Tag: Teaching

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Climate Education History

Why History Teachers Should Teach Climate Justice

I have a lot of “soap boxes” in my life. One is that history is the most important subject to learn. Another is that we as individuals, communities, nation, and as a world, must make radical changes to save our planet.

Let’s talk about the intersection.

I teach American history to 7th and 8th graders. As part of the curriculum, we delve into the colonization of the Americas, the Triangular Trade, and the enslavement of Africans. My MA is in American history, with an emphasis on colonial enslavement, so these are always some of my favorite lessons to teach. It’s also where those seeds of climate justice can begin to be planted.

Most adults know, at some level, that the colonization of the Americas was a brutal process. 90% of indigenous Americans died as a result of disease and tens of millions of Africans were enslaved and brought to the Americas. However, what’s not often talked about is how brutal colonization was on the land as well.

Turned out, the Americas were perfect for growing cash crops (rice, tobacco, indigo, sugar, cotton, among others). With the indigenous population dying from disease and enslavement, Europeans had more access to fertile land. So what did they do?

They wrecked it.

Europeans forced their enslaved labor to cut down the forests, damed up the waterways, and burned the land, why? Those money making cash crops. They wanted gold and glory, and honestly they didn’t fucking care what it did to the people or the land – as long as they could live how they thought they should live. This goes for any colonizer, by the way. Don’t at me and tell me that the Quakers didn’t like slavery. I fucking know. They still took land and made it their own.

OK…So What?

Colonization is the brutal extraction of resources from the land and the people that live on the land. Which, really, is no different than what hundreds of companies are doing now. This is why history is important and this is why history teachers should intersect their lessons with lessons about climate injustice.

You see, if students understand the motivations of European Colonizers, they’ll also recognize the motivations of oil companies that try to put pipelines on sacred land. If students understand the remaking and reshaping of land for capitalistic purposes, they’ll understand the continued destruction of the Amazon Rainforest. If students understand the enslavement of humans for profit, they’ll understand the use of migrant labor for farming and other industries.

Look, the “other side” (by which I mean the conservatives who think I teach some random version of CRT) try to control what’s taught in history exactly so that effective change is not made. So that the profits continue to roll in – gold and glory and all that. Therefore, it becomes essential to teach real history. The truth. Not a garbled and whitewashed version of it.

History has the power to create radical change makers, and all you have to do is connect the dots from the past to the present.

Probably your sister’s boyfriend’s ancestor.
Categories
Climate Education Haiku Review

Saturday Haiku Review

Activists for Earth

Are being killed at high rates.

While we turn blind eyes

Flooding will not stop

Unless we change our habits

Is that possible?

Mask-less kids roll by

Uh-oh, guess what? They have Covid

No one quarantines.

Categories
Education History

You Check On Us…

Actual note I received – minus the student’s name.

The above note is an actual note that I received from a student on Monday. It’s sweet, and heartwarming, and was more meaningful than I think the student knew.

Let me drop it into context.

I decided to discuss the events of September 11, 2001 with my classes. I put together a mindful presentation that was geared toward their age group. Interspersed through the lesson, I told the students where I was that day, how I felt at each event, and how I and my friends reacted. I was 19 at the time of the attacks.

And, occasionally, I got emotional. It was an emotional day, and it was difficult to relive it six times for six classes. A number of students were concerned and one of them wrote me this note – cute right?

The story could end there…but I have a point to make…

Being a teacher is difficult. I’ve talked before about all the hats we have to wear and all the things we have to juggle on any given day. One of the things teachers – especially new ones – struggle with is classroom management. And it’s hard…because it can’t be taught, it has to be learned.

Any textbook, admin, or teacher blog will tell you that relationships and connections with your students are the FIRST thing you can do to be an effective teacher and to nail your classroom management.

But what does the word “relationship” mean?

Without knowing it, my student defined “relationships” for us in this note. He said “You check on us so I want to check on you.”

Yes, I am a teacher that checks on their students, I ask them how their day is, I ask them who their friends are, I try to make sure that they are seen as individual humans with goals, and dreams and failings…not just as students in my classroom.

Ok…so what?

Relationship building is more than just “checking on” students. Effective classroom management and relationships comes when students feel safe in your classroom. They need to feel safe in who they are (including who they identify as). I teach middle school – it’s pretty difficult for students to feel comfortable..because…you know…middle school.

