Halloween can be a scary time for teachers, due students’ sugar highs, costumes gone wrong, and the  “ghosting” of students” the day after. For Jinafer Brown’s French students, the learning takes on a fatal feel, as well.

Jinafer used a Fund for Teachers grant to explore the mysterious megalithic stone structures in Western Europe, gather evidence from French forensic scientists and archeologists on the origins of the civilizations that built these structures and create an inquiry-based unit to improve students’ science literacy skills.

This fellowship focused on death is rooted in data: 79% of students at Jenks High School scored below proficient at in science. Additionally, an Academic State Standards for World Languages that Jinafer struggles to meet is “expanding students’ knowledge of other disciplines while using the language to develop critical thinking.” Researching Neolithic stones in Western Europe and the French forensic evidence of their origins offered the perfect mix of science and language (and also speaks to the free reign our grant recipients have when crafting their unique fellowships).

Read our 2022 Halloween post about FFT Fellows’ research of Jack the Ripper here

At Carrowkeel Mounds near Sligo, Ireland, I was able to explore freely without any restrictions other than my own fear. Believe it or not, I did muster the courage to skinny into the tomb behind me. It was for science!

Enter If You Dare — And She Did

Last summer on her Fund for Teachers fellowship, Jinafer documented:

• the Megalithic Passage Tombs of Boyne Valley of County Meath, Ireland (older than Stonehenge in England and the Pyramids of Giza in Egypt)
• the Gavrinis Tumulus in France, built in 3500 BCE;
• Roche-aux-fees, a 5,000-year-old passage tomb in Western France (pictured at the top of this post);
• the Carrowkeel Mounds near Sligo, Ireland; and,
• the Clava Cairns, a 4,000 burial site near Inverness, Scotland.

Her research included filming the sites for VR headsets, touring museums — such as the Archeology Museum of Dublin, where remains of “bog people” from AD 20 are on display — and interviewing docents. Jenifer participated in a workshop about the first villages of France at Paris’ Musée d’Archéologie Nationale in conjunction with annual European Archaeology Days and joined summer solstice celebrations at stone circles in Scotland.

Her Haunting Question

Throughout her learning, one question haunted her: “Should I be here?”

“I found that I had an internal debate as to whether or not funeral sites should be excavated. Should the remains of these kings and respected leaders be disturbed and viewed by thousands of visitors each day or should they remain closed out of respect for their cultures and their beliefs?” said Jinafer. “My professional mindset is that one’s intention makes all the difference. If one is studying these remains in order to make connections and remember the culture of that civilization, this is honorable.”

Demystifying the Megaliths

Jinafer created this fantastic website for students to discover the “Mysteries of the Megaliths.” Here they will view videos and interviews in the French language.

“I gathered PDFs and hard-copy books that explain the Neolithic civilizations in French. I collected articles and 360-degree photos that allow students to examine artifacts extracted from tombs in Ireland, Scotland, and France. Using Virtual Reality headsets [which Jinafer secured with a second grant], these materials will come to life.”

Using a THIRD grant, Jinafer purchased friction kits and students will follow the science lab friction experiment procedures in French.

“In small groups, students will propose prototypes of sleds and other means to Move a Megalith, she said. “Community partners (retired engineers and business owners) will work with students to build their prototypes. Last, in a school-wide event, students will carry out their experiments to see if they can move a megalith using only materials available in the Neolithic era.”

Take advantage of the website, that includes Jinafer’s FFT grant proposal, here.

For hundreds of teachers, today changes everything. Because today, Fund for Teachers’ 2024 grant application opens. Empowered by experiential learning fueled by $5,000 (for individuals) or $10,000 (for teams of two or more), our grant recipients are inspired to rethink their practice and reignite their passion for teaching, which consequently impacts their classrooms, school communities and careers for years to come.

PreK-12 teachers from across the country are invited to propose a summer fellowship that is:

1. professionally centered on students, and
2. personally supports their development as experts and exemplars for students and colleagues alike.

Our application deadline is January 18, 2024, and members of the 2024 FFT Fellow cohort will be notified on April 4, 2024.

Start Your Application Here

Are You Eligible?

YES, if you:

• Teach full-time in a public/private/charter or religious school with at least 50% of instruction in a classroom or classroom-like setting (including a library, gym or pull-out scenario);
• Will return to the classroom the following year; and,
• Have completed three years of teaching by the conclusion of the 2023-24 school year.

What’s Your Re?

This year, we’re asking potential applicants to consider “What’s your Re-?” In other words, what could a Fund for Teachers grant help you accomplish? 

• Reengage students in learning that centers them? 
• Recharge from burnout? 
• Reconsider narratives you’ve taught? 
• Revisit topics that once held your curiosity and could inspire your students? 

During the next few months, Fund for Teachers will offer webinars and workshops designed to facilitate fellowship proposals that have the best chance of being awarded. (Watch our website for updates and registration links).

We also encourage applicants to take advantage of our Online Learning Center, which has links to the scoring criteria, grant writing tips, and a timeline for managing the process.

“Fund for Teachers is the country’s largest investor in teachers’ professional learning, with approximately 10,000 educators awarded $32,000,000 in grants for self-designed fellowships since 2001,” said Karen Eckhoff, executive director. “Now it’s time to add to our cohort of teacher leaders committed to their profession and their students’ learning.”

In celebration of Teacher Appreciation Week, we want to share our own appreciation for this thank you note from 2023 FFT Fellow David Cruickshank.

With his grant, David plans to research the Japanese culture that has no widespread access to firearms and has built a $2.6 billion flood protection system described as a modern marvel. Then, he’ll build and teach a criminal justice and disaster management trade curriculum for the State of Connecticut Technical High School System’s Criminal Justice and Protective Services program.

Upon returning from his fellowship, David proposed a unique implementation plan.

“I have a very exciting idea that I hope to develop and implement in our pilot program’s Emergency Operations Center, the emergency management curriculum, and push out to other programs — running a simulated disaster in the US with the emergency management procedures of Japan rather than those of FEMA.

I would like to develop a lesson that follows what my students have learned about US disaster management with the way Japan handles disaster management and then compare the two styles with a fictitious disaster and compare and contrast them. I envision the lesson lasting close to two weeks with first learning about the disaster management system and response structure in place in Japan, then simulating a response, and then using it as a springboard to compare and contrast the two systems before the ultimate assignment of challenging the students to design their own “perfect” disaster response framework. I think that encouraging students to not only learn about other cultures but then use that learning to see there are other ways of doing what they thought there was no other way to do, and then create something even different from that, will be mind-bending for them.”

The service-learning aspect of this fellowship, as well as its potential to create a state- and nation-wide emergency response system powered by students, is mind-bending for us, as well! We look forward to seeing the impact made by this FFT Fellow and his students.

On the final day of their fellowship, Alice Laramore and Kat Atkins-Pattenson shared with us their reflection on a four-week, 9,000 mile road trip along the United States/Mexico border exploring language arts, visual arts, immigration and identity. Thank you, Team Paredes Que Hablan (or Walls That Speak) for sharing your experiences and hope for future students.

