We don’t have to choose between structure and creativity. The best teaching lives in the in-between, where we follow a script, but we fill it with our stories, our students’ voices, and our classroom rhythms.

“May it please the court.” For the past 13 years, I’ve heard middle and high school students utter these words in a simulated moot court competition.

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.

As the assistant head of special education at Vaughan Secondary School in the Toronto area, Tim Wesson describes his professional learning journey as one driven by the desire to improve the standard of living for autistic students and to seek ways to build partnerships in the school community.

The topic of awe couldn’t be more timely. I’ve never seen such an urgent need to address social-emotional issues in and out of the classroom as I do now.

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 my current role as an ESL teacher, I’ve found that nothing draws students in, holds their attention, and helps them remember quite like a story.

Most people tend to assume that my students are capable of less-than-stellar academic performances because they have complicated lives outside school.