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May 29, 2018

Why School Librarians Are the Literacy Leaders We Need

When we cut school librarians and rely solely on teachers to curate classroom libraries, we open the door to several problems and close the door to other key benefits.

April 15, 2018

Four Dichotomies in Education Worth Interrogating

Language can be limiting; it can also be liberating. With that in mind, I wanted to look at some of ways we categorize people and ideas in education, and how they might represent false dichotomies that need to be opened up.

June 12, 2017

Urgent Plea To School Leaders: Budget for Books

In this post, I share some examples of teachers explaining how lack of books impacts their planning, and a checklist and suggestions for administrators who want to build a culture of authentic reading in their schools.

January 24, 2017

How to Talk About Sexism in the Classroom

Educators and others who think about social issues--I can use some help: I got into a conversation with students in English class today about sexism, brought up by a pattern (out of the classroom, but among our students) of MS boys making critical comments about girls' bodies. In the course of an energized, basically positive conversation, some boys brought up that girls can be sexist, too. In a moment that I could have handled better, I argued against this, instead of probing further.

December 20, 2016

Focus on Meaningful Interactions With Students This Holiday Season

"I know from personal experience (growing up Jewish in a non-Jewish community) that school around this time can feel isolating," writes Ariel Sacks.

November 10, 2016

Election 2016 Feels Like None Other in My Classroom

"If both of your parents are immigrants, do they deport you too, or do you get put into a foster home?" one of my middle school students asked yesterday afternoon. "I've asked this to some other teachers, but I still don't know the answer," she added. It had been on her mind all day. I've taught through four presidential elections. This one feels in no way normal.

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The opinions expressed in Teaching for the Whole Story 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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