Blogger Larry Ferlazzo invites educators to contribute responses to future questions appearing on Classroom Q&A, the 10th anniversary of the blog aimed at making them--and their students--successful.

Teachers explain how creative math lessons can spring from students' surrounding environments and culture such as the cost of the Thanksgiving meal and the search for "math selfies."

Math educators share their favorite lessons, including taking students for a walk around a fenced-in field, investigating student-loan costs, and working alongside a language arts teacher.

The new question-of-the-week is: What has been the best math lesson you have taught and why do you think it was so good?

Ten educators wrap up a five-part series on ways to look for the positive, instead of the negative, in students, so they can change their own mindsets about the children's abilities as well as their students'.

The most-read posts appearing in Classroom Q&A over the past year cover a wide range of topics, including ways to kill students' love of reading, math-teaching mistakes, and principals' challenges.

Ten educators explore how to emphasize student "assets" instead of their "deficits" in order to help students better engage in their education and improve their academic outcomes.

Elizabeth Stein, Beth Kobett, Ed.D., Carol Pelletier Radford, Dr. Noah Prince, Michael Hart, Ph.D, Jenny Edwards, and Keisha Rembert offer their answers to the question, "How do we highlight student assets?"

Lisa Westman, Salome Thomas El, T.J. Vari, Joseph Jones, Amber Chandler, Michelle Shory, Ed.S., Irina V. McGrath, Ph.D., Rita Platt, Cheryl Mizerny, and Adria Klein, Ph.D., contribute commentaries on the importance of emphasizing student strengths.

Adeyemi Stembridge, Ph.D., Dr. Larry J. Walker, Carmen Nguyen, Julie Jee, Shawna Coppola, Kevin Parr, and Andrew Sharos share ideas on how we can focus on the assets, instead of the "deficits," of our students.

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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