The Classroom Library: A Catalyst for Literacy Instruction serves two purposes by first providing classroom teachers with a how-to guide in setting up and using the classroom library to support literacy. Next, it provides teachers with excerpts and stories of practicing teachers who have successfully used their classroom library to teach literacy. A wide array of photos, documents, tips, ideas, and descriptions lead teachers to create a classroom library that will scaffold students in the classroom library to establish and extend their literacy development. Several chapters specifically focus on working with under-served students, including students in urban settings, those who are learning English as a second language, and students without access to other libraries. Content in this book is easy to use to help teachers establish a library oasis in their classroom to support learners in preschool through grade eight classrooms. This book is a companion book to More Mirrors in the Classroom:Using Urban Children's Literature to Increase Literacy. Both volumes cover the selection of culturally responsive children's literature.

Creating Calm Classrooms presents easy-to-follow and guaranteed to succeed strategies, teacher behaviors and class management practices that the author successfully deployed to create oases of peace and tranquility in his classrooms in more than twenty years of teaching in urban schools. The methods contained in this book can enable any teacher, regardless of lack of experience, to create calm classroom environments in which teaching and learning flourish without the strenuous stresses of students' misbehavior. Unlike most books on classroom management, Creating Calm Classrooms is not espousing a narrow academic theory on classroom management arrived at through a narrowly focused study carried over a year or two. This book is a rich distillation of knowledge gathered, examined and refined in more than two decades of teaching. The teacher behaviors, management practices and students' reactions described here yielded classrooms for the author where he was always able to teach and the students were also always ready to learn. It is not an exaggeration that this is the kind of knowledge that every teacher in the USA should have before he or she steps into a classroom to teach.

There is a growing trend in education for educators to support students in the development of social and emotional skills. SEL mandates are now part of many state assessments and national initiatives, and there are countless curriculum from which principals and teachers may choose. However, many of these curricular materials fail to address the question of pedagogy, or what is the best method for teaching social and emotional skills? Humanizing the Classroom: Using Role Plays to Teach Social and Emotional Skills in Middle and High School answers this question by presenting the pedagogical basis for using role plays to teach social and emotional skills, creating a clear link between SEL and the need for culturally relevant teaching, and providing over 45 model lessons that can be delivered in middle and high school classrooms. A rich resource for principals, classroom teachers, and educational theater and drama teachers, addresses the how, why and what of teaching social and emotional skills in our diverse society.

This book provides school principals and those responsible for pedagogical supervision the necessary tools for their professional development, whether in formal (continuing education) or informal (self-taught) contexts. It presents for each knowledge, know-how, know-how and know-how to become two sections. The first, titled What the supervisors say, presents testimonials from a research-action-training project (Ministry of Education and Higher Education of Quebec, 2014-2017) which brought together 37 principals of two school boards in professional learning communities (PLCs) to discuss their pedagogical supervision practices in their school. This second section proposes self-assessments grids. The book is also punctuated with practical exercises and reflections to develop the targeted skills in supervision. This book is an essential reference for all supervisors. It presents experiences in teaching, research and training. It is a functional and practical guide to acquiring and consolidating pedagogical supervision skills.

An ongoing challenge facing educators is the rising need to best accommodate English language learners in today's classrooms. As the ELL population continues to significantly increase, there is also a demand for quality teacher preparation aligned with this work, as well. This growth requires a concrete understanding of the research surrounding the acquisition of English as a second language, but even more so, the instructional tools necessary for improving the academic development of ELLs. This book is written by former teachers for current teachers. The authors combined have over 60 years in the field working as teachers, specialists, consultants, and university professors. They share a dedication for improving learning for all students, as well as a vision for providing ongoing opportunities for learning for their teacher peers. With this in mind, the structure and style of the writing is geared toward readers who are tirelessly working professionals trying to quickly and adequately gather effective strategies to meet the needs of English language learners. The authors are each trained reading specialists and have constructed the text to allow for this simplified navigation and acquisition of content for the teacher-on-the-go.

Part of the 101 Essential Lists series, this title contains lists for primary school teachers on how to manage behaviour. The lists range from minor problems, such as giving rewards and sanctions to how to deal with serious problems, such as drugs, bullying and anger management.

In 2015 and 2016 waves of student protest swept across South African campuses under the banner of FeesMustFall. This book offers a historical perspective, analysing regional influences on the ideologies that have underpinned South African student politics from the 1960s to the present. The author considers the history of student organisations in the Northern Transvaal (today Limpopo Province) and the ways in which students and youth influenced political change on a national scale, over generations.

The University of the North at Turfloop played an integral role in building the South African Students’ Organisation (SASO) in the late 1960s and propagating Black Consciousness in the 1970s; in the 1980s it became an ideological battleground where Black Consciousness advocates and ANC-affiliates competed for influence. Limpopo has remained a hotbed of political activism in the country. Generations of nationally prominent student and youth activists became politically conscientised here – among them Julius Malema, Onkgopotse Tiro, Cyril Ramaphosa, Frank Chikane and Peter Mokaba.

Turfloop (University of Limpopo) has remained politically significant in the post-apartheid era: it was here in 2007 that Julius Malema supported Jacob Zuma’s ascension to the South African presidency during the ANC’s pivotal party conference that resulted in the ousting of Thabo Mbeki.

Over 2.7m students study in a country other than their own. Most of those students come from the Asia-Pacific region and undertake study in universities in the developed world. This trend is predicted to grow exponentially but features many dilemmas. In the post-9/11 global environment, international students experience hostility and harassment as well as ambivalence about their value to the academy. Some live an uncertain life of poverty and alienation. Many also struggle to come to terms with living and studying in a foreign land where there are concerns about international students eroding academic standards, having poor English language proficiency and being unable to "integrate" and contribute to their new communities. But some also seek to make new homes in their host countries.The contributions in this book explore the complex and diverse aspects of transnational education and propose some pragmatic approaches to these dilemmas. These contributions explore new ways of looking at the phenomena of international students, their social and cultural needs, as well as the challenges for teaching and learning, research supervision and English language in the academy. The book presents case studies and documents initiatives that are positive responses to the dilemmas of global student mobility.

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