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It was Black History Month. I was working with children and youth in an after-school program in the Clarksdale housing projects in Louisville, Ky. Spike Lee's film Malcolm X had just been released. I sat around a table with a group of teenagers discussing Alex Haley’s Autobiography of Malcolm X and James Cone’s Martin & Malcolm & America.

Casting educators as saviors undermines the teaching profession—and our students.

Research tells us that children’s engagement with natural environments offers a host of benefits. Schools can capitalize on this knowledge.

This piece is a resource for the Teaching Tolerance article Making Numbers Count.A Rhode Island math teacher offers a new model for analyzing social issues.

In New Orleans it’s called “mess.” That cancerous, manipulative drama that teenage girls get wrapped up in every year. We dealt with our share of it this year at my school, most of it within the seventh grade. It came to a head with two strong-willed young ladies yelling from behind their desks, exchanging threats and insults.

A history teacher leaves the struggle for objectivity behind.

Jim Bolone’s favorite childhood memory keeps his love of teaching alive, even when bureaucracy gets him down.

Don’t keep your awesome Mix event confined to the school walls. Spread the word!

Recently, I met with the second- through fifth-grade teams at our school to look at student achievement on our district benchmark tests. We analyzed the results. Then we set out to identify specific focal questions that large numbers of students answered incorrectly. We’d hoped to develop an instructional plan to help the students answer similar questions correctly in the future.

As teachers, we hear almost daily that we “must meet the students where they are.” It is a core tenant, a sacred truth offered as a key to successfully unlocking the hearts and minds of even the most reluctant learners.