Ignore the ‘Learning Recovery’ Label, Close Your Classroom Door, Do What’s Best for Kids

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We don’t like the term “learning loss,” and we see learning recovery as a pig with lipstick. But we know learning recovery mandates are coming our way. In this premiere episode of We Just Want to Teach, we begin our search for practical strategies for teaching a classroom full of students with widely different subject knowledge and unique emotional needs.

Follow on Twitter: @heymrsbond @RitaWirtz @sgthomas1973 @bamradionetwork @jonHarper70bd

Chanea Bond is a North Texas English and literacy teacher, scholar, and activist. Her areas of interest and advocacy include diversifying literacy curriculum to better represent the lived experience of her students and their communities.
Rita Wirtz holds a BA in English and Speech, a master’s degree in reading from Arizona State University (ASU), and an administrative services credential (K–12) through California State University–Sacramento (CSUS). She was a California language arts and reading specialist who has instructed at all levels including K-12 classrooms, labs, and clinics. She has written a number of reading instruction books for parents and teachers including Reading Champs: Teaching Reading Made Easy and her memoir, Stories From a Teacher’s Heart: Memories of Love, Life and Family and Reading Champions! Second Edition, Teaching Reading Made Easy.

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