Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.

We ask students questions all day long, but how do we know they are actually helping students learn and, more importantly, getting them to think?

Ever since I was four years old, I dreamed of becoming a teacher. However, I never saw any teachers who shared aspects of my identities.

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.

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.

Drama is far more than a performance-based art. It is a dynamic educational tool that improves students’ capacity to understand perspectives far removed from their own.

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.

At first glance, the Montessori method and the Science of Reading appear to be opposing philosophies. But if you look closer, they are in fact surprisingly similar.

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