During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 10 years. You can see all those collections from the first nine years here.
Here are the ones I’ve published so far:
Today’s theme is on student motivation and social-emotional learning. You can see the list of posts following this excerpt from one of them:
Five educators discuss how to maximize engagement, including the importance of understanding student motivation in and out of the classroom.
Four educators discuss ways to increase student engagement, including providing choice and building a sense of classroom community.
Four educators share suggestions for how schools can maintain student engagement, especially during the teenage years.
Five educators offer instructional strategies to use when teaching writing revision, including the power of an authentic audience.
Five educators make suggestions that might help students want to revise their writing, including by using “editing stations.”
Five educators share how they have helped students motivate themselves to revise their writing.
Six educators discuss strategies they’ve used to encourage students to revise their writing, such as demonstrating their own practice.
Four educators share suggestions for creating the classroom conditions in which students want to make revisions to their writing.
Three educator contributors, and several readers, share strategies for encouraging students to read, including offering choice and time in class.
Three educators offer classroom ideas for encouraging student intrinsic motivation to read, including through book choice and opportunities for discussion with their peers.
Four educators share strategies for encouraging students to WANT to read, including by illustrating that it makes them smarter and that it makes them better writers.
Four educators share ideas for how teachers can create the conditions in which students are more intrinsically motivated to read, such as eliminating rewards and ensuring that students are represented in accessible books.
Five educators discuss strategies for increasing the relevance of lessons, including by learning student interests and sharing the stories of scientists.
Four educators share ideas on how to help students see how lessons are relevant to their lives, including by listening, connecting to their experiences, and inviting them to create projects based on their own interests.
Five educators describe how they help students see the relevancy of lessons, including through the use of empathy and analogies.
Three educators offer suggestions for educators in the face of George Floyd’s death, among them, going beyond social-emotional-learning skills and “know and teach the history of race.”
Seven educators write about ways they have injected relevance into their lessons, ranging from applying culturally responsive instruction to inviting students to be “co-teachers.”
Six educators share strategies for making lessons directly relevant to students’ lives, including by building relationships, celebrating cultures, and applying a concept called “Hooks and Bridges.”
I share two videos that highlight how to use the concepts of “autonomy, competence, relatedness, and relevance” to encourage student intrinsic motivation in remote learning.
Teacher David Sherrin discusses ideas on how to motivate students in distance teaching and learning and shares some online resources he has created for his classes.
Four educators share advice on dealing with student absences. These include trying to find out the real reasons behind the lack of attendance and building positive teacher/student relationships.
Four educators share strategies for responding to absenteeism—whether from remote learning or from the physical school. They include a reduced emphasis on negative consequences and a renewed focus on relationship-building.
I share four ways to help students feel intrinsically motivated to participate in virtual learning, including by teachers’ developing positive relationships with students and by creating opportunities for small-group independent work.
Helping students form habits and explaining they’ll get a chance to see their friends are just two ways to motivate them to do their online learning, says educator and researcher Harry Fletcher-Wood.
“Tomorrow will come, and you should make every effort to meet it on your own terms to do what you can, for those you can, for as long as you can,” says teacher Susan Scott.
Ten educators wrap up a five-part series on ways to look for the positive, instead of the negative, in students, so they can change their own mindsets about the children’s abilities as well as their students’.
Ten educators explore how to emphasize student “assets” instead of their “deficits” in order to help students better engage in their education and improve their academic outcomes.
Elizabeth Stein, Beth Kobett, Ed.D., Carol Pelletier Radford, Noah Prince, Michael Hart, Ph.D., Jenny Edwards, and Keisha Rembert offer their answers to the question, “How do we highlight student assets?”
Lisa Westman, Salome Thomas El, T.J. Vari, Joseph Jones, Amber Chandler, Michelle Shory, Ed.S., Irina V. McGrath, Ph.D., Rita Platt, Cheryl Mizerny, and Adria Klein, Ph.D., contribute commentaries on the importance of emphasizing student strengths.
Adeyemi Stembridge, Ph.D., Larry J. Walker, Carmen Nguyen, Julie Jee, Shawna Coppola, Kevin Parr, and Andrew Sharos share ideas on how we can focus on the assets, instead of the “deficits,” of our students.
This post includes four videos Katie Hull Sypnieski and Larry Ferlazzo did with Education Week on the topic of student motivation, and it includes many other related resources.
