Expand Your Skills
The following resources are referenced in The Skillful Teacher, Seventh Edition (TST7). To access all of the resources, be sure to register for an account.
Chapter 1 Introduction
John Adams' Promise (ESSAY 1)
How to Have Good Schools for All Our Children, Not Just for Some.
This is referred to on page 7 of The Skillful Teacher 7th Edition.
John Adams’ Promise (ESSAY 2)
The Significance of the Geographical State and the Ten Processes of Education Reform
This is referred to on page 7 of The Skillful Teacher 7th Edition.
John Adams' Promise (ESSAY 3)
Including Student Results in Teacher Evaluation - A Case Study in Focus on Teaching Expertise
This is referred to on page 7 of The Skillful Teacher 7th Edition.
Chapter 3 Essential Beliefs: Schooling
The Skillful Teacher 7th Edition: Exercises for Chapter 3
Exercises for Chapter 3 – Essential Beliefs: Schooling
This is referred to on page 27 of The Skillful Teacher 7th Edition.
Chapter 4 Essential Beliefs: Cultural Proficiency and Anti-Racism
Implicit Bias Online Assessment (page 34)
Some interesting text about this link.
Waking Up White: Learning About Racism and White Privilege - Biography (page 37)
This is a starter list of key readings and viewings for inter-racial discussions that lead to learning about the nature of racism in America, arranged in tentative order.
Chapter 4 Exercises on Cultural Proficiency and Anti-Racism (page 39)
Exercises to expand your understanding of Chapter 4 of The Skillful Teacher, 7th Edition
Chapter 4 Videos
Chapter 5 Management: Attention
Self-Assessment: Check Your Attention Moves (page 55)
Use this self-assessment to answer the following questions: Which attention moves do I use? How many and which of the five categories do I use? What does my profile reveal about my attention repertoire?
Chapter 5 Videos
Chapter 6: Management: Momentum
Chapter 8 Videos
Chapter 9: Management: Routines
Chapter 10 Management: Discipline
Self-Assessment: Discipline and Learning Environment (page 127)
This self-assessment helps educators to measure where they stand on handling the first four causes of disruptive or inattentive student behavior.
The Taboo Exercise (page 137)
The Taboo Exercise is a useful first exercise for faculties to do together to get clarity, consensus, and conviction about behavioral expectations.
Creating a Social Contract (page 139)
Mendler and Curwin (1999) describe a comprehensive strategy for involving students in rule making—called the social contract—to promote responsibil-ity and respect and ensure there are clarity and buy-in regarding the rules of classroom interaction.
Guidelines for Home Contact (page 139)
Another useful strategy to clarify and reinforce expectations and build relationships with families is early home contact to establish a positive connec-tion long before problems arise, and to enlist their support and cooperation throughout the year in reinforcing the class contract.
7 Models of Discipline (page 189)
This article explores seven therapeutic models of discipline in some detail and presents an important matching framework for how to choose from among them to match the apparent psychological needs driving the student behavior.
Chapter 10 Video
Chapter 11 Instruction: Clarity
Questioning Skills (pages 193, 250, and 265)
This “Questioning Skills” document summarizes the research on higher- and lower-level questions and shows the need for all students to experience higher-level questions and higher-level think-ing, regardless of their current skill level.
Bloom's Taxonomy (page 250)
All students need to be invited and supported to do higher-level thinking, no matter what their literacy level. To do this requires a clear framework for understanding what higher-level thinking is. Benjamin Bloom and his colleagues (1956) created the original framework for this understanding.
24 Operating Principles (page 257)
These 24 operating principles name and explain choices a teacher makes during a discussion to engage more students in the conversation, to facilitate student-to-student dialogue, and to get students to reveal and evaluate their reasoning in support of developing genuine understanding.
The History of Making Students' Thinking Visible (page 261)
Making students' thinking visible is a profound and important aspect of successful teaching. The research on making students’ thinking visible is another way of saying, “Listen to the children.” This kind of teaching takes a dynamic skill set that should be on every teacher’s professional development agenda.
Chapter 11 Videos
Chapter 12 Instruction: Principles of Learning
Chapter 12 Videos
Chapter 13 Instruction: Models of Teaching
The Major Models of Teaching and Their Theoretical Underpinnings (page 296)
This piece outlines the major models of teaching, including the major theorists behind them, their mission, and a short bibliography of the major studies behind each model.
Chapter 14 Motivation: Expectations
History of the Idea of "Intelligence" in the United States (page 324)
This piece gives a brief overview of the history of “intelligence” and how it got so deeply embedded in American culture and school design.
Exemplars From The Skillful Teacher 6th Edition
Pages 505-520 from The Skillful Teacher, 6th Edition on exemplars.
Exemplars (A Kid Called John)
This is a good example of a teacher thinking about developing a student's writing to the next step.
Exemplars
A source of models for exemplars of student work at various levels of student proficiency.
Chapter 14 Videos
Chapter 15 Motivation: Personal Relationship Building
Chapter 17 Curriculum: Design
Chapter 17 Videos
Chapter 18 Curriculum: Lesson Objectives
Language Objectives for ESL Students (page 471)
For ESL students it is an important practice to communicate a “language objective”—a process-oriented statement with action verbs—of how students will use English in the content.
Content Planning Conference Script
This video shows how get clear on all parts of the content before specifying the objectives.
Chapter 18 Videos
Chapter 19 Curriculum: Planning
Taxonomy of Generic Thinking Skills (page 496)
This document provides definitions for generic thinking skills including: Analytical Reasoning, Organizational Thinking, Critical Thinking, and Creativity Skills.
Questioning Skills (pages 193, 250, and 265)
This “Questioning Skills” document summarizes the research on higher- and lower-level questions and shows the need for all students to experience higher-level questions and higher-level think-ing, regardless of their current skill level.
Chapter 20 Curriculum: Differentiated Instruction
Chapter 20 Videos
Chapter 21 Curriculum: Assessment
Chapter 21 Exercises on Curriculum: Assessment
Exercises to expand your understanding of Chapter 21 of The Skillful Teacher, 7th Edition
Exemplars From The Skillful Teacher 6th Edition
Pages 505-520 from The Skillful Teacher, 6th Edition on exemplars.
Exemplars (A Kid Called John)
This is a good example of a teacher thinking about developing a student's writing to the next step.
Exemplars
A source of models for exemplars of student work at various levels of student proficiency.