- Table View
- List View
Teaching with Comics: Empirical, Analytical, and Professional Experiences
by Robert Aman Lars WallnerThis edited collection analyses the use of comics in primary and secondary education. The editors and contributors draw together global research to examine how comics can be used for critical inquiry within schools, and how they can be used within specific disciplines. As comics are beginning to be recognised more widely as an important resource for teaching, with a huge breadth of topics and styles, this interdisciplinary book unites a variety of research to analyse how learning is 'done' with and through comics. The book will be of interest to educational practitioners and school teachers, as well as students and scholars of comic studies, education and social sciences more broadly.
Teaching with Confidence in Higher Education: Applying Strategies from the Performing Arts
by Richard BalePresenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers’ abilities to lead and facilitate engaging and interactive learning sessions. Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and ‘stage fright’ when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom. Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.
Teaching with DBQs: Helping Students Analyze Nonfiction and Visual Texts
by Kevin Thomas SmithHelp your students navigate complex texts in history and social studies. This book shows you how to use document-based questions, or DBQs, to build student literacy and critical thinking skills while meeting rigorous state standards and preparing students for AP exams. DBQs can be implemented year-round and can be adjusted to meet your instructional needs. With the helpful advice in this book, you’ll learn how to use DBQs to teach nonfiction and visual texts, including primary and secondary sources, maps, and paintings. You’ll also get ideas for teaching students to examine different points of view and write analytical responses. Topics include: Using the SOAPSETone (Speaker, Occasion, Audience, Purpose, Subject, Evidence and Tone) technique to to analyze visual and nonvisual texts; Teaching students to distinguish between primary and secondary sources; Working with multiple texts and learning to recognize the relationships between them; Formulating DBQs to suit different types of assessment, including short-answer questions, multiple-choice questions, and in-class essay prompts; Evaluating student responses and providing constructive feedback.
Teaching with Digital Humanities: Tools and Methods for Nineteenth-Century American Literature (Topics in the Digital Humanities)
by Jennifer Travis Jessica DeSpainJennifer Travis and Jessica DeSpain present a long-overdue collection of theoretical perspectives and case studies aimed at teaching nineteenth-century American literature using digital humanities tools and methods. Scholars foundational to the development of digital humanities join educators who have made digital methods central to their practices. Together they discuss and illustrate how digital pedagogies deepen student learning. The collection's innovative approach allows the works to be read in any order. Dividing the essays into five sections, Travis and DeSpain curate conversations on the value of project-based, collaborative learning; examples of real-world assignments where students combine close, collaborative, and computational reading; how digital humanities aids in the consideration of marginal texts; the ways in which an ethics of care can help students organize artifacts; and how an activist approach affects debates central to the study of difference in the nineteenth century.
Teaching with Dystopian Text: Exploring Orwellian Spaces for Student Empowerment and Resilience (Routledge Research in Literacy Education)
by Michael Arthur SoaresTeaching with Dystopian Text propounds an exchange of spatial to pedagogical practices centered around “Orwellian Spaces,” signaling a new utility for teaching with dystopian texts in secondary education. The volume details the urgency of dystopian texts for secondary students, providing theoretical frameworks, classroom examples and practical research. The function of dystopian texts, such as George Orwell’s 1984, as social and political critique is demonstrated as central to their power. Teaching with Dystopian Text: Exploring Orwellian Spaces for Student Empowerment and Resilience makes a case that dystopian texts can be instrumental in the transfer of spatial practices to pedagogical practices. Pedagogical application creates links between the text and the student through defamiliarization, connecting the student to practices of resistance in the space of the classroom. The volume also addresses the challenges of teaching dystopian text in a dystopian educational climate including the COVID-19 lockdown. In addition to appealing to scholars and researchers of literacy education, language education and dystopian text, this book will also be a powerful yet accessible resource for secondary teachers as they address dystopian concerns with students in the complicated twenty-first century.
