There are many fine examples of talented educators who also become successful politicians. Such is certainly the case with Nicole E. Lowen, a Montessori teacher and a Democrat who currently serves as a member of the House of Representatives in Hawaii. Nicole has represented Hawaii's District 6 since January 16, 2013. District 6 serves Kailua-Kona, Holualoa, Kalaoa, and Honokohau.
Nicole earned her bachelor's degree in history from the University of Pennsylvania, and her master's degree in urban and regional planning from the University of Hawaii. She has also earned a graduate certificate in disaster management from the University of Hawaii.
Her teaching experience includes teaching at Hawaii Montessori School from 1996-2007, working as a teaching assistant at the University of Hawaii Department of Urban and Regional Planning during 2011, and working as an admissions director for Hawaii Montessori School in 2012. She is obviously a strong supporter of quality education. "All children deserve access to a quality education," she has said, "... and our schools must be given the
resources they need to shrink classroom sizes and get the job done."
In the House of Representatives, Nicole serves on the committees for Energy and Environmental Protection; Ocean, Marine Resources, and Hawaiian Affairs; Finance; and Water and Land.
In her spare time, Nicole is active with the Sierra Club. She has been a volunteer for the organization during 2011-2012 and served as a member of the Sierra Club's executive committee during 2012.
History abounds with school teachers who have earned fame outside of the classroom. Such is the case with Samuel Youngs, an American school teacher who was a close friend of famous American author Washington Irving. In fact, it has been speculated that Samuel served as the inspiration for the character of Ichabod Crane in Irving's story "The Legend of Sleepy Hollow."
Samuel Youngs was born December 4, 1760. During the Revolutionary War, he served as a lieutenant in the 4th New York Infantry Regiment led by Baron Frederick von Weissenfels. Throughout the war, Samuel served the fledgling American army as a guide
over the roads and trails in the county around his home. He was one of a dozen native
soldiers who were known as “The Westchester Guides. His father’s farmhouse, located near the intersection of Bradhurst
Avenue and Grasslands Road in Eastview, was the scene of a British raid
during the Revolution.
After the war was won, Samuel served as a Federalist member of the New York State Assembly
from 1796-1797, 1809, and 1810. Additionally, Samuel served as a Surrogate of Westchester
County for terms of one or more years in 1800, 1807, 1810, 1811, and 1819.
The intrepid school teacher and veteran passed away on September 12, 1839. He was originally buried in the yard of the Old Dutch Church of Sleepy Hollow in New York. There he was honored with other citizens of Tarrytown who fought during the
Revolutionary War with a monument, pictured at left. The inscription at the bottom of the monument reads: "This
monument is erected by Major General Aaron Ward, 9 division, N.Y.S.M.
in testimony of his high appreciation of the services of a brave officer
and a true patriot." In 1851, Samuel's remains were relocated to the Dale Cemetery in Ossining, New York. He was the first person to be buried in that cemetery.
How astonishing is it that so many politicians were once school teachers? Such is the case for Gabriel J. Campana, an elementary school educator who has been the mayor of Williamsport, Pennsylvania, since 2008.
Gabriel was born July 6, 1963, in Williamsport, one of eleven siblings. His father, Dr. Louis F. Campana, was a local physician, and his mother, Rose Campana, is a retired nurse. As a teenager, Gabriel attended St. John Neumann Academy, a local parochial school, where he graduated in 1981. Following his high school graduation, he earned his bachelor's degree from Bloomsburg University in Bloomsburg, Pennsylvania, and his master's degree from Wilkes University, a private institution located in Wilkes-Barr, Pennsylvania. He earned a doctorate degree in administration from the University of
Sarasota.
For twenty years, Gabriel served as a fifth grade teacher at Stevens Elementary School in his home town of Williamsport. In addition to this teaching experience, he taught master’s degree classes at the College of New
Jersey and he served as an adjunct assistant professor at Gratz College. In 2005, this remarkable educator was a recipient of the YMCA Racial Justice Award, and he has been named in
Who's Who in American Education.
