The first six weeks of a new school year are essential. In middle school classrooms, those weeks are not just a warm-up. Rather, they are the foundation on which the entire school year is built.

I have gleaned three wise teachings from King Lear's fool and each one informs my practice in the classroom more and more each day.

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 search, “Talking to children about racialized violence.” I know experts say children are never too young to talk about race, but none of them have a lesson plan for me.

After my first week of being in a long-term occasional role, it became very clear to me that learning about being in the classroom is not the same as actually being in the classroom.

How can we create truly inclusive environments that support students with dyslexia in our multilingual classrooms?

"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.

As soon as I utter the words “writing assignment,” looks of panic appear on my students’ faces. Their hands shoot up like rockets and the questions immediately start.

Can unicycles serve an important educational purpose? Are there good pedagogical reasons for learning to ride them?