Four teachers share their reflections and practical advice on dealing with the school closure emergency, including trying to avoid multitasking and suggesting our students need more love than they need curriculum.


Four educators review strategies they've been applying in distance learning, including using "advisories" to build a sense of community and focusing on a small number of innovative tech tools.


Four educators discuss the role of instructional coaching during school closures, including the importance of staying connected and supporting teachers' emotional health.


Four educators consider how to provide inclusive learning opportunities during the school closure crisis, including by keeping IEP goals in mind and by keeping things simple.


Two educators who had to switch quickly to remote learning share their recommendations, including keeping in mind that parents are feeling overwhelmed and that we are teaching students, not the curriculum.


Three educators of multilingual students share their strategies to manage the transition to online learning, including using translation apps to communicate with parents and maintaining a sense of community with their classes.


Four educators talk about what is and is not working as they transition to online learning, including the importance of taking time to plan and recognizing inequities.


Four teachers offer specific suggestions for teaching English-language learners online, including by maintaining consistency and not overdoing it.


Five educators discuss ways to respond to the COVID-19 school shutdown crisis, including by listening, instead of talking, and by taking a step to "breathe."


Four educators share their plans and hopes as they deal with school closures, including keeping things simple and using online tools to engage 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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