Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

October 3, 2009
by Larry Ferlazzo

Interview Of The Month: Kelly Young

I’m starting a new feature called “Interview Of The Month.” I was inspired by David Kapuler’s Inside The Cyber Studio, where he interviews teachers about how they use technology in the classroom.

My “interviews of the month,” though, will have a different focus. I’ll be talking with anybody in the education world who I want to get to know better and who I think others might be interested in, too. How’s that for a broad criteria?

Future people who I’ll be talking with for this series include:

Claus von Zastrow, the director of the Learning First Alliance, a partnership of 17 leading education associations. He writes the influential Public School Insights blog.

David Cohen, one of the key people behind The Accomplished Teachers Forum and co-author of a recent Op Ed piece titled Test scores poor tool for teacher evaluation.

John Norton, director of The Teacher Leaders Network.

Anne T. Henderson, co-author of Beyond the Bake Sale: The Essential Guide to Family/School Partnerships.

Jim Burke, author of numerous books and founder of the popular English Companion Ning group

I’m starting off this series with Kelly Young, who I consider a key mentor.  I’d be surprised if there is  anybody else in the country who knows more about effective instructional strategies than Kelly.

Kelly is the founder of Pebble Creek Labs, which provides curriculum and professional development to urban high schools across the United States in Language Arts and Social Studies.  Kelly has been a teacher, principal, and district Superintendent (and a lot else along the way!).

Luther Burbank High School, where I teach, has had the advantage of working with Kelly as we have completely restructured our ninth and tenth grade English curriculum — and instructional strategies. We  have done the same with Geography and World History.   A great number of our teachers say that working with Kelly has transformed the way they teach – including me.   Readers know by the student evaluations I’ve shared here that students like the results, too.  I don’t believe that test results are the be all and end all of assessment, but it’s good information to have, and our test scores have gone up, too.

Other ESL teachers and I at Burbank have also been able to successfully adapt these engaging instructional strategies to these classes. I share a number of examples in my forthcoming book “Teaching English Language Learners: Strategies That Work,” which will be published next year by Linworth Publishing.

Because of Kelly’s talent and expertise, I asked him if he would agree to answer a few questions:

Based on what you’ve seen in the time you’ve spent in hundreds of schools across the country, what have you seen working most successfully and what have you seen not working well?

Well I’m biased, but I find that teachers get energized when working on instruction.  Teachers want more tools, more options. Relative to engaging and challenging students, teachers want choices.  They need repertoire, our favorite word.  They want to think about the science and art of teaching—learn more, talk and share, practice and get better.  The work is more satisfying and stimulating, also they become successful, so it becomes a self-renewing and self-sustaining proposition.

What breaks spirits and creates cynicism is prioritizing things other than teaching, turning down the screws relative to test scores, and not giving teachers’ relevant tools, skills, and support.

As part of your work, you do professional development regularly with hundreds of teachers.  How do you think they would characterize the challenges they face today?  What do you think they take-away from your trainings?

My, the challenges…  If you think too hard about it, it blows you away.  It overwhelms.  It breaks your heart.  The good news is how much students need good teachers.  Forget how badly they deserve them, regardless of ability, SES, race, gender, language, their antennae is sharp; they can sniff immediately when they have a teacher that a) cares, and b) has tools that will help them.  Our professional development is all about application and classroom practice.  The take-away is that what I learn today I can use tomorrow, and the more I practice it, the more I can help students.  And students can smell that.  They know when they are in the hands of a teacher who learns, who cares, who believes in their skills and is eager to change student learning trajectories and really, lives.

What do you think are the three most important skills/strategies for a teacher to have in their repertoire in order to help students learn?

Just owning a rich, powerful repertoire is huge.  And that journey never ends.   We have to study our craft continually.  There is a huge library of instructional strategies, stuff I knew nothing about when in school or in my early years of teaching.   But when I found out about the concept of repertoire, it was like a religious experience.  Imagine playing guitar your whole life knowing only two chords.  When you know there is much more, it is freeing, and a life long study.  So three?  Hard question.  I’m going to cheat a little by being a bit broad in my answer… 1. Literacy strategies to help students engage with text and make meaning.  There are a lot of them. 2. Strategies to help students talk with one another about their learning.  They like school more, and learn more, when they have to dialogue, purposefully, about their learning.  It is also a vital skill for work and life.  3.  The Inductive Model.   This strategy is so rich, so full, can go so many places.

Can you expand a bit on those three skills you think teachers should have?  Could you briefly “paint a picture” of what each might look like?

