Seven educators share what works and doesn't work when teaching English-language learners, including the value of "Language Dives" and having high expectations.


Four educators share what they think are mistakes often made by teachers of ELLs, including overusing technology and operating out of a deficit perspective.


Confusing lack of English proficiency with lack of intelligence and believing students understand academic English because they've mastered social English are among those mistakes five educators cite.


Two educators share tips on how to incorporate online discussion boards in virtual or hybrid teaching environments, including going for fewer and deeper ones rather than many shallow conversations.


Teacher Lorena Germán shares suggestions about how school committees formulated in response to the killing of George Floyd might move beyond words toward action.


Three teachers and I share what has been working—and what hasn't—during the first few weeks of the school year, including the value of student "leadership teams" and giving "fresh starts."


Three educators offer do's and don'ts of successful hybrid teaching, including setting boundaries and practicing self-care.


Three educators offer lessons from their hybrid teaching experience, including emphasizing differentiation and "flipping" the classroom.


Many readers share their responses to the question of politics in the classroom, ranging from the importance of separating it from "partisanship" to stating that "teaching is political."


Four educators consider how to explore politics in the classroom, including by incorporating multiple perspectives and ensuring all student voices are heard.


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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