The Now. And the Next. {Record Player}

I am a big believer that the future is always bigger than the past.  So, sometimes I hesitate to engage in straight up nostalgia.  I mean, I LOVE musing on historical themes - and the role that our past plays in shaping who we are...I have actually made a career out of it.

But I try not to let the past bog me down.  I most want our histories to light a fire of inspiration for each of us - so that we can use it to shape our future, ya know?  I try to bring this ethos to my classroom everyday.  And it is not hard, when working with teenagers.  They have an incredible ability to focus on the now and the next - it is inspiring.

But sometimes the past is the very thing that can help us be in the moment, and look forward to the next...

As I have written before, music was my gateway to the study of history.  And I still engage with music more than any other art medium.  But lately I have had some serious nostalgia for vinyl records.  Growing up, my brother and I spent countless hours in his room listening to records, and studying the covers and liner notes. And I do mean studying.  Listening to records was my introduction into a new world, where one's influences, photography, and spirit played the pivotal roles.  Over time, it transformed me, instilling a curiosity in me for music, history, and art that has yet to be dampened.

We listened to lots of cassettes as well, but still preferred records for the album art. But as CDs came into the mainstream - we (like everyone else) switched over, as it sounded better, was more efficient, and we still got the cool album art (that was much larger than a cassette). From there, it was a short jump to Itunes and mp3s, where I now buy all of my music with a touch of my finger, on an iphone.

Technology has made the acquisition of music more efficient and accessible - but has it made it more meaningful?

Can we find more meaning, by increasing the effort and engagement with the art?

In an effort to find out, we bought a Crosley record player, and it has been amazing.
I returned my parents' house, rummaged through my old closet - and brought back the primary sources of my youthful inspiration: numerous records by KISS, Fleetwood Mac, Van Halen, and Led Zeppelin.  You know, music from the past - recorded using a passed technology.

And I have learned that I missed the records.  I missed the art. I missed the physical feeling of delicately placing the needle on the vinyl.

I am remembering (and my kids are learning) that music is not only a listening experience, but an experience with art, reading, history, and feeling.  And like teaching, it is all about engagement.  We have to care.  And, with help from my record-playing past, my relationship to these songs is more meaningful.  I care more.

By returning to the past, it is pushing me forward.

US-India Collaboration {Global Poverty}

Recently, my AP World History class was offered the opportunity to engage with a class in India, in an effort to build relationships, and look for solutions to global poverty.  Officially, the collaboration was facilitated by UNC-Chapel Hill's Center for International Understanding program. They describe it as follows: US India Partnership is a curricular and educational program to enhance collaborative global learning linking high school classrooms in the States of Maharashtra, India and North Carolina, USA. 

Our Skype Session with the students of  the New India School

We were teamed up with the New India School, in Pune India. We interacted with each other through Edmodo and a Skype session.  Each class watched a series of videos about global poverty, and submitted questions for the film producers (which they answered).  My students were quite inspired by the short films made by the guys at Living on One. This is an incredible organization that works to find understanding by living on $1.00 per day.  (I HIGHLY recommend you watch these series of short films, documenting how these American college kids lived 56 days, with only $56, in the mountains of Guatemala.)

From there, our class researched local poverty here in Buncombe County, and created (and shared) a powerpoint on the local initiatives to alleviate the effects of poverty.  My students researched free/reduced lunch rates for the North Buncombe District, the CHIP Health insurance program, as well as local charities who work to end poverty.  Our friends in India did the same, and we compared notes via a Skype session this morning (or evening for India).


While having that face to face interaction, the students were also able to ask each other questions about local poverty, education, food, and entertainment.  It has been a great experience for all of us, and it is fair to say that we are all more engaged and curious about our world - and how we can improve it.  The opening page of my syllabus for AP World History states that our primary goal in this class is to explore the ties that bind.  This opportunity to meet students from the other side of the world, learn about each other, and discuss our commonalities in dealing with local poverty is a major step towards that goal.

I feel so lucky to have this job: and lucky to spend my days with these students.  They continue to inspire and amaze me.

Should Teachers be Performers?

• What makes a great teacher? 
• Is it enough for a teacher to simply know, and be able to communicate effectively, a lot of content? 
• Or, Should our best teachers be great performers?   

NPR has taken on this debate with this story about teaching's correlation to performance.
Please listen to it here. 

Full disclosure: I am a self-confessed performer-teacher.  I was most inspired to be a teacher by some of my own teachers, most of whom were amazing performers.  I was lucky enough to have teachers who had a passion for their subject and their craft.  Plus, they were funny,and made me laugh a lot.  These teachers also deeply cared about me, and I wanted to do well for them.

But Dead Poets Society was also my favorite movie during my teen years - and the hilarious performance of Robin William's Mr. Keating made me want to try my hand at it.  And my background is less academic, and way more performance.  I was always an OK student - who mostly did well in subjects that I loved, yet slacked off if I did not care. Instead, I spent most of my youth performing in punk rock bands, and in school plays.  I loved the stage, and teaching absolutely scratches that itch for me.