Paula Mellom, Rebecca Hixon, Jodi Weber, PJ Caposey, Blake Harvard, Katie White, Michael Fisher, and Meena Srinivasan discuss how to best promote student engagement.
Today’s commentaries on student engagement are offered by Cheryl Abla, Jessica Garza, Heather Wolpert-Gawron, Michelle Shory, Irina V. McGrath, Cindy Garcia, Kim Morrison, and Ann Mausbach.
Kathy Dyer, Sarah Said, Samantha Cortez, Cathy Beck, Danny Weeks, Beth Gotcher, Madeline Whitaker Good, and Elizabeth Stringer Keefe, Ph.D., help answer questions about student engagement.
Rebecca Alber, Andrea Keith, Tamara Fyke, Jenny Edwards, and Michael D. Toth “wrap up” a four-part series on student agency.
Debbie Silver, Jennifer Casa-Todd, and Bill Ivey provide responses to the question, “What is agency and how can teachers encourage its growth among students?”
Adeyemi Stembridge, Mary Beth Nicklaus, Alycia Owen, and Laura Greenstein discuss the value of student agency and how to promote it in schools.
Keisha Rembert, Sarah Ottow, Laurie Manville, Alva Lefevre, Lynell Powell, Felicia Darling, Paula Mellom, Rebecca Hixon, and Jodi Weber define student agency and how to promote it in the classroom.
Bryan Goodwin, Laura Greenstein, Margaret Searle, and Jon Saphier wrap up a three-part series on resilience in the classroom.
Debbie Silver, Gary Armida, Tamara Fyke, Douglas Reeves, and Michael D. Toth offer their thoughts on how educators can help their students develop resilience.
Adeyemi Stembridge, Becky Corr, Julie Hasson, Cindy Terebush, Cynthia “Mama J” Johnson, and Kelly Wickham Hurst share their suggestions on how to promote resilience in students.
Rita Platt, guest host for this series on trauma-informed teaching, continues the conversation with her own response, along with contibutions from Beth Parson Stauner, Robert Ward, Amber Chandler, and Kelly Knoche.
Rita Platt guest-hosts this post on trauma-informed teaching with contributions from Christy Wolfe, Jason Harelson, Chris Weber, and Jenny Grant Rankin, Ph.D.
Martha Caldwell, Oman Frame, Terry Roller, Kris Felicello, John Seborowski, Jessica Hannigan, John Hannigan, and Kelly Wickham Hurst share their suggestions for combating bullying.
Today’s commentaries on bullying in schools come from Ann Mausbach, Kim Morrison, Signe Whitson, Sandy Harris, Julie Combs, Stacey Edmonson, Elizabeth Englander, Tamara Fyke, Stuart Ablon, and Alisha Pollastri.
* Using Social-Emotional Learning to Challenge ‘Systems of Oppression’
This post on the role of race and equity in social-emotional learning is “guest hosted” by Mai Xi Lee, the director of social-emotional learning for the Sacramento City Unified school district. After her introduction, she brings together responses from Robert J. Jagers, Mary Hurley, Sonny Kim, Christina Arpante, Meena Srinivasan, Africa S. Fullove, and Kashia Jensen.
* Equity & Social-Emotional Learning
Carla Tantillo Philibert, DeEtta Jones, and Peggy Collings continue the discussion on the role of race and equity in social-emotional learning.
Experienced educators Doug Lemov, Danny Woo, Kathleen Neagle Sokolowski, Bena Kallick, Allison Zmuda, Jen Schwanke, and Mike Janatovich discuss how to handle student mistakes in the classroom.
Warren Schnack, Jenny Edwards, Michael Thornton, Annie Ward, and Cathy L. Seeley share classroom strategies for effectively dealing with student mistakes.
Amber Chandler, Howard Pitler, Barry Saide, John Spencer, Riina Hirsch, Nadja Reilly, and Laura Taddei are today’s contributors on the topic of handling student mistakes.
Margaret Searle, Diana Laufenberg, Jessica Lahey, Jonathan Cassie, Andrew Miller, Allen Mendler, and Mark Katz share their ideas on the topic of handling mistakes in school.
In this last post of the series, Bryan Harris, Allison Rodman, Dawn Mitchell, Josh Patterson, Erik M. Francis, Otis Kriegel, Barbara Blackburn, and many readers contribute their thoughts on student mistakes.
