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Play isn’t just for recess—it’s integral to the way children learn.

Changing your attitude can change your classroom.

A child's ADHD diagnosis raises one parent's concerns about the stereotypes that too often surround the disorder.

How would your students answer this question?

When you teach this classic text, are your students surprised by the injustice portrayed in it? This teacher’s students aren’t—not anymore.

On the rare occasion that I spend time with people who are not educators, it’s inevitable that someone will drop the word “retarded.” The “R-word” has been used colloquially for decades to describe and degrade anyone or anything out of the ordinary, inferior, or somehow slow. I can still hear the snickers from my own classmates back in 10th-grade health class when we read the words “fire retardant” in our textbook.

At the start of my career as an eighth-grade language arts teacher, it never bothered me when students were described by teachers as “low,” “middle,” or “high” as a way to label their abilities. No disrespect was meant toward our learners; it was just a fast and easy way to describe our kids and get to know them when we had so little time with them.

Students’ names are an important reflection of identity and culture, as educators, we must put in the time to honor those names and pronunciation.