I’ve started to notice a troubling trend among my students: many of them equate success with fame, followers, or a fat bank account.

While teaching a Western Civilization course to high school students, I found a unique opportunity to introduce the topic of critical thinking along with the subject matter.

“I went into teaching so that I could help children perform well on standardized testing,” said no teacher, ever.

To help boys succeed in school they need to feel connected.

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.

What if the problem isn’t just how students respond to feedback, but how we deliver it? What if, instead of handing out scores, we gave students the opportunity—and the space—to reflect on their learning?

Are graphic novels a lesser form of writing? Parents and children often have opposing views when it comes to this unique and beautifully crafted type of literature.

How can we create truly inclusive environments that support students with dyslexia in our multilingual classrooms?

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