Dedication Author's Acknowledgements About the Author Note on the Research and Language Introduction Chapter 1: What is Teacher Noticing? Chapter 2: Checking for thinking Chapter 2.5: Creating a Village of Scholars Chapter 3: Anticipate and Respond Chapter 4: Scaffolding: Set the Bar High, Raise Students to It, and Fade Away Chapter 5: Feedback Chapter 6: To Infinity and Beyond Chapter 7: Conclusion Appendix: Bonus Content References
How well do you notice your students? Affirming students' thinking and adapting the learning experience to support and advance their understanding is an act of both expertise and compassion. This is teacher noticing. Does My Teacher Notice Me? emphasizes the often-overlooked skill of teacher noticing: observing or paying attention to students' thinking and following up with appropriate actions to elevate or advance their learning experience or knowledge. By exploring the characteristics and components of expert teacher noticing, this hands-on resource provides guidance for educators seeking to elevate their teaching practice, enhance student engagement, and boost learning outcomes. Inside, you'll discover How to observe and respond to student needs in the moment Strategies for fostering meaningful conversations with students Learning intentions, success criteria, prompts, templates, and reflection questions that bring the content to life Tips for cultivating compassion in the classroom Effectively noticing is a complex yet essential aspect of teaching expertise. Does My Teacher Notice Me? helps teachers puts students at the center of the learning process. Through this book, teachers will adopt a different way of being present with learners and discover new ways of having more meaningful conversations that lead to student success.
Tyler Wayne Gilbert is an Instructional Coach for a large Central Valley of California district, an education consultant, and a San Diego State University doctoral student pursuing an Ed.D in Educational Leadership. He is dedicated to helping all learners feel seen, heard, valued, and, most importantly, noticed through research-backed practices and intentional instructional design. Tyler was a former elementary educator. He currently supports sites, leaders, individual teachers, professional learning communities, instructional leadership teams, and climate and culture teams. He is also a member of a personalized learning initiative. Tyler loves being an educator and aspires to share that passion with others.