Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

July 20, 2011
by Larry Ferlazzo

Interview Of The Month — Bill Ferriter

As regular readers know, each month I interview people in the education world about whom I want to learn more. You can see read those past interviews here.

Today, I’m publishing August’s “Interview Of The Month” a few days early. Bill Ferriter, teacher, blogger, author, and a member of the Teacher Leaders Network has agreed to answer a few questions.

Why did you choose to be a teacher?

Choosing to be a teacher, I think, was easy.  I knew that I wanted to make a difference and no profession provides change agents with more opportunities to be influential than education.

I mean, we have the chance to change lives.

That’s powerful stuff, isn’t it?

Knowing that each morning brings new chances to have a positive impact on the students in my classroom is pretty awesome—and while I don’t always get things right, I’m doing my best to matter.

What has motivated you to do so much writing on education issues?

I’m a firm believer, Larry, that the closer one is to the classroom, the more they understand about what works in schools.

The sad reality, though, is that the closer one is to the classroom, the less influence they have over the policies that govern our buildings.

That’s a function of our traditional educational structures.  Teachers, in our thinking, are only working when they are in front of a room of students.

When you’re in front of students every day, though, there is little time to play any kind of role in important conversations about what should be happening in our classrooms.

We’re left with groups of people who know little about the reality of teaching and learning making the most important decisions about the direction our schools should take.

How sick is that?

Writing—particularly blogging—became a tool for me to elbow my way into those important conversations.

I don’t need anyone’s permission to share what I know about teaching and learning anymore.  More importantly, I don’t need any release time from the classroom to get involved.

Every time I sit down behind the keyboard, I can be influential.  I can shape thinking.  I can be heard—and as long as I can hook a few regular readers, I might just be making a difference.

Need proof?

I bumped into a member of our state board of education a few years back.  She sought me out at a function and said, “I’m reading your blog, Bill.  The name scares me, but I’m listening.”

How cool is that?

Can you give a brief overview of each of your three books?

My books are extensions of each of my personal passions—professional learning communities, teaching with technology, and using social media to communicate and connect.

Building a Professional Learning Community at Work is designed to be a practical guide that schools can use to structure their first steps with PLCs.

It includes dozens of handouts that can be used by learning teams to overcome the most common barriers to effective collaboration—and it was recognized as Learning Forward’s 2010 Staff Development Book of the Year.

Teaching the iGeneration is essentially my efforts to document everything I know about good teaching in the 21st Century.

I start by introducing readers to the changing nature of today’s learners.  Then, I try to show readers how to build bridges between what we know about good teaching and what our students know about new digital tools.

Each chapter focuses on an essential skill—managing information, collaborating, communicating, persuading—that teachers will be comfortable with already.  Then, I give practical examples of how I use digital tools to make those skills more effective and efficient for today’s learners.

It’s chock-a-block full of handouts too!

My third book—Communicating and Connecting with Social Media—is an attempt to show school leaders several positive ways that social media tools like Facebook and Twitter can be used to improve their work.

Specifically, we try to show principals how to use social media tools to reach out to their communities, to improve their own learning and to improve the learning of their faculties.

We intentionally avoid introducing strategies for teaching with social media simply because teaching with social media is still a controversial practice in most communities.

We believe, however, that as educators begin to embrace social media spaces as sources for personal learning, they’ll naturally look for safe ways to introduce those same spaces and practices into their classrooms.

What do you think are three key questions teachers should consider asking their principal and/or tech staff person to get them thinking about using ed tech more effectively?

Great question, Larry—and I love that there is an assumption that we should be asking questions about our ed tech choices at all!

Sadly, that lack of systematic thinking often ends up in schools that spend thousands of dollars on tools that do little to change learning in a meaningful way.

Need proof?  Check out this piece about a principal that dropped $18,000 on 6 Interactive Whiteboards.


The most effective schools think about quality instruction first and then work to find the tools—and make the purchases—that advance quality instruction.

These three questions can help to keep an instruction-first perspective at the forefront of any school’s ed tech thinking:

1. What does our community value the most?  What role do creativity, collaboration, and collective inquiry play in our beliefs about learning?

2. What does an engaged classroom look like in action?  What is it that we most want to see happening in our classrooms?

3. How are our technology purchases helping us to move closer to both our mission and our vision of an engaged classroom?

What are three key things you think it would be helpful for many non-educators who are making decisions about education to hear?

Only three, huh?  This won’t be easy, but I’ll give it a try.

Given that current conversations in most edu-circles seem to be centered around canning crappy teachers, let’s focus on what accomplished individuals expect from a profession:

Accomplished individuals expect workplaces that are professionally flexible: Talented teachers are like any talented professional—they thrive in workplaces that allow them to experiment and to explore their practice.

