Talking to Young Students About George Floyd
I search, “Talking to children about racialized violence.” I know experts say children are never too young to talk about race, but none of them have a lesson plan for me.
I search, “Talking to children about racialized violence.” I know experts say children are never too young to talk about race, but none of them have a lesson plan for me.
I thought large print titles would be good for students with visual impairments or for struggling readers. I had no idea how many regular education students would enjoy them too.
Ask any educator who has welcomed multiple learners with autism into his or her classroom, and you will find there is no set formula for ensuring academic success.
After teaching high school reading intervention courses for many years, I know that starting with a novel is a mistake—it’s too long. Instead, I use urban legends.
Every year, almost every student says, “I suck at writing. I hate it.” I hear this phrase far more than “Hello,” “Thank you,” or even “Can I use the restroom?”
Do you remember the first time you entered the school library as a child? I do. There were books everywhere.
The teacher candidates in our Bachelor of Education program were about to embark not only on a professional journey, but also an actual journey, to teach abroad.
"Why read when you can watch the movie?" In my eight years as an educator, no other sentiment has been quite so crushing to hear from children.
In English classes, which require students to sit and read or write for extended periods of time, it can be challenging to get them to want to do their work.
Musicals form an important part of the arts, serving as powerful resources for student learning, engagement, and motivation.