I started my teaching career at a public middle school in Toronto about two decades ago. At that time, I was not comfortable being personally out to my students.

To many in the field, a poor first year of teaching is the first step in an accepted, almost ritualistic career timeline. Perspectives on a teacher’s first year seem to have shifted, though, since my generation entered the workforce.

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.

Here is some helpful advice for educators just beginning the long journey to establishing a successful, effective technology classroom.

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.

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.

In English classes, which require students to sit and read or write for extended periods of time, it can be challenging to get them to want to do their work.

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

When I first created the reading test, it was supposed to simply track student progress. But I quickly discovered that sharing the results of my personal tracking system with students has completely changed their engagement and motivation levels.