The talented educator also served on his home town's city council. In November of 2007, he was elected the thirty-ninth mayor of the town of Williamsport. He ran on a platform of public safety and economic development. During his tenure as mayor, Gabriel continued to find time to work with young children. He is pictured here visiting Penn College’s Children’s
Learning Center during the Week of the Young Child in 2008. The former teacher read a popular book aloud to the children and then gave a copy of
the book to each youngster.
Still living on the same block where he grew up, Mayor Campana lives with his wife, Sonia, and their five children.
Like most teachers, I love to travel to intriguing and historic points of interest in both my home country and abroad. And just like many intrepid travelers, I wish I had the time and money to do more of it! Nevertheless, I feel very fortunate to be able to indulge in a semi-annual overseas vacation, because as a child from an impoverished family, I thought traveling was something only rich people could do. I never thought I would ever be able to muster the funds to go to any of the phenomenal places I was learning about in school. Fortunately, I have been able to quite a bit of traveling, actually.
It's been a few years now, but it seems it was only yesterday I spent two weeks in Egypt, one of the most captivating countries I have ever visited. When I returned, I wrote a little piece I call "Moonplay in Egypt," which not only describes an incident I experienced there, but also reveals an important life lesson. I'm very excited to announce that this piece has just been published on the very popular website for travelers We Said Go Travel.
The website was established by science teacher Lisa Ellen Niver, a talented and passionate writer, educator, social media ninja, speaker, and
global citizen who has traveled to over one hundred countries and six
continents. You might find her underwater, traveling to an exotic
location, teaching in the classroom, or in print about social media,
science education, lifelong learning, books, and travel.
To view the post and explore her website, simply click on this link: We Said Go Travel.
Every once in a while I come across an inspirational video that just resonates. This is the case with the video below, a recording of Rita Pierson, an educator with forty years of experience in the profession. As she tells it, she once heard a colleague say, "They
don't pay me to like the kids." Her response: "Kids don't learn from
people they don't like.'" This video presents a rousing call to educators to believe in
their students and actually connect with them on a real, human, and personal
level. Enjoy!
Often talented educators win acclaim in fields other than teaching. Such is the case for Franco Aureliani, an art teacher at Carmel High School in Carmel, New York. Franco has taught courses in studio art, portfolio preparation, drawing and painting, and advance placement studio art.
In addition to teaching, Franco is a comic book writer and artist. With Art Baltazar, Franco won acclaim for co-writing the DC Comics series Tiny Titans, for which he won an Eisner Award for Best Publication for Kids in both 2009 and 2011.He also won an Eisner Award for Early Readers in 2014 for Itty Bitty Hellboy. The two have made a name for themselves in the comic industry for their work on some of the most fun and ageless comics of all time.
Below is a one-minute video showing this personable teacher and his co-author Art Baltazar in action at Comic Con.
Praise continues to mount for the new book, Chalkboard Heroes, a collection of inspirational biographical sketches recognizing twelve teachers from American history who were both exemplars of the teaching profession, pioneers, social reformers, protectors, and role models of society. Donald L. Johnson of the Cameron High School Alumni Association says, "Terry, what an excellent job done on the chapter for Prof. Henry Cameron! You actually brought him to life and gave him an identity and an existence. I commend you for your research and writing ability."
There are many courageous teachers who have made great sacrifices for the sake of their students. One of these was Quaker Prudence Crandall, a Connecticut teacher who lost everything in order to educate African American girls in a time when doing so was unheard of.
In 1831, Prudence opened a boarding school for young ladies in Canterbury,
Connecticut. By the end of the first year, she had earned the praise of
parents, community members, and students throughout New England.
Then
one day an African American student named Sarah Harris asked to be
admitted to the academy. Sarah said she wanted to learn how to be a
teacher so she could open her own school for black students. Prudence
knew admitting an African American student would generate some
resistance from her neighbors, but after some soul-searching, she
decided her conscience would not allow her to refuse the request.
