/Student Interactions: The Most Important Classroom Texts 50

The Significance of Impromptu Classroom Interactions 51

The Analysis of Classroom Interactions 53

The Humane Foundation of, and the Cracks in, Teachers' Interactions with Focal Students 56

Conclusion: Filling the Cracks in the Foundation 68

Questions for Teacher Reflection, Discussion, and Action 70

4 The Crucial Curriculum of Before and After Class 72

Recognizing the Hybrid Uniqueness of Before- and After-Class Timespaces 72

Making Humane Connections Between Classes as Equity Pedagogy 75

Examining the Prominence of the Procedural with Students Who Failed English 87

Conclusion: Overcoming Busyness to Connect with Students Between Classes 93

Questions for Teacher Reflection, Discussion, and Action 97

5 Staying to Talk with Students Who Are Falling Through the Cracks 98

A Staying-to-Talk Example 99

Focus on Student Potential and the Need for Change 105

Conclusion: "Realize Love in Word and Deed" by Staying to Talk 113

Questions for Teacher Reflection, Discussion, and Action 116

6 Conclusion: Interacting with a New Taxonomy for Equity-Oriented Teaching 118

Prioritizing Interactions in Teacher Preparation 119

A Call to Action 123

Epilogue 125

References 135

Index 147

About the Author 154

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