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.

I avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

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?”

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.

I, among other things, define myself as a rapper, and it’s a fact of which my students are all too aware.

As the assistant head of special education at Vaughan Secondary School in the Toronto area, Tim Wesson describes his professional learning journey as one driven by the desire to improve the standard of living for autistic students and to seek ways to build partnerships in the school community.

Languages other than English have never been top priority in the U.K., so when I was asked to teach French to my entire school, the prospect filled me with excitement.

IBL has a broad definition and varied implementation. It is generally characterized by a student-centered learning experience, with little to no lecturing.

In-person instruction has been a common source of stress during what I have dubbed “The Year of COVID,” with instructions on how to teach changing by the second.