Every year, almost every student says, “I suck at writing. I hate it.” I hear this phrase far more than “Hello,” “Thank you,” or even “Can I use the restroom?”

Let’s begin with the realization that what we all inherently understand is indeed true: kids are different today than they were when we were younger. You hear this stated by colleagues and, if you’re like me, from your own mouth quite frequently. The fact is, they are.

The world is in the midst of a technological revolution that has surpassed expectations, and I’m witnessing firsthand how growing up in this digital age is impacting our students.

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.

Teaching art history in an entirely online environment has brought a new set of challenges and opportunities that I’ve come to embrace with enthusiasm.

It is imperative that teachers are aware of how their subject or subjects are vertically aligned from other grade levels, both below and above.

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?

In-person instruction has been a common source of stress during what I have dubbed “The Year of COVID,” with instructions on how to teach changing by the second.

Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.