Katherine Schultz examines the complex role student silence can play in teaching and learning. Urging teachers to listen to student silence in new ways, this book offers real-life examples and proven strategies for "rethinking classroom participation" to include all students--those eager to raise their hands to speak and those who may pause or answer in different ways. --from publisher description.

Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

Based upon the authors' many years of classroom experience and consulting work this volume is filled with practical, research-based and tested strategies to help teachers create an environment that supports students' sense of self-esteem, influence and autonomy whilst preventing possible conflict.

How can new and experienced teachers rethink the ways of teaching and learn to embrace and learn from the diversity they encounter among their students? Rather than preparing teachers to follow prescriptions or blueprints, Katherine Schultz suggests that we show them how to attend to and respond to the students they teach. In this book, she offers a conceptual framework for "deep listening," illustrating how successful teachers listen for the particularities of individual students, listen for the rhythm and balance of the whole class, listen for the broader contexts of students' lives, and listen for silence and acts of silence. Listening in this manner brings together knowledge of individual students, an understanding of a student's place within the classroom, and mastery of subject matter and pedagogy. This volume features compelling case studies that reveal the classroom lives of teachers who are exemplary listeners.

In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket.

The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective teaching strategies allow for the continued progress of modern educational initiatives. Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of student engagement and involvement within the education sector. Including innovative studies on learning environments, self-regulation, and classroom management, this multi-volume book is an ideal source for educators, professionals, school administrators, researchers, and practitioners in the field of education.

The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.