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.

You see, here’s the thing that some of us – teachers and parents alike – don’t really take time to stop and think about: kids’ feelings have value too. And they all have their own needs and wants at any given time.

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 [...]

In my classes I use a team-structured, project-based approach to teach history and civics. It’s an approach that covers nearly all the bases.

In English classes, which require students to sit and read or write for extended periods of time, it can be challenging to get them to want to do their work.

I was browsing YouTube for simplified math tutorials one afternoon when I stumbled upon the PBS Kids Math Club—math tutorial videos geared toward teens.

During our staff meeting that afternoon, my colleagues and I learned our school had six new students who were Syrian refugees.

I'm an author of math books, which may sound like a dry job, but that’s exactly why I do it. It’s my goal to show kids that math can be fun (and funny!)

In my classroom, I focus on taking the time to intentionally and thoughtfully form positive and meaningful relationships with my students.