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Administration for Children and Families (ACF)

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Thomas help all students feel comfortable sharing their opinions?

2. What do students learn from working in diverse groups?

3. How could you use the "tea party" protocol in your classroom?

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104

Data Provided By:

Teachers

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Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. How does Ms. Thomas help all students feel comfortable sharing their opinions?

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Use this discussion strategy to help students practice being contributors and listeners in a group conversation.

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Ideas, Inspiration, and Giveaways for Teachers

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As of July 2008, California statute (Chap. 517, Stats. 2006) requires all candidates for a preliminary Multiple and Single Subject Teaching Credential to pass an assessment of their teaching performance with K-12 public school students as part of the requirements for earning a teaching credential.

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California English Language Development Standards: Kindergarten Through Grade 12
California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

English learner students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

The SBE adopted the CA ELD Standards in November 2012.

The CA ELD Standards are available as a free download. Printed publications of the CA ELD Standards may be purchased through the California Department of Education (CDE) Press Educational Resources Online Ordering web page.

CA ELD Standards Implementation Plan

Letter presenting the CA ELD Standards Implementation Plan to the Governor
Following adoption of the CA ELD Standards, EC Section 60811.3 (e) required the State Superintendent of Public Instruction and the SBE to present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the CA ELD Standards into the public education system.

CA ELD Standards Implementation Plan (PDF)
The CA ELD Standards Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California's educational system. The plan describes the philosophy of, and strategies for, the successful integration of the CA ELD Standards that align to the ELA/Literacy Standards to address English language and literacy skills English learner students need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for LEAs.

Integrated and Designated ELD

Integrated ELD is instruction in which the California English Language Development Standards (CA ELD Standards) are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [ CCR] Section 11300[c]).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).

The following resources are available to support administrators and teachers to design, implement, and enhance integrated and designated ELD instruction for English learners.

Integrated and Designated ELD Video Series

The ELD Video Series tab contains videos demonstrating designated ELD and related integrated ELD instruction for ELA, mathematics, and science in grades transitional kindergarten/kindergarten through grade twelve.

Integrated and Designated ELD Letter to the Field (Dated December 18, 2019)
The California Department of Education (CDE) and the SBE provides the field with guidance for integrated and designated ELD instruction and additional resources.

English Learner Toolkit of Strategies, Volume 1
The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. The toolkit was developed by the Curriculum and Instruction Steering Committee (CISC) ELA/ELD CISC Subcommittee ELD Workgroup.

Expanded View of the ELA/ELD Framework Resources
A collection of resources that support the implementation of the ELA/ELD Framework, including integrated and designated ELD instruction for English learners.

ELA and ELD Implementation Support Videos
Videos from the Implementation Support for the ELA/ELD Framework web page are organized by key theme and area of focus, including integrated and designated ELD.

Content Standards and Curriculum Frameworks

Content Standards
Content standards defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world languages, computer science, health education, and other content areas.

ELA/ELD Framework
The ELA/ELD framework, specifically Chapter 2, provides guidance for implementing the CA ELD Standards for integrated and designated ELD instruction. Chapters three through seven provide guidance for the implementation of ELA/ELD instruction specific to each grade level.

ELA/ELD Framework Vignettes Summary Sheet
The vignette summary sheet is organized so that each grade level section has a pair of vignettes that can be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
Snapshots and vignettes for each grade level with the chapter and page numbers, and indicates the different content areas each snapshot and vignette addresses in the ELA/ELD Framework.

All Curricular Frameworks
SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, health education, and other content areas.

Integrated and Designated ELD Video Series

ELD Video Series Home | Transitional Kindergarten-Kindergarten Videos | Grade One Videos | Grade Two Videos | Grade Three Videos | Grade Four Videos | Grade Five Videos | Grade Six Videos | Grade Seven Videos | Grade Eight Videos | Grade Nine Videos | Grade Ten Videos | Grade Eleven Videos | Grade Twelve Videos

The California Department of Education (CDE) developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards (CA ELD Standards) and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.

The videos in this series feature teachers delivering integrated and designated ELD instruction to English learner students. Teachers use the CA ELD Standards to design intentional and purposeful ELD instruction that supports English learners to learn English and apply academic use of English through various content areas. English learners are equipped with linguistic resources and experiences to meaningfully engage with grade-appropriate text and contribute to academic discussions with their peers and teachers.

The CDE ELD Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

For additional guidance on how to adapt ELD in distance learning, click on the ELD Distance Learning tab.

This video series aligns with the California English Learner Roadmap Policy, Principle Two-Intellectual Quality of Instruction and Meaningful Access, where English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction, native language support, and scaffolding lessons in English.

ELD Video Series Webinars

These webinars are designed to engage the field and support educators in incorporating the Integrated and Designated ELD Videos Series into professional learning settings.

The archived webinar recordings are available through the WestEd Webinar Series on the CDE Integrated and Designated ELD Video Series web page.