I could write and talk for days about this… but I’ll try to exercise brevity…

  1. Students HAVE to learn how to make sense of text.  There is no getting around that, as a high school student, college student, worker or adult.  But students have been woefully unprepared, especially with expository text, which is 90% of their reading in high school, college and workplace.  So we MUST learn techniques that teach and help students think while they read. Our curriculum provides strategies, that with modeling and lots of practice, make a big difference for students.

  1. Learning groups, and later work groups, talk to one another.  They problem solve, they read, discuss, argue, interact.  Schools where teachers talk and gab and blab some more aren’t doing students any favors, especially with students of limited engagement and lackluster skills.  Students need daily practice with working in teams, with reading text and writing to prompts and talking to one another about their work, their ideas, their problem solving.  We simply don’t have enough classrooms where dialogue is student to student around text, ideas, student work.

  1. The Inductive Model is a learning/teaching strategy that is as powerful as they get, and few teachers know about it. It’s a natural higher-order learning strategy, and if students used it daily they wouldn’t just like learning more, AND learn their content better, they’d actually become smarter.   I cannot say enough about its power.

I understand that Pebble Creek Labs is in the midst of some changes.  Could you share what those are?

We began as a consulting shop that helped teachers grow their instructional repertoire.  Studying teaching is fun, real, relevant, useful, inspiring.  I began to write curriculum to help teachers practice the strategies daily, to get more expert with strategies faster.  This also exposed what a lack of engaging curriculum there is out there.  It is sad.  We had to start somewhere, and chose to start where the greatest need is— the early years of secondary school, in literacy.  The work took off and we got so busy helping schools with our curriculum that we become kind of nichey… inadvertently.  We want to help teachers of all levels, at all disciplines, with learning about teaching.  I really believe in our curriculum, and have seen amazing results.  I believe in the need to help urban, traditionally underserved, secondary schools and their students.  Having said that, we also want to work with students and teachers everywhere on instruction and repertoire.  All students, and all teachers, want to be in classrooms of diversity, depth, challenge, creativity.

If a school or district has a relationship with Pebble Creek Labs, what does it look like?

It depends.  We start with a focus on instruction, and a commitment to practice.  We have curriculum materials to move the process along.  We have other embedded structures to assist with professional community.  Mostly we care about a commitment to learn and get better, and establishing and developing a learning relationship together.  We don’t do “in and out” work. We partner with the school and/or district and go on a learning journey.

What cities are you working in now?

We’ve been lucky to work in interesting projects and towns over the years.  We spend between 35-50 days a year in a site, so we get to know it well and develop some really special relationships with school and district personnel.  It’s a joy and pleasure.  Most of our projects are multiple years. We are into our sixth and seventh year in a handful of projects, so the impact and change is profound.

Presently we have large projects in Milwaukee, Austin, Sacramento, Houston, with a number of smaller projects across the country.

Is there anything else you’d like to share with this blog’s readers?

Oh, well, probably some dirt on you…..  Nah, actually I’d like to share how much fun it has been to watch your growth as an educator, and how satisfying it is to see how much you model what it means to be a “professional teacher.” Your readers see your expertise through your web site and blog, but probably don’t get how much you are an “everyman”  teacher… like them, with classes that go well, and classes that don’t.  With colleagues that are amazing and colleagues that aren’t.   My guess is your readers are much like you—smart, dedicated, committed.  So I guess I’d like to thank you for your contribution to the field, and for keeping it real.  And I’d like to thank them, who by virtue of reading this website are kindred spirits. Let’s keep helping kids and representin’ this wonderful profession.

How should people get in touch with you if they’d like more information?

We have a new, improved web site we are just launching…. We want it to be dynamic, helpful, fun.  Check it out and help us improve it.  I can be reached at .  We care, we respond.  Please feel free to connect.

Your new web site has a blog, doesn’t it? I know that I, and I suspect other teachers,  would be very interested in hearing your views.

Well I’m not afraid to share my views, and maybe, hopefully, my musings will be of interest to readers. Our new site will have a blog, in some respects inspired by yours.  We are still learning about the new web site and its applications.  We know we want it to a) explain the company, b) provide a place for Pebble Creek teachers to talk and share and problem solve with one another, and c) to allow for us at Pebble Creek to share all the great things we see, as well as to comment on and “weigh in” on topics of interest and importance to teachers and the field.

People can visit and subscribe to Kelly’s new blog here

October 2, 2016
by Larry Ferlazzo

A Look Back: How I Milked A Lesson For Every Last Ounce Of Learning And Why I’m An Idiot For Not Thinking Of It Earlier


Next February, this blog will be celebrating its ten-year anniversary! Leading up to it, I’m re-starting a series I tried to do in the past called “A Look Back.” Each week, I’ll be re-posting a few of my favorite posts from the past ten years.

