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Last spring, our high school performed The Crucible, Arthur Miller’s play about the Salem witch trials (also an allegory of the witch hunts of McCarthyism). It’s one of my favorite plays. Watching the performance, I was struck by the character of Reverend Hale.

I recently served as a reader of scholarship applications. The process included a complex algorithm for inclusion and took several criteria into account, like GPA, test scores, native languages, income level, assets, essays, parental education level and ethnicity. While providing this service, I came face-to-face with a misconception about race and ethnicity: Appearance predicts what language people speak.

A student pleads with me at the beginning of class to bring an electronic reader to class? “I’m almost finished reading my book and I want to finish it, but it’s on my (electronic reader name), the students says. “Please? I’m at a really good part.” At first, this appears to be every language arts teacher’s dream; students begging to continue reading things they’ve read on their own time for fun. But, then come the problems.

Students need guidance in navigating social media, especially when it’s being used to bully and silence their peers.

An Oakland-based nonprofit empowers low-income youth of color with technology skills.

Are you short on time, but want to teach your students about role models? This after-school educator offers some practical advice.

This teacher's classes were in the middle of reading a Sherman Alexie classic that spurred deep discussions and powerful writing. Then several women came forward to say #metoo about the author.