On paper, the students I was teaching had a solid grasp of grammar, vocabulary, and reading comprehension. Yet, when it came to speaking, they froze.

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!)

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.

In my current role as an ESL teacher, I’ve found that nothing draws students in, holds their attention, and helps them remember quite like a story.

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.

When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.

Students need to be allowed outside more often, and beyond just the playground—especially in areas where schools are the only green space.

By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.

I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself. Relationships are an essential part of learning, especially relationships between teachers and students.