On my best days, I feel that I use my performance to instill curiosity and buy-in from my students.  In many ways - I am using comedy, music, and laughter to actively sell the study of history as something to believe in.  I teach public school, so my students are not choosing to be in my classroom.  But to really engage them, I need them to believe in what we do, ie: I can not serve the students until they come to the table, so my performance is sometimes a way to make the table seem appealing.  Once we are gathered around that table together - I am better able to engage and instruct.

But does my history in performance make me a better teacher?  Or just it just make me an entertainer?  Can I be both?  And if performance is a key to great teaching - how do we recruit these performers to our profession?

I encourage you, dear readers to post your thoughts on your best teachers in the comments section.  In your experience, what made your best teachers..your best teachers?

The Middle Ages {in 3 1/2 minutes}

We are currently finishing up our study of the Middle Ages in WHAP. One of the most challenging elements of teaching world history is to take extremely complicated events/causes/comparisons, and break the concepts down to something more understandable and relate-able.  It is especially tricky to do this without simply being reductionist, without true analysis.
All of that being said, sometimes a video using art and animation can accomplish this very feat.
 I recently came across this video.
 It. Is. Amazing.

WHAP Architecture Project {Video Version}

I have been requiring my students to use our city of Asheville to complete an architecture project for almost ten years now.  Being the home of both a hefty dose of classical architecture, as well as art deco - it seems crazy to teach the importance of this without nudging the kids to go see it, feel it, and document it for themselves.

So, in 2005, a completed project consisted of poster board and typed papers.  But as our access/ability to use iphones and digital media has progressed, so have the possibilities for the architecture project. Two fantastic students used the project to make a short film of Asheville's architecture, as well as grabbing some extra credit points for local flavor.  They made us proud.  Enjoy!!

Mandala {UNCA}

Some times in this teaching job, we just get lucky.  In example, we covered the basic tenants and history of Buddhism over the last few weeks - spending time on the differences between Theraveda and Mahayana. We watched videos and discussed the role of Tibetan Buddhism, and some of its more unique traditions, including the creation of sand mandalas. 

So it was with great excitement when I found out that a group of Tibetan Buddhist monks were to be at UNCA (our local university), making a sand mandala.  With short notice, we were unable to make it a class field trip - but I floated the promise of big time extra credit for any student who traveled to UNCA, and took a selfie with this mandala.  

Most of the students in my AP World History took me up on the offer, and seemed to get a lot out of it (or maybe they just told me that...).  Many of the parents (and siblings) of my students were roped into this as well, which was a nice unintended effect, as most spoke positively about the unique experience.  

I took my family there, and my kids were pretty amazed, and though I have seen this tradition in action before - I still found it awe inspiring.  We are lucky to have the opportunity to see these monks at work on a mandala, a tradition that is much bigger than we are.

Use Class time {to Sing Songs}

4th period AP World History || Enjoying their class time

There are so many studies out there showing that music can assist in our ability to learn that is is ridiculous.  I have used music in my history classroom since day one back in January 2000.  Initially, I just played music in class because it is so much a love and passion of mine - not to mention that before teaching, I had spent most of the previous four years playing in bands.  So, music was an important part of my life, and thus merged seamlessly into my teaching.  It wasn't until much later that I realized how much of a positive impact the music was having in my classroom.

The Chinese Dynasty song is something that we have been doing in my class for almost ten years.  It takes all of the major dynasties in the history of China, and sings them (in chronological order) to the tune of "Are You Sleeping."  I did not create this song, and I do not remember where I learned it - but it is common among AP World History teachers.   Again,
I spent most of my pre-teaching life playing guitar - so I always accompany my students as they learn to sing this song.  And over time, the singing of this song has come to take on a life of its own.

Every year - when it comes time to sing this song, most of the students start out sheepishly, and find it difficult to sit at their desks and sing.  I model it for them, typically playing the song through 2-3 times, but it takes time to build a level of comfort.  They hardly sing, or if they do it is a whisper.  But after we screw it up together (which always happens), and then add our own ideas to it, they most often dive in.

At the very least - the Dynasty song is a parlor trick way of teaching students how to memorize the dynasties.  But I have found that it also brings us closer together, and pays huge dividends for later in the class.  The students learn to edge out of their comfort zones by singing this song, and breaking that barrier enables the class to find more meaning in many of the activities/experiences in which we will engage throughout the school year. It is a team building activity more than anything else, and one that brings more joy and understanding to our class.  And that makes it worth every minute of class time.

The Foremost Task of Education

"I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion." - Kurt Hahn

My family and I have had a memorable summer.  From road tripping - to waterfalls - to funerals - we have logged many meaningful experiences.  But now I am excited about the new school year.  I am so ready to meet my new students, and get to know them, and their families.  Mostly, I am excited about the possibilities that come along with all of these new people who are about to enter my life.  I have said it before, but there is simply no substitute for the energy of the first day of school.  

And I am especially excited this year, as my youngest child is starting Kindergarten.  His adventure in public education is just beginning, and I love to see his beginning with new eyes.  It especially helps renew my fire for education. 

