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)
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)
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)
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)
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)
Whether teacher vulnerability leads to an increase in student engagement is yet to be determined. However, an initial survey responses suggest students crave and appreciate authenticity. (continue reading)
