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"One of the most common problems teachers face in modern education is unmotivated students. Allen N. Mendler's Motivating Students Who Don't Care: Proven Strategies to Engage All Learners, 2nd Edition provides practical strategies for teachers to motivate struggling students. From emphasizing effort to sparking enthusiasm for learning, each chapter covers one key process to boost student motivation. Disinterested, unmotivated students can be discouraging to hardworking teachers, but Mendler's proven strategies can nurture enthusiasm and excitement for learning in any classroom and reach even the most challenging students"--

Transform your classroom culture from one of passive knowledge consumption to one of active learning and student engagement. In this well-researched book, author Rebecca Stobaugh shares how to build a culture of thinking that emphasizes essential 21st century skills -- from critical thinking and problem-solving to teamwork and creativity. Gain 50 teacher-tested instructional strategies for nurturing students' cognitive abilities, and utilize the book's Take Action activities to help you put the student engagement strategies to work in your classroom. Use these teaching strategies to foster student engagement and cognitive skills: Gain an understanding of the concepts of critical thinking and cognitive engagement, as well as the relationship between the two. Study Bloom's revised taxonomy, the cognitive processes associated with its various levels, and how they relate to cognitive engagement in the classroom. Access 50 strategies for use in the classroom that will encourage the cognitive development of students and grow their critical thinking skills. Learn about three important aspects for sustaining classroom engagement -- movement, collaboration, and media literacy -- and how these connect with the 50 strategies. Utilize effective teaching strategies and new knowledge of critical thinking and cognitive skills to build a thinking culture in the classroom. Contents: Introduction Chapter 1: Understanding Cognitive Engagement and the Thinking-Based Classroom Chapter 2: Applying a Taxonomy to the Thinking in Your Classroom Chapter 3: Developing Critical Thinking Skills and Fostering Engagement Chapter 4: Implementing Strategies for Understand-Level Content Chapter 5: Implementing Strategies for Analyze-Level Content Chapter 6: Implementing Strategies for Evaluate-Level Content Chapter 7: Implementing Strategies for Create-Level Content Chapter 8: Cementing a Culture of Thinking

This groundbreaking resource details the first management program designed to specifically address the first priority for today s educator: improving the achievement of all students. Go beyond simply managing student behavior to quickly and effectively establishing an environment that promotes academic success in your classroom from day one. Teacher-tested, research-based strategies create a classroom in which children learn free from the distraction of disruptive behavior."

"In Not Yet . . . And That's OK: How Productive Struggle Fosters Student Learning, author Peg Grafwallner turns failure on its head by supporting educators to design classrooms that encourage setbacks and obstacles in the learning process. Although students traditionally fear failure, the not-yet approach explains how grades 3-12 teachers can make struggle productive by providing a classroom culture and targeted scaffolds to better support students in overcoming academic fear and embracing trial-and-error opportunities. Full of research-based strategies and firsthand teacher accounts, this book explains how to design supportive, student-centered classrooms"--

"In PLC and Your Small School: Building, Deepening, and Sustaining a Culture of Collaboration for Singletons, author Breez Longwell Daniels utilizes her immense experience to provide a guide for readers seeking to build a successful PLC system in their small, rural school. Daniels notes the unique role and culture of the small, rural school and makes these considerations central to her process of PLC implementation. Daniels accomplishes this deftly by grounding the book in both a significant amount of outside research and her own experience as the principal of a small, rural school in Wyoming - Thermopolis Middle School. This school has implemented a strong PLC system and found immense academic success as a result, all while staying true to its rural, small town roots. Thus, the book takes the reader through each of the four questions of the PLC system and provides guidance on how to best answer that question in a small school. Readers will also find guidance on effective time management, the use of data, and empowering celebrations, as well as strategies to overcome obstacles that are unique to rural schools. Readers of this book will learn from the best exactly how to build a strong PLC system in their school that both centers the rural culture of their school and prepares their students for success anywhere in the 21st century"--

"Teaching online is hard, and it has become more prevalent in recent times. The challenges educators face with virtual schooling grow every day. Author Alex Kajitani's 101 Tips for Teaching Online: Helping Students Think, Learn, and Grow-No Matter Where They Are! provides succinct, practical tips for making the most of an online teaching environment. These tips are categorized into different chapters, each with a different topic, such as assessment, classroom management, self-care, student engagement, and more. Implementing these tips into your daily virtual routine will help streamline the virtual education process and produce a healthier learning environment for both students and teachers"--