ELD in Distance Learning

Pursuant to EC Section 43503, LEAs offering distance learning shall include integrated and designated ELD instruction. The following resources are available to teachers and administrators to support the design and implementation of integrated and designated ELD instruction for English learners in distance learning.

Distance Learning Instruction Planning Guidance
Guidance for distance learning instruction planning, including English language development for English learner students, in accordance to Senate Bill 98 .

Integrated and Designated ELD in Distance Learning

Support for Distance Learning: the History-Social Science and English Language Arts/English Language Development Frameworks, May 14, 2020 (Video; 51:18)
This presentation hosted by the California Department of Education (CDE) Curriculum Frameworks and Instructional Resources Division in collaboration with the Monterey County Office of Education and the California History-Social Science Project provides an overview of how the state-adopted curriculum frameworks in history-social science and ELA/ELD can support teachers and administrators in implementing a distance learning instructional program.

ELD Distance Learning Webinars

Distance Learning: ELD and Dual Language Instruction
The CDE presented and recorded this webinar on Distance Learning: English Language Development and Dual Language Instruction on May 14, 2020, as part of the CDE Distance Learning Series.

Distance Learning Series
Series of distance learning webinars on various topics related to changes due to Covid-19.

The San Bernardino County Superintendent of Schools (SBCSS) recorded a webinar highlighting how LEAs can support English learner students with online learning. The webinar takes the Sobrato Early Academic Language article by Heather Skibbins, " Six Considerations for Supporting English Learners with Distance Learning ," and breaks each of the six components down, providing practical resources that support educators at each step. The SBCSS webinar slides are also available.

This archived webinar provides upper elementary teachers ideas and activities to support 3 rd through 5 th grade students' oral language development by asking questions that promote student analysis of a text's key themes in distance learning environments.

Professional Learning Resources

These resources were developed by the California Department of Education (CDE) and outside agencies to assist educators implement the California English Language Development Standards (CA ELD Standards) and enhance integrated and designated ELD instruction for English learner students.

CDE Resources

The Professional Learning Modules (PLMs) are designed to support educators in delivering curriculum aligned to the California State Standards. The PLMs include the CA ELD Standards in the ELD instructional practice. The CA ELD Standards PLMs provide guidance for using the CA ELD Standards in tandem with the California State Standards for English Language Arts and Literacy in History/Social Studies (ELA), Science, and Technical Subjects (ELA/Literacy), and other content standards.

Integrated and Designated ELD

Click on the Integrated-Designated ELD tab to find these and other resources that support teachers and administrators to design, implement, and enhance integrated and designated ELD instruction for English learner students.

Integrated and Designated ELD Video Series

Click on the ELD Video Series tab to find the videos demonstrating designated ELD and integrated ELD instruction for ELA, mathematics, and science in transitional kindergarten/kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources supports the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework

Other Resources

English Learner Toolkit of Strategies, Volume 1
This toolkit includes a resource for teachers to help English learner students accomplish particular learning goals. The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. It addresses reading, writing, listening, and speaking for literacy in the twenty-first century, connects to task types found in the English Language Proficiency Assessment for California, and provides a checklist that includes strategies for word, sentence, and text level understanding. The toolkit was developed by the CISC ELA/ELD CISC Subcommittee ELD Workgroup.

ELD Instructional Resources

The following resources are available to support teachers and administrators as they design, implement, and enhance integrated and designated ELD instruction for English learner students in ELA, mathematics, science, and other content areas.

English Language Development

English Parent/Guardian ELD Overview Brochures (PDF)
Spanish Parent/Guardian ELD Overview Brochures (PDF)
These brochures explain the California English Language Development Standards (CA ELD Standards) to parents/guardians, providing insights into what students will learn and highlighting the progression from kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources that support the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework.

Additional California Department of Education (CDE) Resources

Spanish Language Development Standards
The Spanish Language Development Standards are the Spanish translation of the CA ELD Standards with linguistic augmentations.

Clearinghouse for Multilingual Documents
The Clearinghouse for Multilingual Documents is a secure database to assist LEA staff in locating parent notification documents translated into non-English languages.

California State Content Standards

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientist.

Content Standards
Content standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world language, computer science, health education, and other content areas.

Curriculum Frameworks

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

Mathematics Framework
The 2013 Mathematics Framework supports the implementation of the CA Mathematics Standards by emphasizing mathematical instruction and learning that focus on key topics, build mathematical understanding and fluency in a coherent manner, and develop students' ability to apply mathematics creatively to analyze and solve complex problems.

All Curricular Frameworks
The SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, world languages, career technical education, health education, and other content areas.

California English Learner Roadmap Policy

CA English Learner Roadmap (CA EL Roadmap) Policy
The CA EL Roadmap SBE Policy: Educational Program and Services for English Learners explicitly focuses on English learner students in the context of the state's efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability and school improvement, educator quality, early childhood and preschool, social and family support services, parent and community involvement, and higher education. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learner students.

