It is my job to motivate and mold my students, to keep them engaged, to build reading and writing confidence in all who enter my virtual 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.

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.

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

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.

Throughout the decade I have spent working in education, I’ve seen the most positive impact when I’ve incorporated hope-based strategies into my teaching.

Now is the perfect opportunity for teachers and students to develop consistent mindfulness practices, together.

The trick to not using all your personal days during the first month of school is to focus on stopping bad behavior before it starts, instead of punishing students after the fact.

Many 21st-century employers argue that empathy is at the heart of success. But how do we teach students to master a skill that’s rooted in emotion instead of fact?