Current policies that increasingly control the work of classroom teachers are simply not professionally satisfying for the best and the brightest.

If we are really serious about improving teacher quality by attracting the best and the brightest to our classrooms, we’ve got to create educational policies that encourage—rather than stifle—innovation.

Accomplished individuals are not afraid of accountability, but they expect to be evaluated fairly: Our education system is currently being broken to pieces by policymakers who are hell-bent on “holding teachers accountable” for performance.

The hitch is that “holding teachers accountable” means nothing more than measuring student performance on poorly structured end-of-grade exams that:

  1. Aren’t given in every class.
  2. Don’t cover the entire curriculum.
  3. Measure low-level skills.
  4. Fail to take into account the impact of out-of-school factors on students.

That’s why we push back when policymakers craft half-baked plans built around testing as a tool for accountability.

We’re not opposed to being held accountable for our performance, but we are smart enough to know when the accountability programs are unfair at best and irresponsible at worst.

Systematically demonizing teachers is driving accomplished people away from our profession: I’m exhausted, Larry, by the never-ending attacks on teachers that have become so common.

Hearing the same vitriol spewed over-and-over again—teachers are lazy, teachers are brainwashing children, teachers are overpaid, teachers are bankrupting states—is making it less and less likely that we’ll ever be able to attract enough accomplished individuals to our classrooms to be successful.

Who wants to be a punching bag for the public for their entire career?

You’ve made a switch this year to teaching Science.  Why did you make that change, how has it gone, and what have you learned?

Are you ready for this, Larry:  I made the switch to teaching science because it is currently an untested subject in my state.

Now, if people want to “hold me accountable,” they need to actually come into my classroom and watch me teach for a while.

They’ve got to see my kids in action and start asking questions.  The only evidence they have to judge me is what they can see with their own two eyes.

When I was teaching language arts, standardized test results became the only indicator that anyone ever used to determine whether or not I was an accomplished teacher.

It was like an evaluation cop-out.  Why bother doing the hard work of observing and evaluating teachers when you’re going to get a set of test scores back each spring, right?

Moving to science guarantees that I’ll be assessed on something more than a test—and I’ve loved it.

Is there anything you’d like to share that I haven’t asked you about?

Sure—you never asked whether I thought I’d still be teaching in 5 years.

The answer is I’m just not sure anymore.

My goal has been to be a full-time practitioner for my entire career.  There’s just something noble about spending my whole life as a full-time classroom teacher.

And honestly, there’s nothing else I’d rather be doing.

But I really can’t justify a 10-month position that requires me to work about a dozen part time jobs just to pay my bills AND that subjects me to constant criticism and insult anymore.

I get paid really well as an educational consultant—and my writing has earned me a ton of opportunities to move into that work on a full-time basis.

I’ve fought to resist the temptation to leave the classroom for probably the past 5 years.

But I’m so hacked off by the way teachers are being treated—and so pessimistic about our chances of seeing sanity return to conversations about schools—that I’m probably closer to leaving than at any point in my professional career.


Thanks, Bill….Hang in there….

December 7, 2014
by Larry Ferlazzo

The Best Videos For Educators In 2014 – Part Two


Another day, another year-end annual “Best” list (you can find all 1,400 Best lists here).

You might also be interested in:

The Best Videos For Educators In 2014 – So Far

The “All-Time” Best Videos For Educators

The Best Videos For Educators In 2013 – Part Two

The Best Videos For Educators In 2012 — Part Two

The Best Videos For Educators In 2012 — Part One

The Best Videos For Educators In 2011

Part Two Of The Best Videos For Educators — 2010

The Ten Best Videos For Educators — 2010

And you might also want to see The Best Funny Videos Showing The Importance Of Being Bilingual — Part OneThe Best Videos Illustrating Qualities Of A Successful Language LearnerThe Best Video Clips Demonstrating “Grit”; and The Best Fun Videos About Books & Reading.

You might also want to check out The Best Video Collections For Educators ; The Best Video Clips On Goal-Setting — Help Me Find More ; The Best Movie Scenes, Stories, & Quotations About “Transfer Of Learning” – Help Me Find More! and The Best Funny Videos To Help Teach Grammar – Help Me Find More.

Here are my choices for The Best Videos For Educators In 2014 – Part Two:

Neil deGrasse Tyson responds to six-year-old – “How can first graders help the earth?”:

In The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom, which is — by far — the most popular post I’ve ever published, I include videos using Star Wars, Finding Nemo, Pirates of the Caribbean, and other movies to teach Bloom’s.

