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?

[minti_dropcap style=”circle”]A[/minti_dropcap]

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.

[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.

More than 100 families entered the Meriden Public School District in Connecticut last year from Puerto Rico after Hurricane Maria. Consequently, Mariah Abatan and Marjorie Eager quickly became more than teachers at Hanover Elementary — they became a lifeline for displaced, confused and scared English Language Learners (fifty percent of whom also presented with speech and language impairments and learning disabilities). Scrambling for strategies to best help these children, they discovered a U.S. News and World Report ranking of “The Best Countries to Be an Immigrant” with Sweden at the top of the list. That’s where they find themselves today, World Refugee Day 2018, on their FFT fellowship.

“We are committed and passionate to empower and inspire our students to dream and achieve their dreams by becoming resilient, lifelong learners despite the challenges they are facing,” wrote the teachers in their grant proposal. “This is a difficult task due to our limited understanding and knowledge of educating immigrant students, lack of resources and minimal training from the district.”

They crafted a fellowship to bridge that gap and are debriefing with educators at two Swedish schools where refugee students first register, as well as participating in a conference at Stockholm University titled “Exploring Language Education: Global and Local Perspectives.”

“We are inspired by the resilience, kindness and courage of the immigrant and refugee families we have met – both here in Sweden and our classroom in the US,” said Mariah. “It is encouraging to witness united voices of a community committed to helping and empowering each other in the midst of traumatic, life-altering events. We urge you to take advantage of the opportunity to make a positive impact in your community by supporting immigrant and refuge families.”

Watch this video of 2017 FFT Fellows’ journey documenting the refugee crisis in Western Europe and the student impact that followed.

“We want our students to feel and know that they are important and helpful to others, as well
as they can add value to their lives by learning from others,” added Marjorie. “In order to have a better community, we have to build tolerance, trust, empathy, and mutual understanding. It is essential/critical to us, that students value their background history and understand the richest of their contributions and contributions of their peers in Sweden.”

Educating refugee and immigrant students is a growing trend in Fund for Teachers fellowships. This summer, five teachers are pursuing this topic in various and unique ways, including:

• Alissa Davis (Hopkins School – New Haven, CT) who is retrace the steps of Longfellow’s heroine, Evangeline, from Nova Scotia to New Orleans to Philadelphia and producing maps and a lesson plan that revives a forgotten tale of refugees and provides students with an intimate exposure to this deeply relevant issue;
• Amber Neal (Almeda Elementary – Houston, TX) who is experiencing 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;
• Anne Tomalin (Chapel Hill High School – Chapel Hill, NC) who is joining the University of North Carolina’s World View China Study Visit Program for educators, to observe China’s educational practices and spark ideas for more effectively supporting the school’s Asian refugee students;
• A team from Julia de Burgos Elementary in Phildelphia that will explore the homelands of students, 86% of whom identify as first or second generation immigrants from Puerto Rico and the Dominican Republic, to implement a rigorous, culturally relevant program for the student
  body;
• Anya Wislocki (International High School for Health Sciences – Elhurst, NY) who will research work of environmental activists in Bolivia and Peru while strengthening Spanish language skills to prepare newly arrived immigrant students for college study in the sciences; and,
• Maribeth Dann and Phil Landolt (Hermann Middle School – Hermann, MO) who are blogging as they explore Vietnam, Cambodia and Thailand, to create learning focusing on modern immigration to America and inform seventh graders’ projects on why people leave their homelands.

“We know that we would have been able to teach our immigration unit without this opportunity, but we know we will do a much better job after this experience,” said Maribeth. “Through many of the poignant experiences we had in Vietnam and Cambodia we can empathize with why a family would feel the need to uproot their entire life in search of a life that does not include war and oppression. It is a decision that we in the States are very lucky that we do not need to make.”

Starting her tour in Brazoria County with the Father of Texas, Stephen F. Austin.

The majority of Lori Lyn’s students at Hicks Elementary in Houston are new to America and, thus, new to Texas. Therefore, in addition to providing the fundamentals of an education, she’s also tasked with teaching state history in accordance with state standards. This responsibility inspired her to assume the role of tour guide AND teacher this summer as an FFT Fellow. In a Toyota Sienna minivan, Lori is logging 3,000+ miles driving across the Lone Star State to help her second graders students not only “Remember the Alamo,” but also master complex academic content and become active participants in their own learning.