So, how do you do it? Well, students need to know what to expect at all times in the classroom. You’ll hear this referred to as “structure.” Books will say that you should lay out what classroom expectations are, show what you’re doing that day, but again…what does “structure” mean? It’s a nebulous word that could mean a lot of things to different people.

You can even have a full list of expectations, but if you don’t follow through they are trash. Additionally, if the consequences are too harsh for the transgression it’s trash…and they’ve lost trust in you.

What does “structure” and “safety” look like? Well, I have a very specific layout that we follow in my class everyday. The kids know what to do when they come in, and they know how to transition from activity to activity. My homework is predictable, and I’ve modeled it for them. They know, absolutely know, that they will have three questions of homework every day. They know how to answer the questions and they know how those questions are graded. I don’t throw them curveballs, I don’t give them surprises, and I don’t give them homework on the weekend

Now, you may be saying…but what about RIGOR?! You know, that word that every principal holds up as a shining beacon of light guiding you to testing season. Look: We have rigor in the classroom. Because when students feel safe, it means they feel safe to try, to go further out on a limb, to give a guess that goes deeper even if they are wildly incorrect.

Because ultimately, you’ve taught them that failing is a part of learning. You’ve taught the students when they fail in your class, you’re going to check on them, and pick them up and help them start again. They trust you to do that.

And then, when you’re struggling…they’ll check on you too.

Categories
Education History

Hi, You Got a Second?

We’re proud of you too, Steve

More than ever it is so easy to be upset at the world. Our nation is utterly divided because of the politics of Trump. We’ve lost 650,000 people to Covid (and counting). Climate change is becoming more visible and impacting our lives in tangible and frightening ways. Our communities are hurting, and we are all so fucking exhausted.

And then, in walked Steve.

On September 7, 2021, Steve Burns from Blue’s Clues spoke to us from our screens. Framed by an orange and salmon colored background, he wore his signature green striped shirt and hat. Not only did he address, and apologize, for the “abrupt” way in which he left Blue’s Clues so many years ago, he reminded us how far we had come. He looked straight into the screen and told us that we were going to be ok. Then, to top it all off, he told us that despite the pandemic and all the bread we’ve been eating, we look good.

And, collectively, we weeped.

Ok…so what?

Look. His appearance is advertising the fact that Blue’s Clues is coming up on it’s 25th year anniversary. It’s still some strange form of capitalism wrapped up in all the feels. But. I don’t fuxxing care.

Despite how divided we are, or how alienated we may feel from our communities or our families, despite the fact that I spend time on Twitter everyday yelling at my local politicians for the terrible decisions they’re making, Steve reminded us that we are human.

He reminded us that sometimes things happen that we have no control over. And, when we face challenges, we do the best with what we have. We pick ourselves up and we keep going. We are not the people we were when Steve left us so many years ago. We also aren’t the people we were in January of 2020, before the pandemic started. We’ve changed.

And he reminded us that that’s ok.

Categories
Education History

Confederate Monuments…barf.

Shenanigans are abounding, so you may have missed the fact that yesterday, September 8, Virginia took down a giant statue of Robert E. Lee. This is actually a huge moment, even though it may have reignited your sister’s boyfriend, Deuce, and his comments on how crazy the liberal agenda is getting. So, if you happen to find yourself arguing on the end of a facebook page…let me help you out.

You see…monuments, are not history. Monuments are statements, often statements about power. And a Robert E. Lee statue in the middle of Virginia was a statement of white supremacy. Full. Stop.

Let’s break it down.

In 1890 Virginia erected this massive statue of Robert E. Lee on what would become known as “monument avenue,” which featured a bunch of other confederate statues too. That year, 1890, is actually quite important to the story. By 1890, Reconstruction was over, and Jim Crow was beginning. Put simply, Jim Crow was racial segregation and white supremacy codified into law. In fact, a spike of Confederate monuments erected throughout the nation occurred between 1890 and 1920.

There were a lot of groups that funded and organized these monuments, but the Daughters of the Confederacy were one of the most prolific funders and organizers, and I also blame them for our current rhetoric regarding history in the classroom. Like, legit, they just lied about the Civil War and slavery and made it curriculum and history teachers still have to fight the general public about it to this day….

But I digress.

Ok…so what?

Confederate monuments (and honestly monuments in general) are not history, and we are not erasing history by bringing them down. Instead, we are reckoning with history. I’ve talked before about how history is simply a change, or lack of change, over time.

