We establish clarity in learning through purposeful, intentional, and deliberate organization, explanations, examples and guided practice, and assessments of student learning (Fendick, 1990).

With some ingenuity, universal response systems can still work in remote and hybrid learning.

These labels set into motion a cascade of diminished expectations, negative self-image, and self-fulfilling prophecies.

Allow us to share some everyday practices educators can use—individually and together—to build resiliency in our lives and regain the compassion satisfaction that speeds our forward movement.

Competency-based grading is one doable step toward deepening a focus on learning.

One of the surprise lessons learned while we were quaranteaching focused on empathetic feedback.

Thus, it is our collective responsibility to make the experience as powerful as possible while recognizing the inherent difficulties of teaching from a distance.

While there are strategies, such as modeling or reciprocal teaching, a unifying framework for reading comprehension instruction remains elusive. The education field needs a structured approach to comprehension instruction.

Teaching the brain to read requires regular doses of direct instruction. It won't happen solely by being in an environment where reading happens. Yet direct instruction might be the most misunderstood teaching approach in early education.