Our students cross borders every day. They switch from home language to school language and back again.Their warm presence, giggles, and questions invite new families inside our school buildings. And, everywhere they go, our students carry the imprint of their family members who came to Boston for refuge, for freedom, for opportunity. Every time these young people change spaces, they reconcile their identities and pasts with their presents and futures.

We know that for students to truly succeed academically, they must see mirrors of themselves in our curricula – art, media, and text – and validation of their identities in our classroom spaces. While we can empathize with our students, as white female teachers, we do not truly understand the depth of our students’ experiences. To effectively understand our students’ experiences, we need to cross borders ourselves and experience the displacement our students have experienced traversing these borders.

Today, the last day of our trip, we are energized by the Borders and Identity Unit that we have built and will use to launch the year with our students. We are flooded with all that we’ve seen in our seven cities. We are entrenched in the creative part of teaching, the part that involves being an interesting, engaged individual to better support the interesting, engaged individuals in our classrooms. The part that means we learn something new in order to teach something new. The experience of being a learner better prepares a teacher to teach, and this summer was an opportunity for us to authentically learn about murals on different borders, to confront not knowing and to investigate, to use art as a lens into community.

Watch in this video the artistic expression Kat and Alice captured in three countries and seven cities to help students answer the question: “How do we show other people the depth of our past and the strength of our future?”

This month, we immersed ourselves in adult project-based learning. We’ve tried lots of new things, from food to cloud-mountain hiking to driving to places we’d never been (while blogging) to talking about art from sunrise to sunset. And we’ve done the whole thing together. Often, in our classrooms, we create groups that we believe will benefit from the individuality of each member. We build in scaffolds meant to allow the group to discover each individual’s strengths and to make empathy a non-negotiable. Though we embarked with empathy and respect already in place, our twenty-six days together have illuminated the strengths and areas of growth (thanks, BPS, for the language) of our partnership. We both value efficiency, and, in the face of less-than-such (e.g., when the internet goes as turtle-pace, when people get motion sick, when you walk up the wrong side of the mountain, etc.), we have learned much about each other. That knowledge has made us better collaborators and better friends.

In San Francisco, where we started our trip, we were oriented to the idea of looking. This was not just because there was so much to look at in The Mission, but also because we did our first day with a guide, who was able to re-frame what we had seen and interpreted in the context of history and community. Carla made us cognizant of how much we needed other people’s knowledge and understanding to build our own. The Pacoima (L.A.) murals added a layer of “looking around corners” to that concept. On the hottest day of our trip, we spent the majority of it seeking out art on the walls of automotive dealerships and in the parking lots of community centers. It wasn’t always going to be all in one alley. In San Diego, a park once occupied by people and now occupied by art, had us looking for four hours and not seeing enough. We returned home those nights googling Aztec symbols and stories, trying to learn enough to know something.

Tucson and Dr. Acosta gave us yet another frame through which to experience our learning. Freedom of education does not mean freedom to learn about the American Revolution and the Civil War through a lens of whiteness. Precious Knowledge, to our generation of “urban baby teachers,” is a reflection of our intentions. Though we (the generation of “urban baby teachers”) are in no way united in our vision or our understanding of social justice, the power of conviction in ideas, history, and lifting stories and voices drove us into the work of education. We wonder if Dr. Acosta knows how many teachers who are only five or six years in are tracking his legal battle and celebrating his victories, most recently the repeal of Arizona’s ban on ethic studies which a district court deemed racist and targeting of Mexican Americans.

In Santa Fe, we absorbed the International Folk Art Market, how artists envision and reimagine, how tradition can morph modern and can accommodate the present day without reneging its roots. This mirrors the murals we’ve seen and the art of Frida Kahlo, taking symbols from the past and bringing them to life in the now. In Mexico City, we saw so much. Teotihuacan, Frida, Diego, the Anthropology Museum, street art, the culinary art of Pujol, the stained glass and craters of Toluca. With American eyes and feet, we navigated the city, and learned all that we still had to learn.

It is hard to classify this experience, and even harder to know all that it will bring to our classrooms. It falls somewhere in the vicinity of sabbatical – an intentional, purposeful break that brings new insight – but also touches the realm of professional development, continuing education, and a creative project. We envision a unit with three parts. First, with our students, we will read several memoirs that broadly address the topic of borders and walls, thinking with our students about potential barriers and how to scale them. Second, we will all generate and share memoirs from our own lives on the same topic. The author of each memoir will formulate his or her own theme about the topic, communicating a piece of knowledge gained from navigating–either adeptly or crudely–a border. Finally, after examining many primary sources collected on our trip and within Boston, students will co-construct a mural combining the themes of their memoirs to create a community creation.

The idea of “insider and outsider” has been, in many ways, the crux of our travels. We asked questions and navigated our identity as visitor, as white visitor, as American, as woman. In our classrooms we are often the the outsiders to the communities in which we teach. However our ethnicities and upbringing reflect the dominant histories and tools that are demanded from dominant culture. In this unit, we hope to illuminate these walls, supporting students to name them, scale them, and ultimately paint them. As humanities teachers, we believe that providing students vocabulary and time to think and discuss the world and its issues leads to a brighter, more creative, and smarter future than the two of us can imagine. Solutions lie in the writing, in the art, in the conversations, and in the relationships that students create. Just as we wrote in our FFT proposal, students must see themselves reflected in curriculum, in physical space, and in pedagogy in order to be successful. Because we do not physically reflect our students’ identities, we think constantly about how to make all other facets of our teaching affirming. This unit and this project will be a launching point for discussions about personal identity, community, and what comes next.

In Mexico City, the San Francisco Bay Area, Los Angeles, San Diego, Tucson and Santa Fe, this fellowship made space for us to be learners. After the twelfth grade, those opportunities almost always come with one (or many) literal costs. And Fund for Teachers (along with the school year calendar) gave us the time, space and finances to learn more in a way that will support our students, but also in a way that sustains us as teachers, professionals, and individuals. It made it possible for us to end the trip feeling rejuvenated rather than depleted. There is a constant push for teachers to continue professional development; it is indeed essential. But driving this profession development experience (and literally driving more than 900 miles) meant that we could pace our learning and reflection, and that we could intentionally choose meaningful experiences that hit our “zone of proximal development.”

If you’d like to know more about our trip, we’ve been writing the whole time. Read our blog at www.writingisthinking.org

In Solidarity,
Kat + Alice

Alice is a 7th grade Humanities/Special Education teacher at the Lilla G. Frederick Pilot Middle School in Dorchester, MA. She infuses arts into her Humanities classes, most recently taking students to do pop-up Shakespearean theater in several Boston Public libraries. She works on a cross curricular team of teachers who study the intersection of English Language Learning and Special Education to build inclusive writing experiences in all contents.        

Kat is a 7th grade Humanities teacher at Gardner Pilot Academy K-8 School, a Pilot School in the Boston Public Schools. Katharine was a 2012-13 Donovan Urban Teaching Scholar at Boston College where she earned her Master’s in Secondary Education. Prior to becoming a teacher, Katharine built a college access program in rural Pennsylvania that continues to help first generation and undocumented students find the appropriate post-secondary fit while developing college and financial literacy
within the community.