But, in the situation of Confederate monuments, it was a digression. The south erected monuments of Confederate leaders as a huge power play, a scare tactic if you will. These monuments were large, powerful, visible reminders that the south wanted (and codified) a white supremacist social hierarchy. Monuments were put up specifically to reinforce that hierarchy, and history was changed to fit a particular political narrative, that of the “lost cause“. Which, not coincidentally, also took hold in the 1890’s (remember I told you that date was important!).

So, if you happen to be in a fight with your crazy Aunt on facebook, or your sister’s boyfriend Deuce, have them consider these questions; what was the argument of that monument? What is the importance? What is the “ok…so what?” part of that monument? Is it really worth keeping up? Or, as is often the case, does the harm perpetuated by that monument outweigh everything else?

Because confederate monuments, they are about white supremacy, and they should all be removed. They aren’t history. If you want history, check out The American Yawp, an open source history textbook. BOOM, history done by historians! Wow!

Next, I hope Stone Mountain gets erased.

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Education

The Death of Innovation

Y’all. Being a teacher is hard work.

In one day you have to manage 30-200 (depending on grade) little humans and each one of them has a different need. Not only do you have to manage content for each of their needs (some kids are lower than others, and some kids way higher – so content can’t be one size fits all, there has to be allowance on either spectrum), you have to manage their space.

What I mean by that is you can’t sit Jessica next to Tiffany because they are mortal enemies/best friends forever and they will make your life a living hell if they are next to one another. Except you don’t necessarily know that so your first month is hell until you figure it out.

And, in the midst of this…you get one 45 minute prep period, to make all your content, collaborate with other teachers, look at seating charts, contact parents, put your grades in, create copies, create power points etc.

Some of you may be lucky. Maybe you get more than one prep (I don’t). Maybe you get before and after school too (I don’t). Maybe you get Fridays (I don’t).

Maybe, like me…you don’t.

OK…So What?

Recently, when fellow teachers and I attempted to solve our problem of literally no time to breathe we were told that we could just be handed a bad curriculum and go off of that. The fact that we were choosing to innovate was really the problem.

I want to be clear, it was not meant as an unkind thing. It was meant as an “you are all so awesome though, of course you want your stuff to be great, which is why you spend personal time on it.”

Still, it rankled me the wrong way. You see, teachers should be innovators. In fact, it’s not just a *should* it’s a required aspect of our job. We must have a certain number of continuing education hours, all of which are supposed to help us become better teachers.

Or, for a better phrase, become better at innovating within the classroom.

Now, I understand that administrators must balance the needs of the school in its entirety, and the needs of the individual teachers. But…we are being asked to do too much, especially in the middle of a pandemic. Some of you haters may say “bUt wHaT aBoUt SuMmEr?!” And to you, I say fuck you John, in the summer we’re attending the education classes required for our jobs, or working a second job to pay the bills.

So…what the point? Well, if you’re admin, consider asking yourself if you actually want innovation at your school. I feel positive the answer is yes. Now, ask if you have provided teachers enough time to be innovative.

You probably think you do. However, I challenge that you ask yourself if there’s a culture within the school of pressuring teachers to work outside of their contract hours. Do you say things like “this is just what we do”, “this is the job”, or “this is why we pay you”?

If the answer is yes then a radical shift must be made in the culture of your school. Teachers can’t innovate without time to do so. Teachers can’t be good employees without having the time to actually do their fucking job. And in the midst of the pandemic, everyone is realizing how incredibly important their own time is to them.

So don’t be dumb, give teachers time and allow them to innovate.

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Uncategorized

Teachers…be like Ted Lasso

Actual sign I made for my actual classroom

Hands down the best show on television right now is Ted Lasso. A fun, feel good show about a football (soccer) coach who gets into the minds and hearts of the players. If you haven’t watched it, or want to know more about it, check out here.

I fully believe that watching this show has made me a better teacher. Ted has made me truly think about how I deal with each student and coworker. He’s taught me to value myself and my team, and he’s taught me that even the brightest lights sometimes go through dark times. I really can’t put into words what Ted Lasso has done for my personal life, my career, and…well…my psyche during the pandemic.

I even made a believe sign to hang up in my classroom (see above)

Teachers…be like Ted Lasso.

I am sure that if you are anywhere in the United States you’ve run across a variety of teachers. I’ve already made too many posts about how teachers get the short end of the stick constantly. We aren’t paid well enough, we aren’t funded, we are held to high expectations, we must continually go through trainings, and at the end of the day, society doesn’t love us.

But also…teachers are leaders in the community…like Ted.