You might also be interested in A Look Back: Best Posts From 2007 To 2009. and A Look Back: 2010’s Best Posts From This Blog.

I originally shared this post in 2011. It’s connected to a column I wrote for The Washington Post that I still think is the best piece I’ve ever written, Videotaping teachers the right way (not the Gates way).

I know the title for this blog post — How I Milked A Lesson For Every Last Ounce Of Learning And Why I’m An Idiot For Not Thinking Of It Earlier — is a long one, but I couldn’t think of any better way to communicate the essence my topic.

This post is divided into two parts. The first will recount a lesson I did yesterday. The second section will share how I plan on implementing what I learned then in the future, and how I think other teachers might be able to do the same.

I also want to preface this piece by saying that, for all I know, many teachers out there are already doing what I’m writing about here. If you are, I hope you’ll share your experience in the comments section.


My double-period ninth-grade English class, which I love teaching and which includes a number of students that face many challenges, had been having a bad week. Though the urge to punish is certainly there, I’m finding that each year it’s easier (most of the time) to push those thoughts aside as I try to figure out more positive ways to respond. Thursday night, it came to me.

This is the class that I had videotaped, and where I had Kelly Young, our school’s consultant, come it to critique my teaching. Earlier in the week, my article describing that that experience had been published at Teacher Magazine and The Washington Post. Why don’t I have students read what I wrote?

I’ve published many articles, books and posts over the past few years but, except for a chapter in my upcoming book, Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, that I shared with my International Baccalaureate Theory Of Knowledge class (a topic for a future post), I’ve never had students read any of them.  Students in my classes, and throughout the school, certainly access my blog and website for the learning resources all the time, but not to read any of the reflective pieces I’ve written (see The Best Reflective Posts I’ve Written About My Teaching Practice — 2010)

So, I printed out copies of my piece from Valerie Strauss’ “The Answer Sheet” blog at the Washington Post  for each student and prepared this hand-out.

I began the class by announcing matter-of-factly that thousands of people had been talking about our class this week. That sure got their attention. Then I reminded them about the day we reviewed the videotaope, and that there was an article in The Washington Post about it this week. I asked how many knew what the Sacramento Bee (our local paper) was, and then told them the Washington Post was much, much bigger.

I told them I was going to give them the article, which was three-pages long, and that they were to read it in partners. I hand-out the instructions:

1. Take turns reading each paragraph aloud to your partner. Write a summary at the end of each column – two sentences for each page.

2. Fill in the blanks: After reading this article, I think people are saying “ ___________________________” about this class because _________________.

3. Is that what you want people to say about this class? Why or why not?

4. What can you do to help make this class like the one in the article everyday?

5. What can you do to help your classmates everyday act like they were described in the article?

They were eager to go, and very, very focused. In the article, I used pseudonyms for the students I quoted, and they had a fun time figuring out who was who in the article.

Some students shared their responses to the whole class, I collected them, and we moved on. They clearly were very conscious of wanting to be conscientious and serious the rest of the class period. Here are some of their responses:

Question 2

After reading this article, I think people are saying “positive things” about this class because “we went from a bad class to a college-prep class.”

After reading this article, I think people are saying “positive” about this class because “that’s what we are.”

After reading this article, I think people are saying “they’re confident and honest” about this class because “they say what they are really thinking.”

After reading this article, I think people are saying “we are the best” about this class because “they want to be like us.”

After reading this article, I think people are saying “that our class is a high-class class” about this class because “we had resolved our issues and were not just trying to see what was wrong.”

After reading this article, I think people are saying “we are good kids” about this class because “we was serious about learning.”

After reading this article, I think people are saying “that we are learning to be honest with the teacher and becoming smarter” about this class because “we have learned how to have expectations about what our teacher wants and what we want.”

After reading this article, I think people are saying “that we were right about Mr. Ferlazzo talking too much” about this class because “they were saying that Mr. Young was saying that, yes, Mr. Ferlazzo, you talked too much.

Question 3

Is that what you want people to say about this class? Why or why not?

Yes, I do because it makes our class sound smart and like we are learning more than what our expectations are.

Yes, because everybody is learning and doing something.

Yes, because this article can help out other teachers by giving out the idea.

Yes, because it can help other teachers to become better teachers.

Yes, because it makes me think that I’m doing a good job.

I do want people saying this because it makes me, my classmates, and my teacher feel good.

I want people to say how good we do.

Yes, I want people to know we can all improve.

Question 4

What can you do to help make this class like the one in the article everyday?