Today California’s state legislature will officially apologize to Japanese Americans sent to internment camps during World War II. This aspect of World War II is one many students don’t learn about during history classes, but one that many FFT Fellows seek to understand and share. Today, we share the learning of Timothy Nagaoka, whose grandfather fought for the United States in the European Theatre during the war.

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At the Minidoka National Historic Site in Idaho

I teach Japanese as a foreign language to elementary and middle school students, many of whom come from immigrant families. Some families are from Central and South America, some from the Caribbean Islands, and others from Southeast Asia. I share this heritage. I grew up in Japan. My mother is sansei (third-generation Japanese American) from Hawaii; her father, a nisei (second-generation Japanese American), was one of many Japanese Americans on the island who enlisted after Pearl Harbor. He wanted to prove his loyalty to the country that had become very suspicious of his people, so he fought with other nisei from Hawaii in the 100th Infantry Battalion, which became one of the most decorated in military history.

Growing up, I heard my grandfather tell stories of fighting in Europe in World War II. Not until much did I learn of another battle fought by Japanese Americans on the mainland. It was not a battle of bombs and bullets, but a battle of patience and perseverance. Like my grandfather, who demostrated his patriotism by enlisting, many Japanese Americans proved their loyalty by enduring relocation to internment camps.

To fully understand and better teach this period of American history, I designed my Fund for Teachers fellowship to explore the Japanese American experience during World War II and – more specifically – the US government’s handling of these citizens.

With Secretary Norman Mineta and Senator Alan Simpson at Heart Mountain

I drove 3,500 miles through 8 Western States over 11 days to research 10 monuments and former internment sites. I also stopped at the Japanese American National Museum in Los Angeles (where I took a selfie with  George Takai). An unplanned experience was attending the Annual Pilgrimage at Heart Mountain Relocation Center in Wyoming, where we honored those who who advocated, resisted and fought for Japanese Americans. It was this stop where I met former Secretary of Transportation Norman Mineta and Senator Alan Simpson.

Throughout my fellowship, I focused on two topics:
• What Japanese Americans endured throughout relocation, and,
• How relocation of the Japanese Americans is remembered today.

At the Gila River War Relocation Center in Arizona

During the fellowship, I filmed interviews with former internees about their experiences, which I’m using as resources with students and colleagues. I am also designing two curricular units that teach about the Japanese American internment experience: one for Japanese language teachers that incorporates phrases and dialogues used in camps; and one for English Arts and Social Studies teachers who want to teach about the topic. Upon completion, I will offer workshops throughout Boston Public Schools and through local non-profit teacher training organizations.

In my classes, I’m using the knowledge and connections I gained through my fellowship to teach about the forced internment of Japanese Americans during the war. Previously, I’ve taught Japanese customs, traditions, history and culture, but I’d never considered teaching the Japanese American immigrant story. I now incorporate into my language lessons words and phrases, such as gaman (perserverance) and shikata ga nai (can’t be helped), that were often used by the Japanese Americans to describe their confinement. I’ve come to understand that by teaching my culture’s extraordinary circumstances, I can deepen connections with students whose lives reflect similar themes, old and new.

Tule Lake Segregation Center in California

On January 2nd, 1945, restrictions preventing resettlement in the 100 mile Exclusion Zone along the West Coast was removed. I believe a strong democracy lies in not forgetting the past, especially not the mistakes. My fellowship researching the plight of tens of thousands Japanese Americans was humbling and allowed me to gain a more complete perspective of the American immigrant experience. I am using this perspective to better understand (and teach) my students from immigrant families themselves.

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Timothy Nagaoka teaches Japanese in six schools around the greater Boston area and has dedicated his career to creating opportunities for students and colleagues to connect with Japan. In recognition of his work, Timothy has received the John E. Thayer Award from the Japan Society of Boston, and the Henry L. Shattuck Public Service Award from the Boston Municipal
Research Bureau.

Read about another FFT Fellow’s experience researching life in and around Japanese Relocation Camps in Utah and Colorado here.

Barbara Walters said, “Most of us have trouble juggling. The woman who says she doesn’t is someone whom I admire but have never met.” FFT Fellow Helen Dole, however, seems to be managing fairly well. Helen teaches sixth grade at Lower Manhattan Community Middle School in New York City. With her teammate Molly Goodell, she and five-month-old daughter Sophie Tilmant set off for Alaska this summer to tour boreal forest, coastal, tundra, and glacial ecosystems and collect first-hand evidence of climate change for a sixth grade unit called Human Impacts. She shares some of her experiences below…

Why was it vital for you to pursue this particular opportunity/experience?

An educator in Denali shares with us about the methane that is being released as a result of permafrost melting.

We teach in a school that has students from a wide range of socio-economic backgrounds. Some students have second homes in the Hamptons, while others have grandparents/aunts/uncles cousins all under the same small roof in Chinatown. We previously did a Human Impact project; students relied on internet searches to source information. Now we have brought real data; photos, interviews, and our stories to ALL of our students–we are bringing the world to them even if they have yet to board a plane.

I now see the bigger picture in a deeper way and I’m more passionate about making my students ‘see’ it, too. It’s easy to read articles about climate change and cognitively understand what is happening. It’s an entirely different boat to stand by the sign showing where a glacier was just 10 years ago (and now it’s ice-free) and not viscerally feel how the world is being affected.

Why was this opportunity transformative for your teaching on a macro-level?

On our heli-hike adventure, we learned how about it’s not how warm it is, but rather the length of the growing season that is changing the vegetation.

Teaching is a joy and a grind. You are always “on;” engaging with students in person, families via email, via google docs with colleagues, or in person at staff meetings. This opportunity allowed me to turn my brain to a different mode from the regular routine. I was learning, yes, but in a more open and unencumbered way than the minute-by-minute schedule of a middle school environment. I landed back in NYC feeling enriched and invigorated for the year ahead.

Also, we experience the world through storytelling and now, our stories are going to be much richer and more vivid; filled with cutting edge science and personal anecdotes from our time in Alaska. They will be able to cite specific examples — equisetum plants spreading, the number of days above 50 degrees Fahrenheit North of the Arctic Circle, soil that doesn’t hold rain, roadways decimated from melting permafrost, increased frequency of wildfires, heavier snowfalls in winter, methane gas being released at an alarming rate, the list goes on — and then have teacher stories/images to connect to these sometimes hard-to-internalize science facts.

How did your fellowship changed your personal and/or professional perspective?

In 2010, the ice used to be where we’re standing.

I went into this fellowship with the understanding that I was traveling with my co-teacher, Molly, and that we would strengthen our co-teaching skills on this trip. I didn’t know how much so, though! I traveled with my 5-month-old infant, so I relied on Molly in SO many ways for support and sanity. This journey to Alaska was like the ultimate trust-builder. If students thought we completed each other’s sentences BEFORE this trip, now they’re going to think communicate telepathically!

Additionally, living in a city, it is easy to go about my day and not feel fundamentally affected by climate change. My food, my transportation, my workplace, and home are all far enough removed from Mother Earth that I am not forced to see how climate change is a real thing affecting real people, animals, and plants. On this fellowship, I was able to witness how ice has shifted, plants and animals have migrated, and people have altered their ways of life because of a warming planet.

And finally, what we’re all here for…What did Sophie think?

