Julie Warner, EdD, left the classroom fewer than 10 years ago—close enough that she can still vividly remember her first few rocky years with their emotional and logistical landmines, but long enough to have had a career in education since then that includes obtaining a doctorate in education from Teachers College, Columbia University, stints as an Education Policy Advisor in the U.S. Senate and the White House, and overseeing the teacher issues portfolio within the U.S. Department of Education’s internal think tank. Even as she’s advised on high-level policy decisions in education, she’s always stayed close to the classroom: she’s a National Board Certified Teacher, has published books on teaching with technology, and is an education journalist for Course Hero’s Faculty Club, one of the top 250 sites on the web.

In this collection, Warner, a National Board Certified Teacher, former education policy advisor in the U.S. Senate and White House, and education journalist, compiles an international array of accounts that encapsulate firsthand the mistakes and failures (both big and small) of educators on a global scale to demonstrate that to become an expert, one first needs to fail. To underscore this point in her introduction, Warner dismisses the notion of “perfect teaching” as a myth and instead claims that veteran educators learn from their mistakes. The following chapters illustrate that educators need to be aware of and accept their mistakes and failures, and Warner advises analytical reflection to mitigate the negative aspects of failure. The volume deftly provides a path for educators to learn from their mistakes while identifying a simple set of knowledge and skills for all educators to use to ensure they have a successful, healthful, and positive impact on their students. This is a must-read for novice and experienced educators desiring the wisdom to derive meaning from their mistakes and to continue to change and grow for their students. Highly recommended. Lower-division undergraduates through faculty; professionals.

• Foreword: David ReinkingAcknowledgements IntroductionPART I: DIVERSITY, EQUITY, AND INCLUSION Chapter 1: Learning to Become Culturally Responsive: Teaching on an Indian ReservationAnna BaldwinChapter 2: Recognizing (Neuro)Diverse Perspectives in the English Language Arts Classroom Christopher BassChapter 3: Manuel’s T-shirt: Learning a Hard Lesson about Student PovertyKip TéllezChapter 4: Semantic Snafu: How I Learned to Choose My Words CarefullyChris AnsonPART II: REFRAMING ASSUMPTIONS Chapter 5: Grading and Gate-KeepingAndy BoyleChapter 6: On Teaching and Toolsheds: Role Reversal on the Construction SiteMike LandChapter 7: Assumptions and Acceptance in Rural Pennsylvania Sarah CheatleChapter 8: Discomfort Zone: Overcoming Ethnocentricity and Implicit Biases in TeachingLisa PowerPART III: FOSTERING RELATIONSHIPS AND ADVOCATING FOR STUDENTSChapter 9: Be a Voice for the Voiceless Beth JarzabekChapter 10: Learning to Fly: Why Developing Student Voice MattersJane SaundersChapter 11: Learning from Nuts and Bolts: Listening to Yourself and Your LearnersKatherine BakerChapter 12: Safe Havens, Love, and Connection: Learning to Co-Teach EffectivelyDarius Montez PhelpsChapter 13: There Is No Ethos: How I Learned to Overcome Entitlement and Gain Student TrustMark DiMauroPART IV: CREATING RESPONSIVE ENVIRONMENTS FOR STUDENT LEARNINGChapter 14: Trigger WarningsAlaina SmithChapter 15: Dealing with Math AnxietyBobson WongChapter 16: Interrupting Binary Thinking in a Trauma-Informed Elementary ClassroomKate HaqChapter 17: Learning to Overcome Dysfunctional Independence Pete WarnerPART V - PEDAGOGY AND INSTRUCTIONAL DECISIONSChapter 18: Missteps in Middle School English: Moving Beyond Classroom Management and Content MasteryTroy HicksChapter 19: The Power of the Mistake: Missteps and Instructional Decisions in Teaching Mathematics Beth KobettChapter 20: Beyond Finding and Fixing Error: Responding to Student WorkSara HeaserChapter 21: Lesson Plans Would Be So Easy If It Weren’t For the StudentsDebbie SilverChapter 22: The Limits of Teacher Preparation: Learning to Make Pedagogy ActionablePasi SahlbergDiscussion Questions for ReadersAbout the EditorAbout the Contributors