CDE Publications

The 2010 CDE publication, Improving Education for English Learners: Research-Based Approaches, assists school districts in the design, implementation, and evaluation of programs for English learner students. It also assists educators in addressing the instructional needs of English learner students and supporting the implementation of ELD, as well as the subject-matter standards and frameworks. This publication is available for purchase on the CDE Press Online Ordering web page.

State and Federal Legal Citations

California Education for a Global Economy Initiative (CA Ed.G.E.)-Proposition 58
School districts and county offices of education will solicit input on, and provide to students, effective and appropriate instructional methods including, but not limited to, establishing language acquisition programs, as defined in EC Section 306. This requirement is intended to ensure that all students, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English.

California Code of Regulations

CA Ed.G.E. Initiative-Proposition 58
The CA Ed.G.E. Initiative (Proposition 58) ensures that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to fully participate in a global economy. The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

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The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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teachers communicating with familes - Yahoo Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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teachers communicating with familes - Yahoo Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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This article explores the link between effective learning and children's dispositions and habits. The authors provide examples that teachers may use to help strengthen children's independence, creativity, motivation, and resilience.

Early childhood teachers guide young children's learning in ways that support their development. Traditionally, foremost in teachers' minds is what knowledge and skills children should acquire. Today, however, many teachers are becoming aware of the pivotal role of dispositions in the education of children.

This article examines types of dispositions, their link to children's effective learning, and classroom practices/environments that support them. We emphasize that dispositions and learning experiences are equally important and that teachers can encourage certain dispositions.

Defining dispositions

Dispositions are frequent and voluntary habits of thinking and doing. These habits of mind are not to be confused with mindless habits, such as stopping at a red light (Katz 1993a). Lilian Katz has pondered, spoken, and written about the role of dispositions in children's education for nearly 30 years. She defines "a disposition as a pattern of behavior exhibited frequently ... in the absence of coercion ... constituting a habit of mind under some conscious and voluntary control ... intentional and oriented to broad goals" (1993b, 16).

Another important characteristic of children's dispositions is that they are environmentally sensitive-meaning they are acquired, supported, or weakened by interactive experiences in an environment with significant adults and peers (Bertram & Pascal 2002). These significant adults obviously include teachers in early childhood settings. For example, in Reggio Emilia-inspired schools, teachers purposely integrate materials from nature into activities. A large, ordinary tree branch can become the core for cooperative ribbon weaving. The project's centerpiece supports children's dispositions, such as cooperation, creativity, problem solving, and inventiveness.

Educators can further delineate dispositions as desirable or undesirable. Children's desirable dispositions, such as resourcefulness, curiosity, and persistence, can be strengthened. Conversely, teachers can help diminish undesirable dispositions, such as selfishness, impatience, and intolerance. No doubt we all could list dispositions we would like to personally strengthen or diminish and foster in the children we teach.

Katz and Raths (1985) provide clarity to the concept of dispositions by contrasting it with the concepts of attitudes, habits, and traits. Briefly, attitudes can be thought of as "pre-dispositions to act positively or negatively with respect to a particular phenomenon" (Katz 1993a, 10). Having a particular attitude does not necessarily result in the display of an accompanying behavior-for example, a child may have a particular discriminatory attitude about children who are obese but may not exhibit discriminatory behavior. Habits and traits are behavioral patterns performed without conscious attention (Passmore 1972), as seen in some children who approach an art activity with great enthusiasm and vigor while other children approach the same activity tentatively and with considerable forethought.

Three types of dispositions

Inborn dispositions. Innate curiosity is one disposition that parents and teachers can readily see in typically developing babies' need to explore and learn. The ability to bond is another inborn disposition.

Social dispositions. We value some social dispositions, including "the tendency to be accepting, friendly, empathetic, generous, or cooperative" (Katz & McClellan 1997, 7). Conversely, adults tend to view bossiness as an undesirable social disposition.

Intellectual dispositions. These dispositions include making and checking predictions, solving problems, surmising about cause-and-effect relationships, to name a few. In a science center in a kindergarten classroom, a poster features a portrait of Albert Einstein. "Being a Scientist" is its bold heading, followed by a list of ideal dispositions for science: being curious, investigating, collecting and recording precise data, cooperation, communication, seeking answers, asking new questions, and persistence.

Classroom practices/environments that support dispositions

In a public preschool, a four-year-old approaches his teacher with six sheets of paper stapled together in a book-like fashion. Each sheet contains recognizable letters written with a different colored marker. When the teacher asks the preschooler to share a story, he eagerly reads six stories, one on each page. The child not only displays emergent literacy skills but, just as important, the disposition to read and to write.

This teacher, a knowledgeable, thoughtful, and conscientious educator, however, feels as if she isn't effective in her teaching, that she isn't doing enough early literacy instruction. Her school district's assessment tool measures four-year-olds' abilities to make sound and letter associations as well as to recognize letters. But although the children are gaining knowledge and skills, she believes their dispositions are equally important.