Do more work and stay on task.

We could remind Mr. Ferlazzo not to talk so much and let us do the work.

Be prepared and have the tools of a scholar.

Take serious at all times.

By leaning in and using the tools of a scholar.

By doing what we did in the video.

Question 5:

What can you do to help your classmates everyday act like they were described in the article?

Maybe telling them and helping them think they should stay on task instead of messing around.

Help everybody pay attention in class and remind them about how they were in the movie.

Help them in whatever they need help with.

I would remind them what they need to act like.

To tell them to pay attention, and remind them to tell Mr. Ferlazzo when he is talking too much.

Certainly, having it appear on the Washington Post website made them feel like it it was more prestigious.   But I think we can all get a similar results in a different way….


In thinking about yesterday, as I mentioned, having it published by The Post helped.  However, I think the fact that students were reading something that I wrote about them and shared with the world might have been the key element for them.  It was a clear indication that I really did think about them when I wasn’t in school, that I valued what they said and thought, and I was proud and wanted to tell others about them.

I’ve written other pieces, like Teacher Eyes On The Wrong Prize, which I could also share with my students. And I can easily write similar pieces in this blog.

Any teacher with a blog can do the same, and build a lesson around what they wrote.

I could have done this anytime over the past four years of this blog’s existence, and that’s why I’m an idiot for not thinking of it earlier. I’ve had a narrow vision of who my audience could be for my reflective pieces. Obviously, not every thing I’ve written about my teaching would be appropriate, but some would fit the bill. And, now that I’ve come to this realization, I can be more intentional and strategic about writing one now and then.

How about you? Have you written reflective posts and had your students read them? How did it go?

September 17, 2016
by Larry Ferlazzo

A Look Back: Student Metacognition & Instructional Strategies


Next February, this blog will be celebrating its ten-year anniversary! Leading up to it, I’m re-starting a series I tried to do in the past called “A Look Back.” Each week, I’ll be re-posting a few of my favorite posts from the past ten years.

You might also be interested in A Look Back: Best Posts From 2007 To 2009.

I originally shared this post in 2010. You might also be interested in The Best Posts On Metacognition

I’ve written a lot about Kelly Young, who provides extraordinary training in instructional strategies, plus great curriculum, to schools throughout the United States.

On one of the pages of his Pebble Creeks website, he gives a short overview of the primaryinstructional strategies we use at our school, and at the other ones with whom he works (unfortunately, his website is now off-line).

We recently completed a lesson he developed where students describe each strategy after having spent two months using them. We then have students explain if and how it helps them learn, and then they make a poster out of what they’ve written.

This year, I had my ninth-grade students convert their poster into an essay and post it on our class blog. There are twelve or thirteen essays there now. I always find it interesting to see what students have to say — it helps me see if I have done a good job at helping them see how it’s in their self-interest to do what we do in the class. One of my goals this year was to make a priority of helping students see the “why” behind what we do, so these essays are a good indicator on how successful, or unsuccessful, I’ve been. This kind of metacognition on their part should contribute to their becoming better writers and readers.

Of course, students can always write what they think I want to hear instead of what they really think. But I hope I contribute towards a classroom culture where that isn’t the case.

But I don’t think I can ever know for sure…

Either way, I think the essays are worth a look.

August 18, 2016
by Larry Ferlazzo

A Look Back: “Data-Driven” Versus “Data-Informed”


Next February, this blog will be celebrating its ten-year anniversary! Leading up to it, I’m re-starting a series I tried to do in the past called “A Look Back.” Each week, I’ll be re-posting a few of my favorite posts from the past ten years.

I published this post in 2009, and it received a lot of positive feedback.  I later dramatically expanded on the topic in my The Best Resources Showing Why We Need To Be “Data-Informed” & Not “Data-Driven” list.

Two very talented educators — Ted Appel, the extraordinary principal we have at our school, and Kelly Young, creator of much of the engaging curriculum we use at our school through his Pebble Creek Labs — brought-up the same point in separate meetings with teachers at my school this week: The importance of not being “data-driven” and, instead, to be “data-informed.”

These conversations took place in the context of discussing the results of state standardized tests that came out last week. Here’s the point made by Ted:

If schools are data-driven, they might make decisions like keeping students who are “borderline” between algebra and a higher-level of math in algebra so that they do well in the algebra state test. Or, in English, teachers might focus a lot of energy on teaching a “strand” that is heavy on the tests — even though it might not help the student become a life-long reader. In other words, the school can tend to focus on its institutional self-interest instead of what’s best for the students.

In schools that are data-informed, test results are just one more piece of information that can be helpful in determining future directions.

