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?

I was recently involved with an art exhibition in the Thanet District of Kent, England, that helped students see themselves as artists, advocates, and changemakers.

Starting to feel slightly worn out in my current role, I wanted to avoid burning out altogether, so decided that it was time for a change.

Over the years, I’ve developed the following steps to help myself remember the names of my students. These tips can be used by any type of teacher at any grade level.

As I stood in my empty classroom surrounded by piles of boxes, I couldn’t help but wonder: what was I going to do now?

This past year, in a small Midwest community, we lost a student to a drug overdose. We have lost many more to drug addiction, and although we haven’t attended their funerals, they are no longer the students we once knew, while some are unrecognizable.

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

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.

As an elementary school art teacher, it is my job to engage my students and get them thinking critically about what and how they create.