Every year, almost every student says, “I suck at writing. I hate it.” I hear this phrase far more than “Hello,” “Thank you,” or even “Can I use the restroom?”

Getting kids to write in this day and age, where entertainment is merely a swipe away, can be like asking them to eat their vegetables.

Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.

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.

As a newer interventionist, I faced a formidable task: engage reluctant readers and address their needs with minimal resources for an entire 90 minutes.

We may believe we are creating inclusive, “multicultural” teaching environments, all while being completely unaware of the systemic racism that still impacts our students.

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?

Biology is the study of a diverse range of living things, and biology affirms all genders.

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.