Tuesday, October 3, 2017

Admitting Weakness in Education

In a recent Twitter string based in the weekly #sunchat discussion, one of the many great educators, @thnorfar, mentioned that "something about this profession [teaching] makes people fear weakness." This initiated a long string of discussion, and truly got me thinking- do educators fear expressing weakness? If so, why? How important is this to the larger goal of personal and professional growth? If we can admit weakness, then what? In the post below I will try to tackle each question, and flesh out my thoughts.

Do educators fear expressing weakness? If so, why?

The answer to the first question is, I think, a resounding YES! For so long, educators have been the classroom "expert", the "sage on stage",...and the first person to be blamed for something wrong in education. There is a great deal of pressure on teachers to be experts in all matters education. Some of that pressure is good; we should have a deep knowledge of our content, and we should take the time (and have been challenged) to think deeply about classroom practice. But how many teachers are afraid to say, "I don't know", when asked a question.

The truth is that education has become, in many ways, a game in which all things are measured by "winners" and "losers". When it comes to the classroom, it comes down to grades- does your class average match out, do you have enough points possible, do you have enough students getting A's? When it comes to the school, it comes down to test scores- are they high enough, how do they measure against every student in the state and country? In short, education has become more focused on statistics than people, more focused on numbers than growth, more focused on students as commodities rather than as the individuals they truly are. When educators function in this kind of environment and feel the pressure of being blamed if points possible don't meet quality, or if test scores aren't high enough, it sends a clear message- You had better get it all right, or else. It's no surprise that a teacher might be afraid to admit weakness with that reality bearing down upon them.

How important is admitting weakness to the larger goal of personal and professional growth?

Fact- Teachers are human beings. (insert gasp from students) We are human, we are flawed, we have weaknesses. Being able to admit that is absolutely crucial to maintaining oneself in education. I was once scared to say "I don't know" in a classroom, afraid that I might lose the respect of the students in my charge if I couldn't answer that question they asked, afraid of how I might "look" to other professionals in the building and beyond. But the moment I embraced my weaknesses was the moment that I began to experience real growth. Knowing one's weaknesses shows a teacher how much they still have left to learn, and motivates growth.

If we can admit weakness, then what?
It is unfortunate that most teachers work in an environment driven by test scores. It is an environment which is ultimately successful in creating little more than fear, and hinders the important elements of growth in the classroom. While difficult, admitting weakness is crucial for us to grow. Even more importantly, teachers must work to not only admit weakness, but seek out ways to improve. It is one thing to admit weakness; it is quite another to take the steps necessary to better oneself.

The field of education has not only accepted a culture of test scores, but it has also grown comfortable in dated or just flat-out flawed teaching practices. Growth as a professional is as important as anything we do as educators. The on-going challenge before educators, and administrators, is to admit weakness, but never accept it. Only when teachers make the decision to stop growing have they truly failed. Growth is success, and one of the few legitimate constants in this field! But growth means failures along the way. Every journey has detours. But, here is the real question- how far will you drive the wrong way?

Tuesday, September 26, 2017

The True Test of Our Fidelity

Yesterday I was asked by a number of students how I felt about the kneeling controversy, largely because I had made the decision over the weekend prior to change up our schedule for US History to allow us greater time to spend with the Constitution, and I had shared with them that if there was one thing that the debate on social media had shown me over the weekend, it was that more Americans needed to spend time with the document before they claimed themselves to be experts.  When students asked their question, I gave a wishy-washy answer with which I wasn't comfortable.  And so, I've decided to compose my thoughts in my blog.


I would like to preface this post with a few notes.  First- as always, the views expressed in this post (and all posts) are mine alone, and do not necessarily represent my employer.  Second- I have long maintained a personal mission to not interject my personal reactions to political issues because of my desire to help students see multiple perspectives on issues.  Third- I have always stood for the flag and national anthem, and am proud to do so.