Ok…So What?

I’m regretful to say that there are a number of teachers (within my school even) who refuse to vaccinate or wear a mask. I’m also regretful to say that teachers also took drugs made for animals to prevent/cure covid.

Here’s the thing friends, as teachers we are leaders. Our communities may not love us, may not value us, and like Ted – we may be called wankers by our communities. Yet, we should still be thoughtful in our approach to them. We should do the correct research, not facebook research, actual research, when we aren’t sure about something. Like…IDK…if your doctor says you shouldn’t take a drug made for animals then maybe you shouldn’t do it. Your sisters boyfriend doesn’t know better than your doctor, and honestly, as a teacher you should know better than that.

So, you’ve figured where this is headed. I’m positive that if Ted Lasso were living during this pandemic he’d get vaccinated, and still wear a mask. Why? Because it protects his community.

Do the same. Be leaders. Be like Ted. Bravely or stupidly go out into the community and be people that our students, our parents, our co-workers, and our nation can’t help but root for.

And fucking watch Ted Lasso.

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Uncategorized

Saturday…Haiku

Greed is the Reason

Colonialism the

Outcome of the War.

Delta Variant

Is affecting the school kids

But masks are outlawed

Teachers are tired

Nurses are quitting their jobs

Wear a fucking mask.

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Uncategorized

A Day in the Life…of Teaching During a Pandemic.

I’ve gotten a lot of questions about what teaching during a pandemic is like…especially from people who think teachers are either A: Amazing or B: Lazy. There’s generally no in between. Questions range from “What happens if a kid sneezes?” to “Where do you eat?” to “What do you do if a kid forgets/doesn’t wear/won’t wear their mask?” So, I thought I’d take a post, and walk you through my day.

A few notes. I teach middle school, which is different than Elementary. I’m also in a state that has banned mask mandates, so I can’t require kids wear a mask (though I can ask them).

Alright, let’s begin.

7:30: I arrive at school, coffee in hand. Inevitably someone is already there using the copier.

7:45: I need to print a change to the seating chart. The copier is already jammed.

8:00: Kids arrive for breakfast. They eat in the rooms and read. Those who wear masks replace masks after eating with no prompt from me (these kids are rockstars).

8:30-11:00: First three classes If you’re talking to your conservative friends, they probably think I’m teaching leftist propaganda. I’m not. I just teach history.

Some things that may happen in the class:

  • Kid sneezes, he pulls his mask off his face to sneeze. He then steps out of the room to blow his nose for ten minutes. I ask him to wash his hands. He says “Oh good idea!”
  • Kids wear masks…but on their chin. I say “I can’t make you wear a mask, but please wear it over your nose, or not at all. The chin strap is a distraction. The students put it over their nose.
  • Kid A wants to sit next to Kid B, they try to switch seats like I’m a sucker. I catch it. I explain contact tracing is still a thing, and I need to know where they are. They move back no problem.
  • A kid takes off his mask to wipe their nose. They then try to hand me the paper they just touched with their hand that wiped their nose. I ask them to hang on to it.

Lunch. It’s in the cafeteria. Kids eat, clean up, and go outside. Many of them replace their masks after eating, and even keep them on outside. They really are pretty amazing humans.

11:40-2:45: Next three classes. After lunch is a whole different ballgame. Some things that happen after lunch:

  • Miss can I go to the bathroom? x 150 students.
  • Masks are sweaty, so need to get replaced if the student asks.
  • Students are wearing chin straps again. Again, I ask them to wear the mask right, or not at all. They have chosen to wear it correctly 100% of the time.
  • “Wait, why do we have the same seating chart in every classroom?” “Well, because there’s a pandemic, and we need to contact trace.” “Oh yeah!” from the kid wearing a mask 100% correctly 100% of the time.
  • I catch a few notes getting passed around
  • I catch a few talkers
  • I catch a few drawers

Prep: The copier is probably jammed again.

Ok…so what?

A lot has been said about masks and socializing. I am here to tell you, masks are not a problem when it comes to middle schoolers making and keeping friends. These students will talk to you all the time. They will talk to their friends all the time. They get crushes, date, and break up. ALL. THE. TIME. Masks are not hindering their socializing in anyway.

Why is this important?

Recently, school…and what happens in schools… has been super politicized, but the real story is much more boring. Kids know what they need to do to keep their community safe. They don’t argue, they don’t fight back. Sure, sometimes they’re defiant, but not about masks. They roll their eyes when I ask them to spit out their gum (that I still catch even with a mask on).

