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The month of Ramadan comes upon my classroom slowly. The non-Muslim students don’t notice the changes at first, but soon the little things start creeping in. They see that the classes are smaller, because more students are staying home. Or they might notice that the Muslim students are a little more tired than usual, or that when offered food, they politely put up their hand and say, “No food for me, I am fasting.” This is when the questions start.

Teaching can be humanizing work. This is how it happens. The Rodriguez family walks down the hall and turns the corner to my room.

Earlier this year I spoke with a group of teachers who reported seeing a dramatic increase in the number of Spanish-speaking English language learners (ELLs) in their school district. Among their common concerns was a fear of not being able to effectively communicate with the students and their families. These teachers wanted to reach all their students and make them part of their class communities. And, they were very concerned with meeting the adequate yearly progress (AYP).

A law fellow at the Southern Poverty Law Center details a disturbing pattern: A student is arrested for minor misbehavior, the parents are kept in the dark, and the family finds itself navigating the criminal justice system.

We are a product of our history—even the history we don’t like to think about.

Through community walks around students’ neighborhoods, educators and school staff can learn from those they teach, creating a stronger and more responsive school community.

The greatest achievement for this Teacher of the Year is the daily practice of empathy.

Despite language barriers and inadequate translation, teachers can find clarity and solutions by reaching out to students’ families.

Celebrating Lacks’ life offers opportunities to teach science and ethics.

A middle school teacher shares her innovative approach to using a bilingual multicultural resource.