Teaching with Emotional Intelligence: A step-by-step guide for Higher and Further Education professionals
by Alan MortiboysThe way teachers shape and handle their own feelings and those of their learners is central to the success of learning. Now in its second edition, Teaching with Emotional Intelligence shows how to manage this influential yet neglected area of learning and teaching. This practical book looks at how lecturers and teachers can develop and use their emotional intelligence to enhance their teaching and their students’ learning. Taking the reader step-by-step through the learning process and looking at the relationship from the perspective of both the teacher and the learner, this book will help the reader to: plan the emotional environment; learn how to relate and listen to learners effectively; read and respond to the feelings of individuals and groups; handle and reveal their feelings as a teacher, as appropriate; develop self-awareness as a teacher; recognise their prejudices and preferences; improve non-verbal communication; plan for the physical experience of learners; deal with their learners’ expectations, comments and questions. This book contains a number of revised activities, checklists and points for deeper reflection as well as new chapters on teaching with emotional intelligence with international students, in online learning and in working one-to-one with students. It will help all teaching professionals encourage their learners to become more engaged, creative, positive and motivated.
Teaching with Equity: Strategies and Resources for Building a Culturally Responsive and Race-Conscious Classroom
by HannahLearn how to incorporate equitable teaching practices in your everyday classroom with this helpful guide designed to help your young students thrive.Bringing racial equity into the classroom doesn&’t have to be an intimidating task. Teaching with Equity will help you take the first step in making your classroom a fun, safe, and fulfilling environment for all students. First, start off by establishing a baseline: Where is racial equity lacking in your classroom and where are there opportunities for change? Then learn about the common stereotypes that students of color often face before finally diving into resources like interactive worksheets, surveys, grading rubrics, lesson plans, and more designed to help teachers: Talk about race effectively with your young students Include diverse people and cultures in assignments and homework Provide learning resources and material that feature people of color Build racial comfort in your classroom And more! Teaching with Equity will help K–5 school teachers gain the confidence and knowledge needed to make their classroom equitable for students of all backgrounds.
Teaching with Google Classroom: Save time and stay organized while delivering online and in-person classes, 2nd Edition
by Michael ZhangBuild interactive courses for online learning using Google's learning management solutionKey FeaturesDiscover best practices for developing a creative educational experience using the features of Google ClassroomGet to grips with the modern features of Google Classroom that can help you meet the demands of online teachingCreate online courses and deliver classes in an interactive mannerBook DescriptionGoogle Classroom is designed to help you manage and deliver online and in-person courses in an interactive manner. Using Google Classroom saves time organizing and communicating information to students and parents. This updated second edition of Teaching with Google Classroom covers the modern features of Google Classroom that meet the current needs of online teaching. The book is written from the high-school perspective but is applicable to teachers and educators of all age groups. If you're new to Google Classroom or an experienced user who wants to explore more advanced methods with Google Classroom, this book is for you. With hands-on tutorials, projects, and self-assessment questions, you'll learn how to create classes, add students to those classes, send announcements, and assign classwork. The book also demonstrates how to start an online discussion with your students. Later, you'll discover how you can involve parents by inviting them to receive guardian emails and sharing Google Calendar with a URL. This will help them to view assignment deadlines and other important information. The book goes step by step through all the features available and examples of how best to use them to manage your classroom. By the end of this book, you'll be able to do more with Google Classroom, managing your online or in-person school classes effectively.What you will learnCreate a classroom and add customized information for each individual classSend announcements and questions to studentsCreate, distribute, collect, and grade assignments through Google ClassroomLink student accounts to guardian emails for daily or weekly updatesUse Google Forms to create quizzes that automatically grade and return results to studentsReuse posts, archive classrooms, and perform other administrative tasks in Google ClassroomHost online sessions with students and set up Google Classroom's mobile appWho this book is forThis Google Classroom book is written by an educator, for educators. It's for anyone who wants to teach effectively with Google Classroom. There are rich examples, clear instructions, and enlightening explanations to help you put this platform to work.
Teaching with Heart: Lessons Learned in a Classroom
by Jennifer NelsonWhy are so many teachers leaving the profession? They’re burned out; they feel disrespected, and unsupported. After teaching remotely during a pandemic, they’re returning to classrooms with under-socialized and sometimes out-of-control kids. What to do?Teaching with Heart chronicles the journey of a journalist-turned-teacher determined to make teaching work—despite its difficulties. Peek into Madame Nelson’s classroom to see her trying to reach teens who dance, cry, and hit each other in French class; administrators who laud the latest pedagogical trends and testing regime; and parents who sometimes support—and sometimes interfere with—their children’s education. Meet colleagues who save her from quitting, and her children who provide advice. Along the journey, she evolves from an aloof elitist into an empathetic listener to all sorts of teens.Isn’t it time we create schools in which teachers want to stay and new ones enter? Without committed teachers, how can we prepare students to run our world? Teaching with Heart illuminates why it’s so hard to hold on to classroom teachers these days—and what can be done to better the situation.
