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

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?

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.

In my classroom, I focus on taking the time to intentionally and thoughtfully form positive and meaningful relationships with my students.

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.

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.

Certain buzz words and topics come and go in the arena of education. Currently, the word to know is STEM, the acronym for science, technology, engineering, and math.

The topic of awe couldn’t be more timely. I’ve never seen such an urgent need to address social-emotional issues in and out of the classroom as I do now.

Your time at school will be essential to your teaching life. From my personal experience, I believe the most important part of your teaching program is to do well in your practicum placement.