"These Kids Are Out of Control": Why We Must Reimagine "Classroom Management" for Equity

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Today’s classrooms reimagined

If you’re looking for a book on how to “control” your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . .

 A critically important resource for teachers and administrators alike, “These Kids Are Out of Control” details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on:

  • What it means to be culturally responsive in today’s classroom environments, even in schools at large
  • How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning
  • The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected
  • Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline

Classroom “management” takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. “These Kids Are Out of Control is your opportunity to get started right away!


Product Details

ISBN-13: 9781506343310
Publisher: SAGE Publications
Publication date: 07/18/2018
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 200
Sales rank: 1,080,236
File size: 3 MB

About the Author

H. Richard Milner IV (also known as Rich) is the Cornelius Vanderbilt Professor of Education at Vanderbilt University in Nashville, Tennessee. Dr. Milner is a Fellow of the American Educational Research Association and the recipient of the National Association of Multicultural Education’s Carl A. Grant Multicultural Research Award. Recently, he was honored with the John Dewey Award for relating research to practice and the Innovations in Diversity, Teaching, and Teacher Education Award from Division K of the American Educational Research Association. His research, teaching and policy interests include urban teacher education, African American literature, and the social context of education. In particular, Dr. Milner’s research examines policies and practices that support teacher success in urban schools. His research has been recognized by the American Association of Colleges for Teacher Education’s 2012 Outstanding Book Award and the American Education Studies Association’s Critic’s Choice Book Award for the widely-read book, Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (Harvard Education Press, 2010). He is author of Rac(e)ing to class: Confronting poverty and race in schools and classrooms (Harvard Education Press, 2015) and co-editor of the Handbook of Urban Education (Routledge Press, 2014).

Heather B. Cunningham is Assistant Professor of Education at Chatham University in Pittsburgh, Pennsylvania. There, she teaches undergraduate and graduate level courses in teacher education, and shares her passion for helping new teachers understand how their cultural beliefs and values shape both teaching practices and student experiences. A classroom teacher for thirteen years, she is licensed in the areas of Social Studies and English as a Second Language (ESL) / Bilingual Education. Her first teaching position was serving as an ESL teacher with kindergarten and middle school students at the Nuestros Pequeños Hermanos home for children in rural Honduras. After that, she taught bilingual Social Studies to immigrant students at Roosevelt Senior High School in Washington, DC and then joined the founding team of City Charter High School, a nationally-ranked school in downtown Pittsburgh, PA. At City High, Heather team-taught social studies as part of a two-person “Cultural Literacy” team. After her promotion to the position of master teacher, she continued to teach and also served as a coach for other teachers at the school.

Heather’s research and writing focus on preparing teachers to support students in urban spaces. This includes studying the roles that race, ethnicity, poverty, and language play in the K-12 classroom, and investigating what constitutes “effective teaching” in urban spaces. She enjoys designing and delivering professional development for both in-service teachers as well as university faculty on these topics. Heather also has a strong interest in the relationship between education, culture, and context on a global scale. In addition to her Ph.D. in Instruction and Learning from the University of Pittsburgh, she holds a Master of Arts degree in International Training and Education from American University and has worked on education projects in the countries of Costa Rica, the Dominican Republic, and Malawi.

Dr. Lori Delale-O’Connor is an assistant professor of urban education at the University of Pittsburgh. She received a Ph.D. in Sociology from Northwestern University where she was a certificate fellow in the Multidisciplinary Program in Education Sciences—a pre-doctoral training program funded by the Institute of Education Sciences. Dr. Delale-O'Connor also holds an M.Ed. in secondary education from Boston College where she was a Donovan Urban Scholar and taught secondary social studies in the Boston Public Schools. Dr. Delale-O'Connor's work has received support from the National Science Foundation, the Spencer Foundation, and the Institute of Education Sciences (IES). Her scholarly research has appeared in publications including Teachers College Record, Equity and Excellence in Education, Education and Urban Society, and Theory into Practice. Dr. Delale-O’Connor teaches courses to undergraduate and graduate students planning to become teachers in urban schools, as well as to students who want to work in and with urban schools in other ways, including out-of-school time and policy. In addition, she has taught courses on the social contexts of education, as well as the history of and current practice in education reform. Her current teaching, research, and policy interests focus on the social contexts of education with a focus on caregiver and community engagement. Dr. Delale-O’Connor previously worked as an evaluator to both in and out-of-school time programs.

Dr. Erika Gold Kestenberg is the Associate Director of Educator Development and Practice for the Center for Urban Education and a Visiting Assistant Professor of Urban Education at the University of Pittsburgh. Dr. Kestenberg’s degrees include a Ph D in Education with a multidisciplinary self-designed focus on Social Justice, a Master’s and Teaching Certificate in Secondary Education Social Studies and a dual Bachelor’s in Political Science and History with a minor in Psychology. She also has a Certificate in Diversity and Inclusion as well as extensive training in Transformative Intergroup Dialogues and Conflict Mediation, which inform her work. Dr. Kestenberg received a Program Innovation Award and has been recognized twice by the city of Pittsburgh’s City-Council for her service learning work with youth across the city.

Dr. Kestenberg designed a Certificate in Urban Education program as well as develops and manages the Urban Scholars Program at the University of Pittsburgh. She also teaches undergraduate and graduate students interested in becoming teachers in urban schools and in higher education. Her courses include Identity, Power and Privilege, Culturally Relevant and Responsive Teaching, Relationship Building with Students, Families and Communities, Social Foundations of Education, Urban Scholars Seminars, and Becoming a Change Agent, all with a focus on urban contexts grounded in equity and justice. She also trains and coaches in-service educators and leaders around a variety of equity based issues through multiple methods and approaches. Prior to working in higher education, Dr. Kestenberg was a teacher, trainer, advocate, and administrator in traditional and non-traditional urban educational and non-profit spaces in the United States and Israel. In those spaces, she taught social studies, English Language Arts, English as a Second Language, Service Learning and Cross-Cultural Communication.

At the core, Dr. Kestenberg is a critically conscious, compassionate and passionate, social justice educator advocate who honors our humanity and strives to embrace courageous imperfection, all anchored in love.

Table of Contents

About the Authors
Chapter 1. Understanding the Landscape of Classroom Management: A Look at Research, Theory, and Practice
Referral Practices, Congruence and Dissonance, and Systemic Barriers
Classroom Management Is About Being Culturally Responsive
Culturally Responsive Classroom Management
Chapter 2. Connecting Classroom Management and the Cradle-to-Prison Pipeline
The Cradle-to-Prison Pipeline in the United States
The Cradle-to-Prison Pipeline and Schools
Root Causes and Contributors to the CTPP
Connecting the Cradle-to-Prison Pipeline to Classroom Management
Chapter 3. Classroom Management Is About Effective Instruction
Critical Reflective Practices
High Student Engagement in Course Content
Positive Framing
Building a Classroom Community
Final Thoughts: Effective Instruction Improves Classroom Management
Chapter 4. Classroom Management Is About Creating a Caring Environment
Belief, Expectations, and Rigor
Persistent Practices
Partnership With Families and Communities
Chapter 5. Classroom Management Is About Restorative Discipline
Restorative Discipline Is Rooted in Restorative Justice
Methods of Restorative Discipline
Implementing Restorative Discipline
Restorative Discipline Improves Classroom Management
Conclusions, Implications, and Recommendations
A Charge to Teacher Education
A Charge to Researchers
A Charge to Reformers
A Charge to Teachers and Other Educators
A Charge to Professional Development Facilitators
Final Insights

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