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.