I’ve been thinking about these conversations. Here is an example of how the perspective of being data-informed plays-out in my own teaching practice.

Typically, students in my classes show high-growth in state test results. This growth comes without “teaching to the test” (in fact, that is strongly discouraged at our school) and, instead, by focusing on developing life-long learners (again, which is our school-wide policy). I typically will spend thirty minutes or so teaching test-taking strategies, but that’s about it.

This past year, most of my students continued to demonstrate high-growth in the state test results. That is, everywhere except for my ninth-grade mainstream English class.

It was a hard class. Regular readers might remember this class by having read my post about it titled Have You Ever Taught A Class That Got “Out Of Control”?

The first semester was very difficult.  Lots of student transience, family problems, economic issues — the works.  Finally, I was able to get things under control at the beginning of the second semester.  I thought their subsequent work was good, but in the spirit of being data-informed, I can see that it’s possible that I might have lowered my standards.  Perhaps I was just thrilled that everybody was doing their work, seemed engaged, and was getting along that I “settled” for that.  I don’t think that was the case, but it’s possible.  In addition, the fact that the first semester was so chaotic meant that they received a full semester of less than high-quality instruction.

Reviewing the test results sparked this kind of reflection — on my own.  I certainly have not received any kind of pressure from our data-informed administrators.

As a result of this reflection, which was informed by data, I’ve made two decisions:

* I’m going to begin the classroom management program that I shared in my previous post from day one in my ninth-grade class.  If it took six weeks to move from extrinsic to intrinsic after a semester of chaos, I suspect it will take far less time at the beginning of the year.

* I’m going to make visits to the homes of most, if not all, of my ninth-grade students.  I usually make a lot of home visits, but the past two years they’ve been primarily to the home of my ESL students.  This year, I’m going to switch the focus.

Other than these two actions, I’ll continue to do what I’ve always done in my class — though I also believe I just become a better teacher each year with more experience.

Something tells me that a “data-driven” culture would have resulted in pressures to do something considerably differently.

What about you — is your school culture data-driven or data-informed?

April 25, 2016
by Larry Ferlazzo
1 Comment

Here’s How My Students Taught Their Classmates A Social Studies Unit – Handouts Included


As regular readers know, I’m a big fan of students teaching their classmates, and tons of research backs-up the value of that practice (see The Best Posts On Helping Students Teach Their Classmates — Help Me Find More).

This past week was the most recent time I applied this idea in my classes.

I simultaneously teach World History and U.S. History English Language Learner classes (fortunately, this year I have the help of a student teacher – it gets a bit hectic when one is not around). World History students learned about World War I a couple of weeks prior to the U.S. History class getting there. So the World History students divided into pairs to prepare a short unit made-up of a cloze (also known as a “gap-fill” or “fill-in-the-blank” – see The Best Tools For Creating Clozes (Gap-Fills)); a data set, which is a series of short texts that students categorize and supplement with more information they find (see The Best Resources About Inductive Learning & Teaching); and a “Make-and-Break,” a term coined by my friend and mentor Kelly Young to describe a simple sequencing activity.

Here is the entire prep and planning packet used by my World History students, which also included a requirement to prepare teaching “moves” and a lesson plan. The process is easily adaptable to just about any topic or subject area. It’s somewhat similar to a lesson you’ll find in one of my student motivation books.

I gave students four days to prepare the unit, including making a master packet and multiple copies of student hand-outs for when they taught. Here is an example of one of the master packets prepared by a group of students.

Fortunately, we were able to use the library for our three days of teaching. U.S. History students were divided into seven groups, as were the World History students. Each group was assigned to a table, and each day the World History group taught one of the three lessons. At the end of each day, the U.S. History students would do some reading in their textbook for a few minutes while I met with the World History class to review the lesson for the following day.

It all went very well. The U.S. History students are eager now to “turn-the-tables,” and both classes will be using the same process on a historical topic of their choice for part of their final “exam” – a “Genius Hour” version (see The Best Resources For Applying “Fed Ex Days” (Also Known As “Genius Hours”) To Schools).

Here are a few reflective comments by my World History students:

When I teach, I liked to tell what I learn and know about the lesson.

When I teach, I learned be a teacher was not easy so we have to be nice to our teacher.

I learned about to be more patient and pay attention to others.

I like about taught other people what I know. I like the way they focus and hard-working what I’m teaching.

What I liked about this project is that I could help my “students” understand what we were doing.

What I learned about teaching is that it could be hard work if the student does not focus.

Teaching is a responsible profession that you need to carry with you because the future of your students depends on you.

I learned how to explain something to the students.