All the children in her classroom-half of whom are English-language learners-engage in meaningful activities that support integrated learning of concepts and skills. The children invent play scenarios at a blanket-covered table labeled Cave for Hibernating Bears. They expand their creativity in the art center, investigate how body fat keeps bears warm by using a lard-covered rubber glove and a pail of ice in the science center, and read books depicting classmates engaged in classroom and field trip activities in the library center. All these activities demonstrate how this teacher is encouraging dispositions to explore, make predictions and check predictions, and communicate with others, which assessment does not measure.

When program expectations focus primarily on knowledge and skill acquisition, important dispositions are often ignored. When a teacher relies on drill and decontextualized activities to achieve mandated learning outcomes instead of fostering skill development through meaningful integrated learning, the dispositions that children need to use their skills will likely diminish (Hatch 2002). A prime example of decontextualized activities is the often inane letter-of-the-week task, such as having children glue rice on the letter R. More meaningful, effective activities include using children's names as a springboard to learn letters and promote early literacy (Kirk & Clark 2005; McNair 2007).

Practices that undermine the development of positive dispositions jeopardize the likelihood that children will become lifelong learners (Bertram & Pascal 2002). To be effective, teachers need to pay more attention to nurturing children's dispositions.

The link between dispositions and effective learning

Bertram and Pascal identify three core elements of effective learners: "dispositions to learn, social competence and self-concept, and social and emotional well-being" (2002, 246). The researchers argue that a primary focus "on subject knowledge, particularly language and mathematics competency" (p. 241) is insufficient, and they urge teachers to focus on wider outcomes to sustain the development of young minds.

Four dispositions are indicative of the effective learner, according to Bertram and Pascal (2002). Below, an explanation of each disposition is followed by an example (from one coauthor's classroom or program) showing what a teacher can do to nurture the disposition.

1. Independence -the "ability to be self-sufficient, to self-organize, and [to] self-manage" (p. 248).

After a month of modeling daily classroom routines, procedures, and tasks, Sally begins assigning chores to the four-year-olds. The children have witnessed her daily upkeep of their room and are eager to help. Nicholas says, "Mrs. Haughey, we are the teachers now." Helping children feel responsible allows them to become self-sufficient.

2. Creativity -"characterized by those children who show curiosity and interest in their world. . . The creative child is imaginative, spontaneous, and innovative" (p. 248).

Sally avoids cookie-cutter art projects and instead encourages open-ended art activities. She periodically provides different media and schedules time for children to fully explore each art material and to complete their projects. As a result, children make their own decisions in the creative process.

3. Self-motivation -enabling "children, independently, to become deeply involved and engrossed in activities and challenges" (p. 249). Motivated children expend the necessary energy to achieve their goals.

Instead of worrying about Hector spending too much time with blocks, his teacher provides additional materials to support his continued exploration and elaborate block constructions. Hector is an English-language learner, and his block-building talent enables him to bridge the language barrier and invite his peers to join in his play. His teacher, Sally, knows that blocks are rich with opportunities to enhance social, cognitive, language, and physical development. She encourages individual interests and wants the children to experience the deep satisfaction of achieving a goal.

4. Resilience -evidenced by children's ability to bounce back "after setback, hindrance, or frustration and retain temperament, personality, and spirit" (p. 249).

When teachers approach each day as a fresh opportunity and see children in a new light instead of dwelling on the previous day's events, the children can feel comfortable in the classroom environment. In Sally's room, Jimmy, a four-year-old whose hands, feet, and eyes constantly go in all directions, has little sense of boundaries. At times he is a danger to himself and others. He darts here and there as the children walk down the hall and during outdoor play. Cognitively, Jimmy doesn't understand what it means to be part of a group; he has to physically experience being a group member.

Sally accepts this spirited boy and gives him opportunities to learn how to be part of the class. During transitions, she often gives him something to carry or offers him her hand. She also works with his family to establish limits at home. In this culture of acceptance, Jimmy relaxes and develops the social skills needed to participate in the classroom community.

With an understanding of what children need to be successful learners, teachers can set the stage for learning. This knowledge of needs compels those involved in the education of children, and future teachers alike, to advocate for broadening the goals of desired child outcomes.

Supporting desirable dispositions

When people describe good teachers, they mention dispositions such as being accepting, stimulating, and encouraging. Conversely, they describe poor teachers "in terms of such dispositions as impatience, remoteness, being rejecting, cold, and so forth" (Katz & Raths 1985, 305). One teacher educator routinely asks preservice teachers to reflect on their education experiences and describe their teachers' positive and negative characteristics. Inevitably, the students describe such dispositions as caring, welcoming, considerate,and engaged versus aloof and impatient.

In children

Effective early childhood teachers recognize their roles in strengthening desirable dispositions in children. They know their actions and attitudes send implicit messages. When teachers display curiosity and creativity and value the same dispositions in children, these are likely to flourish in the classroom.

