You are here

Removing Labels, Grades K-12
Share

Removing Labels, Grades K-12
40 Techniques to Disrupt Negative Expectations About Students and Schools


Other Titles in:
Diversity | Social Justice

February 2021 | 184 pages | Corwin
Disrupting the cycle starts with you.

No matter how conscientious we are, we carry implicit bias…which quickly turns into assumptions and then labels. Labels define our interactions with and expectations of students. Labels contribute to student identity and agency. And labels can have a negative effect beyond the classroom.

It’s crucial, then, that teachers remove labels and focus on students’ strengths – but this takes real work at an individual, classroom, and schoolwide scale. 

Removing Labels urges you to take an active approach toward disrupting the negative effects of labels and assumptions that interfere with student learning. This book offers:

40 practical, replicable teaching techniques – all based in research and best practice -- that focus on building relationships, restructuring classroom engagement and management, and understanding the power of social and emotional learning 
Suggestions for actions on an individual, classroom, and schoolwide level
Ready-to-go tools and student-facing printables to use in planning and instruction

Removing Labels is more than a collection of teaching strategies—it’s a commitment to providing truly responsive education that serves all children. When you and your colleagues take action to prevent negative labels from taking hold, the whole community benefits.
 
 
Introduction
 
Section 1: Individual Approaches
Technique #1: Learning Names the Right Way

 
Technique #2: Interest Surveys

 
Technique #3: Banking Time

 
Technique #4: 2 x 10 Conversations

 
Technique #5: Affective Statements

 
Technique #6: Impromptu Conferences

 
Technique #7: Empathetic Feedback

 
Technique #8: Reconnecting After an Absence

 
Technique #9: Labeling Emotions

 
Technique #10: Solving Problems: Do the Next Right Thing

 
 
Section 2: Classroom Approaches
Setting the Stage

 
Technique #11: Welcoming Environment

 
Technique #12: Class Meetings

 
Technique #13: Classroom Sociograms

 
Technique #14: Mask Activity

 
Technique #15: Asset Mapping

 
Grouping to Foster Learning

 
Technique #16: Grouping to Foster Peer Partnerships

 
Technique #17: 5 Different Peer Partnerships

 
Technique #18: Student Self-Assessment of Collaboration

 
Technique #19: Equitable Grouping Strategies

 
Instructional Practices

 
Technique #20: Gradual Release of Responsibility Instructional Framework

 
Technique #21: Teaching With Relevance in Mind

 
Technique #22: Jigsaw

 
Technique #23: Accountable Talk

 
Responding to Behavior

 
Technique #24: Making Decisions

 
Technique #25: Alternatives to Public Humiliation

 
Technique #26: When Young Children Label Others -- Crumple Doll

 
Technique #27: When Older Children Label Others -- Insults and Epithets

 
Technique #28: Trauma-Sensitive Classroom Design

 
 
Section 3: School Approaches
A Student-Centered Learning Climate

 
Technique #29: Dot Inventory

 
Technique #30: Culturally Sustaining Pedagogies

 
Technique #31: Schoolwide Inclusive Practices

 
Technique #32: Student Empowerment

 
The Professional Capacity of Staff

 
Technique #33: Collective Responsibility

 
Technique #34: Understanding Implicit Bias

 
Technique #35: Racial Autobiography

 
Ties to Families and Communities

 
Technique #36: Social Capital

 
Technique #37: The Front Desk

 
Technique #38: Community Ambassadors

 
School Leadership

 
Technique #39: Master Schedule

 
Technique #40: Distributed Leadership

 
 
Coda
 
References

Preview this book

Dominique B. Smith

Dominique Smith is a social worker, school administrator, mentor, national trainer for the International Institute on Restorative Practices, member of ASCD’s FIT Teaching (Framework for Intentional and Targeted Teaching®) Cadre and Corwin’s Visible Learning for Literacy Cadre. He is passionate about creating school cultures that honor students and build their confidence and competence. He is the winner of the National School Safety Award from the School Safety Advocacy Council.Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In... More About Author

Douglas Fisher

Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.  More About Author

For instructors