February 12, 2016
by Larry Ferlazzo

A Useful Lesson When Teaching Problem/Solution Essays – & Other Topics


Sequencing activities are great lessons for teaching language and higher-order thinking, particularly if students are challenged to explain their reasons for putting texts or pictures in the order they choose.

Chronological order is the typical sequence that is used, and it works great.

There’s also a different twist on this kind of sequencing, one which I learned from my teaching mentor, Kelly Young.

Instead of cutting-up sections of text and having students put it in chronological order, another option is to list questions, mix-up the answers, and have students have to identify which ones go with the other. The texts can be complex, including having multiple paragraphs making-up the answers, or can be very simple.

Here’s a simple version I used when introducing Problem/Solution essays to my Intermediate English Language Learners. As you can see from the image below, there are a list of problems that are then followed by a list of solutions (that are not in order). Students had to match the problem with the solution (you can download it here).

problem solution

Another fun way to use this list is to call out the items under “Solutions” (without sharing the items under Problems) and have students come-up with different types of problems they could solve.

While I was preparing this post, I realized that, though I have “Best” lists for tons of other kinds of essays, for some reason I don’t have one for Problem/Solution.

However, I do have quite a few related resources at our class blog.

You can find links to lists on the other essays at The Best Posts On Writing Instruction.

July 6, 2015
by Larry Ferlazzo

“New Teacher Advice – ‘Hold On To Your Optimism & Idealism'”

New Teacher Advice – ‘Hold On To Your Optimism & Idealism’ is the title of my latest Education Week Teacher column.

Allison Zmuda, Jenny Edwards, Kelly Young, Maurice J. Elias, and Emily Geltz contribute their guest responses sharing advice new teachers, and many readers do the same.

Here are some excerpts:






June 17, 2015
by Larry Ferlazzo

All My BAM Radio Shows – Linked With Descriptions


As regular readers know, I’ve been doing a weekly ten-minute online BAM! Radio Show for the past year-and-a-half. In each show, I’ve interviewed guests who have contributed to one of my Education Week Teacher columns. They’ve been pretty popular, with over 30,000 downloads each month.

I thought readers might find it helpful if I put links with descriptions to each show in one place:

Encouraging Students to Set Their Own Goals with Dr. Sanée Bell, Rita Platt, and Kevin Parr.

What I Learned from My Most Difficult Teaching Moments with Lorena German and Tom Rademacher.

How Skilled Educators Help Students Deal with Trauma with Dr. Jennifer Davis Bowman, Cindi Rigsbee, and Mary Ann Zehr.

6 Ways to Take Your Field Trips from Good to Great with Herb Broda, Anne Jenks, and Jennifer Orr.

11 Smart Tips for Navigating the Ed Tech Jungle with Anna Bartosik, Jared Covili, Sam Patterson.

Handling “Controversial” Issues In The Classroom with Lorena German, Stephen Lazar and Adeyemi Stembridge, Ph.D.

Classroom Management: Cultivating Student Self-Control with Dr. Jennifer Davis Bowman, Bryan Harris and Amanda Koonlaba, M.Ed.

Solutions to the Biggest Challenges Science Teachers Face with Al Gonzalez, Mike Janatovich, Anne Jolly, and Camie Walker.

Common Core Strategies for Social Studies Instruction with Ruchi Agarwal-Rangnath, Sarah Cooper and Michael Fisher.

What Will Be the Practical Impact of ESSA in the Classroom? with Barnett Berry and Morgan Polikoff.

What Is Metacognition? Let’s Think About It with Matt Renwick, Laura Robb and Teresa Diaz.

I Want My Kids to Feel Comfortable Making Mistakes, but… with Doug Lemov, Danny Woo and Kathleen Neagle Sokolowski.

Classroom Rules: What Works, What Does Not with Dr. Lou Denti and Alice Mercer.

Student Grades Are In, Time to Reflect on Them with Kristina Doubet and Myron Dueck.

Why the Death of Paper Books May Be Greatly Exaggerated with Dan Willingham and Kristin Ziemke.

The Look and Feel of Culturally Responsive Instruction with Django Paris.

Blended Learning: What Is It, Does It Work? with Connie Parham, Angel Cintron, Jr.

Teaching: If I Knew Then What I Know Now… with Roxanna Elden, Dave Stuart Jr., and Julia Thompson.

What Are the Best Ways to Assess Student Work? with Andrew Miller, Suzie Boss, and Meg Riordan.

Error Correction with ELLs: Correcting without Discouraging with Anabel Gonzalez and Katie Brown.

The Best Principal I’ve Ever Seen… with Ted Appel and Cathy Beck.