Here’s another such video, and this one uses scenes from Harry Potter. Unfortunately, it has embedding disabled, so you’ll have to go to the link on YouTube.

Here’s a well-done video that provides an excellent short video of Carol Dweck’s research. I’m adding it to The Best Resources For Learning How To Best Give Feedback To Students. It’s also the only video on this list that I’m adding to The “All-Time” Best Videos For Educators:

Thanks to Wendi Pillars for sharing this video on Twitter. I’m adding it to The Best Funny Videos To Help Teach Grammar.

Bill Ferriter, whose blog has been one of the few on my blog roll for many years (and it should be in your RSS Reader, too), recently shared this video. I suspect this video will be played far-and-wide among English (and other subject) classrooms (it sure received lots of retweets on Twitter). It’s about a star football player’s engagement with reading.

I’m adding it to The Best Videos & Articles Where Athletes Explain How Reading & Writing Well Has Helped Their Career.

Here’s a good one titled “What Is Literature For?”:

What is Literature for? from Marcus Armitage on Vimeo.

Here’s a fun video on reading:

This interactive video, a book trailer for “Does Santa Claus exist?” is an amazing one on many different levels. I’ll certainly be having my IB Theory of Knowledge students watch it:

Sesame Street released a video called “The Power Of Yet” — a message on the growth mindset idea that even if you haven’t succeeded now, it’s just a matter of “not yet.” I’m adding this video to The Best Resources On Helping Our Students Develop A “Growth Mindset”:

Tavis Smiley has a new book out titled “Death of a King: The Real Story Of Dr. Martin Luther King, Jr.’s Final Year.”

He did a terrific interview on the Daily Show, and I’m adding this video to The Best Resources To Remember Dr. Martin Luther King’s Death (& Life).

TED Talks released a new Hans Rosling video (done with his son) called “How not to be ignorant about the world.” You can see it on the TED Talk site with all its bells and whistles, including a transcript, but I’ve embedded the YouTube version below. I’m, of course, adding it to The Best Hans Rosling Videos:

I’m adding this great video segment to The Best Resources For Learning About The Children Refugee Crisis At The U.S. Southern Border:

Two film-making students:

created an animated simulation of life through the eyes of a non-verbal child with an Autism Spectrum Disorder (ASD) “and her constant struggle to cope with the world around her,” as they write in their artist statement.

That description comes from an article in the New York Times headlined Look At Life Through Autistic Eyes. Here’s the video:

I’m adding it to The Best Sites For Walking In Someone Else’s Shoes, which contains other similar resources.

Check out this Kid President video. I originally posted it with this title: “I Don’t Hear Students Thanking This Retiring Teacher For Helping Them Score Well On Standardized Tests”:

TED Talks now has an updated playlist of The 20 most popular talks of all time.

Donna Brazile announced the formation of Democrats For Public Education at the American Federation of Teachers Convention in Los Angeles. It’s designed to support effective and teacher-supported education efforts. You’ve got to watch this of her speech at the Convention:

We’ve all seen dogs barking at each other through fences.

But I doubt you’ve ever seen them do this….

If you feel like it, leave a comment completing this sentence:

“This is an allegory for…….”

November 23, 2014
by Larry Ferlazzo

Two Important Posts On ClassDojo

You may be aware of The New York Times article earlier this week about the classroom management tool ClassDojo — I wrote about it in my post, One Of The More Depressing Passages You’ll Read This Week.

You can also find other posts about the app at The Best Posts & Articles On “Motivating” Students.

Two posts have been written this week about the app that I think are important for educators to read:

6 reasons to reject ClassDojo is by Joe Bower, who lays-out the critiques of ClassDojo clearly and articulately.

Bill Ferriter, a teacher who I respect very much, has written a very thoughtful post about he uses ClassDojo. It sounds like he applies it in a very careful and effective way, and not just as a blunt extrinsic motivation weapon. Based on how I read other teachers are using it, however, it sounds like Bill is more the exception than the rule. I think the creators of an app need to take responsibility for how people use the products of their work in destructive ways, just as education researchers need to do the same for their studies,

What do you think?

October 24, 2014
by Larry Ferlazzo

Video Of The Month (If Not The Year): “That Came Natural — I Had To Work To Read”

Bill Ferriter, whose blog has been one of the few on my blog roll for many years (and it should be in your RSS Reader, too), recently shared this video.

I suspect this video will be played far-and-wide among English (and other subject) classrooms (it sure received lots of retweets on Twitter). It’s about a star football player’s engagement with reading.

I’m adding it to The Best Videos & Articles Where Athletes Explain How Reading & Writing Well Has Helped Their Career.