Prudence had severely under-estimated the resistance.
Figuring the
complaint was that she was operating an integrated school, the intrepid
teacher closed her academy for white girls and re-opened as an academy
for "misses of color." That just made the situation worse, causing
ripples all the way up to the U.S. Supreme Court and resulting in
Prudence's brief incarceration in the local jail. Eventually, Prudence was forced to close her school and leave town.
Years later, however, the
courageous stance taken by this heroic teacher caused her to be named the Female State Hero for
Connecticut. Read the gripping account of what happened in my newly-released book, Chalkboard Heroes, now available onamazon.com.
Below you will find a review of my recently released book, Chalkboard Heroes, written by Mary Breu, author of Last Letters from Attu, the enthralling story of Etta Jones, an intrepid teacher and nurse from New Jersey who traveled to the Alaskan Territory as a pioneer. Etta Jones was incarcerated in a Japanese prisoner of war camp during World War II.
Chalkboard Heroes: Review
by Mary Breu
Terry Lee
Marzell, Chalkboard Heroes: Twelve
Courageous Teachers and Their Deeds of Valor. Tucson, Arizona: Wheatmark,
2015. vii + 243 pp. Preface, photographs, glossary, bibliography, index.
Chalkboard
Heroes:Twelve Courageous Teachers and Their
Deeds of Valor is the author’s second book, a non-fiction compilation of innovative
teachers who have impacted their students and our society; some names are
familiar, others are not. Each profile has been thoroughly researched and
includes vivid descriptions that exemplify qualities that make an excellent
teacher. The reader can peek through a window and see the teachers’ early
lives, watch him or her develop and see what inspired their passion for
teaching. The teachers’ voices allow the reader to get a feel for the personalities
and qualities of people who encouraged them to become teachers. The teachers in
this book demonstrate the essence of what a teacher does; they find ways,
sometimes against incredible odds, to reach his or her students and make learning
more real as opposed to standing in front of the class and lecturing. Valuable
backgrounds and historical events are included. The author’s writing style
pulls the reader in by telling something striking about the teacher and that
makes the reader eager to find out more.
Horace
Mann’s niece, Olive Mann Isbell, was born in Ohio in 1824. Twenty-two years
later, she and her husband found themselves at a Mission in California. The
Mexican -American War was raging all around them, but Olive continued to teach
her twenty students, using “a long pointed stick to draw diagrams on the dirt
floor” and “charcoal from an extinguished fire to write the letters of the
alphabet on the palms of the children’s hands. And she kept a long rifle by her
side, just in case” (Page 2.) One
hundred forty years later, another teacher “discovered that much information
about the social history of the United States has been found in diaries, travel
accounts and personal letters. Just as the pioneer travelers of the Conestoga
wagon days kept personal journals, I, as a pioneer space traveler, would do the
same.” (Page 187.) The teacher’s name was Christa McAuliffe. The author wrote,
“Christa believed that such a journal, which would record space flight from the
perspective from a non-astronaut, would demonstrate to students that even an
ordinary person could contribute to history in very important ways” (Page
187).
Today,
when teachers are in the throes of bureaucratic paperwork, subjected to administrators
who make unrealistic demands, respond to parents who question a teacher’s
seemingly unreasonable assignments and deal with students who, the teacher
knows, come from incredibly difficult home environments, reading about these
teachers’ lives will be an inspiration because, in the end, all a teacher wants
to do is teach. The common thread woven into the fabric of this book is a quote
from Lee Iacocca: “In a completely rational society, the best of us would
aspire to be teachers and the rest of us would have to settle for something
less, because passing civilization along from one generation to the next ought
to be the highest honor and highest responsibility anyone could have” (Page
1.) Christa McAuliffe understood that message when she proclaimed, “I touch the
future…I teach!” (Page 177.)