Bottom line? Teaching during a pandemic is difficult. I’m, currently, very nervous for the health of my students, and I think that our elected officials have blood on their hands for banning mask mandates. But…it’s not the students. They are amazing.

Teachers do not wake up looking to indoctrinate your children. We wake up hoping that we can stay healthy, and praying that we can keep your kids healthy.

We also wake up with the absolute knowledge that today, the copier will jam when you need it most.

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Uncategorized

Masks: Why Are We Still Having This Fight?

Your great grand-dad didn’t fight in a forgotten war for you to not wear a mask

You may have been appraised by your sister’s boyfriend Deuce that the CDC updated their masking guidance. Now – likely, Deuce has elevated this to some sort of government overreach where nobody has individual rights and everyone is some drone of the government machine. But really, the CDC has simply recommended that, even if you’re vaccinated, you wear a mask inside. They’ve also recommended that K-12 schools still employ masking for the upcoming school year. Language matters, and there are no “requirements” as of yet.

Recommendations do not immediately equal requirements. Nonetheless, people went BONKERS, none more so than the parents that don’t want their kids masking in the Fall.

Being a teacher is a lot like being a mother. Everyone has an opinion, and you’re never doing anything right – ever. This holds true for masks, everyone has an opinion, and the most vocal of these people are parents and legislatures who did very little to study the pandemic in children. They are also people who have never taught in a classroom. I’m a teacher, I lived in a state where we re-opened last August, and I taught middle school for an entire year in a mask. Let me tell you what it’s really like.

We opened in August of last year, and remained open the entire school year. My school never closed because of outbreaks, my son’s school (a high school) had to close multiple times. I’m not an expert, but I believe my school didn’t close because younger children didn’t get tested the same way adults and sports ball players got tested.

You see, this is how it would start: A student comes to school looking a bit peakish. I’d tell them “go get your temperature taken.” They would. They come back – oh they’re fine, no clinical fever. Ok, cool, but they’re still coughing so I make sure they wear their mask correctly. They go home, whatever.

That sick student would then just disappear for a few days. Eventually, I’d get an email saying “so and so’s family has Covid so they have to quarantine.” Ok…but that student never got tested, and this is the important part. Kids were not getting tested. Parents were. Why the disparity? I’m not sure, but I’d guess it has to do with accessing the Covid benefits given by the state if they had to miss work.

Because the student was not a positive case, only presumptive positive, it didn’t count for school closure. A few days later, the kid who sat next to that student disappears. Their family got Covid.

Is it spread or coincidence? I genuinely don’t know. However, this is my anecdotal evidence. The same thing happened time and time again all year…with masking in place.

States, including mine, have made it illegal to require masks in school. With the Delta variant, and children under twelve ineligible for the vaccine, kids will get sick! The virus will not only spread in schools, with who knows what long term effects, the virus will spread in families. This is not fear mongering, it’s absolute truth. Virus’s spread and they will spread faster and easier with no masks. No masks combined with an entire building full of non-immunes…well K-12 schools are basically opening up a Covid Buffet.

Ok…so what?

A lot of anti-maskers drum the tired out refrain of “let the parents decide.” They do this anytime they’re uncomfortable with something; history, sex-ed, you name it. Here’s the problem with that, those parents are deciding the health of me, my kid, and my community, and they are throwing it in the trash. Generally, they are not medical experts, weighing the scientific facts and making the best choice for their children. They are people with strong beliefs who are re-acting to the stew of misinformation that right wing television personalities are stirring.

And look, I’m not here to bash your TV choices (though if you’re not watching Ted Lasso I don’t know what you’re doing with your life) but, when you get all your masking information from Tucker Carlson, you don’t get to decide my health outcomes. Experts should do that. Not legislatures, not parents, not even teachers. Experts. If experts (like, IDK the CDC) recommend that we should wear masks in schools – then we should.

So what do you do? What if you’re in a state, like me, where it’s illegal for districts to require masking? Well, show up to your board meetings, for one, because the Anti-Maskers will. Two, send your kid to school in a mask, a strong one if you can get it. Three, if you haven’t been vaccinated, and somehow you’re reading this article and have been persuaded by it, then get vaccinated. Four, get your kids vaccinated if you can. Five, troll your favorite Senator whom you love to hate.

As for me? My four kids are all vaccinated, and they will all be wearing a mask to school. I will also wear a mask to teach. It is, quite literally, the least we can do to help our own global community.