Three educators share what schools should and should not do to support teachers to become anti-racists, such as lifting up black student voices and bypassing prepackaged "character-building" lessons that don't address racism.


Three educators offer suggestions for educators in the face of George Floyd's death, among them, going beyond social-emotional-learning skills and "know and teach the history of race."


Two educators challenge White teachers to confront "hard truths," including recognizing the role of White privilege and acknowledging their own biases.


Three educators offer lessons teachers can learn from the death of George Floyd, such as neutrality has no place in the struggle for racial justice and White educators must stop expecting their colleagues of color to do the "heavy lifting."


Two educators offer advice to White teachers, including learning more about restorative practices and focusing on their actions, not their intentions.


Two educators offer suggestions on what to do—and not do—in the wake of George Floyd's death, such as learning about the legacy of racism before taking action and not just limiting actions to empty messages of support.


Two teachers reflect and communicate about what they think educators should learn from the death of George Floyd, including the importance of being anti-racist and challenging White teachers to acknowledge their implicit biases.


Two educators envision what the fall might look like for schools and specifically call on them to include the voices of all community members in deciding on equitable practices.


Four educators share their visions of what the fall could (or should) look like in schools, including emphasizing social-emotional learning and taking the opportunity to focus on anti-racist education.


Five educators describe how they help students see the relevancy of lessons, including through the use of empathy and analogies.


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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