"In Sustainable Project-Based Learning: Five Steps for Designing Authentic Classroom Experiences in Grades 5-12, author Brad Sever provides educators with a comprehensive instructional framework for sustainable project-based learning (SPBL). SPBL creates authentic learning experiences that allow students to gain knowledge and skills and apply them in real-world contexts. Sever shares a five-step process for integrating SPBL, along with social-emotional learning (SEL) skills, into the curriculum. Educators learn how to plan, implement, and maintain project-based units that create meaningful learning experiences for all students"--

"In Making Grades Matter: Standards-Based Grading in a Secondary PLC authors Matt Townsley and Nathan L. Wear provide readers with a practical guide toward the implementation of the standards-based grading system. Although much has been written about the concept and advantages of standards-based grading, in this book, the authors focus specifically on implementing the framework at the secondary level with the vital support of a professional learning community (PLC). As such, this book provides a roadmap that secondary school educators and administrators working in a PLC can utilize to initiate the multiyear process toward implementing standards-based grading schoolwide or districtwide. Not only are each of the practices needed for this change covered in detail, but each practice is connected directly with one of three foundational principles of standards-based grading. In this book, readers will find all of the tools, resources, and guidance they need to not only implement the standards-based grading system in their schools but, through collaborative work within a PLC, achieve the greatest possible success with it"--

Improve core instruction to ensure learning for all. Created specifically for grades K-5, this book provides proven response to intervention strategies to differentiate instruction, engage students, increase success, and avoid additional interventions. Discover how to identify essential power standards to include in Tier 1 instruction, create a brain-friendly learning environment, shift instructional processes to support collaboration, and more.

"The anthology Cultures of Continuous Learning: Lessons From Professional Learning Communities at Workª and High Reliability Schools successfully proves the thesis that the PLC at Work framework and HRS model are not only interrelated, but that they support each other. With this proposition in mind, authors Robert Eaker and Robert J. Marzano work with numerous contributors to both explore the HRS model and examine its role within the PLC framework. Readers will study each level of the HRS model and the ways in which a successful implementation of the model improves education. Then, readers will be provided with a concrete example of that level of the model at work in a successfully implemented PLC at Work system. Throughout this anthology, readers will learn from the best of America's educators as each chapter is written by an educator with a deep, comprehensive understanding of either the HRS model or the PLC at Work Framework. Using this book, readers will see how the merging of the HRS model and the PLC at Work framework leads to vastly improved schooling for all students"--

"One of the most significant shifts in education has been the recent and ever-increasing move to online and blended instruction. Authors Kathryn Fishman-Weaver and Stephanie Walter, in their new book Connected Classrooms: A People-Centered Approach for Online, Blended, and In-Person Learning, dive into the opportunities and difficulties within the rapidly expanding field of online education. Using their personal experiences in blended classrooms as a launching pad, the authors interview nearly thirty educators from diverse backgrounds and experiences to provide excellent anecdotes, resources, and data-driven practices to improve classroom dynamics and knowledge. Connected Classrooms is an exceptional resource for delving into practical strategies for teaching in our ever-expanding multicultural and multilingual classrooms, whether they are blended, virtual, or in-person"--

"This is the second edition of Richard DuFour, Robert Eaker, and Rebecca DuFour's sequel to their best-selling book Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (DuFour & Eaker, 1998). A merging of research and practice, it offers leaders and educators specific, practical recommendations for transforming their schools into PLCs so their students learn at higher levels and their profession becomes more rewarding, satisfying, and fulfilling"--

"In a world filled with diverse students inhabiting diverse classrooms, inclusive education becomes more important by the day. In Inclusion Strategies and Interventions, Second Edition, author Toby J. Karten aims to help educators provide a strong learning path for students and create a classroom conducive to both general learners and those with special needs. By using interventions connected to individual personalities, characteristics, and abilities, K-12 educators will create more inclusive classrooms and help students thrive to the point of exceeding expectations"--

"In Collaboration for Career and Technical Education: Teamwork Beyond the Core Content Areas in a PLC authors Wendy Custable and Paul C. Farmer provide a guide for readers who wish to integrate the PLC process into their CTE programs of study. The authors note that CTE teachers are often singleton teachers and, as a result, are often left out of the collaborative process - if they have access to one at all. Yet, the PLC system has numerous proven benefits that CTE teachers can use to develop their students' knowledge, develop rigorous academic standards and best practices, and best prepare their students for their lives post graduation. Consequently, these CTE educators need a PLC system that is structured uniquely for their situation and their fields of study. Key to developing a professional learning community consisting of multiple singleton teachers is learning how to focus on what all of these educators' fields of study have in common. Therefore, the authors provide all of the information these educators will need to define their clarity of purpose, discover their common denominators, and build a powerful collaborative process. Using this book, CTE educators and singleton teachers will learn the vital strategies necessary for team building and improvement and the creation of customizable collaborative processes"--

