While Bradbury’s novel was originally written over seventy years ago, its themes are more pertinent than ever—especially in the classroom.

We don’t have to choose between structure and creativity. The best teaching lives in the in-between, where we follow a script, but we fill it with our stories, our students’ voices, and our classroom rhythms.

To succeed in the ELA classrooms of today, teachers must possess the ability to go way beyond subject area knowledge.

I see sleepy kids every day in my 8th grade English class. Their heads are drooping. Their eyes are barely open. Their energy is low.

Certain buzz words and topics come and go in the arena of education. Currently, the word to know is STEM, the acronym for science, technology, engineering, and math.

Like many of my students, I too use digital devices in my daily personal life, but the enormous piles of notes and paper combined with the constant fighting with the students to put their gadgets away drove me to reevaluate how I could use those very gadgets to my advantage.

As educators, we aim to create meaningful, exciting, and supportive futures for all of our students. That’s why we must build learning environments where positive disability identities grow.

In my classes I use a team-structured, project-based approach to teach history and civics. It’s an approach that covers nearly all the bases.

It has struck me over the past few years working with senior secondary school students that an ideal approach to guiding them through their academic year is to liken the student group to a sporting team that you are ‘coaching’ through to a successful season. For the past two and a half years, I have served as the Study Centre Supervisor and Academic Tutor [...]