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.

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.

Educators play a pivotal role in shaping the next generation of changemakers, especially when it comes to addressing racism.

The topic of awe couldn’t be more timely. I’ve never seen such an urgent need to address social-emotional issues in and out of the classroom as I do now.

I’ve always believed in the importance of history and that the past has many crucial lessons to teach us. I also care deeply about ensuring that the curricula I teach reflects the diversity of our school and gives each student insights into the experiences of others.

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

After teaching high school reading intervention courses for many years, I know that starting with a novel is a mistake—it’s too long. Instead, I use urban legends.

In my classes I use a team-structured, project-based approach to teach history and civics. It’s an approach that covers nearly all the bases.

By harnessing the power of music, teachers can create a lively and dynamic atmosphere that also improves concentration, focus, and retention.