For me, getting the opportunity to engage in thoughtful discussion about the history of humans is about as good as it gets.  And I am chomping at the bit to dive in.  But that is not my primary goal. As the above quote best illustrates - it is my foremost task that my students (and I) will become more compassionate, spirited, and curious people as a result of our knowing, and learning, with one another.

So... Lets. Do. This.

Small Classes {What if They Are Not So Great?}

Recently, I read Malcolm Gladwell's David and Goliath- a book that studies how underdogs achieve. I enjoyed it, but was particularly struck by his chapter that focused on class size.

According to his collection of research, the relationship between class size and student achievement is actually an inverted U curve (below).  That in reality, classes that perform poorly are (most often) either too big, or too small.

So, there is a sweet spot - and that does not surprise me.  From my personal experience, the perfect class size is anywhere from 18 to 26 students.  Anything less, and it is challenging to create critical mass movements, especially when the class does not include many peers.  Happy students are the best students, so classes work better when students are surrounded by (and inspired by) their peer groups. Small classes make that very scenario less likely.  Of course, in classes that are larger than 26,  personal relationships are almost impossible to cultivate.

I am looking forward to (hopefully) teaching classes this upcoming year that are not tiny - but right in the sweet spot.

The Fourth Wall.

I love getting to know my students.  If anything, I am an extremely social person - so teaching 80 teenagers per day is perfect for me.  I love to learn about their families, histories, and passions - and I enjoy most of the experiences that we have together throughout the year. In addition, most of my students (and their families) learn about my life history, and often hear stories about my family, travels, and experiences through my teaching.  

That being said, I work diligently to maintain healthy and well defined boundaries with my students, always with the hope that they have a clear understanding that I am their teacher, not a casual friend or buddy.   So I stress that my personal life is not something that my students are allowed to cross in to.  Generally, they are respectful of these lines, and I am always appreciative of it.

But I am a big believer that successfully teaching someone anything is a social experience - and one that must be understood from a personal perspective.  To learn, I mean really learn, we have to connect to it personally.  To that end, I break down the fourth wall in my classroom.  I learned about the fourth wall concept as a young theater student, and it is defined as such, "The fourth wall is the imaginary "wall" at the front of the stage in a traditional three-walled box-set theater.  Speaking directly to or otherwise acknowledging the audience through this imaginary wall in a play, is referred to as "breaking the fourth wall." Think Ferris Bueller (or at a Ryan Adams concert) speaking directly to the audience - it is endearing.  And it helps all of us root for him down the stretch.  

In order to truly teach my students history, I often have to present stories (of the Romans, wars, myths, etc.) to them - and teach them analysis.  But when I make mistakes, or when I see that a personal story from my life may better explicate the idea - I break the fourth wall and speak directly to my students.  When I am enforcing the tardy policy, or discussing grade percentages at the end of the semester - I am performing a professional duty - and all of my students know that.  But they also know that I am a normal, vulnerable human being who is working a job, and lives his life outside of that job.  

I believe that one of the biggest pitfalls that teachers fall into is hiding behind that fourth wall of professionalism, at the expense of developing positive relationships with students, and/or showing any vulnerability in the classroom.  So while my boundaries are real - by the end of the year, my students (and their families) and I really know each other well. Reconciling the balance between healthy boundaries and healthy teacher/student relationships is a huge part of teaching - and I hope that I can continue to find the sweet spot in that effort.

Test Scores {are not everything}

It is that time of the summer when all AP scores are posted.  This can be a time of great relief, or disappointment, for all of the students, families, and teachers involved in Advanced Placement classes.  I find that it is important for us to remember that our learning experiences always equal more than the sum of our test scores.  

That being said, most of us hope to see a score on our AP exam that reflects our work in the course - and that is not always the case (especially when we are dealing with an exam that covers....wait for it...10,000 years of history, throughout the entire globe).

But to provide some perspective on the AP World History exam - I thought I would post the 2014 score distributions, including every AP World History student in the entire nation.  It is my hope that students can gain some clarity about their scores by looking at the distributions.  So here it is:

2014 AP World History Score Distributions (National)

5 - 6.4%

4 - 15.8%

3 - 31.7%

2 - 27.9%

1 - 18.2%

53.9% of all students scored a 3 or above on this year's exam.

The Homestretch

Wrapping up a year in public school is always bittersweet for me.  On one hand, I am a restless spirit - and jump at the opportunity to spend my days doing something outside of school.

There is a certain beauty about routine, and teaching fulfills that perfectly.  My life is sectioned out according to bell schedules, teacher work days, and holiday breaks for ten months of the year.  So, the summer is a time that I typically reserve for anything but academic pursuits, or attempting to motivate others.

But, at some point in every summer - I begin to miss the students and their excitement.  I have enjoyed a great year with most of my classes.  This year (like every year) brought a new set of challenges, and also opportunities to try new things.  The Chicago trip was the highlight of the year, bringing all of us closer together - and opening our eyes to new experiences.  Travel has a way of accomplishing that, where others experiences can not.

But in my many years of teaching, I have never witnessed such anxiety among teachers and staff about the direction of NC public schools.  Everyone is on edge about every aspect of teaching in this state, and it is disheartening.  It is my hope that North Carolina will make decisions that will have a positive impact on our schools this year.  It is too sad to think of the alternative.

