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.

The first six weeks of a new school year are essential. In middle school classrooms, those weeks are not just a warm-up. Rather, they are the foundation on which the entire school year is built.

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.

It is imperative that teachers are aware of how their subject or subjects are vertically aligned from other grade levels, both below and above.

It’s said that there is always a blessing in dark times, and this was it: my chance to share my 1970s childhood with 25 children of 2020.

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.

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.

Ever since I was four years old, I dreamed of becoming a teacher. However, I never saw any teachers who shared aspects of my identities.

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.