Four educators share their thoughts on the biggest dangers facing schools, including the silence of educators, often keeping mum in the "face of injustices that in our hearts and minds we know are unethical."
Veteran educator Dr. Karen Baptiste discusses how teachers believing they are "colorblind" contributes toward the school-to-prison pipeline for students.
Four educators offer recommendations on how to respond to teachers who say they "don't see race," including specific questions to use for deepening the conversation.
Seven educators challenge the idea of "not seeing race or color" in the the classroom and offer suggestions like considering our own implicit biases, as well as provide additional resources.
Nine educators write about possible ways to respond to teachers who say they "don't see color," including by framing the discussion around differentiation, school climate, and white privilege.
When teachers claim they "don't see race" or "don't see color, that makes it difficult for them to build relationships with students. Eight educators offer suggestions of how to respond to those teachers.
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!