"These Kids Are Out of Control"

Today’s classrooms reimagined If you’re looking for a book on how to "control" your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . .  A critically important resource for teachers and administrators alike, "These Kids Are Out of Control" details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on:  What it means to be culturally responsive in today’s classroom environments, even in schools at largeHow to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom "management" takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. "These Kids Are Out of Control" is your opportunity to get started right away!

H. Richard Milner IV (also known as Rich) is Cornelius Vanderbilt Chair of Education and the Joseph A. Johnson, Jr. Distinguished Leadership Professor in the Department of Teaching and Learning at Vanderbilt University. He has courtesy appointments in the Department of Leadership, Policy, and Organizations and the Department of Sociology. Professor Milner is the founding Director of the Initiative for Race Research and Justice at Vanderbilt. A researcher, scholar, and teacher, Dr. Milner is President of the American Educational Research Association (AERA), the largest educational research organization in the world. He is an elected member of the National Academy of Education and a Fellow of AERA. Dr. Milner has published more than 100 scholarly journal articles and book chapters, and he has published seven books, two of which are bestsellers. His work has been cited or featured in the New York Times, the Los Angeles Times, and the Atlantic. Dr. Milner has taught high school Language Arts, Developmental Reading in community college, and on the faculty at several universities.  Heather B. Cunningham is Assistant Professor of Education at Chatham University in Pittsburgh, Pennsylvania.  There, she teaches undergraduate and graduate level courses in teacher education, and shares her passion for helping new teachers understand how their cultural beliefs and values shape both teaching practices and student experiences.  A classroom teacher for thirteen years, she is licensed in the areas of Social Studies and English as a Second Language (ESL) / Bilingual Education. Her first teaching position was serving as an ESL teacher with kindergarten and middle school students at the Nuestros Pequeños Hermanos home for children in rural Honduras.  After that, she taught bilingual Social Studies to immigrant students at Roosevelt Senior High School in Washington, DC and then joined the founding team of City Charter High School, a nationally-ranked school in downtown Pittsburgh, PA.  At City High, Heather team-taught social studies as part of a two-person “Cultural Literacy” team. After her promotion to the position of master teacher, she continued to teach and also served as a coach for other teachers at the school.  Heather’s research and writing focus on preparing teachers to support students in urban spaces.  This includes studying the roles that race, ethnicity, poverty, and language play in the K-12 classroom, and investigating what constitutes “effective teaching” in urban spaces.  She enjoys designing and delivering professional development for both in-service teachers as well as university faculty on these topics.  Heather also has a strong interest in the relationship between education, culture, and context on a global scale. In addition to her Ph.D. in Instruction and Learning from the University of Pittsburgh, she holds a Master of Arts degree in International Training and Education from American University and has worked on education projects in the c