I have used Alexandra Miletta's book with my student teachers. They found it the most helpful of all that I assigned. It was accessible, clear, reflective and practical. It connected with theory without making it a barrier to recognizing the complexity of real classroom practice.

Cynthia Ballenger, author of Puzzling Moments, Teachable Moments: Practicing Teacher Research in Urban Classrooms (2009) and Teaching Other People's Children: Literacy and Learning in a Bilingual Classroom (1998)

This is a book that goes beyond tips and strategies to develop classroom management. It provides real experiences and information that would help a teacher visualize and develop a positive classroom climate and culture so that classroom management is not as challenging. Because the information is provided through five practical and easy-to-implement domains, the book is easy to read. It has a good balance of scenarios, research, and relevant explanations.

Anonymous Reader

Alexandra Miletta's insightful book intelligently synthesizes the most thoughtful and dynamic ideas in the educational literature to help new teachers to create classroom communities that support empathy, respect, and honest intellectual engagement. Her work on reflection in particular is beautifully written, accessible, and clear. At the same time, it provides teachers and teacher educators with a model of how to reflect analytically on small interactions and experiences in the classroom which might otherwise go unnoticed.

Megan Blumenreich, professor of Childhood Education, The City College of New York, co-author of Schooling Teachers: Teach For America and the Future of Teacher Education, and Editor of "The New Educator" journal

Teach with Confidence is not afraid to explore the complexity of learning and teaching. Miletta weaves together a holistic approach to classroom management with key ideas illuminated through her rich descriptions of practice throughout. This is a comprehensive and in-depth exploration of what it means to approach classroom management in ways that promote equity, wellbeing, creativity, and achievement for all students.

Deidre Le Fevre, faculty of Education and Social Work, University of Auckland, New Zealand