Now is the perfect opportunity for teachers and students to develop consistent mindfulness practices, together.

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.

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

In honour of Asian American Heritage Month, which is celebrated every May, I tasked the students in my three Asian American Literature classes with a special project.

Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?

After working as both a teacher and an administrator, I know how much of a difference it can make when school leaders truly appreciate the power of computer science.

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.

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.

Under the umbrella of Digital Citizenship (DC) are some complex concepts. Netiquette, Internet safety, information usage and cyber bullying are just a few of the topics that teachers explore as they help students unpack what it means to use technology responsibly. Our school went wireless this past January.