Starting to feel slightly worn out in my current role, I wanted to avoid burning out altogether, so decided that it was time for a change.

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

Waynesboro Education Farm is an ambitious project. It sits on 1.5 acres of land adjacent to Berkeley Glenn Elementary school in the city of Waynesboro, VA.

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 avidly recall a second grade class that would excitedly huddle around my rocking chair for story time. Students scrambled around sliding chairs to the carpet where I read heartwarming and sometimes zany tales, they reminded me that story time was counted among the most meaningful and cherished moments of a child’s day. Story time is a child’s portal into endless worlds, kingdoms, and dimensions.

It is not uncommon for a student to struggle with newly learned material. The question we need to ask is when does it become problematic?

I was browsing YouTube for simplified math tutorials one afternoon when I stumbled upon the PBS Kids Math Club—math tutorial videos geared toward teens.

Thanks to a collaboration with musician and anti-bullying advocate RobenX, I discovered many strategies for reaching students in new and lasting ways.

In English classes, which require students to sit and read or write for extended periods of time, it can be challenging to get them to want to do their work.