"What do you mean, we have rights as minors?” Thirty pairs of quizzical eyes met mine. Brows furrowed in confusion. “Aren’t rights made by adults, for adults?”

Most people tend to assume that my students are capable of less-than-stellar academic performances because they have complicated lives outside school.

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.

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?

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 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.

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.

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

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.