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?

In my Grade 10 Canadian History course, students explore LGBTQ+ history the same way they explore the stories of many different Canadians in the context of our history.

After teaching at an alternative middle school for the past 4 years, the one thing I constantly hear from new students is: “We can move around in your room and not get in trouble?

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.

At McKenzie Towne School in Alberta, students are learning through touch, scent, and sound with the Indigenous Sensory Box Project.

Students want to read stories that matter to them and, most of all, they want to see themselves reflected within the pages of their beloved comics.

Musicals form an important part of the arts, serving as powerful resources for student learning, engagement, and motivation.

In my role as a Black counselor in an educational setting, I am tasked with the unspoken responsibility of “handling” Black children.

When our school received the news that our principal had passed from a private battle with brain cancer, it shook the staff, students, and entire community to the core.