Five educators share multiple ways to use music in nonmusic classes, including having students create their own songs to help remember content and y interpreting the music of different eras in social studies classes.
Three educators share advice on working with instructional aides/paraprofessionals, including having a "team" mindset and demonstrating empathy.
Three educators share ideas on how to make a teacher-paraprofessional relationship work, including through constant communication, planning, and reflection.
Four educators share tips on how teachers and paraprofessionals can work effectively together, including by maintaining regular daily communication and providing professional-development opportunities.
Five educators share suggestions for grading English-language learners in "mainstream" content classes, including emphasizing formative assessments and separating language proficiency from content knowledge.
Three teachers offer their recommendations of high-interest books for students to read, including for English-learners.
Four educators share their—and their students'—favorite books, including song picture books and ones focusing on SEL skills, as well as emphasizing the importance of ones that represent "a wide range of experiences."
Four teachers discuss specific titles, and common elements, in books that students find popular, including the importance of being able to see themselves in the characters.
Three educators discuss why teachers should not believe or act like "they don't see color" and, instead, invite students to share their experiences of how race impacts their lives.
Four educators share ideas on how to leverage student background knowledge, including through using The Question Formulation Technique, word splashes, and sticky notes.
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