Disciplinary problems were high, student achievement was low, and so was my patience. I knew I couldn’t do this again the following year, so I decided to change my approach.

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

Educators play a pivotal role in shaping the next generation of changemakers, especially when it comes to addressing racism.

Throughout my years of teaching, I’ve discovered that students are often more eager to read and discuss horror stories than other material.

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.

Most people tend to assume that my students are capable of less-than-stellar academic performances because they have complicated lives outside school.

After teaching high school reading intervention courses for many years, I know that starting with a novel is a mistake—it’s too long. Instead, I use urban legends.

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.