When this post began to form in my head, I thought back to something which President Obama said during a town hall.  He was asked by the moderator, Jake Tapper, about his reaction to the initial kneeling of Colin Kaepernick, and he responded by talking about what the flag means to him, and how he feels that the flag and anthem can be a unifying force for all Americans.  But then he also said this,


"I also always try to remind folks that part of what makes this country special is that we respect people's rights to have a different opinion...The test of our fidelity to our Constitution, to freedom of speech, to our Bill of Rights, is not when it's easy, but when it's hard.  We fight sometimes so that people can do things that we disagree with ... As long as they're doing it within the law, then we can voice our opinion objecting to it but it's also their right."


It was the second line that really came back to me- "The test of our fidelity to our Constitution, to freedom of speech, to our Bill of Rights, is not when it's easy, but when it's hard."  Listen- I don't believe in many universal truths, but those that I do, and which will always be a part of any classroom I work in, are that 1. Sexism, racism, and hatred will have no place in our classroom.2. Our students have rights, and when given the environment, can and should express those rights.  Our students should know and feel that they have a voice, and that their voice has value.3. If students (or any American) wants to express their right to a voice, it should be informed.  Ignorant speech is just as dangerous, and often times more so, than keeping quiet when your voice should be heard.If one thing has become very clear over the past few years, it is just how reactionary a people we can be.  Too often we instantly react when we see something that makes us uncomfortable, when the reality is that there is almost always a moment to stop and think, almost always a need to have a conversation, almost always another perspective just as valuable as your own, and almost always a need to empathize.


Regarding this particular controversy, here are my thoughts:


I stand for the flag, but at the end of the day what I am really standing for is the ideal the flag represents.  If we look at the flag in a literal sense, it is really just fabric.  But, as a symbol, it stands for freedom, our Constitution, all that we have fought for over the course of 240 years.  I stand for that because that is how I express my feelings about this history, I stand for that because I believe in what it represents- the rights we all possess as Americans.  A hallmark of those rights is the right we have to express ourselves freely, provided we remain within the law.  The First Amendment speaks of freedom of speech, and does not qualify that with provisions for anyone's comfort.  Protest is central to our nation's history, so much so that it could be argued that protest is a fundamental American principle.  And so, for those who want to express frustration about kneeling protests, you have the right to do so, and I would be the first to defend that right.  If seeing this kind of protest makes you uncomfortable, I can understand that as well.  But you do not have any greater right to express yourself than those who choose to kneel.  We all have equal right to protest, and at a time when we have "protestors" marching through streets, waving Nazi flags, spewing hate speech, and driving their vehicles into groups of other protestors, a peaceful protest, even one that might cause us some discomfort, is far from our biggest problem.  

This may seem like an "easy" issue for many to give voice, and if you have or wish to, that is your prerogative.  But there are rarely issues that are easy; with the exception of a few absolute truths listed above, there is almost always a conversation to be had, almost always multiple perspectives.  In this case, if we examine the root of the initial protests (taking issue with the treatment of blacks and other minorities in the United States), my reality is that I, like most, have no idea what it is to be a black person.  I certainly have no idea what it is to be a black pro athlete.  I would love to have their money, but I would never trade for their history.  Most of us cannot fathom studying our people's history, and seeing so much of it dominated by slavery.  Most of us cannot fathom watching the news and being concerned with the realities of race relations.  How can we take issue with someone expressing their thoughts, exercising rights possessed by them, just because they are highly paid athletes?  Their money doesn't take away their rights as a citizen, and for many of the black men and women, they carry the responsibility of being highly visible and looked up to, and as such it should come as no surprise that they might use their platform to initiate change, or at the least, a conversation.

So, my thoughts- I stand for the flag and will continue to do so.  I hope that these players will think about their protests, and consider why some might take issue with it.  I hope that those who are so quick to condemn them would remember that they are simply exercising a right, knowing full well that there could be consequences for that right.  I would hope that we all might remember that freedom of expression and speech either means something, or it means nothing at all.  I will continue to hope that, one day, we will realize that we are a nation constructed out of compromise, and a desire to live free.  That we are stronger because of our diversity, that the great glue that holds our nation and people together is the great conversation we've lost, and must get back.

