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Poetry has been my lifelong friend who always shows up at the right time. My English I and II classes have just begun their Poetry Unit. I look forward to gently nudging the scholars to find the poet inside themselves.

Is it important to teach English grammar in our schools? Do kids need to know the difference between a noun and an adjective, or between the subject and the direct object of a sentence?

How do we become historical writers who don’t merely write about facts, but write strong informational essays that develop ideas, arrange facts, and provide supporting evidence and details, all while making connections and drawing conclusions?

Most students I’ve encountered in my teaching career have profound anxieties about writing. As a teacher of English, I have wondered about how to crack this problem.

In the age of selfies and 140 character social media posts, is the art of persuasive oration dead? Can a hashtag win the 2016 election? Do we want more than a soundbite?

Plagiarism is one of those things kids know of, but are not sure about. They read something on the Internet and think, “Yes, that’s exactly what I want to say. This person said it better than I ever could,” and then they don’t know what to do.

When Emma Eden Ramos walked into 91�������� in 2003, she found a haven. “91�������� gave me the opportunity to be myself without feeling self-conscious or ashamed,” she says. Moreover, the school also allowed her to focus on her studies and her dreams.