We’re Booked

THE DREAMKEEPERS: Successful Teachers of African American Children, 2nd Edition by Gloria Ladson-Billings

REVIEW BY Gretchen Liggens, Ph.D., Principal, Walton K-8 School, Cleveland Metropolitan Schools, OAESA Past President

When thinking about the development of background and the contextual capacity of faculty and staff, the original edition from Gloria Ladson-Billings came to mind. The opening pages of the book provide a solid research base and a context for the problem of the achievement gap, or more appropriately, the opportunity gap between African-American and white students. The second edition of the book provides a knowledge base for educators who wish to understand more about culture and one’s implicit bias.

The original book was published in 1994, and this subsequent 2nd edition was published in 2013. Ladson-Billings sought out educators who were perceived as successful by parents and principals with educating students of color. In this second edition of The Dreamkeepers, Ladson-Billings revisits the eight teachers who were studied in the first edition and profiles new teachers who currently represent examples of highquality, culturally relevant teaching. She shows that culturally relevant teaching is not a matter of race, gender, or teaching style. What matters most is a teacher’s efforts to work with the unique strengths a child brings to the classroom. Both editions highlight the need for cultural awareness in “intellectually rigorous and challenging classrooms."

I have found that Ladson-Billings’ skillful blend of personal story, literature review, and ethnography make this book easily accessible. The second edition includes reflective questions. I have used this book for a book study along with The Skin We Speak: Thoughts on Language and Culture edited by Lisa Delpit and Joanne Kilgour Dowdy as starting points for faculty reflections upon their understanding of the culture of the students before them. Culturally relevant classrooms improve the achievement of all students.

My recommendations for engaging faculty in the work of culturally relevant pedagogy/ cultural competency would include The Dreamkeepers: Successful Teachers of AfricanAmerican Students, 2nd edition (2013) as well as Cultural Competence Now: 56 Exercises to Help Educators Understand and Challenge Bias, Racism, and Privilege by Vernita Mayfield (2020) for their masterful blend of personal narrative, research, and application that make for beneficial work with faculty and staff.

BETTER THAN CARROTS OR STICKS: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher, and Nancy Frey

REVIEW BY Cheri Copeland-Shull, Principal, Dorr Elementary Springfield Local Schools

As we enter into a new school year that could have all the makings of an amusement park roller coaster ride, we are already acutely aware that we will not only be working extensively on the academic side of the educational arena but the social-emotional one as well. Our students will need us more than ever and will be looking to us to support them with their social-emotional needs and to ensure that they are “success ready” in a hopeful and safe environment. It was due to this, that several members of our elementary and fellow staff from a neighboring elementary decided to participate in a book study with Better Than Carrots or Sticks, a book seeping with practical knowledge and tips for creating a cooperative and respectful school culture. The premise of the book moves away from the traditional classroom management protocol of encouraging good behavior with rewards and discouraging unacceptable behavior with punishments. Instead, the book creates a blueprint in developing a culture in which the educators empower the students to address and correct this unacceptable behavior among themselves. As research has shown, this leads to longer lasting, positive, and wider-reaching results.

There is a quote at the beginning of the book, widely attributed to Frederick Douglass, that squarely sums up the need for this book to serve as a staff book study and/or as an addition to your professional development library: “It is easier to build strong children than to repair broken men.”

As we continue to move in the direction of restorative justice practices, this is an excellent book to engage your staff with understanding the “why” of this initiative to develop a team mindset. It is an easy read and a study guide can be accessed to direct the book study through the Association for Supervision and Curriculum Development (ASCD). This book truly is for everyone who comes in contact with children at a school— bus drivers, teachers, recess monitors, secretaries (mine read the book, too!), and principals—because our students will need to be those “strong children” in this new era of change and uncertainty.

CULTURALLY RESPONSIVE TEACHING AND THE BRAIN: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond

REVIEW BY Felecia Evans, Principal, Lander Elementary Mayfield Heights City Schools, OAESA Board of Directors, Minority Rep

Quite simply put, if you are in the field of education than this book is a staple that belongs on your bookshelf. Not only does this text help educators understand the need to promote deep thinking, build student agency and promote independent learning among culturally and linguistically diverse students, it is about promoting rigorous classrooms for all students.