We finished up with national exams (AP), State exams (NC), service projects, and mural painting.  Overall, a solid end to a good year.  I feel grateful for the opportunity to spend my days with these kids.

Anybody Can Serve

“Everybody can be great...because anybody can serve. You don't have to have a college degree to serve. You don't have to make your subject and verb agree to serve." - Martin Luther King Jr.

The College Board administers the AP World History exam in the second week of May each year.  This is a national exam, and the date is not flexible.  As a result, AP classes must cover material quicker, and be prepared for their major assessment earlier.  Once the exam is complete, we usually have just a few days before our state and local exams begin.  This year however, we missed numerous days throughout the winter due to snow - and we are in school until June 12.  So, my AP classes have an opportunity to complete other projects.

It is an opportunity for us to give back.

In the past, we have painted many murals, put on fundraiser rock shows, had guest speakers, etc.  This year, we are completing a hallway mural, and working with Asheville Greenworks and the NBHS custodians to complete campus cleanup and landscaping.  Asheville Greenworks provided the supplies for us, and the custodial staff provided the list of priorities.  We are providing 52 teenagers to do the work.

I hope it helps, and I hope the students realize that it does not take much to make a difference.
Everyone can make a difference, because everyone can serve.

Chicago {We pulled it off}

41 students, 5 teachers, 1 bus, 3 days - in Chicago.  We planned this trip back in January, with audacious hopes for success. And this past weekend, we pulled it off.  It was amazing.  I fell in love with the city of Chicago over the weekend, but came away with even more adoration for the 41 students who
traveled with me.  We had the best time, and soaked up the spirit of Chicago, as it were.

Traveling with great high school kids is not for the feint of heart, but it is exhilarating.  If you remember what  it felt like to be 16 years old, then maybe you remember the reckless confidence that was baked into your brain.  I certainly remember that feeling when I was lucky enough to spend three weeks in Europe as a 17 year old. Our teachers trusted us to navigate cities like Rome, Venice, Lucerne, Paris, and London - and we did it with enthusiasm and naivete.  It built my confidence, and inspired me to learn more, travel more, and open my mind to new experiences. That trip was a catalyst for me personally, that pointed me down a path of travel, adventure, and education.  I am so grateful for it.

I wrote about that experience here.

With my experience in mind, we designed this trip so that these kids could have ample opportunities to experience the sights, sounds, and feeling of a large American city - with all of its hustle, diversity, and culture.  So, though we spent some time in traditional tour-oriented places like the Field Museum, architecture tours, Wrigley, and the Museum of Science and Industry - most of our time was spent exploring.

 We trusted the kids to work together to navigate Chicago - and to make good decisions.  At every opportunity - they answered our call, and usually discovered ways to make the adventure better.  Whether we played football in every parking lot (or at Navy Pier), learned to use Chicago's Bike Share, or piled onto the L for some quick transport - we did it together and with absolute gusto.  These kids were all in - and I was right there with them.

I am lucky to be a teacher, and lucky to know these amazing kids.  They make me want to be better - and inspire me to continue to seek adventure in all things.  I learn the most from the kids.

New T-Shirts (Class Rule #10)

Our class rule #10 is "to start a tradition."  For many years, my AP World History classes have designed and purchased t shirts, which certainly fulfills the ethos of tradition.  So, every year 'round about April - we turn to each other and try to work out the things that we most want to remember form our year together.  The shirt always turns out to be more of a souvenir/keepsake than a fashion item.  And for that reason I always remind the students that it is their t shirt -  for them, by them.

I think the first one was in 2003 - but I could be wrong.  (I need to go through each of the shirts and count, but either way - we have been doing this for a long time.)  And every shirt that we have made is full of our interactions with one another.  Sure, our learning of and discussions of history are a guiding theme - but the shirts are all social, and usually revolve around the magical times where our collective laughter was spontaneous and uncontrollable.

And I love it so much.

If nothing else, what the students decide to memorialize on their class t shirt confirms my belief that our educational experiences are about our emotional connectivity.  Our ability to learn is most elevated when we are in happy environments - surrounded by possibility.  Like summer camp, a public school classroom can be an incredible incubator for new and positive experiences.  We can grow by learning from each other.

And then we can make a t shirt about it.

College {UNCG}

I am a believer in public school.  It makes sense really, because I am a product, participant, and paid employee of the North Carolina public school system.  But school has always been a huge part of my life. My Grandmother was a public school teacher, as was my Mother.  I have lived my life according to the academic calendar continuously since I was 5 years old. As a student I always enjoyed school, and I continue to enjoy school as a teacher.  

This past Wednesday I had to spend some time in Greensboro, NC, and had the opportunity to visit my alma mater of UNC-Greeensboro, which is always cause for a week of reflection on the role that school plays in my life.

As far as my education goes -  I am still thankful that my 18 year old self chose to attend UNCG. I met inspirational friends there, learned, and grew so much. Most importantly, I met my wife while there. I loved UNCG, it had everything...except the mountains.   So almost immediately after I graduated, I moved to Asheville - and now I rarely get back to UNCG.