"In Behavior Solutions: Teaching Academic and Social Skills Through RTI at Work, authors John Hannigan, Jessica Djabravan Hannigan, Mike Mattos, and Austin Buffum address the role that student behaviors and emotional states play in schools and describe how students are generally lacking the support they need to pursue positive behaviors. This systemic behavior gap can be bridged, the authors state, by utilizing the PLC framework and RTI process to create a system of behavioral supports in multiple tiers (prevention, intervention, and remediation). However, success in this effort requires schoolwide structures that are collaborative, research-based, and practical. As such, this book provides the guidance necessary to integrate and apply essential behavior standards, processes, tools, and resources that allow the reader's school to function as a PLC that provides behavioral support at all 3 tiers through a thorough implementation of the RTI process. Readers will be able to utilize this book to develop a strong, collaborative PLC structure in their school that successfully addresses the behavioral needs of all of their students"--

"In A Teacher's Guide to Excellence in Every Classroom: Creating Support Systems for Student Success, author John R. Wink acknowledges the unique and significant role that educators play in the lives of their students both as role models and guides. Teachers in the 21st century are far more than simple educators in the lives of their students. As such, this book acts as a guide for educators who wish to maximize their impact in their students' lives and unlock their students' full potential. Readers will not only learn how to increase their effectiveness as educators, but how to push all their students toward academic excellence"--

"In Remaking Literacy: Connecting ELA and Hands-On Making, author Jacie Maslyk transforms literacy teaching and learning by integrating maker education into the classroom. Maker education--an approach to instruction that emphasizes hands-on learning experiences--creates innovative opportunities that shape students into creative thinkers. Maslyk shares practical, research-based strategies for incorporating creativity and design thinking into literary instruction. By reading this book, K-5 educators will learn how to reimagine their classrooms so that students' learning will develop in engaging and visible ways"--

"Trust is the foundational component of any thriving community. In Trust as the Core of Instructional Leadership: Protocols to Mediate Thinking, Shift Practice, and Improve Student Learning, Delia Racines dives into the importance of developing trust between educators and with their students, providing research-backed analysis of methods and behaviors to help entire schools flourish. With excellent tools and a wealth of personal experience, Racines equips the reader to dig deeper and ultimately improve teaching and learning through implemented reform"--

"In Formative Tools for Leaders in a PLC: Assessing, Analyzing, and Acting to Support Collaborative Teams, authors Kim Bailey and Chris Jakicic provide school leaders with tools and strategies to gauge the work of teams in implementing the professional learning community (PLC) process. Using the three stages of assessing, analyzing, and acting as a feedback loop, leaders examine the current reality of their schools along with major indicators of PLCs. The authors offer guidance for gathering evidence from school teams, processes, and artifacts and using data to inform and support areas that need improvement and celebrate those that are doing well. By reading this book, K-12 leaders will learn how to use a formative process to improve their schoolwide PLC practices"--

"In Doable Differentiation: Thirteen K-12, Across-the-Curriculum Strategies for Meeting the Needs of Today's Diverse Students, author Jane A.G. Kise provides thirteen research-based differentiated instruction strategies for K-12 educators to support, engage, and challenge students with diverse learning styles. While educators may question whether differentiated instruction is too complex to improve student performance, the low-effort, high-reward tools presented in this book outline structures for immediate, effective use. Doable Differentiation also aims to develop students into reflective, proficient learners-successful, thriving, engaged, agile, and maturing-who are actively engaged in their education"--

"The best way elementary educators can intervene when students struggle is by implementing the response to intervention (RTI) process. This system ensures that every student receives the additional time and support necessary for success. In Best Practices at Tier 2: Supplemental Interventions for Additional Student Support, Elementary, authors Bob Sonju, Sharon V. Kramer, Mike Mattos, and Austin Buffum offer grades K-5 teachers proven RTI strategies for responding to students who need additional support after core instruction. The authors explain that a school functioning as a professional learning community (PLC) is essential to effectively implementing RTI. Using this book, teachers and administrators will discover fundamental practices and tools to support students through a schoolwide, collaborative effort. This book belongs to a series that dissects each tier of the RTI pyramid. By reading Best Practices at Tier 2, educators discover practical strategies and ideas for successfully responding to students when they do not learn"--

