Two educators offer suggestions on what to do—and not do—in the wake of George Floyd's death, such as learning about the legacy of racism before taking action and not just limiting actions to empty messages of support.

Two teachers reflect and communicate about what they think educators should learn from the death of George Floyd, including the importance of being anti-racist and challenging White teachers to acknowledge their implicit biases.

Two educators envision what the fall might look like for schools and specifically call on them to include the voices of all community members in deciding on equitable practices.

Four educators share their visions of what the fall could (or should) look like in schools, including emphasizing social-emotional learning and taking the opportunity to focus on anti-racist education.

Five educators describe how they help students see the relevancy of lessons, including through the use of empathy and analogies.

Seven educators write about ways they have injected relevance into their lessons, ranging from applying culturally responsive instruction to inviting students to be "co-teachers."

Six educators share strategies for making lessons directly relevant to students' lives, including by building relationships, celebrating cultures, and applying a concept called "Hooks and Bridges."

Nine educators share instructional strategies they use to teach poetry, including through read-alouds and through studying and writing odes.

Four educators share multiple ways to teach poetry, including by modeling and by mimic writing, so that students can enjoy and appreciate the literary form.

I share two videos that highlight how to use the concepts of "autonomy, competence, relatedness and relevance" to encourage student intrinsic motivation in remote learning.

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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