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Who's in My Classroom?
Building Developmentally and Culturally Responsive School Communities
Gess LeBlanc, Ph.D.
with Tim Fredrick, Ph.D., and
Youth Communication Writers
Keith Hefner and Maria Luisa Tucker, co-editors
Copyright © 2021 Youth Communication / New York Center, Inc. All rights reserved.
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FIRST EDITION
Introduction
Ms. Lombardo took the time to get to know me. She would talk to me about the books I was reading to connect with me. I gradually began to feel safe around her. I still don't know how she was able to see the loneliness that so many before her had failed to notice, but I do know that she was determined to make it right. She was committed to being that one person in my life who I could rely on and confide in.
—Anonymous Youth Communication teen writer, from the story “My Teacher Saved Me from Solitude”
THERE'S AN adage that says that you can't teach what you don't know. While the origins of the quote appear to be unknown, the idea is that effective teachers must know their subject matter.
But knowing your subject matter is just one element of good teaching. I wrote this book because I believe you also can't teach WHO you don't know.
Over the past few decades, researchers in education and psychology have found convincing evidence that learning is also strongly influenced by students' sense of who they are and their beliefs in their ability to learn. It is also influenced by their experiences at home and their level of cognitive and emotional development. This research has important implications for how we prepare teachers to enter the field and how we support them during their careers. It helps us rethink our notions of what it means to be an effective teacher. Yes, we need to know our subject matter. But getting to know students is also crucial to our effectiveness as educators.
I'm a developmental psychologist. Over the past 20 years, I've worked as a faculty member in the School of Education at Hunter College of the City University