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.

On paper, the students I was teaching had a solid grasp of grammar, vocabulary, and reading comprehension. Yet, when it came to speaking, they froze.

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.

I am a primary school teacher from East Oxford, and last year I crocheted a “mini-me” of each child in my class as an end-of-year gift.

As an educator, my classroom isn’t just a space for reciting facts and figures. It’s a dynamic environment where learning extends far beyond the curriculum.

Students need to be allowed outside more often, and beyond just the playground—especially in areas where schools are the only green space.

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

When our school received the news that our principal had passed from a private battle with brain cancer, it shook the staff, students, and entire community to the core.

The Model UN Club found me in 2013 in the shape of two very keen Grade 9 girls making a pitch to me at lunch about the need for more women in politics.