To many in the field, a poor first year of teaching is the first step in an accepted, almost ritualistic career timeline. Perspectives on a teacher’s first year seem to have shifted, though, since my generation entered the workforce.

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.

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

In honour of Asian American Heritage Month, which is celebrated every May, I tasked the students in my three Asian American Literature classes with a special project.

As the 20th anniversary of the Rwandan genocide approached in April 2014, I took it as an opportunity to teach my students about this horrific and tragic event.

Now is the perfect opportunity for teachers and students to develop consistent mindfulness practices, together.

By engaging critically with the Canadian Charter of Rights and Freedoms, newcomer students develop more than just a broader vocabulary or sharper analysis skills.

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.

It is widely accepted that digital tools and resources are vital to students’ success in the modern world. It is also widely believed that the only barrier to access is money.