And I would hope that the same verocity with which some have approached this issue would be applied to helping others in need, like Americans affected by natural disaster, including the thousands of Puerto Rican Americans without power.


Thursday, August 31, 2017

Taking History Outside of the Classroom- Starting a History Club

Starting a new school year means a new year with one of my favorite student groups- the Frankton History Club.  Nine years ago, students in one of my history classes asked me, "You know Mr. Cline, we have a Spanish Club, a French Club, a Science Club...why don't we have a History Club?"  That question was the spark that led to the creation of what has become one of the most active and popular student organizations in our school, and has, without a doubt, helped to motivate increased student interest in the classes we offer within our department.  Since I've been asked by several colleagues to share what we are and what we do, here is a quick rundown.

I've always approached this organization with two thoughts in mind.  One- I want this to be student-driven as much as possible. Two- I don't want this to become the "field trip club".  To the first point, we generally begin each year with a call-out meeting, and immediately I start talking to kids who might have interest in joining our leadership team.  In the past we have used executive officers, but this limited the minds contributing to planning, and so we have blossomed to a 10 student team.  These students are central to the planning and implementation of the the club's activities.  I obviously want to plan activities which will interest our students, and I want the students to buy-in to the work we are doing.  Having a student-led leadership team does just that.
HC Students with Guest Speaker

From there we work towards a goal of planning one activity per month.  We strive to vary the activities we plan to include field experiences, but also guest speakers, movie nights, community service, etc.  This year we are excited to already have several experiences already in place, including:

  • A trip to the Mississinewa 1812 Reenactment- Indiana doesn't have many historical battles around which to build a living history experience, but one that we can count is the Battle of the Mississinewa, which took place near to our school during the War of 1812.  This reenactment, while built around that battle, focuses more on the country at the time, and gives students a great experience in speaking with historians.  Plus the food is amazing!
HC at 1812
  • Participation in the "Follow the North Star" program at Conner Prairie.  Central Indiana is truly blessed to have this living history museum, built on the grounds of the William Conner estate.  William Conner was an Indiana trader, and his home and land form the basis for an experiential landscape set in 1836 Indiana.  This program revolves around Indiana's role in the Underground Railroad, and places students into the role of an escaped slave.  The experience is intense and thought-provoking!
Conner Prairie

One of the best decisions our club has made was to become affiliated with the National History Club. Through this group, our club is able to sponsor a Senior Award (which features the winner recieving a copy of the HC Book of the Year, which is autographed by the author), and the National History Honors Society.  This group has also started publishing newsletters, monthly emails with resources, and has a Facebook group in which advisors can share ideas.
Honor Society Inductees

The time I have spent with students in this organization has been amongst the best I've spent in 12 years of teaching.  Teachers should always endeavor to build authentic learning experiences into the traditional classroom, but with increasing class sizes, and varied student interest, this isn't always easy.  Our history club has proven to be an outlet for specific study, and has allowed students the chance to study elements of history which interest them on a personal level.  It has provided opportunities for our students to make history real, and that has sparked interest in continuing their research.  If you are a history teacher, consider this opportunity to take what you are teaching outside of the classroom!

Thursday, August 3, 2017

Hamilton: The Creator of the "American Dream"


Over the past week I've had the tremendously good fortune to study the life of Alexander Hamilton, a week which was prefaced with some great reading from experts like Richard Brookhiser and Ron Chernow, and which was peppered with lots of the Hamilton mixtape.  As a history teacher I've obviously been well aware of Hamilton and his impact for some time, and have made every effort to incorporate him into our curriculum, but have met with a lot of blank faces.  Prior to 2009 far too many students had no idea who was on the $10 bill!  All of that, of course, changed when Broadway star Lin Manuel Miranda did this at the White House:

Since then, and certainly after the release of Miranda's hit play, it's been much easier to pique student interest in the man, and I've had a lot of fun the past few years using the play as a way to bring deeper conversation on the Founder into class.  But the nature of that conversation will likely change after this week, as, after the lectures, conversations, and readings, I've come to appreciate Hamilton in a new way, as someone who, even though he wasn't born in the country, may, in many ways, represent the idea of "American potential" more than anyone else of the era, perhaps the first to fully appreciate the idea of the "American dream."