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Helen is in her 15th year of teaching. She is a New York City Teaching Fellow, Math for America Master Teacher, and former Department of Energy Teacher as Scientist. She believes in helping students to see science in their everyday lives; continually striving to make connections between their world and the science they are learning about. Outside the classroom she is a passionate runner. She’s a proud mom to two young children.

“The congratulations email we got from Fund for Teachers on April 4 about our grant said “This is just the beginning…”  Little did we know how true that sentiment was…”

So began the note from 2019 FFT Fellow Kelly Whitaker. She and team mate Sherry Grogan (Monroe Area High School – Monroe, GA) designed their fellowship to collect data and capture 360 video in the Galapagos Islands to inspire scientific field experiences in Georgia that culminate in student presentations at elementary and middle schools intended to pique student interest in biology. Now, photos from their fellowship will also help fund conservation efforts of the Islands.

“My team member, Sherry Grogan, submitted some photos to the photography competition for the Galapagos Conservancy.  She was notified this weekend that one of her photos of a lava lizard (above) had received an Honorable Mention and will be in the 2020 calendar.”

Read on to see more of “Team Darwin’s” adventures:

What Changed As A Result of Your Fellowship?

Sherry: “I pushed the limits of my comfort zone routinely while in the Galapagos. I learned to snorkel and engaged with land and sea creatures while shooting 360 videos and taking pictures. Learning in this manner has shown me the importance of capturing student interest in every unit and I feel that I am better equipped to make this happen after the fellowship. Students will surely perform higher in the evolution unit with newly designed lessons of 360 VR experiences and having studied Darwin’s work.”

Kelly: “As my teammate said, ‘We showed up as teachers and we are leaving as students. Our ‘I wonder…’ list is a mile long; our confidence has exploded; our friendship bond is rock solid. The emotional impact was more than I could have imagined. I sat in a panga with six other people with tears rolling down my cheeks at my first sighting of a blue footed booby. I found out that I can’t cry and snorkel at the same time, when I was bobbing in water with penguins.”

How Do You See Your Teaching Evolving?

Sherry: “I will be entering my 22nd year of teaching next year. This fellowship has completely overhauled my passion for teaching and finding ways to spark interest in my students. I have already tentatively created a plan for involving some portion of the “Galapagos” in each unit. I think this recurring theme will brilliantly help the students learn about such a fascinating place on earth, while also mastering the standards in Biology.”

Kelly: “Our students are going to see our excitement and come up with their own ‘I wonder…’ lists. Our students will be able to ‘visit’ the Galapagos using our 360 video and still shots. They will have a connection to this material that they didn’t have before. We are already looking at the photos we want to exhibit in the elementary schools and middle schools. Our students will have a different level of engagement due to this connection.”

How will your students learn differently because of your new knowledge or skills?

Sherry: “With all of the footage we shot (i.e., 360 video, photographs, 360 still photos, etc), we have a new approach to many of our units. The photos will come to life in the classroom through the eyes of two very enthusiastic teachers who absolutely cannot stop talking about this trip with friends and family. I learned so much about myself as a teacher, reevaluated my students, and I am prepared to provide a growth opportunity for all students in my room with exciting new material!”

Kelly: “We wrote a grant for mini journals for every student, as well as for field trips to the state park and the Atlanta Botanical Gardens.  Sherry’s winning photograph with the Galapagos Conservancy inspired us to have a photo competition among our students. Our media specialist printed the winning photos and our principal ended up paying to frame them! (That’s the water lily picture below).

We also worked in some interdisciplinary activities. We invited the art teacher in to teach a mini-lesson in nature sketching. Our favorite language arts teacher taught a mini lesson on descriptive writing. And our math teacher did a lesson on data collection and also designed a geometry lesson for a putt putt golf course.

Lastly, while writing our grant proposal, we reached out to our mayor. This connection built a relationship and we felt completely comfortable inviting him in to our class to have a forum with our students about environmental decisions in our town. How cool is that? We presented him with the winning photo from the photo competition and he took it to city hall where it was displayed for a month. All because of the connections made during the development of our grant proposal.”

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Sherry Grogan has taught high school biology for 20 years after spending 8 years as a police officer. Dr. Kelly Whitaker is a special education co-teacher in Biology and Physics. Her previous summer adventures include riding a motorcycle, solo, across thirty states and 16,000 miles; hiking 500 miles across Northern Spain on the Camino de Santiago and climbing Mt. Katahdin. To order the Galapagos Conservatory’s 2020 calendar featuring Sherry’s photographs from her fellowship, click here.

On this day in 1945, an atomic bomb flattened Hiroshima – one of two bombings that induced the Japanese to surrender and end World War II. FFT Fellow Kelly Loubier (Orville H. Platt High School-Meriden, CT) participated in the anniversary ceremonies at the Hiroshima Memorial Peace Park, where she also delivered to the Children’s Memorial paper cranes folded by her students in keeping with the novel Sadako and the Thousand Paper Cranes.

Kelly designed this fellowship to document the nuclear legacy in Nagasaki, Hiroshima, Osaka and Fukushima and demonstrate how these events continue to impact citizens and the greater world community in relation to policy decisions regarding war, nuclear weapons, nuclear energy, peace and disaster relief.

She continues to share experiences on her Instagram and we’re honored to include a portion of her learning below in recognition of this momentous day in history…

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[minti_dropcap style=”circle”]I[/minti_dropcap] headed to the memorial service this morning around 7:30 and I joined crowds of people who I thought were just going to work. I was so wrong about that. They were all headed to the cenotaph and the ceremony at 8 am. I read online afterwards that 70% of all citizens of Hiroshima have attended a memorial service for the atomic bomb victims. It’s not a recognized day off, so kids still have school, men and women still go to work. The ceremony took place from about 8-8:45 and it included adding names to the cenotaph, a moment of silence at 8:15, an address from the mayor renewing calls for peace and decrying nationalism and addresses from students. They also sang a song of peace and released doves. After, people lined up to deliver flowers and offer a prayer. It’s 2pm and there is still a line. There have been groups promoting peace and youth groups, high schools and universities teaching people about the atomic bombs and interviewing others about peace in the park. More cranes are being brought to various monuments and people are purchasing lanterns for later. The sense of community is unreal, even 74 years later.

[minti_dropcap style=”circle”]O[/minti_dropcap]ne of my major take aways from Hiroshima is that the knowledge about the atomic bomb is so ingrained in the fabric of the city that it isn’t something that just happened in the past and that’s it. It’s something that the people of Hiroshima must learn about and teach others about so that we as a global community don’t let it happen again. There were so many people in the park today, but what really amazed me was the amount of students involved. The Boy Scouts handed out programs and cold towels before the ceremony. Sixth graders gave the children’s address during the ceremony and other students sang or played music. A group of fourteen year old girls gave me a peace declaration their high school drafted. University students interviewed me about peace. Other kids were involved in music, tours, tea ceremonies, peace demonstrations, delivering cranes, reading Sadako’s story (in English and Japanese) and presenting their art. So many families were out with their young children tonight helping them to send out lanterns, color wax candles and present flowers and prayers to the cenotaph. My mind has constantly been thinking of the Margaret Mead quote, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” The people of Hiroshima are leading the charge to a more peaceful world.

