Frame Shifting for Teachers
Developing a Conscious Approach to Solving Persistent Teaching Dilemmas

Learn how you can successfully address persistent teaching dilemmas by reframing how you think about and respond to them. The authors show how adopting habits of mind, including curiosity and an asset-based teaching approach, is necessary for tackling teaching challenges more effectively and equitably. Chapters explain how you can then apply frame shifting by considering your dilemma in three domains - relationships, classroom management, and curriculum and instruction. Practical examples, exercises, and discussion questions throughout the book will help you apply the concepts to your own teaching situation. In addition, a bonus online study guide contains reproducible templates, additional examples, suggested answers, and more. Appropriate for teachers to read independently or through book studies and PLCs, the book will leave you with new strategies for changing your beliefs and reactions, and ultimately improving how you approach and reach your students.

Section I: Foundations Chapter 1: Introduction Chapter 2: Strengthening Foundational Habits of Mind Chapter 3: Frame Shifting Section II: The Domains of Teaching Chapter 4: Frame Shifting to the Domain of Relationships Chapter 5: Frame Shifting to the Domain of Classroom Management Chapter 6: Frame Shifting to the Domain of Curriculum and Instruction Section III: Putting It All Together Chapter 7: Engaging the Habits of Mind Chapter 8: Practicing Frame Shifting to the Three Domains of Teaching

Brianna L. Kennedy is Professor of Education in the School of Education at the University of Glasgow. She studies the marginalization and belonging of students from nondominant social backgrounds. As a former middle school teacher, she prioritizes the bridging of theory, research, and practice. Dr. Kennedy taught in the Los Angeles Unified School District from 1998 to 2005.

Amy S. Murphy is Clinical Associate Professor in the Department of Theory and Practice at the University of Georgia. Her work focuses on justice-oriented teacher education, culturally responsive classroom management, and young adolescents. A former teacher of ten years in Florida, she maintains her connection to schools through a close school–university partnership in which she supports pre-service and in-service educators.