When done right, small-group instruction is a powerful tool for facilitating student understanding in K-5 mathematics. Throughout the book, best practices for small-group math instruction are addressed in detail, from planning tasks that encourage deep understanding to asking effective questions to engaging learners in meaningful conversations. Readers will learn how teaching mathematics in small groups allows you to differentiate instruction for both remediation and enrichment. The included small-group instruction videos demonstrate the suggested strategies in a real-classroom setting, giving readers the opportunity to see best practice in action. Develop math-specific instruction strategies for teaching small groups in elementary school: Explore the benefits of small-group math activities and how these activities are unique compared to large-group instruction. Discover the teacher's and students' roles in small-group instruction and how teachers can help students develop the skills to fulfill their role. Learn how to apply the general tasks, questions, and evidence (TQE) process to small-group instruction in order to enhance student learning and improve your knowledge of teaching mathematics. View examples of small-group instruction, which provide both math intervention and math enrichment activities for different students. Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Best Practices in Small-Group Instruction Chapter 2: The TQE Process in Small-Group Instruction Chapter 3: Discourse in Small-Group Instruction Epilogue: How to Tie It All Together References Index

The key to thriving, as both a human and an educator, rests in mindfulness, reflection, and daily self-care activities. With Take Time for You, you will discover a clear path to well-being by working through Maslow's hierarchy of needs: (1) physiological, (2) safety, (3) belonging, (4) esteem, (5) self-actualization, and (6) transcendence. The author offers a range of manageable research-based strategies, self-care surveys, and reflective teaching questions that will guide you in developing an individualized self-care plan. Embrace imperfection as you develop your own self-care plan: Understand the challenges to mindfulness for teachers and how Maslow's hierarchy of needs comes into play in your personal and professional life. Design action plans so you can meet your own physiological, safety, belonging, esteem, and self-actualization needs and, finally, transcend and connect with something greater than yourself. Take surveys and perform a daily time audit to determine how well you are meeting each of your needs. Use the journaling space and self-reflection questions provided throughout the book to reflect on your implementation efforts. Contents: Introduction Chapter 1: Understand the Framework Chapter 2: Physiological Needs Chapter 3: Safety Needs Chapter 4: Belonging Needs Chapter 5: Esteem Needs Chapter 6: Self-Actualization Needs Chapter 7: Transcendence Needs Epilogue: Final Thoughts Appendix: My Personalized Self-Care Plan References and Resources Index

"In Reclaiming Youth at Risk: Our Hope for the Future, authors Larry K. Brendtro, Martin Brokenleg, and Steve Van Bockern examine the environmental factors that lead to alienation in today's youth. This book makes the case that all children can become at risk if they possess unmet developmental needs and if they lack positive relationships with others. As with the previous edition, the third edition integrates Native American childrearing philosophies and Western psychology to create a unique alternative for reaching troubled youth. Brendtro, Brokenleg, and Bockern introduce the Circle of Courage and its four values--(1) belonging, (2) mastery, (3) independence, and (4) generosity--as the model for reclaiming disconnected and lost youth. By presenting clear and powerful tools and strategies for supporting the growth and well-being of troubled youth, Reclaiming Youth at Risk prepares educators to create effective reclaiming environments"--

"There are, unfortunately, biases and injustices built into education, and many educators struggle to fight against them. Often these practices are conveyed to students, which only exacerbates the issue. Author Carissa R. McCray, with her book Equitable Instruction, Empowered Students: A Teacher's Guide to Inclusive and Culturally Competent Classrooms, seeks to combat these biases with pedagogy that encourages students to dismantle the injustices surrounding them. The book tackles every angle of the classroom, from instructional practices and curriculum to classroom culture and communication. Practical strategies meant to encourage true equity in education allow teachers to show marginalized students they matter. Equitable Instruction, Empowered Students also encourages the reader to reflect on their own actions, with the ultimate goal of igniting change within every teacher, student, and parent involved in the education system"--

"When implemented effectively, competency-based education (CBE) promotes high levels of learning for every student. In Unpacking the Competency-Based Classroom, authors Jonathan G. Vander Els and Brian M. Stack provide educators with a framework for implementing competency-based education at the classroom and school levels. The authors assert that changing to a competency-based system is a whole-scale philosophical shift and that professional learning community (PLC) practices and structures support and guide this transition. The book unpacks how to make the shift to a competency-based system by reevaluating and revamping traditional policies, structures, and procedures, including assessment and instruction practices. By reading Unpacking the Competency-Based Classroom, educators discover how to create learning environments that promote continuous improvement and student engagement"--