[minti_dropcap style=”circle”]T[/minti_dropcap]he face you make when a small Japanese woman grips you by the hand, puts you in a line of other confused foreigners, and puts a necklace of paper cranes around your neck. Turns out, I was given a Croatian flag to wave and lead the crowd in a prayer for peace for Croatia. All countries were represented. The artwork pictured represents 193 countries, their flags and a message of peace in their language.

[minti_dropcap style=”circle”]I[/minti_dropcap]want to give thanks to Yuji @fellanandez_tokugiwa and Holly @hiroshimayasuko from @magicaltripcom for a wonderful tour of the Hiroshima Peace Memorial Park and the pictures. I learned quite a bit during the Heiwa Walking Tour that I’m looking forward to bringing back to my classroom and the Meriden community. I learned a lot today and I’m still trying to process everything and put it into words. I did go to the Children’s Peace Monument this afternoon to drop off the cranes. They’re in the second cabinet at the monument and I filled out a sheet so they will be recorded.

[minti_dropcap style=”circle”]I[/minti_dropcap]n Japan, the atomic bomb is taught with the stories of the people who were affected through their clothing, their pictures, their art and their stories. I learned that many of the victims were school aged children between the ages of 12-14. They had been reporting to school on August 6 at 8:15 am to clear buildings to create buffer zones in case of an air raid to prevent fires from spreading. Many of their stories are told in the Hiroshima Peace Memorial Museum, allowing visitors to bear witness and connect with the human aspect of this terrible tragedy. It is not until the end of the museum when you learn about the science of the atomic bomb, the reason it was used and what the global community did with nuclear weapons after World War 2. We need to teach these stories in the United States.

[minti_dropcap style=”circle”]T[/minti_dropcap]here is a rumor that persists that claims nothing would grow in Hiroshima for 75 years after the atomic bomb. I heard the rumor as a student and I still hear it from my students today. Hiroshima is actually very green and there are trees everywhere. This is because during the recovery period, citizens and organizations from Japan and the global community and governments around the world donated trees. There are also 170 Hibakujumoku (survivor trees) in various locations around Hiroshima that are marked with plaques. The organization, Green Legacy Hiroshima works to spread saplings from these trees around the world. I’d love to talk to @ctca19 in September more about this organization.

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Thank you, Katie, for the exemplary job you’ve done in designing, pursuing and sharing your learning with us. You can follow her entire fellowship on Instagram @kcloubier. Katie teaches 9th grade world history and 11 and 12th grade human rights at O.H. Platt High School in Meriden, Connecticut. As a third year teacher, she believes that students should walk away from her classroom with a greater understanding of the world around them. She has worked with exchange students from around the world and traveled to places such as Egypt, El Salvador and Iceland, bringing her experiences with her into the classroom.

Fund for Teachers invites PreK-12 educators to design learning adventures wherever their imaginations can take them, which is the same thing author Mary Pope Osborne does for young readers through her Magic Tree House series. These award-winning books transport main characters Jack and Annie on quests that pursue people and topics they previously only read about.

This summer, librarian Riley Grant (Pelzer, SC) is writing her own learning adventure and is bringing Jack and Annie along.  We caught up with her (and Jack and Annie) as she’s investigating European settings found in the book series to produce springboard book trailers and book talks for project-based learning that helps students identify ways to explore and improve their community…

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So, I am half way through with the travel part of my Fund for Teachers Fellowship…it has been nothing short of incredible!!

It truly is all about relationships —

Planning her itinerary this spring

I have spent my adult life building relationships in my personal and professional life and I claim to know some of the best people in the world…honestly!! But, most of my relationships are contained in my small southern state. And, while that is very wonderful, I’m so glad to have this opportunity to build relationships around the world! It is through these relationships that I learn history, geography, cultural similarities and differences and most of all, how to be a good and kind friend.

I am a librarian in a rather rural elementary school but it is close to an up and coming large city. My dream is that by using literature, Project-Based/International Baccalaureate Learning projects, and videos from this fellowship, I can inspire my young students to build meaningful relationships in their small community, our large city, our beautiful state and the world!

To be honest, I’ve also learned a lot about myself. Last fall my principal asked to think of a word for our school year and I chose “execute”… as in “to make things happen.” I had heard about the Fund for Teachers program and decided I wanted to make that fellowship happen. I was nervous and after I pushed the submit button, I did nothing put doubt myself. And, the day the grants were announced, it was late in the afternoon before I received my acceptance email. But getting the fellowship was only the beginning! I overcame my anxiety about going to a country where I did not speak the language, getting lost in a foreign country, meeting total strangers, riding trains between countries and generally “executing” this project. I am truly humbled and proud to be a part of the Fund for Teachers Fellowship program.

Meanwhile I am living my dream of exploring Europe and meeting amazing people from Paris, London, and look forward to building relationships in Edinburgh, Belfast and Dublin.

Thank you, FFT!!

“I love teaching,” said Mary Pope Osborne. “It’s a job that lasts forever. Whatever you teach children today travels with them far into the future.” We agree and can’t wait to see where Riley, Jack and Annie take the students of Fork Shoals Elementary!

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Follow the rest of Riley’s Magical Mystery Tour on Instagram @graceorileysreadingclubhouse.

Alexander Graham Bell’s most well-known accomplishment is the invention of the telephone; however, his first job was as a teacher. In fact, he was teaching at the Boston School for Deaf Mutes when he began creating a machine that changed the way we communicate forever.

Deborah Tubbs and Dana Smith share a lot in common with Bell: They are deaf education teachers and are also intent on changing the way their second- and third-graders not only communicate, but also integrate and socialize with their hearing peers. Ostensibly our most excited grant recipients judging from this video, Deborah and Dana designed their fellowship to attend the AG Bell Association for the Deaf‘s Global Listening and Spoken Language Symposium in Madrid.

In advance of the symposium, Dana and Deborah toured London schools with programs similar to theirs and with whom their students interact via a pen pal program. En route to Spain, they visited the National Institute for Young Deaf in Paris, established in 1760 as the first public school in the world for deaf students.

We caught up with Dana and Deborah in Madrid as their fellowship is drawing to a close…

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What are your main takeaways so far?

“Deaf Awareness. Not just for a select few but for the entire staff and student body, including our students who are deaf. Everyone needs to understand and appreciate the potential challenges that can arise when communicating with individuals who are deaf. And it is up to all parties to anticipate and recognize when they occur in order to overcome them. For our students who are deaf, they must learn to advocate for themselves.”

How will this impact your students?

“As we come back to Davis Elementary School in Plano, TX and apply what we have seen and learned, our students who are deaf will become more confident in who they are and how they communicate. Our short term plan for our own learning goals can be summed up in two words: learn and connect. Each leg of our fellowship is providing us with both of these opportunities. We are learning from and and connecting with our historical predecessors, our British colleagues and our global professional mentors. Long term, we’ll use these unique experiences to help students become more confident in challenging listening situations, develop skills necessary to repair communication breakdowns, and evolve from a fixed mindset, where they are too intimidated to speak up for their communication needs, to a growth mindset, where they recognize the challenges they face and have the tools and strategies they need to become successful and effective communicators.”