Good teachers acknowledge and appreciate children's efforts. They provide specific feedback, such as "You used a lot of colors," instead of making general statements, such as "Good job." They refrain from using extrinsic rewards like prizes or food. In addition, the teacher who establishes a classroom ethos that values cooperation instead of competition creates the conditions that support and encourage children to get along as they play and work together.

Through families

Teachers can influence parents' perceptions of their children's dispositions. For example, during parent-teacher conferences, a teacher might reframe parental concerns in terms of dispositions. One mother worried that her daughter exhibited characteristics not typical of four-year-olds. Amanda was unusually sensitive to the emotions of her classmates. When Amanda began preschool, she often overreacted to children's responses to her by sulking, withdrawing, and refusing to participate. In response to these negative behaviors, Sally offered Amanda various art media, which she turned into flowery, tiny books that conveyed emotion. Next, Sally wrote Amanda's words in the books. In so doing, she could use the books to share her emotions in safe ways.

Sally allayed the mother's fears by pointing out that Amanda was a perceptive observer of her environment and sensitive to others' emotions. What Amanda's mother considered abnormal and worrisome, Sally viewed as strengths. Her affirming alternative viewpoint highlighted Amanda's positive dispositions: her deep curiosity about the world around her and her uncanny ability to accurately perceive others' emotions. She said Amanda's insights continually amazed her, and that with guidance and encouragement, Amanda now felt safe sharing herself and her feelings with her classmates. Many times she organized and began special projects such as building huge block constructions.

Sally vividly recalled when Zack, a shy boy, transferred to her morning class midyear. Zack would not participate in any play activities and often hid under a table. On the first day that Amanda joined the morning session instead of the afternoon class, she invited Zack, who was hiding under the table, to "come play with me. You are my new best friend." Zack emerged, and in response to Amanda's "I'm the mom," he spoke for the first time, declaring, "I'm the dad."

Instead of comparing Amanda with her peers, her mother began seeing her as resourceful, insightful, intuitive, observant, articulate, curious, and creative. She left the conference feeling relieved and empowered to support her daughter's dispositions.

By using good practice

Teachers sometimes inadvertently weaken children's positive dispositions. The increased emphasis on early literacy in some schools has resulted in the use of inappropriate teaching strategies and a decrease in children's eagerness to be readers and writers (Neuman & Roskos 2005). Katz (1995) calls this situation the damaged disposition hypothesis. For example, when a teacher asks a four-year-old to write the alphabet on lined paper, odds are the child will not enjoy writing because many children, especially boys, have not developed the fine motor control to complete this task.

Regrettably, educators have paid scant attention to the damaging of children's desirable dispositions. Katz and Chard (2000) propose two reasons for this lack of attention: first, dispositions are rarely assessed in early childhood programs; and second, direct instruction in reading readiness activities yields better outcomes on some standardized tests-no matter that heavy reliance on formal instruction methods can harm young children (Hart et al. 1993). Overreliance on drill can increase test scores at the expense of dispositions.

With children our focus

The National Council for the Accreditation of Teacher Education (NCATE), the teaching profession's accrediting body, now requires documentation of how preservice teachers use, nurture, and assess children's dispositions. Evidence of dispositions is required in three of the six NCATE standards (NCATE 2006). Clearly, the field is giving more attention to the nature and role of dispositions in children's learning.

Conclusion

Teachers can diligently plan learning experiences that help children acquire skills and the disposition to use those skills. Our university preservice students, who sometimes are mothers of elementary school children, often tell us in exasperation that their children have stopped reading for pleasure. This anecdotal evidence may indicate that some educators, while trying to create proficient readers, damage children's disposition to read. The unintended outcome is aliterate children-that is, children who can read but don't want to or avoid reading (Noyes 2000). Knowledge and skills and the disposition to use them are inextricably connected.

Early on, Lilian Katz cautioned, "Dispositions are always more or less influenced by experiences in early childhood education programs, whether by intention or by default" (1977, 66). Does placing too much emphasis on conformity and uniformity undermine the disposition to be creative? How does insisting that children change learning centers every 15 minutes affect children's dispositions to become deeply absorbed in an activity?

Effective early childhood teachers consider whether their behaviors empower or undermine children's dispositions, then alter their practices accordingly. We have the power to open up the world for children and their families. Let's not miss opportunities to reframe children's behaviors into positive dispositions.

References

Bertram, T., & C. Pascal. 2002. What counts in early learning. In Contemporary perspectives in early childhood curriculum, eds. O.N. Saracho & B. Spodek, 241-56. Greenwich, CT: Information Age.

Hart, C.H., R. Charlesworth, D.C. Berts, & M. DeWolf, 1993. The relationship of attendance in developmentally appropriate or inappropriate kindergarten classrooms in first and second grade behavior. Paper presented at the March biennial meeting of the Society for Research in Child Development in New Orleans.

Hatch, J. A. 2002. Accountability shovedown: Resisting the standards movement in early childhood education. Phi Delta Kappan (February):457-62.