And now every time I return to UNCG, I am awestruck by its beauty - it just looks like a ..well..college.  There are lots of green spaces/quads.  All of the buildings are brick, and beautiful (Georgian architecture). The landscaping is top notch, with fountains and old trees in abundance. It is a great place to spend one's collegiate years, and I always jump at the chance to sing its praises.  On this particular visit - I could not stop taking pictures.  It made for a great day, rife with great feelings. 

It also makes me excited for my current students, as many of them are about to embark on their college adventures.  They are making tough decisions about where to go, how to pay, and what to pursue in these final months of school. Like my experience at UNCG, I hope that they too find a place that brings them happiness, and the opportunity to grow.

Vi elsker Danskerne {We Love The Danes}

Two years ago, 20 students from Denmark came to NBHS to "have an American educational experience" for two weeks.  I was lucky enough to get to know these kids, and I have so enjoyed having them in my class. Their observations, thoughts, and perspectives were always welcomed - and added so much to our class discussions.  I wrote about that experience back then on this blog.  Read it here.
The past two weeks, we have been lucky enough to welcome a new group of 20 Danish kids to our school.  And I have been lucky enough to have most of these kids in my third period WHAP class each day.  Not unlike two years ago, it has been an incredible experience to have these kids here.

They bring an open mind, enthusiasm, and energy to our school.
Today was our last day with the Danes.  We listened to Young Turks ( the Rod Stewart song that I introduced to the class during a lesson on reform in the Ottoman Empire.  My students have taken a particular liking to this song and now it has become a bit of a thing.  So much so that they turned the Danes on to it.).  Then we captured and released the mouse that had eluded us for two days.  After this, we competed in a dress-up relay race with mixed teams of Danes and Americans.  It was pretty amazing, and hopefully we created memories that will stretch to northern Europe, and last a lifetime.
It is hard to say what specific aspect of the Danes that my students enjoy the most - but overall they seem to just enjoy the new energy that it brings to the class.

Do we learn more when they Danes are here?  Yes, but it is not textbook learning.  We learn that our American experience is sometimes unique, and sometimes part of a larger human experience.  So I fully believe that when my students spend time, and build relationships with kids their age from Europe it helps all of us understand the ties that bind us together.
It is my hope that my students gain a greater curiosity about the lives of their new friends, and how this world can seem simultaneously so huge, and so small.

The Greatest History Project...Ever.

I assigned my students to write, illustrate, and put together a children's history book on how to build an empire.  They had to use real life examples from historical empires to explain their reasoning. In addition, it had to cover social, political, and economic aspects of empire building. Almost every book that student groups turned in was exceptional. 

But one particular group of students literally accomplished the task...yet made it out of two (fully functional) skateboards.

These students are to be applauded for using history assignments to push the envelope and engage creativity. I hope that I showed them how much I appreciate their initiatives. 

But will their success on this assignment give them confidence and passion throughout their adult lives to continue creative endeavors?

I hope so. But either way, they made a book out of skateboards, which is totally gnarly- dude. 

An Open Letter to the Board of Education {Encourage Civil Disobedience}

civil disobedience

noun

1.

the refusal to obey certain laws or governmental demands for the purpose of influencing 

legislation or government policy, characterized by the employment of such nonviolent 

techniques as boycotting,picketing, and nonpayment of taxes. 

Last night, the largest school system in North Carolina (Wake County) passed a legal resolution refusing to implement the 25% Law.  They joined other large school systems, including Guilford County and Durham.  It is an act of passive resistance that is to be applauded, because the law is unjust.  I certainly hope that my home county will follow the lead of these other school systems, and I am imploring our school board to make this decision.  Below is the letter that I wrote this week to the school board.

Buncombe County Board of Education,

As a veteran teacher in Buncombe County Schools, I thank you for your willingness to devote your time and energy in an attempt to guide us through the 25% legislation.  Most every BCS teacher that I know is conflicted about the repercussions of this law, and this uncertainty has created an environment of distrust in our schools.  As many of you are aware, morale among teachers is quite low, while anxiety is high.

I truly hope that you will move to join with Guilford County, Durham County, and  Wake County Public Schools (three of the largest school districts in NC) in refusing to participate in this flawed process, and directly ask for its repeal.

Making this bold move will be accepted as a sign of solidarity with BCS teachers, and will help to end the divisive culture that this law has created within our schools.  I hope that you will strongly consider this act, and that you will continue to do what you think is best for Buncombe County Schools.

Thank you for your continued service - 

Ben Graham, NBCT

Remember Why You Started.

My wife recently attended a pretty incredible arts/crafts workshop called the Makers Summit. It focused on inspiring creativity, and teaching the crafts/methods that can enable you to make it happen.  Listening to her discuss some of the themes has been inspirational, but what stuck out to me the most was the following mantra, "Remember Why You Started."
Honestly, I believe this is something we should keep in mind in anything that we pursue, but it is especially true for teaching.

So, why did you want to be a teacher?