The four-week itinerary includes:

• Fort Worth Stock Yards National Historic District
• Sixth Floor Museum in Dallas, detailing information about John F. Kennedy’s life and assassination
• Texas State Capitol, Bullock Museum and Governor’s Mansion in Austin
• Alamo and Institute of Texas Cultures in San Antonio
• Brazoria County (“Where Texas Began”), NASA and the Texas Seaport Museum on the Gulf Coast
• Battleship Texas moored in the Houston Ship Channel, and
• Big Bend National Park.

“My students are curious about their community’s history, eager to explore their world, and enjoy learning about every place that is new to them,” said Lori. “This fellowship is helping me help students understand how landmarks, monuments, and historical buildings represent and influence current events, as well as the people, places, and ideas that are important to the society in which they now live.”

This fall, her new curriculum will address state symbols, mapping skills, and state celebrations, landmarks, monuments, museums and government buildings. Geography units will also help students to begin developing an understanding of where they are located in the state and nation.

You can follow Lori’s progress on Twitter at @_MrsLyn and enjoy Lyle Lovett’s snappy anthem to Texas and its newest residents!

To be (relevant) or not to be (relevant), that is the question high school students ask when it comes to reading Shakespeare. In response, Fund for Teachers Fellows annually set out for Stratford Upon Avon and related sites to prove how a 400-year-old bard has still got game.

Gretchen Philbrick, teacher at Norwich Free Academy in Norwich, CT, crammed as much Shakespeare into three weeks as possible, seeking him out in three countries. She participate in the European Shakespeare Research Association convention in London; attended the Gdansk Shakespeare Festival in Poland; and explored Romeo and Juliet’s Verona.

“Shakespeare lessons ‘test my mettle’ as a teacher,” she said. “I must come up with relevant, properly scaffolded, high interest lessons in which students can discover just how capable they are and walk away as confident Shakespearean scholars.” She uses the Instagram feed named for a Shakespeare quote (@experiencebeajewel) to share videos, incorporates puppetry into readings and analyzes with her students global adaptations of Romeo and Juliet from locations as varied as Bollywood and Iran.

“Shakespeare marks a significant stage in a student’s development. Once students “get” a Shakespeare text, they beam & their sense of accomplishment is evident!” said Gretchen.

Danielle getting in character at The Globe Theatre.

Danielle Peck (Grosse Point South High School – Grosse Pointe Farms, MI) participated in the “Teaching Shakespeare Through Performance” program in London to learn new methods of teaching that inspired creativity through performance. Classes at the Globe Theatre informed her own, as she shares strategies for mastering texts through analytical reading and writing.

“Shakespeare now resides on our campus in multiple ways” said Danielle. “My students started a Shakespeare Club and I serve as advisor. This year, we held an in-school monologue contest and also traveled to Cincinnati to participate in the National Shakespeare Monologue Competition.”

Additional student activities include:

• a “Shakespeare’s Greatest Hits” staged reading by students and teachers of the most iconic scenes;
• a new semester-long course on the bard; and,
• an annual performance of Romeo & Juliet on campus in collaboration with a professional theatre company.

“My summer at the Globe was truly life-changing,” said Danielle. “It transformed me as an educator and as a human being and inspired me to keep learning and growing.  Thank you for trusting teachers to develop their own extraordinarily meaningful professional development programs.  In a time when it seems like teachers are given less trust and fewer resources than ever, your philosophy is a hopeful breath of fresh air.”

Engaging middle school students in classic literature and theatrical performance was the motivation behind Lyndsey Jones-McAdams‘ fellowship. In addition to participating in a Greek performance workshop in an authentic amphitheater, she conducted research at the Royal Shakespeare Company in Stratford Upon Avon. This week, her fourth and fifth graders at P.S. 264 in Brooklyn completed a “Classical Remix Theatre Collection” which she created. In collaboration with a professional theatre, students read original texts in an abridged manner and adapt them for the school community (comprised primarily of Middle Eastern immigrants).

“My students adapted A Midsummer Night’s Dream into an immersive theatre piece, where we transformed our school into Ancient Athens and students and families traveled our building to visit and become a part of the world of the fairies, mechanicals, and young lovers!” said Lyndsey. “At the end, they all (audience included) participated in a traditional Greek wedding dance to celebrate the weddings of the young lovers and the Duke and Duchess.

This summer, the following FFT Fellows will seek out Shakespeare on both sides of the pond:

Joan Williams (Knoxville, TN) will investigate political and folkloric history of Macbeth in England and Scotland, particularly differing performance strategies and historical interpretations, to establish thematic context for existing interdisciplinary courses (AP World History/Literature) and incorporate site-based research into a new Shakespearean Performance curriculum.

 

David Williams (Colchester, CT) will attend the Teaching Shakespeare Through Performance course at the Globe Theatre in London to learn practical approaches for engaging students from a variety of backgrounds and academic levels.

