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.

I, among other things, define myself as a rapper, and it’s a fact of which my students are all too aware.

A growth mindset is the belief that abilities grow through effort and persistence. This mindset shapes how we view data.

As students transition from elementary to high school, teachers have an opportunity to practice gradually releasing control. Restroom privileges are a good place to start.

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.

This past year, in a small Midwest community, we lost a student to a drug overdose. We have lost many more to drug addiction, and although we haven’t attended their funerals, they are no longer the students we once knew, while some are unrecognizable.

When my principal asked if I would like to lead our school’s new Justice, Inclusion, and Belonging Committee, I was both surprised and delighted.

As teachers, we’ve been given the role to navigate what technology now looks like in our classrooms. At my school we have developed a model to support technology use.

This collaboration between the Library Learning Commons, a Grade 9 math teacher, and Indigenous Education blossomed into a beautiful place-conscious learning opportunity.