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Dedicated to Teachers


Exploring Trauma-Informed Practice in the Language Arts Classroom

It’s time for me to be more than “aware.” And I’ll start with this: my classroom doesn’t belong to me. It belongs to my students, who are trying to be students while experiencing the ongoing trauma of being institutionalized.  (continue reading)

Relational Vulnerability: Start by Listening

Relational vulnerability isn’t a once-and-done practice. We need to be deliberate about making time to listen and know our students.  (continue reading)

Will the REAL Data Please Stand Up?

What would happen if you took notes for five minutes as your students were working? What would you see? What would you hear?  (continue reading)

Empathy as A Radical Act

I decided to take on the radical act of teaching empathy to my students.  (continue reading)

On the Podcast: Affective Learning with Heinemann Fellow Minjung Pai and Shakil Choudhury

This week on the Heinemann Podcast we’re learning about affective learning and personal identity work in education.  (continue reading)

Why Wait Until College?

It is imperative that K–12 teachers find ways to affirm students’ cultures and identities so they can make history.  (continue reading)

Writing to Learn Math

In what ways might middle-grade students’ math agency deepen by writing about their learning or discoveries in math class, including, but not limited to, journaling, explaining math ideas, and writing conjectures and proofs about their mathematical discoveries?  (continue reading)

How Curious George Showed Me I Wasn't Meeting the Needs of My Black Boys

I knew I had work to do within my classroom library to ensure black boys saw themselves not just in their race and gender in books but in their intersecting identities, meaning books that represented their race, gender, interests, and/or experiences.  (continue reading)

The Reading Revolution: How One Community Fought for Book Access and Won

Over the years, the “library” space came to be used for professional development, math labs, anything but literacy programming, and collection development slowed down significantly.  (continue reading)

Quiet Wonderment

Witnessing a roomful of students typing or scribbling away, occasionally pausing to ponder a point or reconsider a sentence—this is teacher bliss. But how do we guide them to a place where they are writing for more than their teacher, for more than a grade?  (continue reading)

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