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.