Julie Warner, EdD, left the classroom fewer than 10 years ago—close enough that she can still vividly remember her first few rocky years with their emotional and logistical landmines, but long enough to have had a career in education since then that includes obtaining a doctorate in education from Teachers College, Columbia University, stints as an Education Policy Advisor in the U.S. Senate and the White House, and overseeing the teacher issues portfolio within the U.S. Department of Education’s internal think tank. Even as she’s advised on high-level policy decisions in education, she’s always stayed close to the classroom: she’s a National Board Certified Teacher, has published books on teaching with technology, and is an education journalist for Course Hero’s Faculty Club, one of the top 250 sites on the web.

In this collection, Warner, a National Board Certified Teacher, former education policy advisor in the U.S. Senate and White House, and education journalist, compiles an international array of accounts that encapsulate firsthand the mistakes and failures (both big and small) of educators on a global scale to demonstrate that to become an expert, one first needs to fail. To underscore this point in her introduction, Warner dismisses the notion of “perfect teaching” as a myth and instead claims that veteran educators learn from their mistakes. The following chapters illustrate that educators need to be aware of and accept their mistakes and failures, and Warner advises analytical reflection to mitigate the negative aspects of failure. The volume deftly provides a path for educators to learn from their mistakes while identifying a simple set of knowledge and skills for all educators to use to ensure they have a successful, healthful, and positive impact on their students. This is a must-read for novice and experienced educators desiring the wisdom to derive meaning from their mistakes and to continue to change and grow for their students. Highly recommended. Lower-division undergraduates through faculty; professionals.

• Foreword: David ReinkingAcknowledgements IntroductionPART I: DIVERSITY, EQUITY, AND INCLUSION Chapter 1: Learning to Become Culturally Responsive: Teaching on an Indian ReservationAnna BaldwinChapter 2: Recognizing (Neuro)Diverse Perspectives in the English Language Arts Classroom Christopher BassChapter 3: Manuel’s T-shirt: Learning a Hard Lesson about Student PovertyKip TéllezChapter 4: Semantic Snafu: How I Learned to Choose My Words CarefullyChris AnsonPART II: REFRAMING ASSUMPTIONS Chapter 5: Grading and Gate-KeepingAndy BoyleChapter 6: On Teaching and Toolsheds: Role Reversal on the Construction SiteMike LandChapter 7: Assumptions and Acceptance in Rural Pennsylvania Sarah CheatleChapter 8: Discomfort Zone: Overcoming Ethnocentricity and Implicit Biases in TeachingLisa PowerPART III: FOSTERING RELATIONSHIPS AND ADVOCATING FOR STUDENTSChapter 9: Be a Voice for the Voiceless Beth JarzabekChapter 10: Learning to Fly: Why Developing Student Voice MattersJane SaundersChapter 11: Learning from Nuts and Bolts: Listening to Yourself and Your LearnersKatherine BakerChapter 12: Safe Havens, Love, and Connection: Learning to Co-Teach EffectivelyDarius Montez PhelpsChapter 13: There Is No Ethos: How I Learned to Overcome Entitlement and Gain Student TrustMark DiMauroPART IV: CREATING RESPONSIVE ENVIRONMENTS FOR STUDENT LEARNINGChapter 14: Trigger WarningsAlaina SmithChapter 15: Dealing with Math AnxietyBobson WongChapter 16: Interrupting Binary Thinking in a Trauma-Informed Elementary ClassroomKate HaqChapter 17: Learning to Overcome Dysfunctional Independence Pete WarnerPART V - PEDAGOGY AND INSTRUCTIONAL DECISIONSChapter 18: Missteps in Middle School English: Moving Beyond Classroom Management and Content MasteryTroy HicksChapter 19: The Power of the Mistake: Missteps and Instructional Decisions in Teaching Mathematics Beth KobettChapter 20: Beyond Finding and Fixing Error: Responding to Student WorkSara HeaserChapter 21: Lesson Plans Would Be So Easy If It Weren’t For the StudentsDebbie SilverChapter 22: The Limits of Teacher Preparation: Learning to Make Pedagogy ActionablePasi SahlbergDiscussion Questions for ReadersAbout the EditorAbout the Contributors

