Are you interested in improving student engagement with your ELL students? Here’s an idea that I tried at my elementary school that was both fun and successful—a Rubik’s Cube club.

I was recently involved with an art exhibition in the Thanet District of Kent, England, that helped students see themselves as artists, advocates, and changemakers.

To many in the field, a poor first year of teaching is the first step in an accepted, almost ritualistic career timeline. Perspectives on a teacher’s first year seem to have shifted, though, since my generation entered the workforce.

I started my teaching career at a public middle school in Toronto about two decades ago. At that time, I was not comfortable being personally out to my students.

Stuttering is a hidden disability that affects up to 9% of children, meaning it's likely that many teachers will encounter a student with this speech impediment in their classroom.

"Why read when you can watch the movie?" In my eight years as an educator, no other sentiment has been quite so crushing to hear from children.

Teachers need support not only in understanding the tools, but also in managing the ethical, cultural, and emotional complexities that AI brings to the classroom.

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 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.