Seven educators discuss multiple ways to bridge current events with their classroom lessons, including applying learning transfer and information-literacy strategies.

For the 100th book-related post in this blog, Gholdy Muhammad agreed to answer a few questions about her new book, "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy."

Project-Based Learning and student-created podcasts are among the techniques six educators employ to bring current events into the classroom and engage students.

Four educators provide recommendations on how to support Long-Term English-Learners, including providing more support to them earlier and identifying whether they have other special needs earlier, too!

Six educators share advice on how to support Long-Term English-Language Learners, including emphasizing vocabulary development and academic language.

Eight educators offer their recommendations about how schools and their teachers can best support Long-Term English Language Learners, such as keeping expectations high for students.

Seven educators provide practical recommendations on how to apply restorative practices in the school setting. One tip: "Results won't be immediate," but "they will be long lasting."

Educators share their practical experience implementing restorative practices in their schools, such as holding goal-setting conferences with students and teaching them "the power of an apology."

Assigning students to write about what they are reading and asking them to compose in various formats are among the tips seven educators offer in their discussion of the role of writing in reading instruction.

Adeyemi Stembridge talks about his new book, "Culturally Responsive Education In The Classroom: An Equity Framework for Pedagogy, including explaining the difference between "equity" and "equality."

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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