Features

The Faceless Doll Project came out of research conducted by the Ontario Native Women’s Association (ONWA).

To think that what began as a sign of my “happy place” and a reminder of the summer that was and of who I am now serves to stimulate curiosity among my primary students. It’s a sign that learning in this classroom will be given a fun and meaningful context.

This compelling collection of articles takes up the challenge of turning the dial on the negative view of taxes that has come to characterize our political discourse. We’ve reached the point in Canada, including Ontario, where political leaders believe it would be suicide to raise the spectre of higher taxes.

Whether you passively watch it or actively work to mitigate it, we have entered into a state of global environmental emergency. We cannot go on as if it were business as usual. Unsustainable environmental practices are systemic and impact every aspect of our daily lives.

Go for Green is a bi-annual event at Millgrove School that proves a small school can accomplish big things.

As the new Ontario Social Studies Curriculum unfolds this school year, educators should be asking themselves one critical question: How will I engage my students in learning about Canada’s Aboriginal Peoples?

“Can I tweet this?” is a question that I routinely hear in my grade 2/3 classroom at Eastwood Public School in Windsor, Ontario. My students interact online with over 160 other classrooms around the world through Twitter.

In 2011, the advocacy group People for Education published a startling report called Reading for Joy. The study, which is downloadable at peopleforeducation.ca, revealed that there has been a dramatic decline in students who report that they like to read.

In the tiny community of Jarvis, Ontario, children from the grade 1 class of Jarvis Public School huddle in small groups to discuss a story they are creating together.