Hamilton's background is famous- born on an island in the Caribbean to a mother who had just spent several months in prison, placed there by her first husband for "whoring".  In reality she had simply fallen for another man, and having not lived with her husband for a long time, she had married this new man- James Hamilton.  The matter finally resolved, the Hamiltons moved to the island of Nevis, where Hamilton, his older brother, and his mother were deserted by his father.  His mother, Rachel, was determined, and started her own business, with her son Alexander as clerk.  Just as things had begun to look up, both Alexander and his mother contracted a fever, from which Alexander would survive, but his mother would die.  At 11 Alexander Hamilton was a penniless orphan, and, in the eyes of many, a bastard.  Fortunately Hamilton was taken on as a clerk for two merchants- David Beekman and Nicholas Cruger- who, after being impressed with his work, sponsored him to go to the colonies so that he could study medicine, after which he would return to the islands as a doctor.

Alexander Hamilton arrives in New York City with only faith in himself, that he offered something that could make a significant place in this country.  Hamilton is, in truth, like so many immigrants who have come to these shores, even still today, escaping a situation which had become untenable, searching for something better, believing that America offered just that.  Hamilton began studying law at King's College (now Columbia), organized his own artillery unit when the Revolution began, impressed General George Washington enough to be placed on the General's staff as an aide-to-camp, led a successful assault at Yorktown, married the daughter of a wealthy and influential member of New York society, and became a successful lawyer.  In short, Alex did good.  It is, of course, his work with the Constitution that stands out with Hamilton.  Active early, along with James Madison, in the work to replace the deeply flawed Articles of Confederation, Hamilton was key in the call for a convention in Philadelphia, and even more central in convincing his state of New York, crucial to the process, to ratify the new document.  Under the new government, which yielded the incomparable George Washington as first president, Hamilton was named the first head of the Treasury, responsible for coming up with a plan to rescue the country from tremendous debt.  To describe his rise as meteroic is putting things mildly.  To describe Hamilton as the epitome of the "American Dream" fulfilled would be right on.

If Hamilton's rise has become well-known, his death has always made him famous.  For all of his gifts, Hamilton's flaws stand out as much.  Hamilton was brash (again putting it mildly), with an insatiable belief in his rightness, and was unafraid to let people know they were wrong.  These qualities did not endear Hamilton to many, including Thomas Jefferson.  It is in this relationship, however, where Hamilton demonstrates his most ardent belief in the "American Dream."  As Secretary of the Treasury, Hamilton devised a new financial plan intended to not only rescue the nation from crushing debt, but also to set it on a course for the future which would help ensure advancement.  The plan called for an increased focus on manufacturing and industry, which flew in the face of Jefferson's hope for a country of small farms.  Jefferson's hope is hardly surprising, being a Virginia planter who had grown up in an agrarian society- it was all he knew.  In defending his belief in the need for increased manufacturing, Hamilton offers perhaps his greatest testament to an "American Dream"-

"As to the furnishing greater scope for the diversity of talents and dispositions, which discriminate men from each other. This is a much more powerful mean of augmenting the fund of national Industry than may at first sight appear. It is a just observation, that minds of the strongest and most active powers for their proper objects fall below mediocrity and labour without effect, if confined to uncongenial pursuits. And it is thence to be inferred, that the results of human exertion may be immensely increased by diversifying its objects. When all the different kinds of industry obtain in a community, each individual can find his proper element, and can call into activity the whole vigour of his nature. And the community is benefitted by the services of its respective members, in the manner, in which each can serve it with most effect."

