Questioning Assumptions and Challenging Perceptions
Becoming an Effective Teacher in Urban Environments
By (author) Connie L. Schaffer, Meg White, Corine Meredith Brown
Publication date:
15 January 2016Length of book:
112 pagesPublisher
Rowman & Littlefield PublishersDimensions:
229x152mm6x9"
ISBN-13: 9781475822021
For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them.
While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.
Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.
While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.
Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.
That teachers need to understand themselves—their talents as well as their shortcomings, their sensitivities as well as their biases—before they can be effective with students of all backgrounds is by now fairly well accepted. In Questioning Assumptions and Changing Perceptions, authors Connie Schaffer, Meg White, and Corine Meredith Brown go beyond platitudes to explore not only why but also how teachers and other educators can do so. This book will be useful for novice as well as veteran teachers who want to make a difference for themselves and their students.