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Educators: Would You Like to Contribute to This Blog?

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As you know, this blog is set up so readers send in questions to me, and then I invite guests to contribution 400- or 500-word responses, as well as printing shorter reader comments.

I know a lot of educators, and, in fact, many have already contributed responses to questions for the fall. 

However, there are a far greater number of talented educators I do not know.  Every year, I put out a public invitation to readers who might want to answer some questions.  I did so several months ago and will still be publishing those commentaries.

But a lot has happened since March.

Because of that, I'm adding a number of questions to that list specifically related to teaching in a COVID-19 teaching environment, along with some about the impact of the death of George Floyd on education.

If you are are currently working as an educator in a K-12 school and feel that you can write well, I'd love to invite you to write a 400- to 500-word response to one of those new upcoming questions.

If you're interested, please send me an email at [email protected] that provides:

* Your name, what you teach, where you teach, and for how long you've taught

* The areas of education where you think you are particularly qualified to give advice (ed-tech, math, classroom management, etc.)

Two to four sentences would be sufficient.

Then, I'll send you some questions to choose from and invite you to write a response to it by Aug. 15 (though a few have later deadlines). I've done this activity for the past six years and have published all the contributions I received as a result of my invitation (though I can't offer a guarantee that I'll publish what you write).

I would need to hear from you by July 15, or you need to be one of the first 30 educators responding to this request—whichever comes first.

Unfortunately, I can't offer any financial compensation to contributors.

I look forward to hearing from you.

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The opinions expressed in Classroom Q&A With Larry Ferlazzo 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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