This book is structured into three sections and it is less of a “how-to” guide and more about developing culturally responsive teaching practices as a mindset through which you challenge all students to learn at the highest levels possible, while seeking to understand the culture and backgrounds of your students, develop relationships and create personalized learning experiences.

In the first section, Hammond sets the stage for culturally responsive teaching. She calls this section “Building Awareness and Knowledge” because it helps readers reflect on their own culture and understand some of the latest research in brain science and the cognitive processes that are occurring during the teaching and learning process. Important takeaways for educators in this first section occur in the areas of implicit bias, helping educators understand the biases that they may bring to the classroom and how these shape the way in which they teach students. It also helps educators understand the social political context of our schools and how policies and practices have led to disparities in outcomes for children of color in many sectors of American life, including schools.

The second section is all about building what Hammond refers to as “learning partnerships.” In this section, she helps educators understand that they must go beyond just simple building of relationships, but actually work to affirm and validate the experiences and culture of the children in our care. Hammond urges readers to listen to children, build hope in children, and become “warm demanders,” who hold high expectations for their students, while still offering students social emotional support.

The third section is titled, “Building Intellective Capacity,” and in these chapters Hammond digs deeper into the cognitive science of culturally responsive teaching. She gives readers neuroscience backed strategies to help students shift from becoming dependent to independent learners. She also focuses on the importance of the collective classroom culture and helps educators understand the role that “microagressions” can play in discouraging diverse students.

This book is a great resource for educators and teams of educators that are looking for strategies to reach and teach their diverse students. I especially like how each chapter ends with a summary, with some questions to make you think about your own practices and some resources to help you go deeper. I also highly recommend joining Hammond’s Facebook group, Ready for Rigor, where she has online book clubs and other resources to support the implementation of culturally responsive teaching practices and help educators understand the importance of anti-racist classroom environments.

FOR WHITE FOLKS WHO TEACH IN THE HOOD...AND THE REST OF Y’ALL TOO: Reality Pedagogy and Urban Education by Christopher Emdin

REVIEW BY Aretha Taylor Paydock M. Ed. Director of Secondary Curriculum and Instruction, Lorain City Schools, Former OAESA Federal Relations Rep and Executive Board Member

While some may think Christopher Emdin’s book For White Folk Who Teach in the Hood…and the Rest of Y’all Too -may have a shocking title that could potentially scare 82% of teachers in the United States away from indulging their curiosities about its content, it is poised to captivate even the self-professed informed educator with a new viewpoint about teaching in the “Hood,” but the reality is, all educators should read this book—especially if you teach in the “Hood!” And “White Folks” should dive into the book as if their educational careers in the “Hood” depended on it.

Emdin argues that teaching students in the Hood (the geographic location of students) is much like teaching students on an Indian Reservation, or the indigenous peoples geographically located in certain parts of the United States. As quoted by Edmin, the UN definition of indigenous people posits “that the indigenous have their own unique ways of constructing knowledge, utilize distinct modes of communication in their interactions with one another, and hold cultural understandings that vary from the established norm. Above all, the UN definition of the indigenous speaks to the collective oppression that a population experiences at the hands of a more powerful and dominant group.” Hence, Emdin refers to urban youth as neoindigenous: “Like the indigenous, the neoindigenous are a group that will not fade into oblivion despite attempts to rename or relocate them. The term neoindigenous carries the rich histories of indigenous groups, acknowledges powerful connections among populations that have dealt with being silenced and signals the need to examine the ways that institutions replicate colonial processes.”

Emdin states that “As long as middle class teachers are recruited to schools occupied by Urban Youth of color, without any consideration of how they affirm and re-establish power dynamics that silent students, issues that plague Urban education (like achievement gaps, suspension rates, and high teacher turnover) will persist. The Neoindigenous often look, act, and engage in the classroom in ways that are inconsistent with traditional school norms. Therefore, should we as a collective society continue to attempt to relate and teach urban youth in ways that are consistent with traditional school norms?” In order to fully understand youth realities and make some sense of the powerful connection between youth realities, place, and space Emdin argues that educators need a new lens, vocabulary, and the ability to make connections between urban youth.

