Removing Labels, Grades K-12

Dr. Dominique Smith is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as Principal at Health Sciences High and Middle College in San Diego, California.Dr. Smith earned his Doctorate in Educational Leadership from San Diego State University and a Master of Social Work from the University of Southern California. His dual expertise in education and social work uniquely positions him to bridge the gap between academic success, emotional safety, and equitable school culture.A passionate advocate for belonging, restorative practices, and leadership development, Dr. Smith has co-authored several influential books, including Belonging in School: Creating a Place Where Kids Want to Learn and Teachers Want to Stay, Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management, Building Equity: Policies and Practices to Empower All Learners, Leader Credibility, How Leadership Works: A Playbook for Instructional Leaders, and The Restorative Practices Playbook.In recognition of his commitment to fostering safe and supportive school environments, Dr. Smith received the National School Safety Award from the School Safety Advocacy Council. His TED Talk on building authentic relationships between students and teachers has inspired educators across the country to reimagine connection as the cornerstone of effective teaching and learning.Through his leadership, writing, and speaking, Dr. Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thrive — both academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth.Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• ForewordPublisher’s AcknowledgmentsIntroduction: Interrupting the Cycle Begins With YouSection 1. Individual ApproachesTechnique 1. Learning Names the Right WayTechnique 2. Interest SurveysTechnique 3. Banking TimeTechnique 4. 2 × 10 ConversationsTechnique 5. Affective StatementsTechnique 6. Impromptu ConferencesTechnique 7. Empathetic FeedbackTechnique 8. Reconnecting After an AbsenceTechnique 9. Labeling EmotionsTechnique 10. Solving Problems (Do the Next Right Thing)Section 2. Classroom ApproachesTechnique 11. Creating a Welcoming Classroom ClimateTechnique 12. Class MeetingsTechnique 13. Classroom SociogramsTechnique 14. The Mask ActivityTechnique 15. Asset MappingTechnique 16. Peer PartnershipsTechnique 17. Five Different Peer PartnershipsTechnique 18. Self-Assessment in Collaborative LearningTechnique 19. Equitable Grouping StrategiesTechnique 20. Gradual Release of Responsibility Instructional FrameworkTechnique 21. Teaching With Relevance in MindTechnique 22. JigsawTechnique 23. Accountable TalkTechnique 24. Making DecisionsTechnique 25. Alternatives to Public HumiliationTechnique 26. When Young Children Label Others—The Crumple DollTechnique 27. When Older Students Label Others—Insults and EpithetsTechnique 28. Trauma-Sensitive Classroom DesignTechnique 29. The Dot InventoryTechnique 30. Culturally Sustaining PedagogiesTechnique 31. Schoolwide Inclusive PracticesTechnique 32. Student EmpowermentTechnique 33. Collective ResponsibilityTechnique 34. Recognizing and Responding to Implicit BiasTechnique 35. Racial AutobiographyTechnique 36. Social CapitalTechnique 37. A Welcoming Front OfficeTechnique 38. Community AmbassadorsTechnique 39. The Master ScheduleTechnique 40. Distributed LeadershipCodaReferencesIndex