I am Teacher. I can wear fifteen different hats on my head and not one of them from the same shop.

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.

Do you remember the first time you entered the school library as a child? I do. There were books everywhere.

I wanted to design a new project that could be about classes working together, communicating, and listening to each other.

I’ve started to notice a troubling trend among my students: many of them equate success with fame, followers, or a fat bank account.

It's nice to think of the Internet as a wonderful invention that has made our lives both richer and more efficient. It's a nice notion and it's an accurate one—the Internet has changed our lives for the better. We can now communicate with people from all four corners of the globe. We can share, swap, and gain as much knowledge as we could ever want or need. There are no negatives associated with instant knowledge—or are there?

You see, here’s the thing that some of us – teachers and parents alike – don’t really take time to stop and think about: kids’ feelings have value too. And they all have their own needs and wants at any given time.

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.

Utilizing trauma-informed practices can help create a welcoming and inclusive environment that allows students to feel comfortable and valued.