Expecting Excellence in Urban Schools
7 Steps to an Engaging Classroom Practice
Nonfiction, Reference & Language, Education & Teaching
| Author: | Jelani Jabari | ISBN: | 9781483304137 |
| Publisher: | SAGE Publications | Publication: | April 1, 2013 |
| Imprint: | Corwin | Language: | English |
| Author: | Jelani Jabari |
| ISBN: | 9781483304137 |
| Publisher: | SAGE Publications |
| Publication: | April 1, 2013 |
| Imprint: | Corwin |
| Language: | English |
A seven-step plan for really engaging our urban students!
One of the most immediate challenges in K–12 schools lies in implementing powerful pedagogy which emotionally, intellectually, and behaviorally engages students. This book supplies the* missing threads* through a framework for student engagement. You will explore a seven step process for emotionally, intellectually, and behaviorally engaging students with a wealth of strategies, techniques, and tools which create an engaging educational experience. Drawing on his more than twenty years in struggling classrooms, Jabari provides:
- Seven cohesive steps for planning, delivering, and reflecting on engaging learning experiences
- Techniques for forging deeper connections with students
- Strategies to transform students’ perceived “deficits” into instructional assets
A seven-step plan for really engaging our urban students!
One of the most immediate challenges in K–12 schools lies in implementing powerful pedagogy which emotionally, intellectually, and behaviorally engages students. This book supplies the* missing threads* through a framework for student engagement. You will explore a seven step process for emotionally, intellectually, and behaviorally engaging students with a wealth of strategies, techniques, and tools which create an engaging educational experience. Drawing on his more than twenty years in struggling classrooms, Jabari provides:
- Seven cohesive steps for planning, delivering, and reflecting on engaging learning experiences
- Techniques for forging deeper connections with students
- Strategies to transform students’ perceived “deficits” into instructional assets