Katz, L.G. 1977. Dispositions: Definitions and implications. In Talks with teachers: Reflections on early childhood education, ed. L.G. Katz,51-69. Washington, DC: NAEYC.

Katz, L.G. 1993a. Dispositions as educational goals. ERIC EDO-PS-93-10. Online: https://files.eric.ed.gov/fulltext/ED363454.pdf

Katz, L.G. 1993b. Dispositions: Definitions and implications for early childhood practices. Catalog No. 211 Perspectives from ERIC/EECE: Monograph series no. 4. Online https://eric.ed.gov/?id=ED360104.

Katz, L.G. 1995. Talks with teachers of young children: A collection. Stamford, CT: Ablex.

Katz, L.G., & S. Chard. 2000. Engaging children's minds: The project approach. 2nd ed. Stamford, CT: Ablex.

Katz, L.G., & J.H. Helm. 2001. Young investigators: The project approach in early years. New York: Teachers College Press; and Washington, DC: NAEYC.

Katz, L.G., & D. McClellan. 1997. Fostering children's social competence: The teacher's role. Washington, DC: NAEYC.

Katz,. L.G., & J. Raths. 1985. Dispositions as goals for education. Teaching and Teacher Education 1 (4): 301-07.

Kirk, E.W., & P. Clark. 2005. Beginning with names: Using children's names to facilitate early literacy learning. Childhood Education 81 (3): 139-44.

NCATE (National Council for Accreditation of Teacher Education). 2006. Standards, procedures and policies for the accreditation of professional educational units. Washington, DC: Author.

McNair, J.C. 2007. Say my name, say my name! Using children's names to enhance early literacy development. Young Children 62 (5): 84-89.

Neuman, S.B., & K. Roskos. 2005. Whatever happened to developmentally appropriate practice in early literacy? Young Children 60 (4): 22-26.

Noyes, D. 2000. Developing the disposition to be a reader: The educator's role. Clearinghouse on Early Education and Parenting. Online: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.543.1190&rep=rep1&type=pdf.

Copyright © 2007 by the National Association for the Education of Young Children.

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Why Children's Dispositions Should Matter to All Teachers | ECLKC

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Why Children's Dispositions Should Matter to All Teachers.

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No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds.

Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

To augment their understanding and responsiveness, this involves:

Empowering students to share thoughts

Integrating diverse work and study practices

Understanding student learning needs and styles

Emulating culturally-significant instruction styles, such as oral storytelling

To help you plan and deliver lessons that resonate with a diverse classroom, we'll explain what culturally responsive teaching is and how it is implemented.

We also put together 15 culturally-responsive teaching strategies and examples that will resonate with diverse students and foster an inclusive classroom environment.

These strategies are available as a downloadable list below for quick reference so you can reference them during classroom instruction.

Let's start with some simple explanation of what culturally responsive teaching actually means.

What is culturally responsive teaching?

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students' cultures, languages and experiences - and relates them to classroom learning.

Culturally responsive teachers are actively aware of the various cultural backgrounds present in their classrooms, and act as a facilitator of lessons that can resonate with each.

It is not an easy task - creating this learning environment requires not only a high level of cultural competence, but also an intentional effort to learn about students' backgrounds and cultures.

It can be majorly beneficial to closing achievement gaps between students of different backgrounds and addressing inequities in the classroom. You can also create stronger partnerships with your students by fostering a learning environment where they are represented clearly.

Conditions for creating a culturally-responsive classroom

Reflected in the 15 strategies and examples in the next section, there are four conditions any teacher must fulfill to establish a culturally-responsive classroom, according to an authoritative academic book about the subject called Diversity and Motivation.

As you prepare and deliver any lesson, strive to:

Establish inclusion

This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals.

While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives and diverse background knowledge.

Develop positive attitudes

This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences.

For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.

Enhance meaning

You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them.

For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general.

Foster confidence

Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank.

Among other question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their own progress and performance, helping them focus on growth.

Meeting these four conditions largely relies on using specific approaches, such as the 15 explored below.

15 Culturally-responsive teaching strategies and examples

1. Learn about your students

At the start of the year or semester, demonstrating a desire to adapt your teaching style to students can help them feel valued. Because open communication should uncover their learning needs and preferences, try:

Distributing questionnaires, asking about interests

Handing out surveys, gathering information about learning styles

Holding open discussions, allowing students to talk about positive experiences from past classes

Once you've gathered enough information, tell the class you'll focus on adjusting your teaching approach to help them learn as best as they can. Students should quickly warm up to you.

2. Interview students

You'll build a stronger understanding of students' values and habits - as well as strengths and weaknesses - by individually asking them questions. While running a large-group exercise, pull each student aside for a few minutes. Ask about:

Hobbies

Their favourite lessons and activities

Which kinds of exercises help them remember lessons and improve skills

Note what each student says to identify themes and different preferences. Then, when possible, relate content to their interests and deliver lessons that appeal to shared strengths.