As for me, I starting wanting to teach at age 16.  I was attracted to the energy of  the profession because most of my great teachers seemed to enjoy themselves, and (certainly) never seemed bored - actually, they seemed engaged and imaginative.  These teachers also seemed to enjoy being with their students.  They genuinely liked us!  It was pretty amazing to witness, and it left a mark on me.
But I also just loved history (not just political history, but any history),  especially all of the mystery and curiosity that came with it. 
That appeal stuck with me, and I pursued it through college, and nothing deterred me.  My experience in the School of Education at UNCG both challenged (and confirmed) my beliefs and ambitions towards teaching.
Once I started teaching, I was challenged by older teachers who resented my unorthodox methods in the classroom.  I was loud, in your face, and hungry to be great.  I was also uncompromising, ideological, and truly loved all of the teenage students that I was working with daily.  The "establishment teachers" were not welcoming, (and I was young and brash) and that time remains the most challenging part of my career. But I learned a lot about myself, and it sharpened my focus on why I wanted to be a teacher in the first place.

Luckily, I was surrounded by some other, amazing people who were able to remind me of why I started in the first place.  I started teaching because I enjoyed the spirit and energy of teenagers, wanted to make a difference in people's lives, and believed that studying history inspires us to be great. 

I still believe all of it. 
How about you?  Why did you start?

Road To Revolution

In my American History I class, we are currently studying the Revolution.  It truly is an incredible moment in our country's history - and one that begs many questions about the nature of "America."  In that effort, My students had an assignment to create an illustrated road map to Revolution.  Essentially, they were required to think about the causes of revolt, and create a hands-on map that could guide interested parties to the final destination: a revolution.  Each event was to include a written (and illustrated) description, while simultaneously answering the question of how this particular event this leads us closer to revolt.

Typically, assignments like this produce mixed results - and this one was no different. Some groups produced a blank page of stick figures and dates - while others created elaborate images, compete with detailed analysis of the causes.

But I was particularly struck by the one project pictured here.  A group of three students produced this in under 30 minutes. Their work is impressive, and helps to support the idea that we can use history to illicit creativity in our classrooms.  If possible, and if time allows - students can create great products, using history as the catalyst.  I hope that our next production can equal the success of this.

My Classroom Is A Wreck: What Of It?

Recently, I attended a talk with Nadia Bolz Weber.  Her talk was interesting, and I especially enjoyed the Q&A at the end.  It was during that time that she mentioned a guiding philosophy of hers:
Anti-Excellence and Pro-Participation.
It is not about doing everything perfectly.  It is not about crossing every T and dotting every I.  Nope, not at all actually.  It is about showing up, doing your best, having an open heart, and getting into the spirit of things.

As a teacher, this really speaks to me, for many reasons.  I hope that it is not only because I feel like it confirms my (already held) belief that details are over rated.  Though, I am sure that is true to an extent.  I think it is more that I am all about the spirit of things.  It is not that I love messiness, but life is messy, and big messes are inevitable - especially in a public school classroom.

Some years ago, an administrator walked into my classroom (which is a complete wreck: paper, art supplies, costumes, and speaker wires are all strewn about), and inquired about the mess.  I responded that we are always busy in here - trying to create, inspire, and go big.  He wondered if the clutter and disorder set a poor example for students.  I was not sure how to answer that question at the time.  But I think that Anti-excellence, and Pro-participation is my answer now.  It is not that I am trying to create a messy classroom, but I am absolutely trying to create a busy classroom, full of energy - and (most importantly) full of spirit. Artists' studios are cluttered, stages are destroyed when the band strikes the final chord, and there is grease in the mechanic's garage.  Making things, performing things, and fixing things take commitment.  In my class, we participate - but we are not always excellent.

But anti-excellence and pro-participation is NOT about settling for mediocrity.  On the contrary, I argue that it is about setting your sights high, and going big - to the best of your ability.  And just take the hits that inevitably will come at you.  Just show up, and surrender to the spirit of what you are doing.  Clean up the mess when it is done.  Or don't clean it up.  Who cares?  Just leave it all on the field, and rest easy with the knowledge that you gave it your all, messy or not.

On Navigating the Murky Waters {of NC Public School Policies}

I did not become a teacher in North Carolina public schools because I thought I would make a lot of money.  I did not become a teacher to live in a huge house, drive a Lamborghini, and enjoy floor seats at NBA games.  I became a teacher because I love history, teenagers are inspiring to be around, and I thoroughly enjoy the spirit of a schoolhouse.  I just hoped that I would make enough money to own a house, a car, support my family, and have some savings.

I am 14 years into this now, and I have loved most every minute of teaching.  My motivations for being in the classroom have not changed, if anything my motivations have sharpened.  In addition, my wife is an educator - and we manage to own a home, cars, and support our two children on our state salaries. The past five years, our budget has tightened for sure, but hasn't every one's?  A general raise would be nice, at this point - but we are not living on the street either.

