Teaching With Intention

Effective, 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.

"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.

With many students falling behind their peers, struggling to decode and draw inferential meanings from text, Teaching with Intent 2 describes a highly effective approach to teaching language and literacy that's anchored in storytelling. Parkin and Harper developed their version of this literature-based program over years of professional practice in the classroom with marginalised students. It involves a sequence of pedagogic strategies that allow teachers to carefully build their students' knowledge about text, language, reading and writing - thoroughly explained in this book, with practical guidance to help you apply the ideas successfully in your own classroom.

The definitive guide to effective and appropriate communication through words and touch between yoga teachers and their students. Clear, effective verbal communication and judicious touch are two skills that Judith Hanson Lasater feels are essential for every yoga teacher. In Teaching Yoga with Intention, she gives pointed advice on how to interact verbally with students in class and how to appropriately use touch to make corrections. Drawing from her fifty years of yoga experience and her training in Nonviolent Communication, Lasater trains yoga teachers to effectively communicate not only technique, but also the more subtle lessons of respect, empathy, and compassion. She also shines an unflinching light on the use of touch in yoga. Teachers often use touch to create understanding and awareness in the poses. But this is a subtle art, and Lasater gives clear guidance on how, where, and when the use of touch can be used appropriately to further a student's development. In this book, Lasater also empowers students by encouraging them to take ownership of and responsibility for their practice. She covers myriad topics that can be difficult for students at any level to navigate, such as how and when to say "no" to an adjustment; keeping boundaries; when to leave a class; helping your teacher understand your needs; how to communicate your appreciation to your yoga teacher; and if and when to report a teacher's behavior. The skills that Lasater offers help create a safe environment for students to "own" their learning process, and to progress technically at their own speed.

Effective, intentional teaching begins with a strong set of beliefs, but even the best teachers struggle to make sure that their classroom practice consistently reflects their core convictions.

Turn good intentions into better outcomes—by design! Why leave student success up to chance? By combining your intuition and experience with the latest research on high-impact learning practices, you can evolve your teaching from good to great and make a lasting difference for your students. Organized around the DIIE framework, Great Teaching by Design takes you step-by-step from intention to implementation to accelerate the impact your teaching has on student learning. Inside, you’ll find • A deep dive into the four stages of the DIIE model: Diagnosis and Discovery, Intervention, Implementation, and Evaluation • A fresh look at the Visible Learning research, which identifies the most powerful strategies for teaching and learning • Stories of best practices in action and examples from classrooms around the world Great teaching may come by chance, but it will come by design. Whether you’re new to teaching or looking to give your instruction a boost, take up the challenge and discover a new framework for teaching with true intentionality.

In her latest book, bestselling author Ann Lewin-Benham describes eight techniques that foster intentional and reflective classroom practice. She presents over 70 novel exercises to help teachers learn to use body, face, hands, voice, eyes, and word choices to precisely convey meaning. Some exercises are for teachers to practice, while others build intention and reflection in children. Dozens of scenarios from typical classroom situations contrast unintentional and intentional teaching behaviors. A self-assessment enables teachers to measure how intentional and reflective they become as they learn to use the eight techniques. This lively and often humorous resource is a companion to Lewin-Benham’s Twelve Best Practices for Early Childhood Education, which explains what to teach and why. This new book explains how to teach. Book Features: Shows teachers how to incorporate the body’s micro-actions in their teaching.Presents “mindfulness” techniques, the leading edge in psychotherapy.Includes scenarios that show the impact words have on children.Explains the relation between up-to-the-minute brain research and the techniques presented.Unpacks the effectiveness of the Reggio Approach to teaching. “Whether you have never stepped into a classroom as a teacher, or whether (like me) you have taught various subjects at various ages for decades, you cannot fail to learn from this book.” —From the Foreword by Howard Gardner, professor of cognition and education at the Harvard Graduate School of Education “With her eight essential techniques, Lewin clearly and beautifully captures the essence of the decisionmaking dynamics from which effective teaching and learning environments emerge.” —Carol Brunson Day, Board President 2014–2016, NAEYC

Inspiring and exploring creativity opens pathways for students to use creative expression to demonstrate content knowledge, critical thinking, and the problem solving that will serve them best no matter what their futures may bring. Intention offers a collection of ideas, activities, and reasons for bringing creativity to every lesson."'Rigorous whimsy.' I'm in."-Clive Thompson, author of Smarter Than You Think "Bravo to Burvall and Ryder for showing us how to bring out more creativity in the classroom. All teachers, parents, and students will find something to steal here." -Austin Kleon, New York Times best-selling author of Steal Like An Artist "What I would have given to have educators like Amy and Dan in my early years ? doodling, remixing, iterating, discovering, playing to learn with all your might. The world needs thinkers like these two and the world also needs this book."-Sunni Brown, best-selling author of Gamestorming and The Doodle Revolution "Intention is a work of art and genius. Burvall and Ryder explore the rich tapestry of ways in which academia can embrace curiosity and creativity, provide tools with which to dissect it for values, and take that further with actionable exercises that empower the reader to put these ideas into practice. A beautifully executed exploration of creativity in learning."-Adam Bellow, co-founder of Breakout EDU "Don't just read this brilliant book of recipes for classroom creativity. Make it your intention to digest, deliberate, and doodle all over it. (I did!)"-Bryan Mathers, founder of VisualThinkery