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Chapter 4 Esteem Within a Community

Robert J. Marzano Marzano Research ePub

Esteem relates to the way students think of themselves. It is crucial that teachers help students build esteem, especially when considering students’ tendency to pull away from school if their esteem needs go continually unmet. Here, we consider five aspects of esteem within a community: (1) an understanding of esteem, (2) reflection, (3) competence, (4) significance, and (5) recognition.

Helping students understand what esteem is and how it manifests is often the first step in building students’ esteem. For classroom purposes, teachers can define esteem as “the negative or positive attitude that individuals have of themselves” (Stets & Burke, 2014, p. 1). As detailed in chapter 1 (page 6), research defining esteem and its components tends to vary greatly, though it is generally understood that the self or others can source it. Teachers can use discussions of self-concept and traits of esteem to further deepen students’ understanding.

Self-concept is the way individuals perceive themselves, as well as how they believe others view them. Esteem, then, could be likened to the value individuals place on their various self-concepts. Thus, students must understand how they view themselves if they wish to truly assess their esteem.

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Watanabe-Crockett, Lee Solution Tree Press PDF



s I write these words, our home in Japan is very busy. It is New Year’s Eve and this time of year is very different here than what I grew up with in Canada. It is a time when this modern, high-tech country turns to custom and tradition. On December

31, families traditionally prepare a dinner of soba (buckwheat noodles). As the old year fades, the temple bells ring 108 times, and crowds gather to offer their prayers for the new year. With each toll of the bell, one of the 108 human desires, believed in

Buddhism to be the cause of all suffering, is removed, leaving people cleansed to begin the new year.

The last few weeks here have been bustling with activity, and New Year’s celebrations do not end until January 15. During December, there are many parties as people get together to let go of the old year—both the good and the bad. People here expect to let go of unresolved conflicts rather than carry them forward into another year.

In the Shinto tradition, Japan’s indigenous religion, the kami (gods) enter the house at New Year’s. Because of this, families conduct a complete cleaning of the house

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Chapter 6 - Effective Teaching for ELs and All Students: Vocabulary, Reading, and Writing Within All Subjects

Margarita Calderon Solution Tree Press ePub

Chapter 6

Effective Teaching for ELs and All Students: Vocabulary, Reading, and Writing Within All Subjects

Liliana Minaya-Rowe

The current trend of globalization and the necessity to compete in a “flattened” world within an increasingly integrated world economic system has prompted a profound shift in education (Friedman, 2005). To meet these needs, schools in North America are broadening their goals to encompass equity, access, and the need to help students become critical thinkers and compete effectively in the global marketplace (Darling-Hammond, 2010).

School improvement is mainly concerned about the effectiveness of teachers and schools and how they affect student outcomes. Administrators play an important role in this change process, which requires both leadership skills and academic knowledge of content. Their role in school improvement and reform efforts includes managing the process, providing professional development resources, and developing innovative solutions to the day-to-day problems of implementing change (DuFour & Marzano, 2011).

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Appendix A: Math Academic Word List for English Language Learners

r4Educated Solutions Solution Tree Press PDF

Math Academic Word List for English Language Learners

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9 - Who Am I?

Carleton, Lindsay; Marzano, Robert Marzano Research ePub

For upper elementary through high school language arts, math, science, and social studies


Who Am I? requires that the students have a relatively deep understanding of the terms and phrases being used. Usually, the game is played using the names of important people being studied, and the students must have an understanding of those people and the time in which they lived. This game is rooted in vocabulary, but it is unique in that it requires students to apply what they already know about the terms, therefore reinforcing their knowledge. It can be played in any of the main subjects (language arts, math, science, and social studies) with upper elementary through high school students.


You will need large note cards and a baseball or top hat.

Set Up

Prepare in advance by writing the name of someone your class has been studying on each card. For example, if you have been teaching a unit on the civil rights movement, you might write “Martin Luther King Jr.” on one card, “Medgar Evers” on another, and so on. You need at least as many terms as there are students in the class.

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