I’ve started to notice a troubling trend among my students: many of them equate success with fame, followers, or a fat bank account.

Students want to read stories that matter to them and, most of all, they want to see themselves reflected within the pages of their beloved comics.

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.

In my current role as an ESL teacher, I’ve found that nothing draws students in, holds their attention, and helps them remember quite like a story.

Stuttering is a hidden disability that affects up to 9% of children, meaning it's likely that many teachers will encounter a student with this speech impediment in their classroom.

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

"What do you mean, we have rights as minors?” Thirty pairs of quizzical eyes met mine. Brows furrowed in confusion. “Aren’t rights made by adults, for adults?”

As a Caribbean immigrant educator, I have had to adapt to the United States in several ways—racially, socially, and academically.

In a school made up of just 10% African American students, after the bell rang, more than half of the students still in the halls were African American. This made me wonder if Black kids are allowed to roam the halls all over America’s urban landscape.