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Tim Fredrick. Who's In My Classroom?
Table of Contents
Guide
Pages
Who's in My Classroom? Building Developmentally and Culturally Responsive School Communities
Introduction
Other Things to Know about This Book
References
CHAPTER ONE An Introduction to Developmentally and Culturally Responsive Teaching (DCRT)
My First Lesson in Listening to Students
Why It's Crucial to Know Your Students
Why Understanding Child and Adolescent Development Is Crucial for Teachers
The Adolescent Brain Is Still Developing
Development Is Shaped by Multiple Settings
Why Cultural Responsiveness Is Crucial for Teachers
Connections between Home and School Help Students Meet High Expectations
The Importance and Meaning of High Expectations
Growing Recognition of Culturally Responsive Education
Becoming a Developmentally and Culturally Responsive Teacher
What Teachers Can Do
1. Reflect on your current teaching and disciplinary practices
2. Enhance your knowledge of how your students develop and learn
3. Enhance your skills in teaching in culturally responsive ways
4. Listen to students’ voices, and respond
What Schools Can Do. 1. Assess how students’ developmental needs are currently being met
2. Establish norms and expectations regarding the use of developmentally and culturally responsive teaching practices
3. Provide professional learning opportunities for teachers to support the use of developmentally and culturally responsive teaching skills
Notes
References
CHAPTER TWO Recognizing and Undoing Bias—How Teachers’ Beliefs Impact Students
Helping Everyone Grow
Understanding Our Beliefs about Intelligence and Ability
Recognizing—and Undoing—Bias in the Classroom
Moving toward Understanding Our Students
What Teachers Can Do
1. Learn to accommodate new information that challenges our assumptions
2. Broaden our assessment of competence
3. Honor students’ strengths by giving feedback on process, not just product
4. Use what we've learned about our students to make lessons more meaningful
5. Celebrate the victories
What Schools Can Do
1. Schools provide safe spaces where teachers and school leaders can share and reflect on their beliefs about teaching, learning, and their students
2. School leaders are open to responsive and flexible teaching
3. Schools develop both support systems and accountability systems
Notes
References
CHAPTER THREE How Schools Influence Our Beliefs about Ourselves
What Is Identity Development?
How We Can Shape Our Own Identity
The Power of Peers and Identity
What Teachers Can Do. 1. Create safe spaces for students to explore their identity
2. Help students see their strengths
3. Help students establish goals
4. Help students to develop positive peer relationships
What Schools Can Do. 1. Help students develop their sense of purpose
2. Develop diverse opportunities for students to see themselves as competent
Notes
References
CHAPTER FOUR How Schools Shape Gender and Racial Identity Development
The Pressure to Conform
Supporting Gender Identity Development
Supporting Racial Identity Development
The Importance of Positive Racial Identity
What Teachers Can Do. 1. Create environments that support gender identity development
2. Teach in ways that promote positive racial identity
What Schools Can Do. 1. Prioritize staff diversity when hiring
2. Develop a plan to recruit, hire, and retain diverse staff
Notes
References
CHAPTER FIVE How Stress and Trauma Affect Learning
Stress Reactions Are Not “Logical”
Understanding the Differences among Stress, Chronic Stress, and Trauma
The Adolescent Brain's Response to Chronic Stress and Trauma
Stress, Trauma, and Disproportionality
Our Cultural Backgrounds Influence How We Cope
Reducing Institutional Stress Caused by School
We Need to Be Attuned to the Impact of External Stressors
A Developmentally and Culturally Responsive Approach to Understanding Student Behavior
What Teachers Can Do. 1. Rethink student behavior: Is it a stress response?
2. Reflect on how our responses to student behaviors reflect our own needs
3. Teach in ways that reduce student stress
What Schools Can Do. 1. Employ a multidimensional approach to examining student stress
2. Identify the sources of teacher stress
Notes
References
CHAPTER SIX How We Can Help Students Heal and Do Better in School
We Need More Compassionate Schools (the COVID-19 Pandemic Made That Even Clearer)
Psychologically Healthy Students Are Better Students
Schools as Centers of Healing: The Importance of Trauma-Informed Schools
Why Meaningful Connections Are So Important
Meaningful Connections Foster Engagement in School and Help Students to Heal
“Safe” Schools Are Schools Where Students Feel They Can Take Academic and Personal Risks
Why Respecting Students Is So Important
We Help Students Achieve by Helping Them to Strengthen Their Social and Emotional Skills
What Teachers Can Do. 1. Teach in trauma-informed ways
2. Understand the effects of compassion fatigue and adjust your expectations for your students and yourself
What Schools Can Do. 1. Determine your readiness to become trauma-sensitive
2. Utilize an inquiry-based approach to becoming a trauma-sensitive school
3. View trauma-sensitive work as a framework for reviewing other school policies and practices, especially school discipline
Notes
References
CHAPTER SEVEN The Change Process
The Change Process: Equity as Our North Star
The Change Process: Teacher Mindsets and the Details of Daily Practice
The Change Process: Professional Development
The Change Process: Curriculum and Assessment
The Change Process: Building a Positive School Climate
The Change Process: Making Youth Voice Integral to Change
1A. Demonstrating Knowledge of Content and Pedagogy
1B. Demonstrating Knowledge of Students
1C. Selecting Instructional Outcomes
1D. Demonstrating Knowledge of Resources
1E. Designing Coherent Instruction
1F. Designing Student Assessments
Notes
References
CHAPTER EIGHT Reaching DCRT Goals through True, Teen-Written Stories
How to Use the Stories
Using Advisory to Build a Developmentally and Culturally Responsive School
The Five CASEL Social and Emotional Competencies
Using Teen Stories in English Language Arts instruction (and Beyond)
Using the Stories in Professional Development. 1. Story-based professional development in action
The Writing Program
What Teachers Can Do. 1. Sign up for our weekly story emails and read our youth-written stories
2. Support restorative justice and trauma-informed practices
What Schools Can Do. 1. Make reading and discussing the stories a regular part of your school's professional development
Youth Communication's Grades 6–12 SEL Programs
Acknowledgments
About the Authors
Teen Story Index. Source of Teen Stories
Index
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