In this passage from his "Report on the Subject of Manufactures" (1791), Hamilton uses his own story to serve as evidence of the need for this change of focus- "...minds of the strongest and most active powers for their proper objects fall below mediocrity and labour without effect, if confined to uncongenial pursuits."  In effect, Hamilton argues that, had he stayed on Nevis, had never come to America, his talents would have been wasted.  In other words, if the country remains strictly agrarian, too many of the great minds of this country will be wasted.  Instead Hamilton argues for a national focus on manufacturing and industry as a means of bringing choice to Americans- if you don't want to farm, then here are the plethora of other options.  Later on in the same report Hamilton argues that "...there is, in the genius of the people of this country...it would operate as a forcible reason for giving opportunities to the exercise of the species of talent...".  In short, Hamilton is arguing for a system, for a country, which offers choice of opportunity, that these shores offer far too much talent to remain steadfast in the way things have always been done; in effect, Hamilton is arguing to make things easier for future Hamiltons.

In the end, Hamilton's vision has proven to win out.  This country has become the cradle of diversity that Hamilton envisioned, at least in diversity of choice.  In that lies the foundation for the "American Dream", that anyone could come to this country and find a niche, an avenue in which to apply their talent towards a better life.  Hamilton certainly wasn't the first to move to this land with the dream of a better life, but it could be argued that he was among the first to see the true potential of how big those dreams could be.

Monday, July 31, 2017

Walking in the Footsteps of What You Study

As I write this, I'm sitting in an Union Square Starbucks, preparing, both mentally and physically (because coffee is the key to both) for day one of the Gilder Lehrman seminar on Alexander Hamilton and Founding Era.
It's a far cry from the Indiana cornfield in which I live, and the neighboring Indiana cornfield in which I teach.  But I sit here as both a deeply passionate and tremendously blessed teacher of social studies.  I am blessed in the sense that this is the latest in a series of incredible professional opportunities I've had the chance to experience, one which will, without a doubt improve my knowledge and teaching of this important era in American history.  But it's my passion that has led me here, a passion founded in the purpose of my field- serving our students.  And as a social studies teacher, that purpose must include taking the time to, and seizing the opportunity, to visit and experience what we teach, and if possible, cultivating opportunities for our students to do the same.

By now, if you are a history teacher, I hope that you have come to realize that a textbook study of history offers little other than a base level of knowledge, one that students are destined to forget almost immediately.  History studied right is experiential, and that experience includes exposure to the images, words, music, etc. of a time period.  And it is defined by the realization of every opportunity to experience the actual location of something being studied.  As teachers we need to seek out every chance to offer ourselves the chance to walk in the footsteps of what we are teaching; I can guarantee it will change the way you teach.  But we also have to seek out those opportunities to offer the same kind of experience to our students.

1- The Impact of Experiential Professional Development on Teachers
Professional development is one of those terms which I am convinced is defined by the teacher.  Can't anything which inspires growth "pd"?  These can include more structured experiences, and for those who are social studies teachers (but also teachers of other subjects as well), here are a few of my favorite structured development groups:

  • Gilder Lehrman Institute of American History- apart from being a first-stop destination for primary documents and other classroom resources, GLI offers a series of summer seminars throughout the country.  Each seminar focuses on an element of American history, with a few of this year's offerings running the gamut of the Civil Rights Movement in Memphis, The Second Great Awakening at Princeton, and the one which I am attending right now, Hamilton and Founding Era in NYC.  Each of these seminars is, essentially, free, with room, board, and food free, and travel expenses reimbursed.  Each seminar is led by an expert in the field, including great minds like Denver Brunsman, John Demos, Eric Foner, and Richard Brookhiser.  Teachers are on location for a week, which is filled with lecture/discussion, trips to historical locations relevant to the topic, and time spent on pedagogy and lesson development.
  • Ashbrook Center at Ashland University- the group associated with the "TeachingAmericanHistory" and "50 American Documents" series, Ashbrooke offers weekend seminars at historical sites around the country, which are, again, free.  These are led by faculty of the university, and are based in primary document study and professional discourse.  I recently visited Montpelier for a discussion on the Constitution, and if you can't be inspired to discuss Madison's influence whilst sitting in the shadow of his house, then you may want to consider another field!
These opportunities are incredible without a doubt, but the work of a teacher never ends.  Seek out the opportunities available to you anytime you are out.  When on a trip to Florida, find the battlefield. When driving through a state which you have never visited, stop at the state capitol building.  Or, if you find yourself in a historical goldmine like New York, just walk around.  On a recent visit to NYC this past May, my wife and I spent a few minutes outside of the Stonewall Inn.
It happened to be just before we discussed the beginnings of the LGBTQ movement of the 1970s in class, and it changed the way I presented it.  You see, I firmly believe that teaching history goes hand in hand with teaching empathy.  If empathy is, at its heart, understanding, then walking on the ground upon which a movement such as this began is a must.  