Based on the rhetoric, most of us teachers believed that this past summer, we would finally see a raise in our salaries.  There was much hope around these schools that things would improve for all of us in the classrooms.  The state legislature had different ideas for how to reform education, and passed a series of laws that significantly altered the status quo, including: changing the length (and nature) of our contracts, and taking away extra pay for advanced degrees.
Probably the most controversial initiative that became law last summer is the 25% rule.  Each school system in North Carolina (there are 116 systems) must choose their top 25% teachers by this summer, and offer them a four year contract and a $5000.00 raise (cumulative over four years).  This new four year contract will replace their existing permanent contract.  The methods by which local school boards will determine this elite 25% are unclear, though it must involve evaluations.  No matter what, all teachers in the state of North Carolina will lose their permanent contracts in 2018.

My particular school system is in the process of deciding how they will choose this 25%, and it has led to a divisive environment here at my high school.  Some teachers are signing pledges "not to sign" any four-year contract that is offered, as they argue that we will lose all due process rights, and that the future of education is too uncertain for us to relinquish our permanent long term contracts.  Others are excited about the possibility of more money, a longer contract (beginning teachers only have one year contracts), and the idea that some teachers (who are maybe no longer in their prime) will be motivated to change.  Some are disseminating information to persuade their fellow teachers one way of another, in this effort to draw the lines more clearly.  And everyone that I have spoken to about this seems to have his/her heart in the right place, seriously wants to help students, and work an honest job.

At current, I am uncertain where I fall on this continuum.  On one hand - I love teaching, I work hard at it, and I use unorthodox methods.  In addition, I love to balk at the status quo, and I am generally very open to change. So, I appreciate efforts to challenge the modus operandi, and attempt to introduce change the current system of education in our state.  I also like the idea of rewarding teachers who are the rockstars of the profession, while still providing a basic level of due process within the contractual period.
But on the other hand, I am unsure if these new ideas will bring about positive change in the schools. So far they have merely served to be divisive and confusing.  And how on earth will anyone quantify how a teacher impacts the lives of his/her students?  And I have always liked the idea of permanent contracts, because it makes my dismissal from the profession a process of documentation, fairness, and it ensures my protection of academic freedom.
So, I am working my way through this, and trying to gain new understanding.  I welcome any thoughts that you, dear reader, may have on the subject.

Chi-Town Throwdown {The Greatest Field Trip Ever}

I have always believed that classrooms are effective tools for lots of instruction. But the confines of four walls can also limit instruction. Indeed sometimes it is imperative to take the students outside. And sometimes, it is imperative to take the students to Chicago.

Some of my best friends, who happen to also teach here, and I have planned up a magical field trip to Chicago in late May.  We call it the Chi-Town Throwdown.

I do not know where our personal experience ends, and our education begins - but I know that the two are interconnected and nonexclusive.  I have learned so much in my life in classroom settings, and on educational campuses.  But my personal connections and beliefs were shaped almost solely by my experiences in life.  I am the person that I am, as a result of experience.  Theories, books, and knowledge have mostly served to help me understand the experience that I am living into.

As a professional educator, it is always my hope that my students' understanding of history, humanities, and social science will help each of them better understand their experience in this world.  I know that for me, my experiences in Italy, California, England, New York, etc. have shaped my perspective more than any single academic class.   It is my hope that I can give back, and that this trip to Chicago can do the same for my students.  It is not so much the museums, or architecture tours - as it is the opportunity to soak up the sights, sounds, and spirit of a new city.  I believe it was Proust who said, “The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.”   
Chicago will be our new landscape, but it is a means to an end.  The end is to return home with new eyes.

What is Punk Rock Pedagogy?

The most valuable preparation that I ever received for teaching history in a public high school was from punk rock bands.  Growing up in Winston-Salem, NC, I was in numerous punk rock bands from age 14 through my college years.  They included bands with names like: Filling in for Zippy, Mike TV,  and Meadow's Maxim.  We did everything by ourselves -  from booking shows in basements, to buying PA systems, to writing songs.  We made stickers, t-shirts, and cassette tapes.  We practiced, learned to record, and watched ( and emulated) other bands.  We were driven, passionate, and extremely motivated to improve.  We had a blast.

By being a part of these punk bands - I learned how to:

• Hatch an idea. 
• Set goals towards its achievement. 
• Motivate others to believe in it. 
• Work with groups to make the idea happen.  
• Have a great time while doing it!

I am forever grateful for this experience, mostly because I have used these skills every day in my classroom for 14 years.   Teaching is about passion, inspiration, and positive experiences.  As teachers, we must always make our passion infectious, and we must accept that we have to constantly attempt to inspire those around us (in most cases, our students).  It is hard work, and we must earn the inspiration every day.  We should be sweating when we are done for the day, and things may get messy in our classroom.  It will (most likely) be loud, and students will need to have conversations with us. We will have to make up new rules, and try new methods, in order to move forward.  And we must be open to change, if these methods do not work.

I call this idea Punk Rock Pedagogy.

Many will tell you that teaching is about organization, and preparation, and classroom management.  And I do not dispute this idea, as all of these qualities can make for a great learning experience.  But passion, and the ability to inspire others are the sparks that ignite most valuable learning in today's public school classrooms.  And these sparks will drive us to prepare, and plan, and organize - because we love what we are doing.

