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?