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.

Student absences are not a new issue in education, and the lingering effects of the COVID-19 pandemic have only added to this growing problem.

Biology is the study of a diverse range of living things, and biology affirms all genders.

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.

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

It is my job to motivate and mold my students, to keep them engaged, to build reading and writing confidence in all who enter my virtual classroom.

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.

Students need to be allowed outside more often, and beyond just the playground—especially in areas where schools are the only green space.

“May it please the court.” For the past 13 years, I’ve heard middle and high school students utter these words in a simulated moot court competition.