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 [...]

Student absences are not a new issue in education, and the lingering effects of the COVID-19 pandemic have only added to this growing problem.

Now is the perfect opportunity for teachers and students to develop consistent mindfulness practices, together.

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.

It is widely accepted that digital tools and resources are vital to students’ success in the modern world. It is also widely believed that the only barrier to access is money.

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.

This past year, in a small Midwest community, we lost a student to a drug overdose. We have lost many more to drug addiction, and although we haven’t attended their funerals, they are no longer the students we once knew, while some are unrecognizable.

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?

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.