Thinking Like a Teen: Teaching the Charter to Grade 9 Students
In my experience with teaching the Charter, a great way to connect the priorities of fifteen-year-olds with the values of this significant document is by thinking like a teen.
Classroom Perspectives
The Language of Empowerment: Engaging ELL Students with the Charter
By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.
Critical Thinking and the Questioning of History Texts
While teaching a Western Civilization course to high school students, I found a unique opportunity to introduce the topic of critical thinking along with the subject matter.
Shaking up Shakespeare: Digital Tools for Digital Students
Many students dread reading Shakespeare because they think his works have nothing to do with their 21st century interests.
A Teacher’s Take on Graphic Novels
Are graphic novels a lesser form of writing? Parents and children often have opposing views when it comes to this unique and beautifully crafted type of literature.
The Value of Diversity: A Poetic Celebration of Asian Heritage Month
In honour of Asian American Heritage Month, which is celebrated every May, I tasked the students in my three Asian American Literature classes with a special project.
Éy Swáyel! Welcoming Indigenous Pedagogy as a Canadian Educator
As an educator in Canada, whose homeland has been inhabited by Indigenous peoples long before me, I have the opportunity and responsibility to teach this history to my students.
5 Ways to Incorporate Mindfulness with Your Students
Now is the perfect opportunity for teachers and students to develop consistent mindfulness practices, together.
It’s Alive! Teaching with Horror Stories in the Classroom
Throughout my years of teaching, I’ve discovered that students are often more eager to read and discuss horror stories than other material.
Morbid Fascination in the Classroom: Engaging or Inappropriate?
Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?