All people living collectively in Canada are “treaty people,” meaning that we all have rights and responsibilities for this land we call home.

Throughout my years of teaching, I’ve discovered that students are often more eager to read and discuss horror stories than other material.

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.

Teachers need support not only in understanding the tools, but also in managing the ethical, cultural, and emotional complexities that AI brings to the classroom.

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.

My students needed to experience success. And they needed to see that their writing could impact a broader audience than the one held captive each day in their classroom.

For teachers, time is a precious commodity. That’s why I believe we need to incorporate Google Drive into our everyday teaching standards.

You see, here’s the thing that some of us – teachers and parents alike – don’t really take time to stop and think about: kids’ feelings have value too. And they all have their own needs and wants at any given time.

In honour of Asian American Heritage Month, which is celebrated every May, I tasked the students in my three Asian American Literature classes with a special project.