I
recommend this book to teachers of all grade levels. Middle and high school
students would also benefit from the author’s clear, concise and correct
telling of historical events and people.
Read More by Mary Breu
To view Mary Breu's web page, simply click on Mary Breu.
Within my professional learning community, my colleagues and I have been having a lively discussion about the purpose and value of blogs. So I was looking over my blog here, which I inaugurated on November 18, 2012. In the little over two years since I first started my blog, I have published nearly 300 posts. To date, I have attracted over 24,889 page views. I've been told this is pretty impressive, so I thank all my readers! I love to write about great teachers, and I hope that my posts and books will inspire respect for educators, and also reinforce a passion for the profession from current practitioners.
Even though my favorite thing to write about is remarkable teachers, it seems that the posts that garner the most response are the ones that offer tips and hints about how teachers can build upon their own practice. So this post is an offering in that vein.
Almost everyone is already aware that the use of blogs for personal, professional, and educational purposes has exploded in recent years. In 2015, 6.7 million people published blogs on blogging sites, and 12 million people blogged via some sort of social network. Today, 31% more individuals are blogging than were publishing three years ago. It has been noted that approximately 70% of American students under the age of 18 are writing blogs. If you would like to read more statistics about blogs, click on this article: 10 Interesting Key Facts and Figures about Blogging.
As you can expect from teachers, most of the conversations I've had with my colleagues have revolved around how blogs can be used productively in the classroom. There are so many possibilities to use blogs as an effective instructional tool! Some of the purposes we discussed include providing opportunities for educators to personally reflect on teaching experiences, to provide tips and strategies to other teachers, to record lesson plans and other curricular materials, and to explore issues and topics important to the profession. You can use the platform to keep parents informed of your instructional program. You can create an online book club for your students, or post assignments, writing prompts, or online readings for students to react to. You could showcase your students' writing, art, and projects. You could build a class newsletter and record your students' activities, posting photographs and videos of them in action. Using blogs, students can express opinions about class readings or current events, complete class writing assignments, put together an online portfolio of their work, or showcase products of their project-based learning, all for a pre-determined audience: just the members of the class and their parents, groups of students in other schools, or even the world at large. This real-world application of the technology falls in line very nicely with Common Core State Standards---which is a genuine benefit. To read a first-hand account of a teacher successfully employing this strategy in her classroom, click: Blogging in the the 21st Century Classroom.
I've included here a ten-minute YouTube video to help you further explore the practice of classroom blogging. I selected this particular video because it was concise and relatively short, offering a brief overview of the history of blogs, the uses of blogs in general, how blogs can be used in the classroom, and examples of some blogs that are relevant to professional educators. I also liked it because it is a more polished and professional production than something created in an individual's bedroom.
Blogging---and other social networking tools---are becoming one of the most powerful tools a teacher can employ in their instructional program. But why is this the case? I can say from personal experience that part of the lure of blogging is the idea that people out there are interested in reading my thoughts and ideas. When I published my first blog post, I was excited by the idea that my online "voice" would be read by others, and that they would respond with comments of their own. I was pretty disappointed when, the first month or so, I had no readers at all, and zero responses. Writing is hard work, and blogging on a daily basis is an immense commitment! But I continued to plug away at it, and gradually my daily readership grew. It has come to the point now that I feel an obligation to my readers to publish at least once or twice a week. I can't let them down! Imagine how excited your students will be when they publish their classwork and projects online---they have a built-in audience ready and waiting: the other members of your class---and the feedback from their peers will quickly pile up. Furthermore, experts say that one of the best aspects of blogging is that the relative anonymity of online publishing gives a voice to the student who might not otherwise contribute to the academic conversation. How exciting would it be if your students came to feel motivated to write for their audiences daily or even weekly, just like I did?