3. Integrate relevant word problems

Many students will take a greater interest in math if you use word problems to contextualize equations. Working with 41 7th grade students throughout an academic year, a study published by the Canadian Center of Science and Education used such contextual learning strategies to increase test scores by more than 44%. Create culturally-relevant word problems by:

Including student names to make subject matter relatable

Linking to student interests, such as by measuring the shot distance of a famous soccer player

Referencing diverse cultures, such as by determining the diameter of a specific ethnic food platter

Using these word problem tips will not only help you establish a culturally-responsive classroom, but engage students more than by using abstract questions.

4. Present new concepts by using student vocabulary

Delivering relatable content goes beyond math class. In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction. Let's say many of your students are sports fans with family from soccer-crazed nations. Use a soccer example to demonstrate metaphors in language arts class:
Andrea Pirlo is an eagle on the pitch, armed with vision sharp enough to detect the smallest openings and recognize opportunities his opposition can't.
This kind of culturally-responsive language should open the door to presenting challenging skills and concepts, engaging students while doing so.

5. Bring in guest speakers

Guest speakers can bring context and passion to history, geography and social studies lessons, capturing student interest.

A war veteran could deliver a vivid narrative of his or her experiences. A mountaineer could give a striking recount of scaling Lhotse. Both could answer questions many teachers would struggle with, while engaging students much more effectively than a slideshow.

Plus, according to a study by the Economics of Education Review, students are often encouraged to work harder when they share a background with an educator. So, diverse guest speakers may inherently engage and motivate students who share a culture with them.

6. Deliver different forms of content through learning stations

Whether due to culture, socialization, preference or learning needs, students respond differently to different types of content. You can provide a range of material to each student by setting up learning stations. Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Playing a game

Creating artwork

Watching a video

Reading an article

Completing puzzles

Listening to you teach

After going through each station, you can help students further process the material by holding a class discussion or assigning questions to answer.

7. Gamify lessons

Want another way to consistently diversify content and its delivery, appealing to different learning styles? Gamify some lesson elements. Easy-to-implement practices include:

Offering rewards, such as badges, for completing specific tasks or achieving certain scores

Setting a clear learning goal for the lesson, charting progress throughout the class to motivate students

Creating an "instruction manual" for a project, which contains the rubric and best practices for earning a high grade

Plus, gamifying your lessons is a way of making connections with contemporary gaming culture - helping students within this culture process and demonstrate understanding of content.

8. Call on each student

Call-and-response - the practice of asking students frequent questions while giving lessons - usually keeps them engaged, but also enables them to share thoughts and opinions. Involve everyone by:

Encouraging the sharing of personal perspectives, when a question allows for it

Calling on students without their hands up, acclimatizing them to speaking amongst peers

Asking a question after each new point or thought, having a student teach back the concept you just spoke about

By lesson's end, this call-and-response approach should allow each student to speak at least once.

9. Use media that positively depict a range of cultures

Children process content more effectively when their cultures and languages have places in the curriculum, according to an oft-cited academic book about teaching in multiracial schools.

Using media, such as books and movies, that positively depict a range of cultures and are relevant to your syllabus can partially address this need. Finding options through databases such as IMDB or American Literature isn't a tough task.

As a bonus, using different media should boost engagement levels.

10. Offer different types of free study time

Free study time typically appeals to students who prefer solo learning, but many cultures prioritize learning in group settings. You can meet both preferences by dividing your class into clearly-sectioned team and individual activities, such as the following:

Provide audiobooks, which play material relevant to your lessons

Create a station for group games that teach curriculum-aligned skills

Keep a dedicated quiet space for students to take notes and complete work

Allow some students to work in groups while taking notes and completing work, away from the dedicated quiet space

Presented with these options, free study time should appeal to a wider range of learners.

11. Encourage students to propose ideas for projects

By asking students to submit ideas for their own projects, the benefits of choice extend beyond free study time. Specifically, they should build confidence by showcasing their strengths and existing background knowledge.

So, encourage them to pitch ideas for taking a project from concept to completion. A student must show how the product will meet academic standards in his or her pitch. If the idea falls short, give the student ideas to refine it. If the student can't refine the idea, he or she can choose a project from a list of options you provide.

Not only will you be pleasantly surprised by some pitches, but you may generate ideas for future culturally-responsive exercises and assessments.

12. Experiment with peer teaching

There'll almost always be some student vocabulary and communal practices you never pick up on. But you can fill these gaps through peer teaching. Relatively-simple exercises include:

Students who read and discuss story passages with peers recall more content and score higher on assessments, according an Ohio University pilot study. And, according to a science education study, students who work in pairs and groups typically perform better on tests that involve reasoning and critical thinking.

Such results are largely achieved due to students discussing and rationalizing concepts in their own words, many of which belong to contemporary cultural lexicon and are not academic.

13. Establish cooperative base groups

Cooperative base groups - which come from collaborative learning pedagogy - allow students to regularly learn and process content together.