Teaching with Hip Hop in the 7-12 Grade Classroom: A Guide to Supporting Students’ Critical Development Through Popular Texts
by Lauren Leigh KellyThis book presents practical approaches for engaging with Hip Hop music and culture in the classroom. As the most popular form of music and youth culture today, Hip Hop is a powerful medium through which students can explore their identities and locate themselves in our social world. Designed for novice and veteran teachers, this book is filled with pedagogical tools, strategies, lesson plans, and real-world guidance on integrating Hip Hop into the curriculum. Through a wide range of approaches and insights, Lauren Leigh Kelly invites teachers to look to popular media culture to support students’ development and critical engagement with texts. Covering classroom practice, assessment strategies, and curricular and standards-based guidelines, the lessons in this book will bolster students’ linguistic and critical thinking skills and help students to better understand and act upon the societal forces around them. The varied activities, assignments, and handouts are designed to inspire teachers and easily facilitate modification of the assignments to suit their own contexts. The impact of Hip Hop on youth culture is undeniable, now more than ever; this is the perfect book for teachers who want to connect with their students, support meaning-making in the classroom, affirm the validity of youth culture, and foster an inclusive and engaging classroom environment.
Teaching with Influence
by Peter Hook Andy VassThis book brings together a range of powerful beliefs and strategies to enhance the personal development and self-esteem of teachers. It explores practical ways in which teachers can increase their effectiveness and enhance the learning climate in their classrooms, and focuses on the most important resource teachers have - themselves!
Teaching with Integrity: The Ethics of Higher Education Practice
by Bruce MacfarlaneThis is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach.Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.
Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action
by Debbie MillerMiller (Regis U.) offers teachers suggestions about how they can become intentional teachers, living and teaching by the principles and practices they value and believe in. She first discusses her own beliefs about teaching and learning, and encourages readers to think about and clearly define their own principles and practices to guide their work with children. Subsequent chapters explain how Miller applies her principles and practices to specific aspects of the classroom, including the overall classroom set up, the creation of classroom cultures to support and promote student thinking, teaching for understanding and engagement, lesson designs, assessment and reflections, and using time thoughtfully. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5
by Debbie MillerEffective, intentional teaching begins with a strong set of beliefs, but even the best teachers -- including author Debbie Miller -- struggle to make sure that their classroom practice consistently reflects their core convictions. In Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5, Miller defines her actions 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.Teaching with Intention brings us into classrooms of teachers and children Miller 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, Miller 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.
Teaching with Literacy Programs: Equitable Instruction for All
by Patricia A. Edwards Kristen L. White Ann M. Castle Laura J. HopkinsA step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners. In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness. The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.
Teaching with Love and Logic: Taking Control of the Classroom
by Jim Fay David FunkLove and Logic is an approach to working with students that: Puts teachers in control, Teaches kids to think for themselves, Raises the level of student responsibility, Prepares kids to function effectively in a society filled with temptations, decisions, and consequences.
Teaching with Reverence
by Jim Garrison A. G. RudReverence is a forgotten virtue in teaching and learning. When taken in a broader spiritual sense, it is often associated with a mute and prim solemnity. The essays gathered here examine reverence as a way to understand some of the spiritual dimensions of classroom teaching.