2- Students need the opportunities as much as teachers.  History is best learned experientially.  This is where the topic discussed changes from some sort of an abstract and far gone event, and becomes something tangible, something relatable, something real.  We have to find those opportunities, and they are likely closer than you think.  I promise- experiental learning is a game-changer in the classroom.  My favorite example was provided by a local living history museum called Connor Prarie.  Each year for the past several I have taken students to participate in what they call the "Follow the North Star" program.  This program features a number of first-hand presenters, each of which has based their character in deep research so as to fully portray the individual.  For 90 minutes students are taken through every step in the experience of a fugitive slave, including the sale, the escape, and the flight.  Along the way the students were treated like slaves, including being spoken to as a slave might, and meeting individuals at varying levels of willingness to help.  The students have told me that it is an emotional experience, and one that fundamentally changes the way in which they study and think of this period in our history.  I've had several students connect the experience to more current events like trafficking.  It's real, and that changes everything.  Disclaimer- these experiences are not for every student.

Here's the deal- these opportunities require a teacher to miss a little school, or a little of summer.  We can't take students on field trips every day.  Cultivating these experiences take time and research.  And as teachers, we can often feel like "If I have one more thing I have to do"...I get it.  But isn't this what it's all about.  I've seen the change in learning, the deepening of knowledge and empathy.  I've seen it in my students, I've seen it in myself.  
So, stand in front of Hamilton's grave, and see Betsey buried in front of him, and think about how his brashness got him killed, but made him distinctly American.  Think about his impact, and how different this country might be without his impact.
 
Raise a glass to Washington in Fraunces Tavern, and think about how, just one floor above you, he said farewell to his officers at the end of the Revolution.  Men who had shared the sacrifice to found this country, and who now embraced a man many looked at as a father.
Visit St. Paul's Chapel, and stand on the spot where Washington prayed for strength and guidance after being inaugurated as the first President of the United States, and say a prayer for our country.  Walk in the footsteps of history, and feel your knowledge, your teaching deepen.

Wednesday, July 26, 2017

Perspective, Empathy, and a Teacher's Responsibility

It's been a while since my last post, but that does not mean that I have been under a rock, oblivious to the realities of the world.  And if one reality were to be the most clear after this summer, it would be that this may be the hardest time ever to be a teacher of history and government.  As someone who has long maintained an approach geared towards presenting doors to students rather than pushing them through one, I was frustrated to read a recent article published on a Philadelphia-based website by David Horowitz and Mark Tapson.  The thesis of the editorial, titled "To restore balance in schools, teacher code of ethics needed", was that a left-wing conspiracy had developed amongst educators to warp children's minds in a liberal fashion.  Although this sort of teacher-bashing has become the norm, I'll admit...I was left more than frustrated by the contents of the article.   Fortunately, less than a week after the editorial was published, I had the opportunity to participate in a discussion amongst fellow teachers on the subject of social justice, and what we should be doing to encourage and ensure this crucial quality in our classrooms, and I was buoyed.  And now, after a few days to digest both, a discussion of what I believe our country is missing, and what we as teachers can do about it.

Last week I sat with a room full of US History teachers, and the conversation turned towards social justice, a term which I have come to define in our classroom as every student having an opportunity to succeed, to look at every student for the individual they are and designing an experience which best gives that individual the chance to learn.  Clearly, however, this term refers to a much larger idea when applied beyond the walls of the school.  And we as teachers have to realize that.  To say that we have a responsibility to serve our students justly in the classroom is obvious (or it had better be).  But we have to understand that what we teach our students is not just for the classroom; it is for the real world as well.  And how we teach them is often as important as what we teach them.

