Foreword / Stephen Sroka -- Preface -- Acknowledgments -- About the authors -- Chapter 1: Interacting And Collaborating With Students -- 1: Use different motivational strategies for girls and boys -- 2: Add humor to student interactions -- 3: Be sensitive to possible gender and ethnic differences -- 4: Look at homework through the eyes of students -- 5: Use the jigsaw technique as an effective cooperative learning strategy -- 6: Manage student-controlled peer interaction within a cooperative framework -- 7: Teach students to use self-questioning and think-aloud techniques -- 8: Lighten the load by training students to be tutors -- 9: Address gender issues in the classroom -- 10: Reduce the emotional distances between teachers and students -- 11: Help students make an effective transition from eighth to ninth grade -- Chapter 2: Managing The Classroom Environment, Time, And Discipline -- 12: Post an agenda before the start of class -- 13: Become knowledgeable about youth culture -- 14: Utilize the most successful strategies for preventing and managing classroom discipline problems -- 15: Recognize how peer influence determines the quality of classroom engagement, interaction, and discourse -- 16: Share discipline-related problems with a colleague -- 17: Save voice by engaging students in curricular conversations -- 18: Recruit a teaching partner as a peer coach -- 19: Manage the special challenges within block scheduling -- 20: Become a classroom manager before becoming a content specialist -- 21: Fill in the time by varying instructional strategies within block scheduling -- Chapter 3: Organizing Curricular Goals, Lesson Plans, And Instructional Delivery -- 22: Recognize that less is more and streamline the content curriculum -- 23: Master the art of questioning by building in wait time -- 24: Fight boredom by using classroom strategies that stimulate student interest -- 25: Fit it all in by making realistic time estimates during lesson planning -- 26: Teach beyond subject or content knowledge -- 27: Use state and national standards to establish benchmarks for assessing students' literacy -- 28: Use out-of-school learning environments -- 29: Use student peers to scaffold students' learning -- 30: Increase understanding of personal learning styles -- 31: Expand the range of opportunities rubrics offer -- 32: Establish scaffolds for complex skills and procedures -- 33: Create more stimulating and successful questioning techniques -- 34: Make the most of one-on-one student contacts.

Chapter 4: Using Student Assessment And Feedback To Maximize Instructional Effectiveness -- 35: Improve student performance with specific teacher feedback -- 36: When grading student writing, consider what is done well before noting what needs improvement -- 37: Use assessment as a teaching and learning opportunity -- 38: Learn when to de-emphasize grades -- 39: Be prompt in giving students feedback about their performance -- 40: Move beyond paper to a digital portfolio as an assessment alternative -- 41: Interface assessment strategies to instructional goals for powerful learning -- 42: Consider alternate assessment instruments -- 43: Keep feedback positive to bolster student confidence -- 44: Help students embrace their errors for more meaningful instruction -- 45: Look beyond test scores by keeping a range of student work -- 46: Consider the use of open-book tests -- Chapter 5: Celebrating Diversity In The Classroom -- 47: Welcome the diversity of today's classrooms -- 48: Confront personal ethnic and cultural stereotypes -- 49: Become culturally literate when entering diverse school districts -- 50: Be aware of the wide range of specific factors associated with underachievement -- 51: Support the needs of challenged students with a team effort -- 52: Tap the strengths of students with Attention Deficit Hyperactivity Disorder (ADHD) -- 53: Be patient with learners who require more reading practice than other students -- 54: Think beyond content, as English-language learners come with a variety of challenges and needs -- 55: Be sensitive to issues affecting gay and lesbian youth -- 56: Eliminate signs of subtle gender bias in classroom discourse -- 57: Understand that immersion experience can be the best teacher -- 58: Avoid creating expectations based on students' racial and ethnic backgrounds -- 59: Include multicultural works when developing a quality English curriculum -- 60: Help boys make positive connections between masculinity and success as readers.

Chapter 6: Integrating Technology In The Classroom -- 61: Use the Internet as a classroom -- 62: Balance the rigors of new technology with content goals -- 63: Don't let technology overwhelm subject matter -- 64: Use multiple strategies to help combat digital plagiarism -- 65: Become Web site literate -- 66: Develop Internet-based literacies -- 67: Maximize effectiveness of available technology -- 68: Learn what the International Society for Technology in Education (ISTE) says about standards and student learning -- 69: Look to out-of-school uses of the Internet for instructional literacy strategies -- 70: Balance the demands of traditional teaching with contemporary technological tools -- 71: Accept that new technologies alter certain fundamentals of language and literacy -- Chapter 7: Enhancing Reading And Literacy Skills -- 72: Keep in mind the three key elements of reading fluency -- 73: Make it routine practice to foster self-efficacy and motivation in readers -- 74: Find the "out-of-classroom" forces that shape reading habits and reading choices -- 75: Explore ways to encourage students' interaction with text -- 76: Reexamine the nature of "content literacy" -- 77: Utilize a variety of print materials to inspire student reading and writing -- 78: Use scaffolding to improve reading comprehension -- 79: Remember that deficits in reading ability are often associated with a complex range of issues -- 80: Explore what it means to be literate -- 81: Select literacy instructional design principles that have been documented -- 82: Display a variety of literacies as they provide insights into how literacy is practiced and valued -- 83: Read Recommended Literature: Kindergarten Through Grade Twelve on the California Department of Education's Web site -- Chapter 8: Developing A Professional Identity -- 84: Create the right perception through professional attire -- 85: Explore and discover the natural teaching styles within -- 86: Take time to recognize and remedy stressful situations -- 87: Avoid burnout by choosing mentors carefully -- 88: Use conflict and tension as an opportunity for personal growth and change -- 89: Exchange ideas with colleagues as a means of professional development -- 90: Surround yourself with mentors -- 91: Look behind the scenes when assessing the teaching styles of others -- Chapter 9: Fostering A Positive Relationship With Families And Community -- 92: Treat parents as part of the solution -- 93: Literacy programs work best when they involve the whole family -- 94: Learn what teacher education programs don't teach about parent conferences -- 95: Be aware that there is more than one model of emotional intelligence -- 96: Rearrange elements of the school day instruction to maximize social and emotional teaching and learning opportunities -- 97: Develop individual strategies for students who "don't do" school -- 98: Reflect on what teens have to say about their experience with adolescence -- 99: Consider engaging parents in the mutual monitoring of their students' work in mathematics -- 100: Encourage students to participate in service learning opportunities -- 101: Make an extra effort to recruit minority and culturally diverse parents -- Index.