We can teach students to become critical consumers of information by teaching them information literacy. The goal is not just to help students distinguish between factual and fictional content but to encourage them to think critically about all the information they encounter, whatever the source.

More than half — about 75,000 — of the approximately 140,000 English language learners in New York City public schools have lived in the United States for fewer than three years. They need the support of culturally attuned and linguistically diverse educators to meet their unique learning and social-emotional needs.

It’s an age-old question that has become more pressing in the wake of pandemic-aggravated inequalities: If some of my students are just learning to read English, some read at a 5th-grade level and some are at or above grade level, how do I differentiate instruction for all of them?

Arts programs may be on the chopping block this fall as school principals look for ways to cut costs in the face of Mayor Adams’ school budget cuts. But for many educators, the pandemic has proven that arts instruction is more important than ever.

When I began my teaching career in 2007, more than a quarter of the students at my Queens elementary school were English language learners. Each year, our school seemed to shift its strategy for English as a New Language instruction in a fresh attempt to best serve those students.

With spring in bloom, teachers are exploring creative ways to bring joy into their classrooms during a stressful time. They share some ideas that have worked in their classrooms to help make learning fun.