When the RCMP Crisis Negotiation Unit visited my high school law class, I expected some interesting guest speakers. What I didn’t expect was just how profoundly they would change the way my students communicated.

Are you interested in improving student engagement with your ELL students? Here’s an idea that I tried at my elementary school that was both fun and successful—a Rubik’s Cube club.

I began the school year in a classroom with eighteen standard desks. Today, I have none. This isn’t a lament about budgetary constraints or overcrowded classrooms; it’s a deliberate choice.

Utilizing trauma-informed practices can help create a welcoming and inclusive environment that allows students to feel comfortable and valued.

I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself. Relationships are an essential part of learning, especially relationships between teachers and students.

Not only do visual arts classes make space in a student’s day for creativity, they can also offer a chance to focus on something bigger.

In an effort to amplify our students' voices, we decided to create authentic resources that would highlight the wide range of celebrations and traditions that are important to them.

I search, “Talking to children about racialized violence.” I know experts say children are never too young to talk about race, but none of them have a lesson plan for me.

During our staff meeting that afternoon, my colleagues and I learned our school had six new students who were Syrian refugees.