""I believe in the power of collaborative classroom communities
where everyone's ideas are valued and respected. But had you been
in my classroom that day, you'd have never known it. You'd have
thought I believed that I was the one with all the answers.""
Effective, intentional teaching begins with a strong set of
beliefs, but even the best teachers -- including Debbie Miller --
struggle to make sure that their classroom practice consistently
reflects their core convictions. In "Teaching with Intention,"
Debbie shares her process of defining beliefs, aligning practice,
and taking action to ensure that children are the true
beneficiaries of her teaching. As Peter Johnston writes, "Through
this book we have Debbie's teaching mind on loan. She engages us in
the details of a teaching life from inside her mind, showing the
thinking behind her teaching and the consequences of her
actions."
While Debbie's previous book, "Reading with Meaning, "
chronicled a year in her own classroom, "Teaching with Intention"
brings us into classrooms of teachers and children she has met over
the last five years in her work as a literacy consultant. From
setting up the classroom environment to the intentional use of
language, from comprehension instruction to lesson design, Debbie
is explicit about what she does and why. At the same time, she
encourages teachers to develop their own belief statements
concerning teaching and learning, and includes key questions to
guide them in this important process.
In an environment where the handing down of scripted programs
and "foolproof" curricula is increasingly the norm, "Teaching with
Intention" offers a compelling reminder that truly transformative
teaching is built from the ground up, and is rebuilt every year, by
every teacher, in every classroom, with every new group of
students.
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