And we must love what we are doing.  We must care about our students.  We must believe that a free and decent education is a right for everyone.  And we must serve our students.  We must be punk rock.

Happy Students

Happy Students Make the Best Students:

In this thing called education, it is often difficult to explain any aspect of it in black and white terms - as we tend to function in shades of gray.  That being said - over the years I have observed (at least in my classes) a few maxims that seem to hold true.  One of these is that "happy students make the best students."  One of the easiest pitfalls into which many of us teachers can fall is to simply drill and assess content, in order to create data driven results.  While it is true that instruction and assessment of all types are crucial to any quality education, it is also clear that an individual student's happiness (or lack thereof) is an impressive predictor of academic outcome.  If a student is unhappy, a test on FDR's Works Progress Adminstration may not be his main concern.  It is more likely that the source of his unhappiness will overwhelm all other areas of his life, including academics.  And the thing is, high school students may be THE most prone to unpleasant and unhappy thoughts - as they are having to navigate that unique blend of cliques, breakups, drama, early mornings, pressure to go to a good college, and my test.  So, in order to reach their potential - how do we help these students find some balance, and loosen them up a bit?

My suggestion is to play like it is summer camp.  These students must have opportunities to operate in a free environment, so that they can escape the daily grind, and experience team building and challenge.  In my classes, we try to break up the daily routine that is the traditional public high school, by incorporating: games (both indoors and outdoors), art projects, outdoor activities, sports, etc.  We often joke that my classes tend to look a lot more like a summer camp than they do a history class.  But this is by design - because I truly desire my students to be happy.  I believe that because of their more content minds, that a willingness to work harder will follow.  It has held true, as most of my classes have learned that you have to pay to play - but as hard as we work, we will play harder. Plus, we do live in one of the most beautiful places on earth; it seems a waste of resources to not be outside from time to time. And we are all happier people afterwards, and we are more prepared to take on the giant leaps that academic rigor requires.

Planet Money T-Shirt

NPR's Planet Money made an incredible documentary on the making of a t-shirt.  Meeting the individuals in Bangladesh and Colombia who actually made the t-shirt was illuminating, and amazing.  We had a great viewing, and in-class discussion about it today at school, in AP World History.  

It helped all of us realize that the items we buy are made by real people, with their hands.  It introduced us to individuals on the other side of the world, who are living their lives and following their passions -  just like us.  
I highly recommend it.

Watch it by clicking here.

Aussies.

One would not imagine that North Buncombe High School would be a vehicle by which many international students would connect - but it is.  

Not too long ago, NBHS started a student exchange program with Denmark (I wrote about it here).  And this week, we hosted a group of students from Australia.  

 

These kids play on a club basketball team, and are traveling around the US playing high school teams.  They played here on Wednesday night.  I was lucky enough to visit with these kids on Thursday morning, during which time we had a wonderful chat about Australian culture, American misconceptions, and what surprised them most about their time here.  

 

The ties that bind.

The Past in Our Landscapes

I am a sucker for all things global, and far away.  I have always been captivated by travel, and meeting people form diverse places and cultures.  I just love the discovering the ties that bind.  And lately, my thoughts have turned to the continent of Africa.  I find the entire continent mesmerizing, and love to read about it, as much as just stare at images of its' landscape.  I just fell in love with the Long Way Down motorcycle journey ( which started in Scotland - traveled through Europe and all of Africa - and completed in Capetown, South Africa) that Ewan McGregor and Charlie Borman completed a few years back.  

But recently, I have started reading and following the journey of journalist Paul Salopek.  Writing for National Geographic, he is attempting to retrace the first human migration.  According to anthropologists and historians - humans originated in East Africa and migrated to all points of the earth.  Salopek is attempting the same journey (From East Africa to Tierra Del Fuego in South America) over a 7 year period - and is calling out the Out of Eden Walk.  It is truly an amazing story to tell.  

In his recent writings, I came across this sentence, "What disconcerts us about suburbia? Not just its sameness, but its absence of time. We crave a past in our landscapes."  This idea has really stuck with me, as I am quite guilty of this sentiment in my daily life.  But it is true that most of my meaningful experiences in life have come directly from the feeling that overcomes me when I am overwhelmed by sense of place.  "A past on our landscapes" really just means authenticity, at least to me.  The feeling that the place we inhabit is unique because nature and/or humans who have come before us have made it that way.  That feeling that permeates me when I know that I am walking in the footsteps that so many others have walked.  Growing up spending time in Old Salem, and living in old houses for most of my adult life has embedded that idea deeply into my soul.  But wherever I find myself these days, I seek authenticity more than anything else.  Usually that takes me to the past.  And living here in the mountains of North Carolina is a wonderful place to start.  From the landscape itself, to the Biltmore house, to the Appalachian Trail - the past permeates this place.  And my children spend as much time in these places of past, as they do anywhere else.  My hope is that this sense of place and personal commitment to fulfill our role will rub off on them.

In the end, Africa is no more unique than any other place on earth, concerning the past.  People have lived there for thousands of years, and have lived their lives attempting to survive and find fulfillment - just like North Carolina.  But following journeys through places and time still make me feel connected to the human family.  The ties that bind.