I recently observed a high school science lesson that left me feeling like I had just swished some super-minty Listerine. I was refreshed. I was inspired…so much so, in fact, that I built and entire upcoming PD session around my takeaway from this lesson. I will return to this in just a moment.

As curriculums move away from an emphasis on content to skills, the time is right to use that move as an opportunity to better serve introverts in school.

When our school received the news that our principal had passed from a private battle with brain cancer, it shook the staff, students, and entire community to the core.

In-person instruction has been a common source of stress during what I have dubbed “The Year of COVID,” with instructions on how to teach changing by the second.

After teaching at an alternative middle school for the past 4 years, the one thing I constantly hear from new students is: “We can move around in your room and not get in trouble?

There is a world out there for which we are preparing our children, and that world includes people who identify as LGBTQ+.

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.

Languages other than English have never been top priority in the U.K., so when I was asked to teach French to my entire school, the prospect filled me with excitement.

During our staff meeting that afternoon, my colleagues and I learned our school had six new students who were Syrian refugees.