You see, as frustrated as the Horowitz editorial made me, I have to admit that there are, without a doubt, teachers who push an agenda (from both sides).  So, if the point of the editorial was to suggest that there are teachers who ignore balance in their classroom, then point taken.  But I know far more teachers who have only one primary concern in their classroom:  the kids, and their well-being.  As a history and government teacher, I will admit that I have an agenda.  I want my kids to emerge from their secondary school experience as willing and engaged citizens.  If that somehow fits me into the Horowitz and Tapson definition of a teacher-conspirator, then so be it.  But I believe in the potential of this country, of these kids, too much to give up now.

That word, "potential", is one that so significantly applies to this country.  Americans tend to forget that, in the grand scheme of world history, we are but infants.  In some ways, our country is going through its awkward teenage years, still struggling to find our identity, still trying to come to terms with the responsibility that comes with having freedom.  But our potential as a country lies in my favorite period of American history- it's founding.  Something I try to stress to my students is that, for as much pedestal-sitting as we like to do for our Founders and Framers, these were imperfect men and women.  They were agenda-driven, stubborn, and in some cases, slave-owning.  But they were also brilliant, and their brilliance shines in the fact that, at a time in our country's history when we were dealing with some of the biggest challenges we ever will, these individuals were able to emerge, on two separate occasions, with founding documents which still stand as the backbone on which this country is built.  The Declaration and, even more so, the Constitution were far from perfect, and few, if any, of the men who signed it left those conventions happy with all of it.  But, they believed in the potential of this country, and endeavored to achieve compromise built on discourse.  How far have we fallen?!

When trying to identify the "big problems" facing our country, a friend and colleague, who also happened to be in this discussion of US History teachers, talked about a lack of empathy being the disease inflicting the country.  My answer:  that we have lost the art of discourse.  The reality- they really are not much different.  At the core of empathy lies understanding, and that can only come from experience.  We have become far too comfortable with our small zones of understanding, and have become disconnected with the realities of our fellow Americans.  I'm reminded of that classic line from To Kill a Mockingbird, when Atticus tells Scout that "You never really understand a person until you consider things from his point of view, until you climb into his skin and walk around in it."
In a world in which humans have more access to other humans than ever before, we have become content to turn our eyes away from others and stick to what we "know."  We have become confident in our "rightness", confidence which is only fueled by our increased access.  If you believe you are right, a simple Google search will turn up something to verify your point, regardless of how short-sighted that point may be.  And I am as guilty of allowing this kind of confirmation bias to affect me as anyone.  But it seems to me that the only way things change for this country is if we take a page from the Founders, and talk.  I've come to hate it when someone says something along the lines of "We just won't talk politics so we all get along."  NO!  Talking is not the problem; we need to change the way we listen.

In response to Mr. Horowitz and Mr. Tapson, I do have an agenda.  An agenda to encourage discourse, to encourage empathy in my students.  I will do this by loving each of my students for who they are, not who I think they should be.  I will understand that each student has walked a unique path, one that has molded them through life experience into the person who sits in our classroom.  I will provide opportunities for each student to interact with multiple perspectives of historical events through resources like primary sources, and even news articles such as your own.  Including the views of a Howard Zinn or James Loewen is not indoctrination, it is a perspective.  It is not "revisionist" to discuss that Helen Keller was a socialist when she was, or that Columbus' voyages had devastating consequences because they did.  This is "reality" history. I will encourage perspective by asking students to answer questions from their point of view, and from point of views different than their own.  I will encourage perspective by ensuring that multiple viewpoints are heard, even if I have to argue them myself.  I will check my own perspective at the door in the realization that each student deserves the opportunity to craft their own, and should never feel like their teacher is telling them how to think.  I will never ask my students to agree with a perspective, just to appreciate that it exists.  

