When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.

A wink to our school’s husky mascot, PAWS Time is a highly engaging, weekly enrichment program that allows our students to “pause”: Practice kindness, Always be safe, make Wise choices, and Show respect.

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.

Stuttering is a hidden disability that affects up to 9% of children, meaning it's likely that many teachers will encounter a student with this speech impediment in their classroom.

Many substitute teachers like me can teach a different grade every single day, from K–12. It can be challenging, to say the least.

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.

After 25 years in special education classrooms, I’ve learned something our current education system doesn’t always want to admit: the most important work students do each day often goes unseen.

I was recently involved with an art exhibition in the Thanet District of Kent, England, that helped students see themselves as artists, advocates, and changemakers.

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.