Your role consists of creating groups of three or four, scheduling meeting times and detailing agendas for them. Filling knowledge gaps and encouraging communication is also involved. Students' roles focus on supporting each other while striving to meet learning goals over the year.

While working in base groups, students can:

Review lessons

Take on guided research

Address each other's questions

Complete in-class assessments

The connection to culturally-responsive teaching is the same as peer learning: cooperative base groups encourage students to make sense of concepts you've taught by using their own words and thoughts.

14. Run problem-based learning scenarios

The flexibility of problem-based learning lends itself to culturally-responsive teaching. This is because, when presenting a relatable real-world problem for your students to solve, two cultural connections will typically occur.

1. First, there will likely be a cultural link in the question, whether it's explicit or students make it themselves.

2. Second, because they can apply different approaches toward problem-solving, they may use unique cultural perspectives.

But if you want to create a scenario with explicit cultural ties, consider:

Encouraging students to take historical, sociological and anthropological viewpoints

Framing the problem using ethnic events - for instance, solving logistical challenges of running a heritage festival - in the area

Regardless, the student-centred nature of problem-based learning will allow your class to use culturally-relevant examples and information when appropriate.

15. Involve parents by using take-home letters

Involving parents in their child's learning is a core part of almost any culturally-responsive teaching approach -- they act as the main educators in many societies and can provide cultural context. When starting a new unit or trying out an education tool for the first time, consider sending a letter home to parents.

For reference, here's the letter Prodigy provides to its teachers. This opens the door to parent participation. While not all parents will be subject matter experts, most should be able to provide guidance.

Downloadable list of culturally-responsive teaching strategies and examples

Click here to download and print a simplified list of the 15 culturally-responsive teaching strategies and examples to keep at your desk.

Interested in other teaching strategies to deploy in your classroom?

Culturally-responsive teaching strategies overlap in important ways with many other pedagogical approaches. Consider researching other teaching and instructional strategies to help bolster your approach, or combine different elements of each strategy!

Active learning strategies empower, engage, and stimulate your students as they put them at the center of the learning process.

Experiential learning activities, in contrast to traditional learning activities,aim to develop knowledge and skills through direct, firsthand experience.

Project-based learning involves an open-ended approach that sees students work alone or collectively to work on engaging, intricate curriculum-related questions or challenges..

Inquiry-based learning is broken down into four categories, all of which emphasize student questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - content for each student on an individual basis, especially with the help of technology.

Social emotional learning activities help students build social skills, establish healthy relationships and manage their emotions.

Final thoughts about culturally-relevant pedagogy

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content.

Student populations across your school district are comprised of different races, backgrounds, cultural identities and socioeconomic statuses - it's important that teaching practices reflect and embrace these differences.

Greater student investment should lead to other benefits, such as more rigor and motivation. A happier, focused classroom is the ideal outcome.

Prodigy is a digital game-based learning platform that delivers a range of culturally-relevant math content through engaging word and scenario-based problems. Standards-aligned, it's used by millions of teachers and students across the world.

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Culturally Responsive Teaching: Examples, Strategies & Activities for Success

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All Posts No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds. Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

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Resources >> Browse Articles >> Class Management

Elissa Miller

Hustle & Flow: Classroom Style

The words hustle and flow describe one basic word to me: activity.

I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm writing, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.

The following are some ways to keep the hustle and flow going in your classroom and to help create a positive learning environment.

1. Address students by name. Our names are our identity and we should use them as much as possible. Learn your students names, and the correct pronunciation immediately!

2. Use "please" and "thank you". We take these words for granted but we need to keep in mind how important giving respect is in order to earn respect. Put these words to daily use on tests, homework, worksheets, presentations, etc. Saying "thank you" for an answer shows you hear them and appreciate them, even if the answer is wrong.

3. Listen. Students crave our attention and focus. We should be extremely careful that in listening we are NOT physically turning away, sighing, frowning, rolling our eyes, talking to someone else, or looking away. We show people they matter by our body language, whether we mean it or not. Body language can create a division in the classroom.

4. Don't allow bullying/teasing/put downs. Students need to know that they are entering a safe environment. They need to be comfortable and know they fit in before they can learn and take risks in their learning. This needs to be implemented from the very beginning. No bullying from students or from teachers! We are responsible for what we allow in the classroom. For every put down, require two put ups (that person now has to say two nice things.) The put ups don't mean anything; what matters is your consistency in protecting life and creating a level playing field for everyone.

5. Make Eye Contact. Making quick eye contact is important in creating a culture of trust. Students matter. They aren't lifeless objects just sitting in our room (although they may look like it) and we should we treat them as the valuable people they are. Recognize them.

Continue reading tips 6-10 on the next page.

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10 ways create positive learning experiences class management benefits articles

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10 Ways to Create Positive Learning Experiences

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Hustle & Flow: Classroom Style The words hustle and flow describe one basic word to me: activity. I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm writing, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.

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book club for Christian teachers discussing classroom management, student engagement, prayer, Scriptural encouragement, and much more