The absence of a relationship that is rooted in shared culture impedes many students from reaching higher levels of academic rigor, therefore Emdin introduces the term Reality Pedagogy to support this work. It recognizes that academically rigorous teaching and learning are deeply personal; it begins with the understanding that a school’s approach to teaching is unlikely to meet student needs unless students’ cultures, backgrounds, and experiences are reflected in the curriculum. When students see themselves in the curriculum, they develop stronger relationships with both their teachers and peers—and with the content as well. So how can we build strong relationships with students who have diverse learning skills, styles, and backgrounds? There are seven strategies, which Emdin calls the seven Cs; Cogenerative Dialogues, Coteaching, Cosmopolitanism, Context, Content, Competition, and Curation. Emdin does a meticulous job developing these ideas, as he explains them from the perspective of a new teacher who truly wants to connect to his students. The examples he shares can be visualized with much ease to aid the reader in making practical changes immediately.

What we know is that educating urban youth using traditional approaches researched out of the same place and space as the middle class white community, is not working for a lot of students in the hood. The approach Emdin is suggesting connects content with the positive emotions that come from strong relationships based on acceptance and belonging. This is the true path to academically rigorous classrooms.

UPSTREAM: The Quest to Solve Problems Before They Happen by Dan Heath

REVIEW BY Paul G. Young, Ph.D., OAESA and NAESP Past President, retired Lancaster City Schools principal

When COVID-19 began to infect Ohioans, Gov. DeWine gathered a team of experts, listened to the best advice, and made the bold decision to close Ohio’s schools (and much more) to prevent a major disaster. That decision, and his subsequent action, will become a classic example of “upstream thinking.” It is one that can be followed by principals as they develop their own response to the many fires they must contain and put out.

Got too many behavioral referrals to your office? Angry parents? Toxic school culture? Feel like you sometimes work in a zoo? Feel burnt out?

Upstream, by Dan Heath, released nationally on March 3 (approximately one week before schools began to close) delivers practical strategies for preventing problems rather than reacting to them. How many problems do principals tolerate because we’ve forgotten that we can fix them? So much comes at principals each day that it is easy to get stuck in a cycle of response. So, we put out fires, cope with emergencies – all downstream reactions - but we’d be wiser to incorporate upstream thinking, where changes in behaviors, actions, and systems can prevent many problems from developing in the first place. This is Dan Heath’s first “solo” publication. With his brother Chip, readers will recall The Power of Moments (2017), Decisive (2013), Switch (2010), and Made to Stick (2007).

Upstream thinking can be a very complex and ambiguous endeavor. But, collectively as principals, we can work to effectively develop upstream improvements based on what we expect kids and adults to know and how we want them to act. We can make things better. That’s how, personally and collectively, we can best advocate for our kids.

Get this book. Read it. You’ll not be disappointed.

THE GIVER OF STARS BY Jojo Moyes

REVIEW BY Melanie Pearn, Principal, Fairfax Elementary, Mentor Exempted Village Schools OAESA Past President

Having thoroughly enjoyed a few other of Jojo Moyes’ books, I was excited to embark on her latest title The Giver of Stars. Based on the true story of The Packhorse Librarians of Kentucky, the story follows Alice Van Cleve as she begins her new life across the pond. Though she was excited to leave her seemingly boring life in England behind, she quickly discovers that America, especially rural Kentucky, is not what she thought it would be and neither is her marriage. Looking for something to fill her time, Alice was quick to sign on to help distribute books to those living in remote areas through Eleanor Roosevelt’s Traveling Library initiative.

The character development is unparalleled as are the friendships that are created throughout the story. Alice works alongside Margery O’Hare, a strong willed, no nonsense woman who throws convention to the wind. She drums up assistance from Beth, Izzy, and Sonia, who have a wealth of experience working in the library system. Coming from various backgrounds, the women find refuge in the library and quickly find similarities among themselves and solace in being together. They find a sense of purpose with their work and persevere through some difficult situations where many would crumble.

Despite others working against them, the women support one another and those they serve braving the elements on a daily basis to ensure books and the love of reading is spread across the Appalachian mountains. They develop friendships with those they deliver books to and find joy in their brief encounters each week. Rather than letting Alice’s father-in-law shut them down by his antics, they only fight harder to keep the program running. Through the process, they all grow and become stronger as individuals and as a group.

Though the book started off slow, it builds through character development and various situations before ending with gusto. It is gratifying to see the strength of these women along with the impact they made through this piece of historical fiction. The story line moves from friendship to love to poverty and many things in between so the reader gets a true sense of the struggles faced in rural Appalachia during that time.