October 5, 2014
by Larry Ferlazzo

This Week In Web 2.0

'Web 2.0 paljastaa' photo (c) 2011, Janne Ansaharju - license:

In yet another attempt to get at the enormous backlog I have of sites worth blogging about, I’ve recently begin a regular feature called “The Week In Web 2.0.” (you might also be interested in The Best Web 2.0 Applications For Education In 2013). I also sometimes include tech tools that might not exactly fit the definition of Web 2.0:

Richard Byrne has put all his video tutorials on Google Tools together into one indispensable playlist!

Richard Byrne also recently shared about Jeopardy Rocks, a simple online game-creator. I’m adding it to The Best Websites For Creating Online Learning Games.

Bill Ferriter writes about Kahoot, another game-creator I’m adding to that list.

Nearpod is yet another tool for teachers to use to create multimedia presentations. I’m adding it to A Potpourri Of The Best & Most Useful Video Sites.

October 7, 2013
by Larry Ferlazzo
1 Comment

Special Edition Of “Links I Should Have Posted About, But Didn’t” — October (Part Two)

(Usually, I just post a weekly version of this regular feature. However, sometimes I post an extra “Special Edition” when I have more good links than usual)

'forged link chain (5)' photo (c) 2009, Kirsten Skiles - license:

I have a huge backlog of resources that I’ve been planning to post about in this blog but, just because of time constraints, have not gotten around to doing. Instead of letting that backlog grow bigger, I regularly grab a few and list them here with a minimal description. It forces me to look through these older links, and help me organize them for my own use. I hope others will find them helpful, too. These are resources that I didn’t include in my “Best Tweets” feature because I had planned to post about them, or because I didn’t even get around to sending a tweet sharing them.

Here is a Special Edition of “Links I Should Have Posted About, But Didn’t”:

Ten Takeaway Tips for Teaching Critical Thinking is from Edutopia. I’m adding it to The Best Resources On Teaching & Learning Critical Thinking In The Classroom.

Walk Free has a number of resources about human slavery today, including the video embedded below. I’m adding the link to The Best Resources For Learning About Human Trafficking Today.

I’ve previously posted about Bridge 8’s great critical thinking animations, which I’ve used in IB Theory of Knowledge classes. Now they’ve come out with another series of animations, this time on “This Thing Called Science.” Since we were just discussing empiricism in our class today, tomorrow I’ll be showing this video from this new collection:

I’m a proud public school teacher. Here’s a glimpse at what I do. is a must-read from TeacherBiz (thanks to Dan Willingham for the tip).

8 Condescending Things a Manager Should Avoid Saying to an Employee is from Great Leadership. Just substitute “student” for “employee” and you’ll find it to be a very helpful reminder.

Blogging Resources for Classroom Teachers is from Bill Ferriter. I’m adding it to The Best Sources For Advice On Student Blogging.

The New Yorker has a slideshow of student uniforms from around the world. I’m adding it to The Best Sites For Learning About The World’s Different Cultures.

Blobfish voted world’s ugliest animal is from The Guardian. I’m adding it to The Best Sites For Learning About Animals.

October 6, 2013
by Larry Ferlazzo

This Week In Web 2.0

'Web 2.0 paljastaa' photo (c) 2011, Janne Ansaharju - license:

In yet another attempt to get at the enormous backlog I have of sites worth sharing, I’ve recently begin a regular feature called “The Week In Web 2.0.” It’ll be a short compilation of new decent sites that are worth noting, but maybe not necessarily worth a separate post and generally — though not always — not worthy of being on a “The Best…” list (let me know if you think I’m wrong in my assessment, though):

5 Instagram Faux Pas You Can Easily Avoid is a useful post from ReadWrite.

Interlude lets you create sort of a “Create Your Own Adventure” video. It’s a little too complicated for me, but you can read more about it at TechCrunch.

Tellagami is neat iPhone/iPad app that lets users quickly create virtual characters that can speak audio that’s been recorded or use text-to-speech. I’m adding it to The Best Sites To Practice Speaking English and to The Best Sites For Beginning iPhone Users Like Me.

Here’s an example:

Creative Commons Resources for Classroom Teachers is from Bill Ferriter. I’m adding it to The Best Online Sources For Images.

Editorially lets you collaboratively create documents. I’m adding it to The Best Online Tools For Real-Time Collaboration.

Huzzaz lets you create video collections that you can embed in your website. I’m adding it to The Best Ways To Create Online Video Playlists.

September 29, 2013
by Larry Ferlazzo

Great Graphic: “The Ed Tech Troubleshooter”

Here’s another great ed tech graphic from Bill Ferriter. I’m adding it to The Best Advice On Using Education Technology: