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The author discuses lessons that educators may learn from children that have experienced trauma. Topics explored include the acknowledgment of different manifestations of trauma, the response of children to predictable triggers of trauma, and the importance of demonstrating empathy to traumatic experiences of individuals.

The article explores the various facets of teaching in U.S. schools, comparing the needed blend of strong curriculum, presentation, energy, and interest, for example, to the blend of sounds, traditions, techniques, and theories that make up jazz music. The authors present four elements of quality teaching: curriculum that engages learners at the appropriate developmental age, personal connections with students, differentiated instruction or connecting content to the person learning it, and assessment for the purpose of learning. An example of quality teaching is provided through the description of a 9th-grade biology class, in which the teacher is attuned to both individuals and ideas, curriculum is centered on a search for meaning, and assessment informs the process.

The article offers several steps to teaching in-depth discussion skills including develop respectful relationships between the teacher and each student, which leads to respectful, trustworthy relationships among students; understand the essential questions, ideas, and key concepts around which a discipline is organized; and systematically prepare students to participate in meaningful discussions.

The article discusses the importance of being prepared to ignore conventional wisdom and tailor education to the students, rather than an already existing curriculum. When teaching guides fail to provide the best course of action for real-world applications, teachers must not hesitate to go off the book and determine new methods of teaching that are more appropriate. Suggestions for teaching better are provided, including seeing the strengths in students, teaching to those strengths, and thinking positively.

A personal narrative is presented in which the author shares her experiences in assisting teenage students through adolescence.

This article discusses the role of teachers in recognizing and understanding students' mental health. The author draws from personal experiences as a teacher and examines the common academic and social challenges faced by students, with a focus on how they can have a negative impact on mental well-being.

The article discusses educational leadership in relation to the author's claim that transformative teachers and school principals share the attributes of being vision-driven, process-oriented, and dedicated to serving the students and educators that they lead. Servant leadership is examined, along with the technical, bureaucratic, and moral authority of leaders. Investments in the professional development and mentoring of teachers and school principals are assessed.

The article discusses the relationship between teachers attempting to guide students to academic achievement and students simultaneously attempting to fit in and stand out as individuals in the educational setting. It presents various examples of motivational teaching strategies and classroom environments utilized to bring about academic and social success in students.

The article offers assertions on how teachers can create real learners. Topics discussed include the importance of teaching to reach the hearts, souls and minds of students, the wisdom in teaching with clarity of outcome, and the value of teaching "invitationally" to steer students' enthusiasms to the required curriculum. Also mentioned are the benefits of using standards as starting points for learning rather than boxes that define the perimeters of learning.

The author focuses on how high school teachers can support English language learners (ELLs) by understanding the students and hearing their voice and perspective in every discussion. Topics include the need for ELLs to talk with their classmates in small groups, in pairs, or with the teacher, the use of texts to represent multiple cultures and perspective on various topics like prejudice, friendship, and family, and the collective approach applied by teachers with common practice.

The article discusses what it means to care for students in relation to cultural diversity among students. Topics include the opinions of education writer Geneva Gay, the notion of an invitational learning environmental in relation to the well-being of students, and the impact of cultural diversity on curriculum planning.

The author discusses her experiences observing an eighth grade English teacher, focusing on how the teacher interacted with students, managed the classroom, and facilitated discussions. She describes how the teacher, identified as Diane, displayed respect for all students, asked probing questions, and demonstrated effective listening abilities.

The article presents the author's reflections regarding the role of teachers in fostering motivation and student engagement in classroom instruction. The author asserts that teachers, with their control of the classroom agenda and methods, are the central figure in determining whether students are engaged or unmotivated. The application of this power is then discussed within a teacher's personal, social and academic spheres of influence.

The article discusses the role of teachers in the U.S. in eliminating poverty through education, particularly focusing on the connection between educational success and opportunity later in life. It addresses the need for teachers to be sensitized to the realities faced by students growing up in poverty, as well as comments on the importance of inspiring children. Other topics explored include connecting to students in a way that implies student worth, helping students learn to navigate between socioeconomic differences, and taking a prescriptive approach to developing students' academic skills.

The article discusses several strategies and teaching methods for teachers with challenging students. Based on her experience as a teacher, the author's suggestions include teachers create engaging lessons that promote participation, demonstrate a level of respect for all students, and find the cause of students' negative behavior. Other topics covered include creating strong teacher-student relationships, improving classroom management, and using empathy to assist students' modify their own behavior.

The article discusses the ways that teachers can help their students develop reading abilities and a love of reading. One suggestion is to develop a relationship with students as a way of relating to them and suggesting books that would be of interest. Another is to encourage students to read all types of books, even ones that may seem too difficult. The author argues that giving students the opportunity to read something that they can connect with and relate to made them want to read. Reading to students allows them to use their imaginations to become more engaged in the material, argues the author.

The article discusses the teaching philosophy of teacher Terry Greenlund, the author's friend, and the strategies he uses to guide at-risk low-income students to high academic achievement. The author discusses Greenlund's strategy of engaging a student by being a mentor and building a teacher-student relationship to advance the learning opportunities of the student. Also discussed are ways in which Greenlund communicates goals with his students that expand the horizon of learning and career-oriented opportunities.

In this article the author reflects on a story she heard from a professional colleague, a teacher, wherein the principal of an elementary school took away all of the mathematics textbooks that were provided to the students and teachers in order to challenge the teachers to find creative ways of teaching mathematical concepts. The author comments that this experience shaped her colleague's teaching career because it forced her to be resourceful and imaginative in her teaching methods and strategies. Also, the author shares her belief that all teachers should strive to focus on creative teaching methods in order to engage students and provide worthwhile learning experiences in the classroom.

In this article, which is the first in a column named "One to Grow On" by educator Carol Ann Tomlinson, the author discusses the benefits of positive teacher communication with students. She suggests that respect for students is the most meaningful characteristic teachers can develop and presents examples of how teachers can actively respect students, including by understanding the role of belief in ability, by engaging students in making the classroom a dignified and respectful environment, and by choosing words carefully, particularly when dealing with problems in the classroom.