 

Julie Davidson and Ann Hasenohrl (Westlake, TX) will participate in Kristin Linklater’s Advanced Course on Shakespeare’s Monologues and Scenes in the Orkney Islands of Scotland to apply innovative and differentiated strategies that bring Shakespeare to life for diverse high school students.

 

Jacqueline Catcher (Exeter, NY) will 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.

 

Ryan Campbell (East Hartford, CT) will walk in the footsteps of Shakespeare’s “Macbeth” in England and Scotland to strengthen personal knowledge of British history and topography that, in turn, enhances literary competency and global awareness of International Baccalaureate students.

 

Diana D’Emeraude (Austin, TX) participate in a Shakespeare training program for middle and high school language arts/theatre teachers at the Globe Theatre in London to to create curricular units with authentic lessons for my students to help students develop critical thinking skills to be applied in the classroom and beyond.

 

Alicia Sirios & Cynthia Russell-Williams (East Hartford, CT) will explore social justice as presented through the Scottish Fringe Festival in Edinburgh and the Globe Theatre and Hip Hop Shakespeare Company in London to help students identify parallels between literature and their own lives and develop courage to face challenges presented by societal expectations. And,

 

John Matthiessen (Branford, CT) will participate in Globe Theatre’s “Teaching Shakespeare Through Performance” course in London to learn practical and play-filled approaches to teaching Shakespeare in the classroom and increase student engagement in the reading and performing Shakespeare.

 

“I dreamed of sharpening my teaching skills so all of my students can come to see Shakespeare,” said John, “not only as  a manageable reading experience, but as a doorway into a world where some of our lives’ most fundamental dilemmas take physical form and stride believably toward their inevitable resolution, whether comedic or tragic.” Although Hamlet says, “A dream itself is but a shadow,” John’s dream will be realized this summer on his fellowship. Follow him and all of our Fellows here on our blog.

The American embassy’s relocation to Jerusalem and ensuing violence underscores the importance of students’ having a working knowledge of Middle East politics, culture and history. Often in an attempt to increase their own understanding as much as their students, teachers design FFT fellowships focused on the Arab-Israeli conflict. The insights they bring back to class informs learning (and sometimes introduces the unrest for the first time) across a variety of disciplines and age ranges.

Sharolyn standing at the most contested piece of real estate on earth – the Dome of the Rock.

For example, Sharolyn Griffith’s students in her homogeneous community of Afton, WY, weren’t even aware of the conflict in the Middle East and held stereotypes that needed to be addressed with facts. She used her FFT grant to examine Israel and Jordan with a National Geographic contingency to provide students with a well-rounded and informed perspective on one of the world’s oldest religious and geo-political conflict regions. Her itinerary included sacred sites, a Palestinian refugee camp, UNESCO World Heritage sites and school visits.

“In class, we did an activity where we had to decide how to divide up disputed land for the Palestinians and the Jews,” said Jillian O’Connor, a sophomore at Star Valley High School. “After reading backgrounds on both groups and listening to Ms. Griffith’s experiences, I quickly came to the decision that finding a right answer was impossible.  After a long debate, my group did the best we could, which was no where near perfect.  Learning about the good and the bad things occurring in the Middle East has made me much more invested in the current events happening in Jerusalem and Gaza and other places and I would love to learn more.”

Jay, Katie and John touring Hebron and an Israeli settlement.

For their fellowship, the teaching team of Jay Pitts-Zevin, Katie Laird and John Kearney (Alta Vista Charter School – Kansas City, KS) partnered with Seeds of Peace, an internationally-focused conflict resolution organization. On average, the teaching team spent 12-14 hours a day meeting with Israelis and Palestinians and listening to their stories. “It was some of the most demanding work in terms of intensity, intellectual effort and emotional depth that we’ve done,” they said.

John, a World History teacher, now teaches with increased credibility about the context surrounding the Israeli-Palestinian issue. English I and II students use interviews Jay and Katie conducted of displaced people in Palestine to create narratives, modeling the writing process their teachers used on their fellowship blog: research, pre-writing, post-writing and real-time reflections.

Read about their experiences on the blog created for students to follow.

Liz Shulman chose to learn from Palestinians and Israelis who’ve learned to live together. These strategies now shape how she teaches students non-violent skills for navigating life in Chicago.

“This year alone, several students of color have missed class due to attending funerals for loved ones who have been shot, or have come to class while homeless,” said Liz, freshman English teacher at Evanston Township High School. “To complicate things further, the community where I teach also has a lot of wealthy families. This dichotomy causes both populations in the school to have very different experiences while in the same building.”

