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A student pleads with me at the beginning of class to bring an electronic reader to class? “I’m almost finished reading my book and I want to finish it, but it’s on my (electronic reader name), the students says. “Please? I’m at a really good part.” At first, this appears to be every language arts teacher’s dream; students begging to continue reading things they’ve read on their own time for fun. But, then come the problems.

Learn from 2016 TT Award winner Cody Miller about how the award influences professional practice.

The rhetoric used by this summer’s Olympic media has given educators many rich examples to introduce students to intersectionality.

Teachers can increase student engagement by consulting with small groups of students about their classroom experience. When students see their ideas being put into action, they become more invested in their education.

Bria Wright understands the impact one teacher can have—to help or to harm. Here’s how she carries that understanding into her classroom.

When we teachers get a so-called “problem child” in class, it’s crucial to ask ourselves, “What is causing this behavior to manifest? What is occurring in this child’s life that we can’t see?”

How can educators push their students to think past a static understanding of history in developmentally appropriate ways? This teacher offers some insights from his classroom.