Mary Ann Zehr, Jennifer Davis Bowman, Cindi Rigsbee, Kenneth Baum, David Krulwich, Judie Haynes, Debbie Zacarian, and Lourdes Alvarez-Ortiz, Ph.D., share how educators can best respond to student trauma.
Adeyemi Stembridge, Sarah Kirby-Gonzalez, Signe Whitson, Natalie Patterson, and Josh Patterson share their thoughts on responding to student trauma.
Today’s post features commentaries from Susan E. Craig, Rhonda Neal Waltman, Patricia (Tish) Jennings, Eric Jensen, Joe Hendershott, and Kristin Souers, along with thoughts from readers.
Sanée Bell, Rita Platt, Kevin Parr, Jennifer Davis Bowman, and Matt Renwick share their ideas for helping students set learning goals.
Regie Routman, Laura Robb, Dr. Lynell Powell, John Spencer, and Jeffrey Benson contribute their commentaries on goal-setting with students.
Cindi Rigsbee, Lisa Westman, Jenny Edwards, and Margaret Searle offer their thoughts on student goals and learning.
In today’s final post in a four-part series, Kathy Dyer, Donna Wilson, Marcus Conyers, Kirke Olson, Barbara Blackburn, and readers provide additional strategies on student goal-setting.
Today, Dan Rothstein, Mark Estrada, Diane Friedlaender, Bena Kallick, Allison Zmuda, Donna Wilson, and Amy Benjamin answer the question, “What is metacognition, and how do we teach it?”
Laura Robb, Teresa Diaz, Matt Renwick, PJ Caposey, and LouAnne Johnson share their thoughts on helping students develop metacognition.
Erik M. Francis, Pam Ferrante, Frank Lyman, Kathy Dyer, and Amber Chandler contribute their thoughts on metacognition in the classroom.
Today’s final post in a four-part series on metacognition includes answers from Howard Pitler, Tan Huynh, Saundra Yancy McGuire, John Larmer, Mike Janatovich, Matt Townsley, Thomas Armstrong, and Anna Crowe.
Ronald A. Beghetto, William Kist, Angela Doucette, Thomas Armstrong, Coleen Armstrong-Yamamura, Bidyut Bose, and Erik Shonstrom make their suggestions about how to enhance creativity in the classroom.
Laura Taddei, Cathy L. Seeley, Zane Dickey, Laura Fleming, Billy Krakower, Diane Friedlaender, and Richard Byrne contribute their thoughts on developing creative students.
Lorena Germán, John Spencer, Laura Gibbs, Rachel Trowbridge, Amy Sandvold, Jen Schwanke, and Howard Pitler share their responses on how to help students develop creativity.
In this post, Donna Wilson, Thomas Armstrong, Joe Hendershott, Jeffrey Benson, Mark Katz, and Jonathan Cassie contribute their thoughts on teaching students self-control.
Robert Ward, Sue Defreyne, Allen Mendler, Daniel Rechtschaffen, Carla Tantillo Philibert, and Christine Brandt provide answers on how to help our students develop self-control.
Thomas R. Hoerr, Libby Woodfin, Jenny Edwards, Dave Stuart Jr., Maurice J. Elias, and Matt Renwick share their suggestions on how we can help our students develop self-control.
This post considers how teachers can best help students strengthen these self-control skills with suggestions from Bryan Harris, Jennifer Davis Bowman, Amanda Koonlaba, Nancy Steineke, Mike Anderson, and Jen Schwanke.
I interview Paul Tough about his second book on social-emotional learning.
This post includes contributions from David Yeager, Debbie Zacarian, Peter DeWitt, and Barbara Blackburn, along with comments from readers.
Eduardo Briceño, Kristine Mraz, and Christine Hertz share their thoughts.
This post features commentaries from Pernille Ripp, Sean Ruday, Jacqueline Darvin, Daniel Rechtschaffen, and Heidi Mills.
Jenny Edwards, Jennifer Fletcher, Mary Tedrow, Barry Saide, William Himmele, and Pérsida Himmele contribute their ideas on how to practically implement reflection in the classroom.
This post features responses from Kristine Mraz, Christine Hertz, Ebony O. McGee, Ron Berger, Thomas Hoerr, and Dave Stuart Jr.
This post includes contributions from Bryan Harris, Ben Spielberg, Mike Anderson, Gravity Goldberg, and Barbara Blackburn.
Andrew Miller, Barry Saide, Sara Truebridge, Mary Helen Immordino-Yang, Trevor Bryan, and William Dikel share their responses.