After documenting successful practices at Neve Shalom, The Parents Circle and Just Vision, Liz re-crafted her curriculum.

Liz’s view of Jerusalem from Hebrew University.

“Now, we read Warriors Don’t Cry, and students talk about race, class, and gender and how these intersect all the time.” said Liz. “This led to our discussions of structural and institutional racism in the U.S. When we talked about the Middle East, students were able to apply these same lenses to the conflict and talk about intersectionality.  Since we’ve been talking about systemic power all year, students were able to talk about the different power dynamics in Israel/Palestine.  We’ve also talked about the different organizations on both sides that want peace, similar to grass roots organizations in the U.S. Overall, they’re frustrated about what is happening but are taking solace in understanding that most people on both sides want peace.”

Melissa at the Dome of the Rock.

These are just a few of our FFT Fellows who learn in the Holy Land how to support students’ global awareness and peace-building skills. This leadership represents the catalyst behind all FFT fellowships — the students.

“Meeting people who live on both sides of conflict everyday and seeing such hope in their eyes for a peaceful future was inspiring,” said Melissa Tynes, teacher at Houston’s Spring Woods High School who observed on her FFT fellowship coexistence efforts in Tel Aviv, Ramallah and Jerusalem.  “My experiences in the Middle East encourages students’ contemplation of how different peoples with a long history can coexist and collaborate to improve the lives of many.”

(Banner photo credit: Nicole Pelletier, Boston FFT Fellow who spent two weeks in Israel and Palestine with the International Fellowship of Reconciliation, an organization dedicated to conflict resolution and sustainable peace.)

“For the past two years, my eighth grade English class has used Art Spiegelman’s Pulitzer-Prize-winning graphic-novel, MAUS, as our primary text to study the Holocaust. My students enjoy the fascinating imagery, the break from traditional textbooks, and Vladek Spiegelman’s captivating experience in Nazi concentration camps. While they enjoy the unit, it can be challenging for students to connect the story with the grave reality of the Holocaust.  This fellowship would allow me to ground the story in reality through the authority of my own experience and by creating short video journals which document the places described in the book.”

Filming at the gates of Auschwitz.

So began Nick Dykert’s FFT grant proposal — a desire to combine the Holocaust, YouTube and what The Washington Post deems “the greatest graphic novel ever written” into meaningful, relevant learning for students in his English class at James Monroe Elementary in Chicago. He spent two weeks retracing the steps of Holocaust survivor Vladek Spiegelman (aka MAUS) through Sweden, Poland, Czechoslovakia and Germany as described in the graphic novel.

“It was amazing to stand in the places that I talk about during my WWII unit. I can speak with greater authority and use the many videos I shot to engage my students,” said Nick. “In our current political atmosphere, it is so important to be able to empathize, slow down, and consider one another’s perspectives. Relating my firsthand experience and showing my videos brings my students one step closer to doing that.”

According to Nick, students are simultaneously loving the “vlog” and poking fun at him. “They think it’s funny to subscribe to their teacher on YouTube.”

WE think Nick’s videos, discussion questions and resources are remarkable. See if you agree.

Watch the first six videos by clicking here.

“Once upon a time there were two teachers in search of a way to make fairy tales come alive for their urban students.” This is how preK and kindergarten teachers Carmen Kaemingk and Kirsten Carlson began their FFT grant application, proposing a journey along the Fairy Tale Trail in Germany, Italy and France. By researching the origins of stories by Perrault (Little Red Riding Hood, Sleeping Beauty and Cinderella), Collodi (Pinocchio) and the Brothers Grimm, they believed they could encourage students’ imagination as an alternative to technology-driven entertainment.

Turns out, they were right — sort of.

Students now use props their teachers brought back to act out fairy tales in class, expanding their language skills and building vocabularies. This exercise has proven especially fun (and effective) for English Language Learners. Students also write and illustrate their own fairy tales and their parents attended a Fairy Tales 101 night to learn how sharing stories from their own cultures can develop literacy and language skills in their children.

The “sort of” disclaimer is because the innovative teachers are using technology to enhance the fairy tale units. By strapping on Virtual Reality headsets loaded with images taken on the fellowship, students marvel at landscapes in which the familiar stories took place. They also dictate into recording devices their own narratives, learning digital storytelling techniques.

“Our goal was to take fairy tales off the movie screen and activate our students’ imaginations through the magic of reading fairy tales,” said Carmen. “While we’re accomplishing that goal, we’re also teaching them how to tell a story in correct sequence, a necessary reading skill that builds and strengthens students’ comprehension.”