The Death of Grading May Be Greatly Exaggerated but… with Kristina Doubet and Heather Wolpert-Gawron.

Teaching, Supporting, Learning with “Difficult” Students with Gianna Cassetta and Kevin Parr.

Two Strategies for Differentiating Teaching Algebra with Yvelyne Germain-McCarthy and Wendy Jennings.

Ed Tech Problems: Avoiding Those You Can, Managing Those You Can’t with Anne Jenks, Larissa Pahomov, and Jared Covili.

Teaching and Leading Without Administration Support with Megan Allen and David Allen.

Identifying ELLs with Special Needs: What Are the Signs? with Maria Montalvo, Beverly Maxwell, Ann Wilson, and Jennie Farnell.

Using Data In Education: The Good, the Bad and the Numbers with Myron Dueck, Dr. Jenni Donohoo, and Nancy Fichtman Dana.

How Great Principals Help Teachers Grow: They Do This, Not That with Mark Estrada and Diana Laufenberg.

Rethinking Student Discipline, Punishment and Accountability with Timothy Hilton, Shane Safir, and Jen Adkins.

Bridging the Cultural Barrier with Immigrant Parents with Rusul Alrubail, Anna Bartosik and Jordan Lanfair.

Lowering Barriers to Connecting with Parents and Maintaining Trust with Shane Safir and Jennifer Orr.

Epic Classroom Management Mistakes and How to Avoid Them with Gianna Cassetta and Karen Baptiste.

What Is the Value of Colleges of Education to Active K-12 Teachers? with Pia Wong and Benjamin Riley.

Making Science More Approachable to English Language Learners with Alicia Johal, Maria Montalvo-Balbed, and Donna Bennett.

Three Classroom Myths and Misconceptions about the Growth Mindset with Eduardo Briceño.

What Is the Sound of Education Without Teacher Voice? with Karen Baptiste.

5 Ways Teachers Can Work Around an Awful Textbook with Mary Ann Zehr and Christopher Lehman

Teacher Leadership: What It Is, What It Is Not with Aubrie Rojee and Regie Routman

Force-Fitting Technology Into Your Classroom: Pros, Cons and Surprises with Suzie Boss and Ken Halla

What Are the Unique Challenges Female Educators Face? with Rusul Airubail, Shanna Peeples, and Megan Allen

My Biggest Teaching Mistake and What I Learned from It with Ekuwah Moses, Julia Thompson, Roxanna Elden

If You Have ELLs in Your Class, but No Curriculum, Do This… with Annie Huynh and Wendi Pillars

Teaching and Learning Without Reflection is Like… with Barry Saide and Mary K. Tedrow

What Is Grit? Can Grit Be Taught? Who Is Responsible for Grit? with Ebony McGee, Kristi Mraz, Christine Hertz

Personalized Learning: Another Buzzword or a “Must-Know” Teaching Strategy? with Allison Zmuda, Diana Laufenberg, Pernille Ripp.

Closing the Teacher Diversity Gap: What It Takes with Dr. Travis Bristol

Three Things I Wish I Knew When I Started Teaching with Val Brown, Julia Thompson

Overwhelmed: Help for Those of Us Whose Lives Are Out of Balance with Debbie Silver

Would These 5 Tips Make You More Open to New Teaching Practices? Sally Zepeda, Bill Sterrett, and Pete Hall

Encouraging Other Teachers Who Work with English Language Learners with Sonia Nieto, Alicia Lopez

The Three Best Ways Teachers Can Encourage Support for English Language Learners with Jennifer Connors, Diane Staehr Fenner, Sydney Snyder

Teaching Strategies 2.0: What Is a Digital Portfolio? Why It Matters with Rusul Alrubail, Michael Fisher

The Do’s and Don’ts of Effective Professional Development with Rick Wormeli

Why Some Teachers Stay, While Others Quit with Sharon Jacobs

A Second Look: Teacher Attrition at High Poverty Urban Schools Karen Baptiste, Pia Wong, Yvette Jackson

How Small Learning Communities Create Powerful Climates for Academic Success with ReLeah Cosette-Lent, Ted Appel

How Are Common Core Standards Impacting Teaching Math to ELLs? with Ben Spielberg, Denisse R. Thompson, Gladis Kersaint

Exploring the Difference Between Student Participation and Student Engagement with Jennifer Gonzalez, Bill and Pérsida Himmele

Fitting Technology Into the Common Core Standards: Do This, Don’t Do That with Michael Fisher, Andrew Miller

What Are Good Examples of Reading Lessons Aligned to Common Core Standards? with Cheryl Dobbertin

