| Figures | ||
| 1.1 | Improving the quality of verbal interaction. | 6 |
| 1.2 | Target student involvement in whole class interactive activities. | 7 |
| 1.3 | Characteristics to depict metaphors for teaching. | 8 |
| 1.4 | Teaching and learning in urban classrooms. | 9 |
| 1.5 | A heuristic in which characteristics consist of just one word. | 13 |
| 1.6 | Reflexivity catalyzed by textual contrasts. | 14 |
| 2.1 | Characteristics for a coteaching heuristic. | 26 |
| 2.2 | The four characteristics could be used for reflective comments and thoughts. | 28 |
| 2.3 | Responses to four characteristics that illustrate written reflection. | 29 |
| 3.1 | Structural characteristics of cogens. | 43 |
| 3.2 | Characteristics developed for use in a cogen heuristic. | 44 |
| 3.3 | Characteristics of cultural fluency. | 54 |
| 3.4 | Characteristics reflecting difference as a resource. | 57 |
| 3.5 | Breathing mindfully characteristics. | 59 |
| 3.6 | Speaking mindfully characteristics. | 60 |
| 3.7 | Listening mindfully characteristics. | 61 |
| 4.1 | Week One survey. | 78 |
| 4.2 | Responsive Math Teaching heuristic. | 82 |
| 5.1 | Characteristic from: Mindfully Listening heuristic (Chapter 3, this volume). | 94 |
| 5.2 | Mindfully Listening heuristic. | 94 |
| 5.3 | Coteaching heuristic. | 99 |
| 5.4 | Lisa’s response to the first characteristic. | 104 |
| 6.1 | Characteristic #1 of a heuristic on research. | 123 |
| 6.2 | Word cloud of emotions. (Note: Word cloud created from students | teachers | researchers’ responses to how they feel about being researchers during week 10). | 136 |
| 7.1 | Characteristics associated with emotional climate. | 145 |
| 7.2 | Characteristics associated with the eightfold path. | 146 |
| 8.1 | Jason (2019). | 149 |
| 8.2 | Derek (2019). | 150 |
| 8.3 | James (2019). | 152 |
| 8.4 | Cornel (2019). | 155 |
| 8.5 | Yeliza (2019). | 157 |
| 8.6 | Derek (2019). | 157 |
| 8.7 | Stephen D. (2019). | 159 |
| 8.8 | Anonymous (2019). | 160 |
| 8.9 | Anonymous (2019). | 161 |
| 8.10 | Sophia (2019). | 162 |
| 8.11 | Anna Sofia (2019). | 163 |
| 8.12 | Anonymous (2019). | 163 |
| 10.1 | An example of a set of chart data we discuss with our students. | 197 |
| 10.2 | Draft of Student Engagement heuristic. | 198 |
| 11.1 | Characteristics for a student conduct heuristic. | 222 |
| 13.1 | Petra’s HR sixty seconds before leading presentation. | 259 |
| 13.2 | Between seconds 18:50:08 and 18:50:09. | 264 |
| 13.3 | Between seconds 18:50:12 and 18:50:13. | 264 |
| 13.4 | Emotion in IR. | 275 |
| 14.1 | edTPA heuristic. | 294 |
| 16.1 | Map-poem #1: Yellow Walk to Get Answers. | 327 |
| 16.2 | Map-poem #2: Interviews 1 & 2. | 328 |
| 16.3 | Map-poem #3: Rejecting fatalism and embracing hope: lessons from Freire. | 330 |
| 16.4 | Map-poem #4: Testimonios & Other Stories on Tapes. | 331 |
| 18.1 | Discussing thorny issues heuristic (Alexakos et al., 2016, pp. 763–764). | 368 |
| 18.2 | Examples of two different openings I would use to start class depending how the space felt (on Zoom during the COVID-19 lockdown era; spring 2020–spring 2021). | 373 |
| 18.3 | Heuristic on self: feeling the space, grounding, boundaries, core, me not me, heart energy. | 374 |
| 18.4 | Prompts on feeling the space. | 375 |
| 18.5 | Prompts on grounding. | 376 |
| 18.6 | Prompts on core. | 377 |
| 18.7 | Prompts on boundaries. | 378 |
| 18.8 | Prompts on me not me. | 378 |
| 18.9 | Prompts on heart energy. | 379 |
| 19.1 | Davidson and Begley’s six emotional styles. | 384 |
| 19.2 | Characteristics for an emotional style heuristic. | 385 |
| 19.3 | Characteristics for physiological changes in relation to functioning of the autonomic nervous system. | 387 |
| 19.4 | Characteristics for breathing while speaking. | 388 |
| 19.5 | Emotions associated with the fingers and center of the palm. | 390 |
| 19.6 | Vipassana mindfulness characteristics. | 392 |
| 19.7 | A contemplative approach to minimizing distraction and disruption. | 394 |
| 19.8 | Alternative perspectives on death. | 401 |
| Tables | ||
| 4.1 | Positive math interaction categories. | 80 |
| 4.2 | Positive math interaction norms. | 81 |
| 5.1 | “Plus-Delta” chart example as done by Jennifer for positive and constructive feedback on a lesson presentation. | 103 |
| 5.2 | Gabbie and Fran’s responses on two different lesson presentations. | 105 |
| 5.3 | Katie’s responses. | 105 |
| 5.4 | Student responses to lesson presentation by Anne on the life cycle of a pumpkin. | 106 |
| 5.5 | Student responses to Sean’s lesson presentation about fish. | 110 |
| 9.1 | Variation in the mean and standard deviation for mindfulness over the three occasions of measurement. | 185 |
| 12.1 | Facets of the Mindfulness in Daily Life heuristic from first iteration. | 237 |
| 13.1 | Transcript during 60-second event. | 261 |
| 13.2 | Transcript of Petra admitting to nervousness. | 265 |
| 13.3 | Transcript of Petra anticipating the reaction of the classmates. | 267 |
| 13.4 | Transcript of Petra’s emotional experience as her HR increased. | 268 |
| 13.5 | Transcript of Petra’s focus on Laura. | 268 |
| 13.6 | Transcript of Petra detailing why she felt nervous before even speaking. | 270 |
| 13.7 | Seven points Petra was anxious about during 60 seconds. | 271 |
| 15.1 | Dignity themes, definitions, and dignity therapy implications. | 315 |
List of Figures and Tables
In: Transforming Learning and Teaching
Editors:
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Kenneth Tobin
Kenneth Tobin
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Konstantinos Alexakos
Konstantinos Alexakos
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