"Why read when you can watch the movie?" In my eight years as an educator, no other sentiment has been quite so crushing to hear from children.

Let’s begin with the realization that what we all inherently understand is indeed true: kids are different today than they were when we were younger. You hear this stated by colleagues and, if you’re like me, from your own mouth quite frequently. The fact is, they are.

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

I wanted to design a new project that could be about classes working together, communicating, and listening to each other.

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

University training prepares educators for a lot of scenarios on the job. But what it doesn’t prepare them for is the inevitable grief that comes with it.

A wink to our school’s husky mascot, PAWS Time is a highly engaging, weekly enrichment program that allows our students to “pause”: Practice kindness, Always be safe, make Wise choices, and Show respect.

After teaching at an alternative middle school for the past 4 years, the one thing I constantly hear from new students is: “We can move around in your room and not get in trouble?

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