Teaching with Tablets
by Helen Caldwell James BirdThe presence of handheld technologies in the classroom isn′t enough - you need to know how to use them to enhance teaching and transform learning. As more and more primary schools acquire devices such as iPads and tablets, it is becoming clear that adding them as a classroom resource is not enough. Teachers and trainees need strategies to integrate these into existing learning contexts in a meaningful way. Without this, these fantastic resources lose their value. This book helps teachers to make the most of these devices in the primary classroom. It offers guidance on: how to use tablets to devise meaningful learning activities embed them in genuine curriculum contexts, drawing upon case studies from existing practice It is written for non-specialists and explains technical terms in an accessible, practical way. Each chapter begins with a case study contributed by a teacher using tablets in schools. Real life examples and comments like this give the text a truly practical focus. The book′s Pinterest board includes the apps mentioned in the book as well as a handy infographic for a snapshot guide on starting off your tablet teaching journey. A note from the authors The use of technology in schools continues to evolve rapidly as new devices and tools become available, and the adoption of mobile devices such as iPads and tablets has been a particularly exciting development in recent years. The benefits offered by these technologies, such as their portability, connectivity, accessibility and range of media, present new challenges and opportunities for teaching and learning. As the take up of tablets gathers pace in our schools there is a need for advice on the best approaches and apps to help achieve successful learning outcomes. Teachers need to find meaningful ways to integrate the devices into their own practice and to evaluate which of the many thousands of educational apps might be appropriate for their pupils. This book considers how iPads and tablets can be used to enhance teaching and learning in primary schools. It is especially relevant in the light of the computing curriculum, which puts a new emphasis on children as makers and creators of digital content. Across other curriculum subjects too, the introduction of mobile devices that can be quickly and reliably accessed has precipitated a shift in practice. For example, they have enabled teachers and children to spontaneously pursue lines of inquiry, to connect, collaborate and publish in many different ways, and to use their digital skills to enhance their exploration of the physical world outside the classroom. With these opportunities in mind, we offer anecdotes from the classroom and examples of how tablets might be embedded within current pedagogy and practice as a natural learning tool. Each chapter combines a practical case study with discussion of related pedagogy, and recommends apps to support a personalised, inclusive and active approach to teaching and learning.
Teaching with Tablets
by Ms Helen Caldwell James BirdThe presence of handheld technologies in the classroom isn't enough - you need to know how to use them to enhance teaching and transform learning. As more and more primary schools acquire devices such as iPads and tablets, it is becoming clear that adding them as a classroom resource is not enough. Teachers and trainees need strategies to integrate these into existing learning contexts in a meaningful way. Without this, these fantastic resources lose their value. This book helps teachers to make the most of these devices in the primary classroom. It offers guidance on: how to use tablets to devise meaningful learning activities embed them in genuine curriculum contexts, drawing upon case studies from existing practice It is written for non-specialists and explains technical terms in an accessible, practical way. Each chapter begins with a case study contributed by a teacher using tablets in schools. Real life examples and comments like this give the text a truly practical focus. Check out the book's Pinterest board which includes the apps mentioned in the book as well as a handy infographic for a snapshot guide on starting off your tablet teaching journey. A note from the authors The use of technology in schools continues to evolve rapidly as new devices and tools become available, and the adoption of mobile devices such as iPads and tablets has been a particularly exciting development in recent years. The benefits offered by these technologies, such as their portability, connectivity, accessibility and range of media, present new challenges and opportunities for teaching and learning. As the take up of tablets gathers pace in our schools there is a need for advice on the best approaches and apps to help achieve successful learning outcomes. Teachers need to find meaningful ways to integrate the devices into their own practice and to evaluate which of the many thousands of educational apps might be appropriate for their pupils. This book considers how iPads and tablets can be used to enhance teaching and learning in primary schools. It is especially relevant in the light of the computing curriculum, which puts a new emphasis on children as makers and creators of digital content. Across other curriculum subjects too, the introduction of mobile devices that can be quickly and reliably accessed has precipitated a shift in practice. For example, they have enabled teachers and children to spontaneously pursue lines of inquiry, to connect, collaborate and publish in many different ways, and to use their digital skills to enhance their exploration of the physical world outside the classroom. With these opportunities in mind, we offer anecdotes from the classroom and examples of how tablets might be embedded within current pedagogy and practice as a natural learning tool. Each chapter combines a practical case study with discussion of related pedagogy, and recommends apps to support a personalised, inclusive and active approach to teaching and learning.
Teaching with Tasks for Effective Mathematics Learning
by Peter Sullivan Doug Clarke Barbara ClarkeThis book is about how teachers can use classroom mathematics tasks to support student learning, and presents data on the ways in which teachers used those tasks in a particular research project. It is the product of research findings focusing on teacher practice, teacher learning and knowledge, and student learning. It demonstrates how teachers can use mathematics tasks to promote effective student learning.
