— Educator Kayla Rago
Read more: A student-led project made our school more inclusive
— Educator Bob Friel
Read more: How digital journals can make space for student connections
— Educator Jorge Valenzuela
Read more: Bringing trauma-informed strategies into the (online) classroom
by Barbara Gruener | 1.21.22
I devote at least five minutes every day to connection, community and mindfulness. And whether your class is virtual, in person or hybrid, I encourage you to try these three activities throughout this year: Good News, Mindful Movement, and Hot Seat.
by Sydney Chaffee | 1.6.22
Last year, as we tackled some complex topics, I invited my students to create a “community contract” that specifically defined what we wanted our conversations about race to sound and feel like.
by Nawal Qarooni Casiano | 11.14.21
By designing inclusive, affirming lesson plans, you can make your learners feel so empowered to grow! That’s why I want to share 3 steps to planning culturally responsive, student-centric ELA lessons.
by Dawn Harris | 11.4.21
As a high school teacher, I know it’s not always easy to get students invested in skill-building – but passion projects make my students feel like their skills matter on so many levels.
by Jessica Peacock | 10.21.21
As teachers, nothing matters more to us than making our students feel like their learning matters – because if they invest in their growth and believe in their abilities, they really can change the world.
by Emily House | 10.15.21
I used to start the year with a massive slideshow about myself. But over time, I realized: Of course my students want to know who I am, but they want to learn about me through the way I interact with them, and through our authentic conversations.
by Adam Yankay | 9.30.21
As a high school math teacher, I know that a lot of my students experience negative emotions as soon as they step into our classrooms for the first time. I’ve always wanted to make students feel comfortable and confident in math class, not anxious or afraid.
by Nicholas Emmanuele | 9.16.21
Last school year, I had a student who told me near the end of the semester, “I think I have a C.” I could see in her work that she was earning a high B or even an A. I asked why she thought she had a C, and she said, “Well, I’m just a C student in English. That’s what I always get.”
by Sydney Chaffee | 9.9.21
I work as a teacher coach in addition to teaching my own students, and I’ve been meeting with fellow educators as we all get ready to head back. The other
by Ralph Aiello | 9.9.21
When our students are planning their futures, they count on the adults in their school communities for guidance. But often, the voices students are most likely to listen to are those of young people like them, who have recently been in their shoes.