And they are all learning happily ever after.

The end.

Preschool teachers have to be flexible, but Dianna Langdon (Park Early Childhood Center – Ossining, NY) is taking that necessity to a whole new level. She used her FFT grant to obtain certification as a registered children’s yoga teacher and now incorporates the practice daily to unite four-year-olds’ minds, bodies, thoughts and actions while also fulfilling state standards requiring preschoolers’ physical, social and emotional development.

Dianna partners with a student for a bridge pose.

Two weeks of instruction at the Bhodi Tree Yoga Resort in Nosara, Costa Rica, equipped Dianna to weave yoga and mindfulness into classroom instruction in English and Spanish to include the large percentage of students from Latin American countries. She also leads staff development sessions that empower all of the preK teachers and assistants to incorporate breathing and movement exercises that reduce student stress and increase healthy practices.

“My prekindergarten students now enjoy much needed opportunities throughout their learning day for movement, which helps increase their attention and stimulate their cognitive ability,” said Dianna. “Students are also developing mindful habits through the use of new meditative strategies I’ve learned such as mindful minute, guided visualizations, and affirmations.”

Despite their high energy level, the young yogis look forward to the chance to  relax together, according to Dianna. She leads some exercises, then students use their creativity to dream up and share their own poses (pictured). They also share thoughts about feelings, hopes and worries. “We even use yoga breathing strategies to support ourselves at other times during the school day and to modulate our energy during learning,” Dianna said.

Ultimately, she envisions daily yoga sessions developing in her students the principle of ahimsa, or non-harming.

“By teaching my students this principle and encouraging them to think about it in other areas of their lives, we will all go into the world outside our classroom with a focus on kindness toward the other.”

Namaste.

For more stories about teachers pursuing mindfulness strategies with their grants, read about the work of these Houston teachers, as well as the impact of these Fellows who learned under experts at Kripalu Center for Yoga and Health in Massachusetts and a Buddhist monastery in France.

Wisconsin is home to the third largest population of Hmong immigrants in the country, but students at Pittsville Elementary knew little about their peers from Southeast Asia. Kate Van Haren turned to textbooks, but most social studies information focused on European ancestry. Online research surfaced only immigration statistics and an occasional Hmong recipe.

“I realized a key component of the American immigration story was missing from my curriculum,” said Kate. “My students interacted with the Hmong community due to the large number of families relocated here, so I knew it was a group of people I could create interest around. I designed a Fund for Teachers fellowship to create a narrative around push/pull immigration that affirmed the fact that, despite our differences, most immigrants to the United States and their descendants share similarities with us, as well.”

Visiting the Elephant Jungle Sanctuary north of Chiang Mai, Thailand

Kate spent one month traversing Southeast Asia, researching Hmong culture and their modern societies in Thailand, Laos, Cambodia and Vietnam. Along the way, she learned about the custom of story cloths — series of embroidered pictures that document daily lives and legends. She purchased one from a Hmong tribal woman and created curriculum for fourth grade Wisconsin History and fifth grade US History students. After learning about the Hmong culture and welcoming guest speakers from a local Lao community organization, students drew personal story cloths sharing their personal ancestries.

“The stories of Hmong families who settled in the area are both tragic and heroic, yet my students were unaware of the diversity in our small farming community. It has been amazing to watch how this project opened their eyes to the different groups of people living around them,” said Kate. “In the age of data analysis and standards based testing, developing a globally conscious curriculum becomes more difficult. This fellowship inspired me to continue meeting my goal of shaping students with global and cultural awareness.”

Connecticut is home to the largest population of Albanian immigrants in the United States, and the largest percentage of those immigrants live in Waterbury. While Henry Chase Elementary’s library offered resources on African American, Hispanic and Asian histories, shelves were empty when it came to the Balkan Peninsula. Two teachers largely responsible for assimilating these students wanted to create a more knowledgeable and welcoming school community for Albanian students and used a Fund for Teachers grant to do so.

One of the learning outcomes from a second grader’s research.

• meeting with the mayor of Struga, Waterbury’s sister city, to discuss the plight of students originally from his city;
• interviewing the former president of Albania’s English Language Teachers Association to learn best practices for language learning at an early age;
• touring museums such as the National Ethnographic Museum in Berat and the Albanian League of Prizren Museum; and
• experiencing the Mother Teresa Memorial House in her hometown of Skopje.

