Every year on December 22nd, India celebrates National Mathematics Day. This day has become an opportunity for schools across the country to spark curiosity, reduce fear, and make math an enjoyable subject for students.

We don’t have to choose between structure and creativity. The best teaching lives in the in-between, where we follow a script, but we fill it with our stories, our students’ voices, and our classroom rhythms.

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.

The integration of practical, relevant life skills into the curriculum not only improves engagement, but also increases emotional well-being and real-world readiness.

What if the problem isn’t just how students respond to feedback, but how we deliver it? What if, instead of handing out scores, we gave students the opportunity—and the space—to reflect on their learning?

When many students graduate, they cross the stage with a diploma in hand and a question they’re not prepared to answer: What comes next?

Many have lamented the growing teacher shortages across our nation, and for good reason. It is estimated that there are currently more than 49,000 vacancies across the U.S.

Play is widely acknowledged as essential to children’s learning; but does it have a role for the future teachers who are learning to guide those children as well?

With parents and teachers struggling to monitor how teens interact with social media, the pressure is increasing on governments to act. But is an age ban the best approach?

COSI’s Emmy® wins include its hit animated series “Dr. B in 3,” which transforms complex science into bite-sized lessons for curious minds of all ages.

Grammatically, it’s an awful-sounding word: gamification, or as a verb, to “gamify” the classroom. Teachers, however, have found a powerful tool here.

I have always been interested in building things from scratch, so when I first heard about my school's science fair club, I signed up immediately.

With the right aids to help them during their moments of struggle, kids might be likely to do better in their homework.

My journey began in Vancouver 30 years ago, as an aid with Trainable Mentally Handicapped students. Designated as ‘uneducable,’ these students were relegated to gaining work experience. Noticing they easily recounted movie plots and the artists and lyrics Top 40 songs, it occurred to me that the real handicap might be a teaching methodology that was incompatible with their learning styles.

It is important to consider how schools are responding to climate change not just in the classroom, but on a practical level as well.

This collaboration between the Library Learning Commons, a Grade 9 math teacher, and Indigenous Education blossomed into a beautiful place-conscious learning opportunity.

COVID-19 has been an unequal crisis, disrupting learning more deeply for some student groups than others.

If you ask a kid to draw a scientist, most of them will come up with the same image: an elderly man wearing a lab coat and holding a microscope. It’s a stereotype we all know well.