Under the umbrella of Digital Citizenship (DC) are some complex concepts. Netiquette, Internet safety, information usage and cyber bullying are just a few of the topics that teachers explore as they help students unpack what it means to use technology responsibly. Our school went wireless this past January.

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.

A day as a teacher is filled with unpredictability, split-second decisions, and a go-go-go mentality that begins as soon as students set foot in the building. In a day like that, a meeting is a brief respite.

As I stood in my empty classroom surrounded by piles of boxes, I couldn’t help but wonder: what was I going to do now?

As a third-grade teacher, I’ve dealt with my fair share of reluctant writers. But when faced with one particularly resistant student, I decided it was time to step out of my comfort zone.

When my principal asked if I would like to lead our school’s new Justice, Inclusion, and Belonging Committee, I was both surprised and delighted.

By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.

As the assistant head of special education at Vaughan Secondary School in the Toronto area, Tim Wesson describes his professional learning journey as one driven by the desire to improve the standard of living for autistic students and to seek ways to build partnerships in the school community.

As a newer interventionist, I faced a formidable task: engage reluctant readers and address their needs with minimal resources for an entire 90 minutes.