This fall, Sonja and Miriam (both members of Chase Elementary’s Mutlicultural Committee) hosted the school’s first Albanian Heritage Celebration. Each grade completed related projects in preparation for the community-wide event:

• Fifth graders researched lives of inspirational people from the region;
• third graders performed an Albanian folk tale called Half Rooster;
• second graders completed writing assignments on how Mother Teresa’s life inspired them;
• first and second graders created written responses to Albanian literature; and
• kindergartners learned why Albania is called “The Land of the Eagles.”

The evening event concluded with teachers, students, parents and dancers performing together the Albanian “valle” (pictured here at the 2016 Albanian Festival in Waterbury).

“When a teacher shares from her/his own experience everything becomes more real, the teacher is more passionate and the teaching that goes on is more authentic,” said Sonja. “My fellowship changed me as a person and I now pass that to my students through the message: ‘We are in charge of our own learning and, just like I did, you can be in charge of your learning as well.'”

Miriam and Sonja at the Mother Teresa Memorial House in Skopje.

Last summer, Amanda Kingston studied Carol Gilligan’s stages of moral development outlined in the book In a Different Voice by journeying through the history of women in Italy, Switzerland, the Netherlands, France and United Kingdom. With the research, interviews and artifacts collected, she created a new, cross-cultural class called “The Female Voice,” which culminates today – the International Day of Women – with the display of capstone projects.

“The class went beautifully!” said Amanda. “Students were so engaged and are so excited to share their final projects and about what they’ve learned. They each created a piece representing their biggest takeaways. We even had them do a mini-Fund proposal a few weeks ago; they proposed their own ideas for fellowships to learn more and grow as scholars around female voice. A few actually studied places they’re visiting this summer or over spring break and are planning to see some of the museums, homes, monuments, and sites they researched.”

In addition to these projects, the class dialogued about what it means to include silenced voices at the table so they are free and valued to speak, and how they can better support diverse learning in the classroom.

“One of the challenges we’re wrestle with is where we do and don’t hear voices of women in our world , along with other groups of people historically oppressed,” said Amanda. “I want them to learn how to listen to and make room for a different story, or to share their own story if they are part of a group that has been silenced.”

Click here to read more about Amanda’s female-focused fellowship.

Before Mitch McCann and Jazmine Salach‘s Fund for Teachers fellowship, teachers at KIPP Endeavor in Kansas City felt ill equipped to serve their students identifying as homeless, experiencing abuse and/or living in foster care. Now, the FFT Fellows serve as a beacon to both students and staff after investigating trauma intervention strategies at the 15th European Congress of Psychology Conference in Amsterdam.

“My work for the past four years has shown me that even the most tenured and well-meaning teachers are not suitably prepared to reach students struggling with traumatic events in their lives,” said Mitch. “By and large, we were failing our students because we were not teaching the whole child.”

Mitch with the inspiration for his fellowship.

For one week last July, Jazmine and Mitch met with professors from the Child Development and Education Department at the University of Amsterdam to discuss instructional strategies that reinforce children’s learning processes. Their research was then supported by the conference, which featured experts on life-changing events, strengthening resilience and effective psychological interventions. Breakout sessions provided opportunities to learn best practices from global peers and purchase books that help students understand their emotions. The fellowship concluded with site visits to two progressive elementary schools and one special education school to gain more insight on how European schools deal with trauma in the classroom.

“Trauma affects our students in various ways, and it was difficult for me to do research on my own without knowing what to look for,” said Jazmine. “The presentations given at the conference were small-scale, easy to digest, and gave a more in-depth snapshot on topics that I was interested in and now daily impact my instruction.”

A few of the books Mitch and Jazmine brought back to students.

Upon their return to Kansas City, the teaching team created a Trauma Task Force at their school. Training on Adverse Childhood Experiences (or ACEs) and student support strategies now help teachers better understand their students, and the school is discussing plans to become a trauma-informed campus. Jazmine participates in a Student Support Team, which identifies students who have experienced high levels of trauma and collaborates with grade-level teams to develop individualized assistance. This spring, KIPP Endeavor will also begin incorporating sensory carts (paid for with funds remaining from the FFT grant) for students who need extra space to feel safe but can remain in the classroom to avoid missing instruction.

“By better understanding where students are coming from and proactively assisting my students in dealing with past and current trauma, they are: 1) remaining in the classroom 2) more successful academically 3) learning adaptive strategies on dealing with their trauma and 4) becoming healthier, more productive individuals,” said Mitch. “In leading development of my colleagues to do the same, it makes our whole school team and family a better place to work and learn.”

