Teachers' virtual travelogue allows students at the High School of Economics and Finance to travel and learn all around New York State during the pandemic without ever leaving the comfort of their lower Manhattan campus.

Whether you co-teach on a regular basis or sit on the same grade or subject team as other educators, you have a host of colleagues who can be your allies and support network.

Teaching elementary school students while they are up on their feet gives them the opportunity to allow their bodies and minds to work together.

After a year in which instruction was disrupted by the pandemic, that back-to-basics approach of phonics-based reading instruction may be especially important to help struggling readers take concrete steps toward progress.

Fostering a respectful environment and establishing predictable classroom routines goes a long way toward helping students thrive. But for new and experienced teachers alike, this school year presents fresh challenges to traditional classroom conduct...

Incorporating popular culture in the classroom is a way to make what I am trying to teach immediately more relevant and engaging for my students. In my classroom, “texts” can be lyrics, music videos, films, comics, TV shows, graphic novels or even...

Erica Boyce, a 4th-grade special education teacher at PS 677 in Brooklyn, turned to the UFT Peer Intervention Program (PIP) to help her adjust to her integrated co-teaching classroom. Since 1988, PIP has helped educators reexamine, refresh and...

As early as March 2020, headlines warned of the “learning loss” that students would experience as a result of disrupted and remote schooling. But that phrase misclassifies the real issue and obscures how teachers can best support their students.

The worst thing we can do as teachers is to ignore what has happened the past year. How can you start the school year in a way that acknowledges the trauma of the pandemic and sets students up for success as we move forward?

Rather than just seeing them for what their scores say or what we unconsciously believe about them, we need to make sure that we as teachers are centering student voices and experiences in our curriculum and instruction.