Blogging is just one of the social media tools that can be used to enhance learning. Experts agree that the teacher who recognizes and employs blogging and other social networking strategies is tapping into extremely potent implements for learning. In the seven-minute video below, educator Don Olcott, Chief Executive of the Observatory of Borderless Higher Education in London, England, discusses the efficacy of social networking tools to facilitate learning in the classroom:
Finally, a really great resource to consult for more information about this topic is a nifty little book called Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson (Thousand Oaks, California: Corwin Publishing, 2010).
If you are not yet using blogs in your instructional program, I hope that now you will feel motivated and confident enough to give it a try!
This week, February 2-6, is National School Counseling Week 2015. The purpose of this celebration is to focus public attention on the
unique contributions by professional school counselors within American
school systems.
National School Counseling Week highlights the tremendous impact school counselors can have in helping
our students to achieve school success. Day in and day out, these dedicated
professionals labor tirelessly to help ensure the academic
success, personal achievement, and emotional well-being of our kids.
On the campus where I work, their commitment to the success of each student starts with their very
first interaction with students through their eighth grade outreach
programs, and continues with assisting the freshmen with their
graduation requirements plans, one-on-one meetings with English-language
learners, counseling students who are failing classes, helping students
who are lacking credits with strategies for credit recovery, and making
sure seniors are on track to graduate. In between all this heavy-duty
work, counselors help students find scholarships to fund their
post-graduation education programs, write letters of recommendation,
judge senior projects, and attend IEP meetings. And as if all that
wasn't enough, they also organize small group counseling sessions to
help students deal with such issues as bullying, smoking-cessation, teen
parenting, or bereavement. When the inevitable quarrels between
students arise, they serve as competent conflict resolution
facilitators, and they have even been known to mediate the occasional
dispute between a student and a teacher. And then, just to top it all
off, if---God forbid---some tragedy such as a fatal traffic accident or a
suicide strikes, school counselors quickly mobilize into a
highly-effective crisis management team.
Phenomenal, aren't they?
Chalkboard champions, in the truest sense of the word.
There are many talented educators who have earned accolades in fields other than education. This is true about Taylor McDowell Mali, a teacher who has also earned fame as a slam poet, humorist, and voice over artist.
Taylor was born on March 28, 1964. His father was H. Allen Mali, a manufacturer of pool table coverings, and his mother was Jane L. Mali, a recipient of an American Book Award. In 1983, Taylor graduated form the Collegiate School, a private boys' school. After his high school graduation, he enrolled in Bowdoin College, earning his bachelor's degree in English in 1987 and his master's degree in English and creative writing from Kansas State University in 1993.
Taylor Mali spent nine years teaching English, history, and math, including stints at Browning School, a boys' school on the Upper East Side of New York City, and Cape Cod Academy, a K-12 private school on Cape Cod, Massachusetts. He now lectures and
conducts workshops for teachers and students all over the world. In 2001,
Taylor Mali used a grant from the New York Foundation for the Arts to develop the one-man show "Teacher! Teacher!" This show explores the combination of poetry, teaching,
and math. He is a strong advocate for the teaching profession, and in
2000, he set out to create 1,000 new teachers through "poetry,
persuasion, perseverance, or passion." He finally achieved that goal on
April 1, 2012.
Taylor has earned numerous accolades as a slam poetry artist. A slam poetry contest is a competition at which poets read or recite original work. These
performances are then judged on a numeric scale by previously selected
members of the audience. As a slam poetry performer, Taylor has been a member of seven National Poetry Slam
teams, six of which appeared on the finals stage, and four of which won the competition.
Additionally, Taylor is the author of What Learning Leaves and the Last Time as We Are. He has recorded four CD's. He is also included in various anthologies, and is perhaps best known for the poem "What Teachers Make." The popular
poem became the basis of a book of essays entitled What Teachers Make:
In Praise of the Greatest Job in the World, published in 2012. He appeared in Taylor Mali & Friends Live at the Bowery Poetry Club and the documentaries "SlamNation" (1997) and "Slam Planet" (2006). He was also in the HBO production Russell Simmons Presents Def Poetry, which won a coveted Peabody Award in 2003.