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Follow the remainder of this fellowship on the teachers’ Instagram feed @deborah_dana_fft.

In honor of Mahatma Gandhi’s birthday today, we share the thoughts of teachers who analyzed his practice of ahimsa, or non-violence on their 2015 FFT fellowship. Katie Seltzer and Eric Berge spent five weeks in India learning about the teaching of non-harm present in Jainism, Hinduism, and Buddhism. They share some of their experiences and insights below:

[minti_dropcap style=”circle”]Q[/minti_dropcap] Can you briefly describe your fellowship — where you went and why?

[minti_dropcap style=”circle”]A[/minti_dropcap] We were truly immersed in the culture of non-violence during our participation in the International School for Jain Studies Teaching for Peace Program by living, (even eating!) and studying nonviolence. Additionally, with our side trip to Varanasi, we explored the Buddhist roots of nonviolence in India by visiting Sarnath, the site of the Buddha’s first sermon, where he taught the origins of suffering and the method for overcoming suffering. In Varanasi, we explored the Hindu practice of cremation on the sacred Ganges River—a returning of body and soul to the earth in a non-violent burial practice. From these experiences, we deepened our understanding of ahimsa through the study of Gandhi’s writing and visiting his home in Mumbai, his home in New Delhi and site of his assassination, and the site of his cremation. We were impressed with Gandhi’s commitment to simple living, exemplified by the exhibit on his few possessions. The inspiration for our learning was to determine how schools and students can be agents of peace in the midst of diverse cultures and religious illiteracy.

On the Ganges River in Varanasi.

[minti_dropcap style=”circle”]Q[/minti_dropcap] How did your fellowship translate to the classroom?

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Eric: I incorporated the religion of Jainism into my teaching of World Religions. In India, we had the opportunity to learn about the Jain teaching of nonviolence directly by spending a month living in Jain communities. Students were fascinated to learn about how the Jain teaching of nonviolence extends to animal and plant life. I shared with students the strictures of the Jain vegetarian diet—eating no meat, leafy green vegetables, and root vegetables. I had the students read the story of the Mango Tree, which we learned about in India, to teach about why Jains follow this diet. Students read the story, which talks about a group of friends walking through the forest and encountering a mango tree. In order to get the mangos, one friend suggests cutting down the tree, another cutting down a branch, and another picking the mangos off the tree. However, the final friend tells them that if they look around, there are enough mangos on the ground to feed all of them. This friend illustrates ahimsa by limiting his harm of the natural world, and ensuring that there will be enough for everyone to go around. We also learned about the Jain commitment to nonviolence by learning about the lives of Jain monks. After watching an Indian cartoon about Mahavir, the founder of Jainism, and his commitment to nonviolence, students looked at photos of Jain monks and nuns that I took in India. I shared stories of the Jain monks that we met, and we watched a short video I filmed of a woman taking the vows to become a Jain nun. Students then reflected on what Jainism can teach them about nonviolence. Students realize that nonviolence can include what we eat, how we interact with others, and living simply. These Jain truths are relevant to all students regardless of religious traditions.

Katie: I incorporated my experience of Gandhi into my teaching of Religion and Social Justice.  We begin by studying the life of Gandhi through images of him, a brief documentary on his movement, and primary source documents, including his own writings. Students explore how nonviolence is an active, not a passive, method of working for social change. A new student project has students find their own injustice in society and create the idea for a nonviolent movement to address the problem, using the methods of Gandhi. Additionally, students look at how Gandhi’s methods can help them resolve conflicts in their own lives. We watch a Bollywood movie, Lage Raho Munna Bhai, about Gandhi coming back to life to teach a mobster about how ahimsa is more powerful than physical force. The humorous movie builds on the concepts of Gandhi that students explore earlier in the unit. The students then work on applying Gandhi’s techniques in case studies of interpersonal conflicts and then to conflicts in their own life. The goal is to make Gandhi’s teachings of ahimsa relevant, and have his movement educate a new generation of students.

Katie and Eric pictured with FFT Fellow Monica Shah (Chevy Chase, MD) who participated in the same nonviolence immersion program at the Mahaveer Public School in Jaipur.

[minti_dropcap style=”circle”]Q[/minti_dropcap] What do you consider the lasting impact of your learning in India?

[minti_dropcap style=”circle”]A[/minti_dropcap]In a sense, words fail to describe how fully we were able to deepen our study of ahimsa by experiencing it in our daily life. We maintained a strict vegetarian diet, which may not sound life-altering, but the impetus behind it (that non-violence starts with how you sustain your life at the most basic level) is a completely different world view from an American one. Participating in the ISJS Teaching for Peace Program enabled us to live as and among Jains who are firmly committed in all that they do to reducing violence in the world. While we won’t be testing our students on how to be vegetarian, we will be better equipped to answer questions about belief-systems that are so radically different from mainstream American views. Our fellowship enabled us to meet and with students, teachers, monks and lay people daily striving for ahimsa. Their example became an example to us—ahimsa made visible in their welcoming of us and their daily practices. So our main take away from the fellowship really came from those whom we met as living examples of Gandhi’s quote: “There is no path to peace, peace is the path.”

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At the time of their fellowship, Eric and Katie both taught at Cristo Rey New York High School in Harlem, but have since moved to Portland Oregon and teach at Valley Catholic High School and Oregon Episcopal High School, respectively. They are proud that that their fellowship is affecting three schools on two coasts. Eric received his BA in Religious Studies from Gonzaga University and an MS in Conflict Resolution from Portland State University. Katie is a graduate of the College of the Holy Cross and Harvard Divinity School.

Researching the Trans-Saharan trade routes in Tangier, Morocco.

FFT Fellows take planes, trains and automobiles in pursuit of knowledge that will engage students. Kristie Blanchard and Christine Troup’s transportation of choice? Camels.

UNESCO World Heritage Sites can be hard to get to.

According to the United Nations Education, Scientific & Cultural Organization (UNESCO), World Heritage Sites are cultural and/or natural sites considered to be of ‘Outstanding Universal Value’ with special importance for everyone. Everyone, that is, except Kristie and Christine’s students at Bacon Academy in Colchester, CT.

“Our rural public high school lacks diversity and global acuity,” said the teaching team. “Freshmen also take a year-long geography course that lacks geospacial technologies used by professionals in the field. We designed our fellowship to explore iconic sites of Catalan, Andalusia and Morocco. Documenting the destinations with Geographic Information Systems (GIS) linked world cultures with geography to emphasize WHY these places have value.”

Taking their lead from the UNESCO theme “Protecting our Heritage and Fostering Creativity,” Christine and Kristie started their fellowship at the Creativity Workshop in Barcelona. There, they deepened proficiencies in the “Four C’s of Deeper Learning” outlined by the Partnership for 21st Century Skills: work collaboratively, improve communication, critical thinking and creativity.

Then, they set off for the Iberian Peninsula to interview citizens and learn from local guides and docents how UNESCO sites represent the cultural landscape of each unique region. Their odyssey took them to:

• Antoni Gaudi sites, including Sagrada Familia
• the Alhambra
• Alcazar of Seville
• El Torcal de Antequera, and
• the “Blue City” of Chefchaouen

The question that guided all of their research was “What makes a place worth preserving?”

