Recently in Teachers Category

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July 10, 2019

Five Strategies for Developing Empathy

An English/language arts teacher suggests resources and strategies for sharing student stories and voices, promoting empathy, and reducing bullying.

June 28, 2019

Identity, Storytelling, and Culturally Responsive Teaching

Guest blogger Michelle Nicola shares how diverse stories can be powerful classroom tools that can awaken students' perceptions of themselves and the world.

June 26, 2019

Trauma-Informed Practices: Lessons From New Zealand

Guest blogger Patricia Benitez Hemans shares lessons from New Zealand on how to help students who have experienced trauma.

June 18, 2019

Collaborative Teaching Benefits Multilingual, Immigrant, and Refugee Students

Guest blogger Jane Charlotte Weiss shares co-teaching strategies to assist English-learners.

June 11, 2019

Culturally Responsive Pedagogy: Shaping Diverse Lives

Three lessons to help you integrate culturally responsive teaching into your classroom from guest blogger Doreen Nkala.

May 30, 2019

Four Ways to Bring Community Support to Your School

Guest blogger Christine Powell shares four strategies she learned in Singapore for community involvement in schools.

April 08, 2019

Infusing the Japanese Art of Reflection Into U.S. Education

Learning to self-reflect can lead to improvement in practice, says special education teacher and guest blogger Christina Powell.

March 12, 2019

Innovate, Iterate, Improve: Lessons From Three Education Systems

Three cities used improvement science to implement new reform measures. Guest blogger Christina Russell shares some lessons learned.

March 05, 2019

How Teacher Networks Can Facilitate Deeper Collaboration

Teacher Karen Martin shares the impact of networks on rural teachers and students.

February 11, 2019

Five Ways to Make Classrooms Centers of Reform

Classroom-level reform can empower teachers and create "immediate and widespread" change, says high school teacher David Andrew Tow.

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The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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