In March 2020, we received a rather cryptic message from our Technology Director: “Bring your computers home during the break, just in case the situation changes.”

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.

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.

When you have a teacher who has presence, students are impacted in ways that positively affect the class. But what exactly is teacher presence?

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

School is a part of every child’s life. During their academic years, students deal with so many different facets of growth and development—physical, cognitive, emotional, and social. Having a chronic illness on top of the regular day-to-day stressors of being a student can be an enormous burden and challenge.

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?

As a newer interventionist, I faced a formidable task: engage reluctant readers and address their needs with minimal resources for an entire 90 minutes.

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