Based on our Fellows’ experiences, the phrase “there’s more than one way to skin a cat” applies to student literacy. We’ll refrain from using that idiom today, however, out of respect for The Cat in the Hat – feline foil of Dr. Seuss, whose March 2 birthday coincides with Read Across America Day. Rachel Rodriguez (Waterbury, CT) and Marnie Jones (Washington DC) have much more to celebrate — reaching a wide range of students with new approaches to reading instruction.

Rachel the International Literacy Association Convention in Orlando, FL.

Rachel’s elementary school has the highest transiency rate in the district. Teaching literacy to students who attend every day is hard enough. Rachel’s students (reading two to three years below grade level and often speaking English as a second language) come in and out of school due to issues worsened by poverty, making fluency that much harder. To capitalize on the time she has, Rachel sought out non-traditional reading strategies  at a local and international conference and returned from her fellowship trained in kinesthetic approaches that benefit students suffering from reading disorders and also increase their self-esteem and motivation.

Marnie teaches special education students within a traditional classroom setting, which brings its own set of challenges. She works to determine how each student learns best, then makes information or skills accessible. Along the way, she discovered the Lindamood-Bell approach to literacy that incorporates sound, sight and movement to further reading and comprehension. Marnie used her grant to attend two Lindamood-Bell workshops and now applies research-validated strategies tailored to each child.

“Learning how to read does not come easily for many of my students,” said Marnie. “I now realize there is more than one way to become a successful reader and my students are achieving fluency through movement and visualization of letters.”

Marnie’s students collaborate to make the letter “J.”

Research shows that 20% of America’s students struggle with reading. In the past five years alone, 228 teachers have devoted fellowships to lowering that statistic. Literacy remains one of the most common subjects our Fellows pursue so today, especially, we offer them and their students this slight adaptation from Dr. Suess’ Happy Birthday to You:

Today you are you! That is truer than true!
There is no one alive who is you-er than you!
Shout loud, “I am lucky to be what I am!
Thank goodness I’m not just a clam or a ham
Or a dusty old jar of sour gooseberry jam!”
You are what you are! That’s a great thing to be!
So keep on reading! Love, your friends at FFT.

Lisa, Kristen and Brian at the National Training Center for Curling in Fussen, Germany.

America’s men’s curling team won the gold and the hearts of many of us unfamiliar with the sport. However, students at World of Inquiry School in Rochester, NY, are old pros at it after three of their teachers used a Fund for Teachers grant to research curling alongside Olympians and build an outdoor “sheet” to encourage physical activity and sportsmanship.

“Kids have been very excited to use our sheet, frozen over with help from the fire department,” said Kristen Burgmaster. “We’ve extended our indoor curling curriculum from two to four weeks and hope to have an after school club, as well.”

Why did Kristen, Brian Fedele and Lisa Tilley design a fellowship around curling? Most well-known winter sports require expensive equipment that many students don’t own or can’t afford. Curling equipment is minimal (the teachers purchased stones and brushes through a local grant) and kids can wear regular clothes.

Thanks to the Rochester Teacher Association for creating this video. We love seeing students engaged in active learning inspired by our Fellows!

This February, Fund for Teachers is celebrating Black History Month by highlighting some of our Fellows’ journeys to bring a better understanding of the African American experience to all students. In this four-part blog series, we’ll be diving into everything from the Transatlantic Slave Trade to student advocacy. Our Fellows explored the “past and present” of black history in our last blog. In this final installment of our blog series, we look at how Fellows Shunn Rector, Diane Palm and Kristin Peterson are addressing the achievement gap impacting students of color. Read on to learn more about their experiences in the classroom and how they are honoring Black History Month in their schools.

Kristin documented six floors of exhibits to share with her students.

Kristin Peterson is a special education teacher at a Saint Paul, MN, school that not only addresses students’ academic needs, but also fills needs stemming from poverty. Her school houses medical, dental and mental health clinics, as well as a food and clothing shelf. Visiting the National Museum of African History and Culture in Washington DC is not an option for her students at this point, yet she felt it vital that her students see their great heritage showcased.

Kristin wanted them to see how others have struggled also, and gone on to do tremendous things. So she went to the Smithsonian’s newest institution on her fellowship and created a Virtual Field Trip Kit with photos, interviews and primary sources she collected along the way.

“The greatest challenge that my school, students and district face right now is the significant achievement gap that exists,” said Kristin. “I believe my Virtual Field Trip through African American history is inspiring ALL students to reach for their own greatness and aspire to achieve at their very highest levels of learning.”

Shunn’s view from the Door of No Return on Goree Island.