Kristi and Christine began the school by addressing the lack of Middle Eastern and European elements in their curriculum. An ESRI Story Map documenting the fellowship models for students how technology can bridge information with authentic learning in multiple aspects of their lives and their community.

“In keeping with our fellowship’s guiding question, students will be challenged to find sites that they believe are worth preserving in our town,” said Kristie. “Through research, inquiry and writing, students may influence the Historic Preservation Office of Connecticut to add additional sites to their register.”

“We’re now able to make text-to-world applications through our experiences and gathered artifacts,” added Christine. “By using new techniques, all students, including those who read and write below proficiency level, will be encouraged to participate in more personalized ways to tell their authentic stories, as well as those of our community.”

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Christine Troup has taught grades 6 – 12 in three states over the past 23 years. In her free time, she enjoys reading, writing, and traveling, or any combination of the three. Kristie Blanchard has specialized in teaching 9th grade Geography and 10th grade AP Human Geography for nearly 20 years. Her career accomplishments include: the National Council for Geographic Education Distinguished Teaching Award, New England St. Lawrence Valley Geographical Society’s Friend of Geography Award, and the American Geographical Society Teacher Fellow.

Fund for Teachers fellowships are NOT vacations. So when a teacher applies for a grant to learn in Hawaii, selection committees raise an eyebrow. The proposal has to be extra convincing that teacher learning and student impact will extend beyond beautiful sunsets and drinks with tiny umbrellas. Christa Phillips’ proposal passed muster.

A first-grade teacher at Marshall Primary School, Christa used her Fund for Teachers grant to compare and contrast the culture, natural resources and geography of Hawaii with Belton, SC, to create an integrated unit that increases students’ curiosity, global awareness, appreciation of diversity, and helps make connections between people and their environment.

At first glance, South Carolina and Hawaii have little in common; however, both are home to endangered sea turtles and both lie on faults in the Earth’s crust. (Marshall Primary School performs multiple earthquake drills throughout the year!) Both states also have petroglyphs dating back thousands of years; Christa photographed the markings carved into lava rock by ancient Hawaiians to compare with symbols created by Native Americans in South Carolina’s red clay. She’ll incorporate all of these topics, as well Polynesian culture and the history behind Pearl Harbor, into a new multi-week course that directly addresses state standards for Science and Social Studies.

“I have been in the teacher role for nearly two decades. As an FFT Fellow, I became the student,” said Christa. “This new perspective gave me an appreciation for the challenges of my students in seeking knowledge and understanding of the natural world and the diversity within it. It also inspired me to challenge myself to do things I was previously too afraid to do: flying around the world, hiking through a rain forest, driving up steep mountains at high elevations, walking on lava fields, seeing endangered species in their natural environment, and exploring 8 out of the world’s 13 climate zones! I have a new excitement for learning and teaching stemming from this wonderful experience.”

Christa is a National Board Certified Early Childhood Generalist. For nearly two decades, she’s demonstrated a passion for learning- both personally and professionally. Since 2007, she has partnered with the WebbCraft Family Foundation to provide tens of thousands of free books to children in the community. You can see more images from her fellowship on the dedicated Instagram account.

[minti_dropcap style=”normal”]A[/minti_dropcap]s part of the “follow up” portion of an FFT fellowship, grant recipients complete a Passport that documents their learning and where they plan to go from here. Teachers answer brief questions in three categories:

1. Personal and Professional Growth
2. Impact on Your Classroom, School & Community, and,
3. Imagining the Future

During the month of August, we’ll share some of our Fellows’ Passports to get us all in the “Back to School” mode. Today, we’re proud to share the reflections of Amber Neal, teacher at Almeda Elementary School in Houston, TX. In her grant proposal, she shared the inspiration behind her fellowship:

As a Black little girl, I grew up learning about Africa in school, but exclusively through the lens of the Transatlantic Slave Trade. The curriculum and textbooks only reinforced stereotypes of Africans as remote village dwellers with spears and shields and co-existing with wild animals. Years later as an educator, I noted the elementary curriculum was greatly restricted by academic expectations and statewide annual assessments, completely lacking creative, culturally responsive texts or materials. In fact, our state’s education system actually came under fire for producing textbooks and curriculum that romanticized slavery, misinforming students that slaves were actually immigrants that made the decision to travel to the New World.

 

As a Black educator, I felt deeply offended that across the state, teachers were essentially educating students on historical half-truths. This trip will serve as a reminder that I am obligated to not only teach the standards of the course, but to recognize what’s not included and ask why. It is vital in our roles as educators to check our own perceptions and beliefs to become more cognizant of how important our part is in perpetuating stereotypes in the malleable minds of our students.

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Fellowship Description

Experience Tanzania’s history, language, culture and educational climate to deepen understanding of African refugee students and develop learning experiences that enhance global awareness, celebrate cultural differences and enrich classroom discourse.

Personal & Professional Growth

With Masai women sharing cultural & historical significance of bead work.

This fellowship expanded my worldview and enhanced my knowledge and understanding of East African cultures, languages and history. I’ve already utilized the acquired knowledge, skills and resources from Tanzania to develop instructional materials that will enrich authentic student learning experiences. Lastly, it has provided me a springboard to critically analyze what we teach, the methods in which we teach and the efficacy of the curriculum taught.

Observing Tanzanian teachers instruct and lead with upwards of 100 students per class was awe-inspiring! Tanzanian teachers are not always afforded the modern technological advances that are so prevalent in American schools; instead they use innovation, passion, inspiration and creativity to bring their lessons to life. I plan to incorporate various Tanzanian folktales, oral histories, and cultural artifacts in my ESL Reading classes to celebrate cultural diversity and improve global competence.

My greatest personal accomplishment was my ability to be completely immersed in the culture. Through this fellowship, I reaffirmed my identity as a Black educator by drawing connections between African-American and traditional African cultures, which will prove invaluable in my instruction of predominately Black students. I am also proud of the Swahili language skills that I acquired and plan not only to utilize them in the classroom setting, but will continue my study of the language.

Impact on Your Students, School & Community

While the current social studies curriculum mandates that 3rd-5th grade students learn both state and U.S. history, much of the curriculum lacks examination through a global lens. My fellowship experience will expose students to the beauty of the African diaspora by honoring history, celebrating cultures and recognizing the continent’s global impact. Students will develop their critical thinking skills by participating in activities that require critique and collaboration on real world issues.

I also believe that by sharing my experiences, curiosity among my colleagues will grow, inspiring them to seek out non-traditional professional development opportunities and challenge them to critically examine the curriculum and their own biases when working with students of color and students of historically under-served backgrounds. I want to be a role model for teaching a global citizenship curriculum, balancing critical literacy instruction and providing culturally responsive instruction.

 

Imagining the Future

Students will celebrate their new learning by reading the book Africa is Not a Country, which orients students to Africa as a continent through the exploration of the traditions and cultures of kids from 25 countries, including Tanzania. This interactive lesson will help students recognize country names, locations and regions while the mini-narratives in the book illuminates the immense cultural, linguistic and ethnic diversity of the diaspora and dispels the myth of it being a country.