Educators Vicki Davis, Rusul Alrubail, Laura Cabrera, and Dana Dusbiber contribute their suggestions.
William & Pérsida Himmele, Jennifer Gonzalez, and Karen Lirenman share their ideas.
Sean McComb, P.J. Caposey, Cindi Rigsbee, A. William Place, Jennifer Fredricks, and several readers contribute their thoughts on the topic.
Educators Andre Perry, Sara Ahmed, Kristine Mraz, Sean Slade, and Mai Xi Lee provide responses.
This post includes guest responses from Jennifer Fredricks, Aubrie Rojee, April Baker, Beth Donofrio, and Louis Cozolino.
Patricia Vitale-Reilly, Ken Halla, Zaretta Hammond, Barbara Blackburn, and Heidi Weinmann write their responses.
ReLeah Lent, Barry Gilmore, Nancy Steineke, Michael Opitz, Michael Ford, and Eric Jensen all share their thoughts on the topic.
Responses in this column come from Julia Thompson, Myron Dueck, Bryan Harris, and Debbie Silver.
* Ways to Cultivate Whole-Class Engagement
Vice Principal Jim Peterson, educators/authors William and Pérsida Himmele, and I share our ideas on getting all students in class participating more all the time.
This post has an impressive lineup with guest responses from Cris Tovani, Josh Stumpenhorst, and Eric Jensen.
This post has another “all star” lineup of guests: Maurice J. Elias, Stevi Quate, and Cindi Rigsbee, as well as an intriguing chart I made with Google’s Ngram Viewer.
Educators Jason Flom and Barbara Blackburn contribute their thoughts, along with many comments from readers.
Educators Debbie Silver, Jason Flom, David B. Cohen, and I share our commentaries on if and how “character” should be taught in schools.
This post features contributions from Maurice J. Elias, Sherrel Bergmann, Judith Brough, and Thomas R. Hoerr.
This post shares a guest response from Lester L. Laminack, educator and author, as well as many comments from readers. I’ve also included another interesting Ngram Viewer chart.
Daniel Coyle is the author of The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. and its sequel, The Little Book of Talent: 52 Tips for Improving Your Skills. Many educators have read and applied aspects of his book to the classroom (as I have), and he agreed to answer a few questions.
This post includes comments from Margaret A. Seale, Maurice J. Elias, Heather Wolpert-Gawron, and Howie Knoff. I also share ideas contributed by readers.
Educators Jeffrey Benson, Christopher Lehman, and Barbara Blackburn share their responses.
David J. Shernoff, the preeminent researcher on directly applying the concept of “flow” to the K-12 classroom, provides the featured commentary here.
Educators Mark Barnes, Jeffrey Zoul, Heather Wolpert-Gawron, and Marsha Ratzel share their thoughts (along with multiple comments from readers).
Acclaimed author Daniel Pink answers several of my questions here.
Professor Carol Dweck and Lisa Blackwell, the co-founder of the organization designed to help schools be more effective in helping students develop growth mindsets, are the co-authors of this guest response.
Several guests contribute their ideas to this topic, and I’d like to particularly highlight Bryan Goodwin’s response on “applying research on student motivation to teacher talk.”
Author Paul Tough responds to a number of my questions in this post.
Author/educator Debbie Silver and I make suggestions and observations.
Assistant Principal Jim Peterson and author Jim Anderson share their suggestions. Peterson’s downloadable instructions for conducting “walk-and-talks” with students seemed to particularly strike a chord with readers.
Principal Chris Wejr and educator and author Jeff Wilhelm offer practical ideas on how to help students develop intrinsic motivation.
Best-selling authors Daniel Pink and Dan Ariely respond to the question—with Ariely answering in a video.
Author Art Markman lists several ways teachers can help students develop better study habits.
Roy F. Baumeister, director of the social-psychology program at Florida State University and co-author of Willpower: Rediscovering The Greatest Human Strength, describes his research on self-control as a “limited energy resource” and its classroom implications.
New York Times reporter Charles Duhigg, author of the new bestselling book, The Power of Habit: Why We Do What We Do in Life and Business, shares his responses to my questions on how to apply his research to our work in schools.
Two guests with a great deal of experience with social-emotional learning write responses—Maurice J. Elias, director of the Rutgers Social-Emotional Learning Lab, and Tom Roderick, the executive director of Morningside Center for Teaching Social Responsibility.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.