After teaching high school reading intervention courses for many years, I know that starting with a novel is a mistake—it’s too long. Instead, I use urban legends.

As an educator, my classroom isn’t just a space for reciting facts and figures. It’s a dynamic environment where learning extends far beyond the curriculum.

At first glance, the Montessori method and the Science of Reading appear to be opposing philosophies. But if you look closer, they are in fact surprisingly similar.

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

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

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.

It's nice to think of the Internet as a wonderful invention that has made our lives both richer and more efficient. It's a nice notion and it's an accurate one—the Internet has changed our lives for the better. We can now communicate with people from all four corners of the globe. We can share, swap, and gain as much knowledge as we could ever want or need. There are no negatives associated with instant knowledge—or are there?

When you have a teacher who has presence, students are impacted in ways that positively affect the class. But what exactly is teacher presence?

Languages other than English have never been top priority in the U.K., so when I was asked to teach French to my entire school, the prospect filled me with excitement.