When I first created the reading test, it was supposed to simply track student progress. But I quickly discovered that sharing the results of my personal tracking system with students has completely changed their engagement and motivation levels.

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?

Students often display a morbid curiosity that I feel I cannot ignore, but can I lean into it? Can I use this fascination in a way that engages students, but also humanizes them?

Starting to feel slightly worn out in my current role, I wanted to avoid burning out altogether, so decided that it was time for a change.

I'm an author of math books, which may sound like a dry job, but that’s exactly why I do it. It’s my goal to show kids that math can be fun (and funny!)

A day as a teacher is filled with unpredictability, split-second decisions, and a go-go-go mentality that begins as soon as students set foot in the building. In a day like that, a meeting is a brief respite.

As the 20th anniversary of the Rwandan genocide approached in April 2014, I took it as an opportunity to teach my students about this horrific and tragic event.

After 17 years of mostly reflection-free teaching, I’ve finally found the perfect space to force myself to stop, step back, and think about what I’m teaching. That place is Substack.

Throughout the decade I have spent working in education, I’ve seen the most positive impact when I’ve incorporated hope-based strategies into my teaching.