How to Teach Students Who Don't Look Like You: Culturally Responsive Teaching Strategies, Edition 2

Corwin Press
Free sample

Engage diverse learners in your classroom with culturally responsive instruction!

This second edition includes new or expanded coverage of Latino students, ELLs, immigrant students, race, and racial identity, and new coverage of standards-based, culturally responsive lesson planning and instruction, differentiated instruction, RTI, and the Common Core State Standards. Bonnie Davis helps all educators:

  • Tailor instruction to their unique student population
  • Reflect on their cultures and how this shapes their views of the world
  • Cultivate a deeper understanding of race and racism in the U.S.
  • Create culturally responsive instruction
  • Understand how culture affects learning

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About the author

Consulting Description

Bonnie M. Davis, PhD, is a veteran teacher of more than forty years who is passionate about education. She taught in middle schools, high schools, universities, homeless shelters, and a men’s prison. She holds a doctorate in English from St. Louis University and is the recipient of numerous awards, including Teacher of the Year in two public school districts, the Governor’s Award for Excellence in Teaching, and the Anti-Defamation League’s World of Difference Community Service Award. She has presented at numerous national conferences and currently works in school districts across the country.

Dr. Davis’ work centers on examining what “we don’t know we don’t know” about ourselves in order to more effectively teach students who don’t look like us. Moving from self reflection to action, her books offer educators culturally responsive, standards-based instructional strategies that bridge culture, language, race, and ethnicity.

Dr. Davis’s publications include the How to Teach Students Who Don’t Look Like You: Culturally Responsive Teaching Strategies(2012);How to Coach Teachers Who Don’t Think Like You: Using Literacy Strategies to Coach Across Content Areas (2007); The Biracial and Multiracial Student Experience: A Journey to Racial Literacy(2009); and Creating Culturally Considerate Schools: Educating Without Bias (2012) with coauthor Kim L. Anderson. She is currently working on the Equity 101 Series with Curtin Linton, Executive Vice President of School Improvement Network.

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Additional Information

Publisher
Corwin Press
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Published on
Jul 18, 2012
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Pages
312
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ISBN
9781452284446
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Language
English
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Genres
Education / Bilingual Education
Education / Multicultural Education
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Content Protection
This content is DRM protected.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133832228 .

This guide gives current and future educators practical help for rediscovering the value, potential, richness, and adventure of a diverse classroom—while developing the capacity to professionally address the differential learning and transition needs of culturally and linguistically diverse (CLD) students. Ideal for pre- and in-service teachers, district and building administrators, school specialists, and paraprofessionals, it presents the latest tools, procedures, strategies, and ideas for ensuring effective teaching and learning for students of any native language. Included are new ways to reach and maximize relationships with parents, caregivers, and extended family members by partnering with them in appropriate pedagogical practices. The new Third Edition of Mastering ESL/EF Methods includes illustrated concepts; global connections; tips for practice in the EFL classroom; a revised framework for the conceptual definitions of approach method, strategy, and technique; an expanded Glossary; interactive video links; a revised discussion of dual language programs; and an overview of program model effectiveness. The Enhanced Pearson eText features embedded video.

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Featuring content-specific strategies, assignments, and classroom activities, this book provides strategies to help pre- and in-service teachers develop the dispositions and knowledge they need to teach all students well. Focusing on the importance of creating a classroom community in which necessarily difficult dialogues are inspired and supported, the authors present content-area chapters on language arts, social studies, mathematics, science, ESOL, foreign language, and teaching exceptional students in the inclusive environment. Each content-area chapter includes a vignette illustrating a difficult conversation dealing with diversity and presents research-based, classroom-ready exercises, effective pedagogic strategies, and action-oriented interventions—many of which the authors created and used in their own classrooms. The book concludes with an appendix of instructional and curricular resources.

This practical volume provides teacher educators and professional development personnel with a framework for:

Inspiring challenging and productive discussions about diversity in education.Using content-specific, research-based strategies for discussing diversity issues in deep and complex ways.Understanding how teacher candidates develop as culturally competent educators.Addressing conflicts that might arise when talking about diversity and self-awareness.

Contributors: Vonzell Agosto, Sylvia Celedón-Pattichis, Kathryn B. Chval, Deirdre Cobb-Roberts, Bárbara C. Cruz, Cheryl Ellerbrock, Elaine V. Howes, Zorka Karanxha, Deoksoon Kim, Miyoun Lim, Patricia Alvarez McHatton, Adam Schwartz, Roseanne K. Vallice, Anete Vásquez, Eugenia Vomvoridi-Ivanovic, and Eric Williams

“The stories in Talking Diversity are both instructive and inviting, affirming and empowering. They encourage and entice other teacher educators to join in promoting diversity in action as well as ideology, and they provide some reasonable and viable windows of opportunity for how these participations can occur successfully. In this sense, the style of this volume is as enriching, enlightening, and insightful as diversity is itself. It is a conversation of necessity and significance, and certainly one worth joining!”
—From the Foreword by Geneva Gay, professor of education, University of Washington–Seattle

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