The supportive learning environment: effective teaching practices

This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and productive learning community. In this book, Stronge, Grant, and Hindman provide a comprehensive overview of the qualities of a supportive teacher. They offer a bridge between research-based theories and practical classroom applications, with templates, planning forms, and other reproducibles. The authors help teachers move toward establishing a learning environment that contributes to effective instructional practices. Topics include: engaging students and their families, effective communication, student ownership of the learning environment, and much more

Originally published in 2010 by Eye On Education

Cover; Title Page; Copyright Page; Dedication; About the Authors; Acknowledgements; Free Downloads; List of Free Downloads; Contents; Part I: Research and Practice Intertwine; 1 Introduction; What Is Teacher Effectiveness?; Why Is Teacher Quality Important?; What Is the Relationship Between Teacher Quality and Student Learning?; How Is the Book Organized?; How Can the Book Be Used to Promote Teacher Quality?; Notes; 2 What Dispositions Support Teaching and Student Learning?; Immediacy; What Is Immediacy?; How Do Good Teachers Convey Immediacy? How Can Teachers Assess Their Immediacy Behaviors?Immediacy Interaction Record; The Intervention; Teacher Credibility; Why Does Teacher Credibility Matter?; How Does Teacher Credibility Affect Teacher Effectiveness?; Caring; Why Does Caring Matter?; How Do Students, Teachers, and Researchers View the Impact of Caring?; What Does the Research Say About the Connection Between Teacher Caring and Student Achievement?; How Can Data Be Collected About the Caring Teacher?; Observing Teacher-to-Student Interactions; Focusing on Number of Interactions; Watching the Teacher; Reflecting with the Form. Welcoming and Engaging CaregiversWhy Engage Caregiv…