Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
These methods help educators reflect on their own implicit bias and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
A strengths-based approach is one where educators intentionally identify, communicate, and harness learners' assets to empower them to flourish.
Teachers can create a quiet classroom by reducing background noise, which supports increased Attention towards learning.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.
Starting at 2:32, watch this high school teacher give a tour of her uncluttered classroom, sharing how the design of her classroom impacts student learning.
This can help create a positive Literacy Environment in the physical classroom and the virtual classroom.
These methods help educators reflect on their own implicit bias, and build trusting relationships with their students, especially when students are from historically and systematically excluded groups and/or whose backgrounds are different from that of their teacher.
Color-conscious educators understand that racism exists and negatively affects racially marginalized students through educational disparities and other inequities.
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