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.

When you have a teacher who has presence, students are impacted in ways that positively affect the class. But what exactly is teacher presence?

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.

After 25 years in special education classrooms, I’ve learned something our current education system doesn’t always want to admit: the most important work students do each day often goes unseen.

Getting kids to write in this day and age, where entertainment is merely a swipe away, can be like asking them to eat their vegetables.

As educators, we aim to create meaningful, exciting, and supportive futures for all of our students. That’s why we must build learning environments where positive disability identities grow.

By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.

I wanted to design a new project that could be about classes working together, communicating, and listening to each other.

Many students dread reading Shakespeare because they think his works have nothing to do with their 21st century interests.