The new "question-of-the-week" is: How do you integrate writing in math classes?
Rita Platt, Sonja Cherry-Paul, Dana Johansen, Dr. Mary Howard, Bonnie Houck, Ed. D., Sandi Novak, Emily Phillips Galloway, Paola Uccelli, and Julie Swinehart wrap-up a four-part series on reading instruction. I have also included comments from many readers.
Gravity Goldberg, Renee Houser, Tan Huynh, Samantha Cleaver, Jeffrey D. Wilhelm (with his second contribution to this series), Emily Geltz, and Sarah Shanks contribute answers to the question "What mistakes do teachers make in reading instruction?"
Megan Adams, Sanjuana Rodriguez and Kate Zimmer agreed to answer a few questions about their book, "Culturally Relevant Teaching: Preparing Teachers To Include All Learners."
Regie Routman, Cindi Rigsbee, Dr. Rebecca Alber, Shaeley Santiago, and Wiley Blevins write about their suggestions for improving reading instruction.
Diana Laufenberg,Pernille Ripp, Valentina Gonzalez, Jeff Wilhelm, Barbara A. Marinak and Linda B. Gambrell share their thoughts on mistakes to avoid when providing reading instruction.
The new "question-of-the-week" is: What is the biggest mistake teachers make in reading instruction, and what should they do instead?
Matthew Kay, Martha Caldwell, Oman Frame, Debbie Silver, Sonja Cherry-Paul, Dana Johansen, Alice Mercer, and Amy Okimoto share their thoughts on engaging with race in schools.
Karen Baptiste, Dr. Jonas Chartock, Jason Flom, Dr. Mara Lee Grayson, and Dara Naphan share their commentaries on engaging with race and implicit bias issues in the classroom.
Adeyemi Stembridge, Sanée Bell, Raquel Ríos, Ruchi Agarwal-Rangnath and Lynell A. Powell share their counsel on approaching race and implicit bias in the classroom.