Inside the walls of Houston’s Juvenile Correction Facility, the achievement gap is impacted by students’ surroundings as much as their ethnicity. Shunn Rector and Diane Palm teach the incarcerated middle school students and decided to research black history in Senegal, the first African country to adopt a law criminalizing the slave trade.En route to Senegal, the duo conducted research on the Transatlantic Slave Trade at the Schomburg Center for Research in Black Culture at the New York Public Library and, afterwards, explored Le Petit Senegal, a thriving population of 8,000 Senegalese immigrants in Harlem. The remainder of their fellowship consisted of interviews and documentation across Senegal. Now, their students design personal “Doors of No Return” to connect with this period of history and also make correlations with their own struggles.

“We recognize that the achievement gap exists when students feel like outsiders due to barriers of language, religious beliefs and race,” said Diane. “We wanted our students to understand that, unlike kidnapped enslaved Africans, they have choice when we are confronted with our symbolic Doors of No Return.”

Bridging gaps is what Fund for Teachers is all about. We step in with funding that equips preK-12 teachers with experiential learning that directly transfers to students’ needs, academic and/or otherwise. We thank Shunn, Diane, Kristin and all of the Fellows who participated in this series for sharing their experiences and their students’ learning. Make sure to see our previous Black History Month series blogs here, and stay tuned for more inspiring stories by following us on Facebook, Instagram and Twitter.

This February, Fund for Teachers is celebrating Black History Month by highlighting some of our Fellows’ journeys to bring a better understanding of the African American experience to all students. In this four-part blog series, we’ll be diving into everything from the Transatlantic Slave Trade to student advocacy. Our Fellows explored how black history is impacting student identity in our last blog. This week, we are taking a deeper look at how Fellows Pearl Jonas, Ashley Porter and Kaitlyn Kraushaar are considering the past in light of current events. Read on to learn more about their experiences in the classroom and how they are honoring Black History Month in their schools.

Pearl visited the childhood home of Senghor, Senegal’s first president, where she researched the origin stories and history of Senegal’s democracy.

Steve Jobs said, “You can’t connect the dots looking forward, you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future.” Our Fellows personify Jobs’ belief as they purposefully leverage history to change the future.

Establishing that African Americans HAVE a history is the beginning of Pearl Jonas’ teaching with students at Philadelphia’s Science Leadership Academy. She begins with the Transatlantic Slave Trade, then dives deeper into oral traditions as sources for understanding cultures and the past. Senegal and the surrounding countries provide the richest historical narratives, so that’s where Pearl conducted research on her Fund for Teachers fellowship. She now leads more engaging discussions that challenge how we think in the present based on how history was taught in the past.

“There are several myths, misconceptions and incomplete histories told about African societies,” said Pearl. “This has roots in some 19^th and early 20^th century European historians’ ideology that Africa has no history to tell.”

Conflict resolution inspired the fellowship of Ashley Porter and Kaitlyn Kraushaar. As teachers at Hixson Middle School, just twenty minutes from the 2014 shooting of an unarmed black teenager by a white police officer in Ferguson, MO, Ashley and Kaitlyn struggled to give their predominantly white students perspective through this tumultuous time. To find new ways to shape conversations on diversity across their district, the teachers designed a Fund for Teachers fellowship to research how teachers around the world address social justice.

“The current climate in our city remains very racially charged and divided, and healing is needed on both sides of the issue,” said Ashley. “Bringing to light race relations and the struggles of other minorities in a safe and responsive environment is key in helping all of our students make sense of who they are and who they’d like to be.”

Principal Lee leading a restorative circle.

Students at Hixson now regularly participate in restorative circles, such as this one led by Principal Grace Lee, to reevaluate how they handle tense or even hurtful situations. Kaitlyn and Ashley also applied FFT funds to purchase a Safety Pin Box, conversation prompts and tasks designed to help students become allies for the black community.

“The Safety Pin Box is a great resource that is helping our school as we strive to eliminate the equity that still oppresses our students of color,” said Principal Lee.  “As a city, we are confronting racial inequities that support unjust systems. Hixson is at that table around those conversations and our kids are passionate about leading the work for change.”

America’s teachers no longer have the luxury of merely teaching one subject; instead, they are on the front lines of students’ academic and moral instruction, as well as their emotional and physical safety. Fund for Teachers is privileged to represent and advocate for our nation’s educators who look beyond current circumstances and resources to shape more informed and empathetic citizens.

We thank Pearl, Ashley and Kaitlyn for sharing their experiences and their students’ learning. Make sure to check our Black History Month feed on our blog here. Next week, our final post in this series will explore how FFT Fellows are addressing the achievement gap with students of color. Stay connected and find out when it’s live by following us on Facebook, Instagram and Twitter.