Summary
Contents
Subject index
“These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!”
—Lisa Delpit, Eminent Scholar, Executive Director
Center for Urban Education and Innovation
Help new teachers thrive in culturally and linguistically diverse school settings!
The challenges of teaching in a culturally and linguistically diverse (CLD) school, including language barriers, special needs, and teacher isolation, can be especially overwhelming for early-career teachers. This unique book on mentoring and coaching new teachers is specifically designed for multicultural school settings, although educators in all settings can benefit.
The authors draw from their own experience implementing a highly successful mentoring program for new teachers in a large, urban school district. The book offers practical examples anchored in the current theoretical and research base for the professional development of novice teachers in urban as well as non-urban areas. Filled with vignettes that directly capture the real-life experiences of new teachers and their mentors, this volume:
Illustrates how to develop effective teacher-to-teacher mentoring relationships; Raises readers' awareness of issues that might arise from CLD differences and facilitates more effective communication; Offers reproducible resources, agendas, and other sample materials for a variety of contexts
This timely and practical book helps mentors give new teachers the support they need to survive and succeed in diverse school settings.
Communication
Communication
What you do speaks so loud I cannot hear what you say.
As you read Chapter 5, we encourage you to reflect upon the following questions:
- What are the secrets of successful communication in the context of quality mentoring programs?
- What do you most need to know about unique communication patterns of teachers in urban school districts with significant populations of children and their teachers who are from culturally and linguistically diverse families?
- How can you enhance your relationships with people from other cultural and linguistic heritages who might feel isolated and rejected by the professional culture of schools?
To help you discover your own understandings of these questions, the content of the chapter is organized in the following sections: Intercultural Communication, Nonverbal Communication, ...
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