What Are the Differences Between Project-Based, Problem-Based and Inquiry Learning? with Jeff Wilhelm, Suzie Boss

What Are the Best Ways to Teach Literature in the Age of Common Core? with Nancy Steineke, Sean McComb, Bill and Pérsida Himmele

Teaching English Language Learners (ELLs): Five Strategies That Work with Judie Haynes, MaryAnn Zehr

The 10 Best Strategies for Teaching Vocabulary in the Classroom with Katie Brown, Marilee Sprenger

Maker Movement, DYI, 3D Printers: New Fad or Real Path to 21st Century Skills? with Laura Blankenship

What Is Your Advice to Educators Who Want to Write a Book? with Marjorie McAneny, PJ Caposey, Alan Sitomer

Differentiated Instruction and Tracking Students: Is It Time to Reconsider? Laura Robb, Regie Routman

Effective Classroom Management: Do This, Not That with Pernille Ripp, Dr. Bryan Harris

How Can We Increase the Ranks of Teachers of Color? with Gloria Ladson-Billings

Are Caring and Relationship Building Compatible with Implementing Common Core Standards? with Mai Xi Lee, Sean Slade

How Can Teachers Meet Common Core English Standards with English Language Learners? with Maria Montalvo-Balbed, Debbie Zacarian

Can We Effectively Evaluate Teachers Based on Factors Teachers Completely Control? with Ben Spielberg and Ted Appel

Student Engagement Versus Student Compliance: How Much Does It Really Matter? with Debbie Silver, Dr. Bryan Harris

What Are the Myths and Misconceptions Around Formative Assessment? with Nancy Frey

How Can We Help Students Appreciate the Value of Learning Geography? Elisabeth Johnson, Kelly Young

Close Reading: What It Is, What It’s Not with Chris Lehman

Accountability: What are the Alternatives to Using Test Scores for Teacher Evaluations? with Julian Vasquez Heilig, Ph.D., Ben Spielberg

How Can We Make Math More Engaging and Accessible to Students? with Dr. Anne M. Collins, Sue O’Connell

What Is the Best Way to Train Student Teachers? with Emily Geltz, Linda Rief

How Can Teachers Best Manage Race and Class Issues In Schools?  with P. L. Thomas, Ashanti Foster

Second Thoughts: Teacher Attire, Does it Really Matter? with Roxanna Elden, Renee Moore

How Is Globalization Changing How and What You Teach? with  John Spencer, Diana Laufenberg

How Can Teachers Meet the Common Core Requirement for Complex Reading? with Amy Benjamin, Wendi Pillars

What Are We Losing By Eliminating Arts From the Curriculum? with Virginia McEnerney, David Booth

What Can We Do to Develop a Culture of Success in our Classrooms? with Heather Wolpert-Gawron, Chris Lehman

How Can History Teachers Make the Curriculum More Engaging? Peter Pappas, Sarah Kirby-Gonzalez

What Are the Best Ways for Teachers to Work With School Counselors? with Leticia Gallardo, Mindy Willard

How Can We Help Students (And Ourselves) Stay Organized? with Julia Thompson , Ariel Sacks

How Can Administrators Help Create an Engaging Curriculum with Anne Reeves, Kelly Young

Dissecting Grades: What Do They Mean, What Are They Worth? with Rick Wormeli

How Can We Help Students Handle Loss and Grief? with Mary Tedrow, Stephen Lazar

How Can We Differentiate Instruction More Effectively? with Carol Tomlinson

What Are the Real Benefits of a 1:1 Program? What Are the Biggest Challenges? with Alice Barr, Dr. Troy Hicks

How Can We Get All Students in Our Classes Thinking and Learning All the Time? with Bill and Pérsida Himmele, Jim Peterson

What Are the Five Best Practices to Promote Better Student Learning with Diana Laufenberg, Jeff Charbonneau

What Do We Need to Do to Better Support English Language Learners? with Karen Nemeth, Judie Haynes

How Can We Reduce Teacher Attrition at High-Poverty Schools? with Barnett Berry, Ilana Garon

Why Precisely Do Teachers Leave High Poverty Schools? with Angel L. Cintron Jr. and Paul Bruno

What Are the Habits of Lifelong Readers, How Do We Instill Them? with Donalyn Miller

What Are the Basics Every Teacher Should Know About the Maker Movement? with Sylvia Martinez, Tanya Baker

Character, Grit, Perseverance: Magic Bullet? with Jason Flom and Debbie Silver

How Do We Increase Involvement Among Parents Who Are Already Overwhelmed? with Darcy Hutchins and Mai Xi Lee

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