The benefits of play-based learning are huge, and we shouldn’t be depriving our children of it just because they are getting older.

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.

As curriculums move away from an emphasis on content to skills, the time is right to use that move as an opportunity to better serve introverts in school.

University training prepares educators for a lot of scenarios on the job. But what it doesn’t prepare them for is the inevitable grief that comes with it.

Ask any educator who has welcomed multiple learners with autism into his or her classroom, and you will find there is no set formula for ensuring academic success.

In my experience with teaching the Charter, a great way to connect the priorities of fifteen-year-olds with the values of this significant document is by thinking like a teen.

How can we create truly inclusive environments that support students with dyslexia in our multilingual classrooms?

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.

Many 21st-century employers argue that empathy is at the heart of success. But how do we teach students to master a skill that’s rooted in emotion instead of fact?