Students want to read stories that matter to them and, most of all, they want to see themselves reflected within the pages of their beloved comics.

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

It has struck me over the past few years working with senior secondary school students that an ideal approach to guiding them through their academic year is to liken the student group to a sporting team that you are ‘coaching’ through to a successful season. For the past two and a half years, I have served as the Study Centre Supervisor and Academic Tutor [...]

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

To many in the field, a poor first year of teaching is the first step in an accepted, almost ritualistic career timeline. Perspectives on a teacher’s first year seem to have shifted, though, since my generation entered the workforce.

While Bradbury’s novel was originally written over seventy years ago, its themes are more pertinent than ever—especially in the classroom.

I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself. Relationships are an essential part of learning, especially relationships between teachers and students.

Students need to be allowed outside more often, and beyond just the playground—especially in areas where schools are the only green space.

I thought large print titles would be good for students with visual impairments or for struggling readers. I had no idea how many regular education students would enjoy them too.