I was recently involved with an art exhibition in the Thanet District of Kent, England, that helped students see themselves as artists, advocates, and changemakers.

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

The digital world can either serve as a confidence-enhancer or self-esteem-suppressor, depending on how it is used.

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.

After my first week of being in a long-term occasional role, it became very clear to me that learning about being in the classroom is not the same as actually being in the classroom.

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.

In my Grade 10 Canadian History course, students explore LGBTQ+ history the same way they explore the stories of many different Canadians in the context of our history.

In March 2020, we received a rather cryptic message from our Technology Director: “Bring your computers home during the break, just in case the situation changes.”

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.