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.

“May it please the court.” For the past 13 years, I’ve heard middle and high school students utter these words in a simulated moot court competition.

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.

Many students dread reading Shakespeare because they think his works have nothing to do with their 21st century interests.

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

I began the school year in a classroom with eighteen standard desks. Today, I have none. This isn’t a lament about budgetary constraints or overcrowded classrooms; it’s a deliberate choice.

As the assistant head of special education at Vaughan Secondary School in the Toronto area, Tim Wesson describes his professional learning journey as one driven by the desire to improve the standard of living for autistic students and to seek ways to build partnerships in the school community.

Are graphic novels a lesser form of writing? Parents and children often have opposing views when it comes to this unique and beautifully crafted type of literature.

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.