There is a large push in Tanzanian education reform for students to be a part of a global economy through their learning of the English language. However, in many public schools, the access to literature has been a challenge. I want to inspire my students to donate some of their favorite books to some of the primary schools, and include book reviews to inspire Tanzania students to read, in English. Through this experience, students will develop a sense of empathy for other students’ experiences.

This fellowship provided me the opportunity to explore the African diaspora, which was life changing, on a professional and personal level. The warmth of the people and my overall experiences felt like a pilgrimage back home. Through my journey, I have become more invested in my career as an educator and reaffirmed my passions as a lifelong learner. I will now bring my global experiences to the classroom and expose students to the world outside of the four walls of their communities.

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Amber (pictured picking up her FFT grant check) utilizes her social work background to improve students’ social, emotional and behavioral outcomes. She infuses culturally responsive materials to foster social justice, global awareness and civic engagement. A 2018 HEB Excellence in Education statewide finalist and 2017 Fulbright scholar, she also uses her global experiences to bring experiential, hands-on learning to her urban classroom.

The title photo of Amber was taken at Olduvai Gorge, considered the birthplace of humanity.

Have you seen Won’t You Be My Neighbor yet? So many wonderful quotes on education and children spoken by “America’s Teacher.” Before your new students enter the room you’ve worked so hard to prepare for them, we suggest preparing your spirit by revisiting the learning community of Mr. Rogers’ neighborhood.

Until then, here are a few special quotes, along with an interview of Fred Rogers and the official movie trailer:

“As human beings, our job in life is to help people realize how rare and valuable each one of us really is, that each of us has something that no one else has – or ever will have – something inside that is unique to all time.” 

“It’s not the honors and the prizes and the fancy outsides of life which ultimately nourish our souls. It’s the knowing that we can be trusted, that we never have to fear the truth, that the bedrock of our very being is good stuff. That’s what makes growing humanity the most potentially glorious enterprise on earth.”

“I hope you’re proud of yourself for the times you’ve said ‘yes,’ when all it meant was extra work for you and was seemingly helpful only to somebody else.” 

“Please think of the children first. If you ever have anything to do with their entertainment, their food, their toys, their custody, their childcare, their health care, their education – listen to the children, learn about them, learn from them. Think of the children first.”

FFT Fellows are these kind of teachers, the ones who love their calling as a teacher and those they teach. You can learn more about these passionate professionals on our blog posts or on Facebook, Twitter and Instagram feeds.

If you are interested in designing your own summer fellowship to impact your students, classroom and school community, watch for our 2019 grant application, which goes live on October 1.

[minti_dropcap style=”normal”]A[/minti_dropcap]s part of the “follow up” portion of an FFT fellowship, grant recipients complete a Passport that documents their learning and where they plan to go from here. Teachers answer brief questions in three categories:

1. Personal and Professional Growth
2. Impact on Your Classroom, School & Community, and,
3. Imagining the Future

During the month of August, we’ll share some of our Fellows’ Passports to get us all in the “Back to School” mode. Today, we’re proud to share the reflections of Jacqueline Catcher, teacher at Exeter High School in Exeter, NH.

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Fellowship Description
Tour literary sites associated with famous British authors, including William Shakespeare, the Bronte sisters, and Horace Walpole; examine the impact of Gothic architecture in the development of characterization and theme in Jane Eyre; and study canonical literature at the Oxbridge Teacher Seminar at the University of Cambridge to create differentiated and engaging learning for academic and AP English students.

Personal & Professional Growth

Sitting in the teacher’s chair of the schoolroom where Shakespeare studied.

I am returning well equipped to integrate British literature, artwork, architecture, and history into all of my courses. I learned about unique ways to approach poetry analysis, which have students engaging in visual, auditory, and kinesthetic analysis. I can also see how various local museums, parks, and libraries offer unique opportunities for literary analysis based on these new techniques. This has been the most inspiring, exhilarating, and rewarding professional development I’ve ever had.

Oftentimes we teach art, history, and literature we’ve never actually seen. Now I am able to incorporate primary documents, pamphlets, photographs, books, and videos that I prepared throughout my trip and tailored to my lessons. I have photos of paintings and videos of interactive art installations that will help my students explore literary themes in unique mediums. I’m most excited to share the 3D and panoramic photos I took, so students can observe England as if they were actually there.

I challenged myself to create more adds-on units for traditional texts. I’m required to teach Shakespeare to my struggling readers, so I knew I wanted to build a Globe Theatre facade and host a night that would not only provide my students with an authentic audience, but it would also showcase their work. By collecting materials, visiting historic sites, and experiencing a performance in the actual Globe Theatre, I learned how to approach this project and production.

Impact on Your Classroom, School & Community

Students will read and discuss literature through visual, auditory, and kinesthetic methods that will engage them beyond the page. They will derive meaning from modern art, connect current historical and art exhibits to past literature, and think critically about how spaces and architecture frame both characters’ worlds as well as their own. They will visit England through photos and videos while at the same time physically constructing these spaces to share with their community.

“My students will build a massive facade of The Globe to hose a Shakespeare Night. This was my view watching The Winter’s Tale at the real one.”

I am collaborating with our school’s theater director to host a Shakespeare night. Our classes will work together to construct the facade of the Globe Theatre onstage and prepare a performance of various scenes, monologues, dances, and musical productions to honor Shakespeare’s work. In addition, I will also be collaborating with an educator from Pakistan who I met during my coursework. We are planning to lead short story discussion groups between our students via video chats.

Imagining the Future

“This art installation in the Bronte’s moors in Haworth was called ‘Literary Landscapes,’ fitting since I researched the impact of spaces like this on characterization in Jane Eyre.”

I believe the best way to celebrate student learning is by providing authentic audiences, which push students to educate others beyond their peers. Our community Shakespeare night will allow students to prepare and present their research, analysis, and performances for our local community. Additionally, my AP Literature students will construct small dioramas that look at natural and architectural spaces’ impact on characterization in Jane Eyre. These will be on display in our school library.

Too often we dismiss older literature as antiquated or out-of-touch. What we fail to recognize is that the reason these plays, novels, or poems are deemed classics is because they explore universal themes that help us contemplate the world around us. Literature can’t be read or even analyzed in a vacuum though. It is deeply social, overlapping with other subjects and cultures. I hope students can help others see that literacy and literature is valuable to understanding everything.

Observing the world as both a traveler and a teacher provides a unique vantage point. You absorb, discuss, photograph, and document everything with more intensity, knowing that you aren’t just seeing these places for yourself, you are experiencing them for the hundreds of students who will pass through your classroom. I can only hope my fellowship will change my students’ outlook on poetry, literature, art, and architecture as much as this journey has changed my life as an educator.

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Jacqueline teaches Freshman English and AP Literature, as well as pre-service teachers at the University of New Hampshire. She empowers students through independent reading and authentic writing experiences using a workshop model. Outside of the classroom, she enjoys serving as the vice president of the New Hampshire Council for Teachers of English and advisor of her school’s Government Club and Writer’s Club. See more of her fellowship and follow her on Twitter:[minti_social icon=”fa-twitter” url=”https://twitter.com/@JackieCatcher” target=”_self”]