Julie Warner, EdD, left the classroom fewer than 10 years ago—close enough that she can still vividly remember her first few rocky years with their emotional and logistical landmines, but long enough to have had a career in education since then that includes obtaining a doctorate in education from Teachers College, Columbia University, stints as an Education Policy Advisor in the U.S. Senate and the White House, and overseeing the teacher issues portfolio within the U.S. Department of Education’s internal think tank. Even as she’s advised on high-level policy decisions in education, she’s always stayed close to the classroom: she’s a National Board Certified Teacher, has published books on teaching with technology, and is an education journalist for Course Hero’s Faculty Club, one of the top 250 sites on the web.

In this collection, Warner, a National Board Certified Teacher, former education policy advisor in the U.S. Senate and White House, and education journalist, compiles an international array of accounts that encapsulate firsthand the mistakes and failures (both big and small) of educators on a global scale to demonstrate that to become an expert, one first needs to fail. To underscore this point in her introduction, Warner dismisses the notion of “perfect teaching” as a myth and instead claims that veteran educators learn from their mistakes. The following chapters illustrate that educators need to be aware of and accept their mistakes and failures, and Warner advises analytical reflection to mitigate the negative aspects of failure. The volume deftly provides a path for educators to learn from their mistakes while identifying a simple set of knowledge and skills for all educators to use to ensure they have a successful, healthful, and positive impact on their students. This is a must-read for novice and experienced educators desiring the wisdom to derive meaning from their mistakes and to continue to change and grow for their students. Highly recommended. Lower-division undergraduates through faculty; professionals.

• Foreword: David ReinkingAcknowledgements IntroductionPART I: DIVERSITY, EQUITY, AND INCLUSION Chapter 1: Learning to Become Culturally Responsive: Teaching on an Indian ReservationAnna BaldwinChapter 2: Recognizing (Neuro)Diverse Perspectives in the English Language Arts Classroom Christopher BassChapter 3: Manuel’s T-shirt: Learning a Hard Lesson about Student PovertyKip TéllezChapter 4: Semantic Snafu: How I Learned to Choose My Words CarefullyChris AnsonPART II: REFRAMING ASSUMPTIONS Chapter 5: Grading and Gate-KeepingAndy BoyleChapter 6: On Teaching and Toolsheds: Role Reversal on the Construction SiteMike LandChapter 7: Assumptions and Acceptance in Rural Pennsylvania Sarah CheatleChapter 8: Discomfort Zone: Overcoming Ethnocentricity and Implicit Biases in TeachingLisa PowerPART III: FOSTERING RELATIONSHIPS AND ADVOCATING FOR STUDENTSChapter 9: Be a Voice for the Voiceless Beth JarzabekChapter 10: Learning to Fly: Why Developing Student Voice MattersJane SaundersChapter 11: Learning from Nuts and Bolts: Listening to Yourself and Your LearnersKatherine BakerChapter 12: Safe Havens, Love, and Connection: Learning to Co-Teach EffectivelyDarius Montez PhelpsChapter 13: There Is No Ethos: How I Learned to Overcome Entitlement and Gain Student TrustMark DiMauroPART IV: CREATING RESPONSIVE ENVIRONMENTS FOR STUDENT LEARNINGChapter 14: Trigger WarningsAlaina SmithChapter 15: Dealing with Math AnxietyBobson WongChapter 16: Interrupting Binary Thinking in a Trauma-Informed Elementary ClassroomKate HaqChapter 17: Learning to Overcome Dysfunctional Independence Pete WarnerPART V - PEDAGOGY AND INSTRUCTIONAL DECISIONSChapter 18: Missteps in Middle School English: Moving Beyond Classroom Management and Content MasteryTroy HicksChapter 19: The Power of the Mistake: Missteps and Instructional Decisions in Teaching Mathematics Beth KobettChapter 20: Beyond Finding and Fixing Error: Responding to Student WorkSara HeaserChapter 21: Lesson Plans Would Be So Easy If It Weren’t For the StudentsDebbie SilverChapter 22: The Limits of Teacher Preparation: Learning to Make Pedagogy ActionablePasi SahlbergDiscussion Questions for ReadersAbout the EditorAbout the Contributors