Teaching with Technology in the Social Sciences (SpringerBriefs in Education)
by Benjamin Luke Moorhouse Sandy S. C. Li Sebastian PahsIn 2021, the University Grants Committee of Hong Kong, the funding body for higher education in Hong Kong, initiated a scheme and associated grant fund with the aim of enhancing the use of technology for teaching in higher education institutions in Hong Kong. In the Faculty of Social Sciences, Hong Kong Baptist University, the funding was used to support colleagues in various disciplines to develop teaching and learning projects that capitalized on technology to improve the educational experiences of students. In this book, seven project teams from five disciplines, Education, Geography, History, Social Work, and Sociology, share their technological innovations. Each chapter presents the design, implementation, challenges, benefits, and impact on student learning and experiences of each innovative project. Lecturers, professors and curriculum designers engaged in teaching and learning will find this book an invaluable resource as it provides ways to integrate technology into their teaching practices. Scholars of teaching and learning (SoTL) will also find the book a useful reference for up-to-date technological and pedagogical practices in the social science disciplines.
Teaching with Tenderness: Toward an Embodied Practice
by Becky ThompsonImagine a classroom that explores the twinned ideas of embodied teaching and a pedagogy of tenderness. Becky Thompson envisions such a curriculum--and a way of being--that promises to bring about a sea change in education. Teaching with Tenderness follows in the tradition of bell hooks's Teaching to Transgress and Paulo Freire's Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offer a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.
Teaching with Vampires (Teaching the New English)
by U. Melissa AnyiwoThis edited volume provides pedagogical tools for those who teach – and would like to teach – with the most iconic of monsters: the vampire. Vampires are showing up with increasing frequency in the college classroom and there are a growing number of courses devoted solely to the Undead. This collection draws from a diverse range of teaching approaches, including the theoretical framing of vampire texts in a broad range of settings, that demonstrate the myriad of ways vampires are used to teach about marginalization, empathy, and inspire social justice. With chapters from global scholars, this essential text illustrates the burgeoning field of vampire studies and the popularity in classrooms at every level around the world, from gothic fiction to television courses.
Teaching with a Global Perspective: Practical Strategies from Course Design to Assessment
by Dawn Bikowski Talinn PhillipsThis important book answers the growing call for US institutions to internationalize, create global citizens, and better serve diverse populations. Faculty are increasingly tasked with simultaneously encouraging a more inclusive worldview, facilitating classroom environments that harness the potential of students, and advising students who may need an array of university services or speak English as an additional language. Teaching with a Global Perspective is an accessible, hands-on tool for faculty and instructors seeking to facilitate global classroom environments and to offer diverse students the academic, language, and interpersonal support needed for success. Rich with practical features including Classroom Strategies, Assessments, Case studies, Discussion Questions, and suggestions for further reading in bibliographies, chapters address: developing a working understanding of global learning and inclusivity; identifying opportunities and barriers to helping students grow as global citizens; building confidence in teaching with a global perspective; facilitating courses and in-class participation that promote global and inclusive learning and communication between diverse populations; designing curricula, courses, assignments, and assessments that foster global and inclusive learning and support students with varied needs; and providing facilitative responses to students’ academic work. Teaching with a Global Perspective bridges an important divide in discussions about globalizing curricula by developing readers’ content knowledge while also helping them to develop more effective global communication strategies.
Teaching with a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators
by Nancy Lourié Markowitz Suzanne M. BouffardTeaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice.The framework spells out the competencies, processes, and strategies that effective P-12 educators need to employ in order to build students&’ social and emotional learning. The book is based on a decade of pioneering work by the Center for Reaching and Teaching the Whole Child at San José State University, building on the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and on research about effective teaching and learning and culturally responsive practices.Teaching with a Social, Emotional, and Cultural Lens serves as a critical roadmap for educators, whether they are university faculty searching for how to bring a social, emotional, and cultural lens into their methods or foundations course and field work experiences, or classroom teachers hoping to infuse critical skill building into the everyday academic learning that is the traditional focus of schools.