Part I: Why Teach?
Chapter 1: My Need to Teach
Chapter 2: Why Teach?
Chapter 3: Becoming a MISTER
Part II: Who Are Today's Students?
Chapter 4: Making the Most of the Classroom Mosaic: A Constructivist Approach to Embracing Student Diversity
Chapter 5: The Complexity of Labels: Considering Refugee Youth in the US
Chapter 6: Translanguaging to Teach toward Justice for Multilingual Students
Part III: What Makes a Good Teacher?
Chapter 7: On Stir-and-Serve Recipes for Teaching
Chapter 8: Psst…It Ain’t About the Tests: It’s Still About Great Teaching
Chapter 9: Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy
Part IV: What Do Good Schools Look Like?
Chapter 10: Lockdowns, Detectors, Guards and Teachers with Guns?
Chapter 11: Success in East Harlem: How One Group of Teachers Built a School That Works
Chapter 12: How, and How Not To, Improve the Schools
Part V: How Should We Assess Student Learning?
Chapter 13: A Mania for Rubrics
Chapter 14: Grading: The Issue Is Not How but Why?
Chapter 15: The Data Pandemic: Rethinking the Supremacy of Measurement in Education
Part VI: How Does One Develop a Critical Voice?
Chapter 16: Teachers as Transformative Intellectuals
Chapter 17: Resistance and Courage: A Conversation with Deborah Meier
Chapter 18: From Silence to Dissent: Fostering Critical Voice
Part VII: How Do We Move Forward?
Chapter 19: Necessary Muddles: Children’s Language Learning in the Classroom
Chapter 20: The 2018 Wave of Teacher Strikes: A Turning Point Our Schools?
Chapter 21: Teachers as Social Justice Warriors: An Imperative for Meeting the Demands of the 21st Century