For all the talk of "founding principles", it seems clear that this country was, undoubtedly, founded on the principle of deliberation, which places far more emphasis on listening rather than talking.  When we debate, we listen to find holes in another's argument.  When we agree to deliberate, we listen to appreciate the other perspective before giving ours.  How can we ever expect to realize the potential of this country if we cannot sit down with someone who has a different point of view and talk, without leaving the conversation angry?  Is this an easy change- no!  But it is an effort that we have to model at home, and we have to model in our classrooms.  Let that be our agenda.

Thursday, April 6, 2017

Professional Development...What is it good for? Absolutely Everything!

So...before I dig in, a little background on my current situation.  I am writing this in Wichita, Kansas, fresh off of an incredible one-day seminar through the "Teaching Literacy Through History" (TLTH) program of the Gilder-Lehrman Institute of American History.  This seminar was focused on Vietnam (hence the playful title of the post), and featured the tried and true "seminar + pedagogy" format that works so well.  The seminar portion was presented by Dr. Frederik Logevall, the Harvard Professor and Pulitzer Prize winner.  And it was awesome.  I've taught history for twelve years, and learned more about the conflict in that 3 hours than I ever had before.  I just finished typing up my notes, and have already considered ways in which my teaching of the war will differ next year.  The pedagogy was fantastic as well- here is the information, now here is what you can do with it.  Truly a great method.  Seriously, if you teach history, and haven't been to a Gilder Lehrman seminar, you're missing out!





Now, to my point.  During a break today I was looking over my notes, and it struck me just how much I was getting out of this experience.  It isn't the first time I've felt that way during a professional development experience, just the latest.  And I couldn't help but think of how many other teachers would benefit from this experience, from any quality professional development.  This post will focus on the why, as well as the obstacles to professional development.  First- the why.

I am a teacher.  It is the best job in the world.  But if one thing is clear it is that teaching is not a static job.  Or at least it shouldn't be.  Teaching is a career in which one must be committed to many things, one of the foremost being the importance of remaining a life-long learner.  I've always kept, as a personal mantra, a belief that the moment I feel like I've figured it all out is the precise moment I need to leave the teaching profession.  The truth is that there is not a single teacher who should ever feel this way.  I've known and worked with amazing educators, award-winning educators who inspire me and challenge me.  But none of them should ever feel that way.  There is always room to grow, new approaches to adopt; there is always something new that we can learn to better serve our students.  Professional development is not an option for the classroom teacher; it is a mandate.

So...why don't more teachers pursue these opportunities.  Obstacles.  Some of these barriers are self-imposed, others outside of their control.  The self-imposed are the most frustrating for me personally, because it is likely derived from an excuse.  Now, before I get chastised for not appreciating the busy schedules of a teacher, hold it.  I'm not saying that a teacher should be attending some kind of training every week, or even every month.  But I find it hard to believe that a teacher cannot miss a day, here and there, to grow as a professional.  Once a teacher understands that pursuing professional development is a requirement for sound practice, then that particular obstacle is removed.  But what about the obstacles placed in the way by educational realities, like money.  Many school districts lack the money to send teachers to development sessions; others requires teachers to take personal days to attend these sessions.  My message to teachers facing these obstacles is this:  look harder.  Many organizations have taken to pursuing outside funding so that not only are training sessions free, but often substitute reimbursement can be given.  Today's seminar with the Gilder Lehrman Institute was sponsored, very generously, through the Koch Foundation; teachers did not pay a dime to attend, and subs were reimbursed.  In some cases, especially with Saturday or summer trainings, teachers may even get paid a stipend for attending.  My message to state or national professional organizations is, on a similar vein, to consider the dearth of money available to teachers for the pursuit of professional development.  Asking a teacher to pay, out of pocket, for a training is becoming too much to ask.  If I am going to tell teachers to search harder, I would also tell professional groups to search harder.  Ask yourself- how can we provide development opportunities to our teachers at no or little cost.

In the end, here is my point- reach out, ask, research and find development.  It's out there- I promise.  And pursue it.  If you can, provide it. Understand that our students are not the only learners in a classroom; so are you.