Teacher Roundtable: Remote Instruction

Posted by Kaitlin Smith on September 3, 2020

In three parallel interviews, I had the opportunity to speak with three Facing History educators from public and private schools about their institution’s move to remote instruction this fall. Their roles encompass teacher and school leadership functions, and all are now exploring what the coming months will look like in the virtual classroom. Plans to implement remote instruction have been provoking challenging questions, concerns, and bold visions for the future of education beyond the COVID-19 pandemic. Learn how each of these educators is navigating the return to school below:

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Topics: Back-To-School, Teaching, Online Learning

Serving All Girls in the Classroom: An Interview with Arianne Thomas

Posted by Kaitlin Smith on March 26, 2020

In a recent interview, I spoke with Arianne Thomas, Director of the Aspire Program at Hathaway Brown School—Ohio’s oldest continuously operating college preparatory school for girls. The program delivers three years of tuition-free academic enrichment and leadership development programming to girls from Cleveland and Greater Cleveland communities underrepresented at the elite day school. In this conversation, Thomas addresses some of the best practices that she and colleagues use within the Hathaway Brown community to center the developmental needs of girls, alongside the diverse array of needs and experiences that different learners bring to the classroom.

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Topics: Teaching, Women's History Month, race

Remembering Toni Morrison

Posted by Kaitlin Smith on August 9, 2019

On August 5th in New York City, legendary writer, editor, and educator Toni Morrison died. As countless figures around the country reflect upon her legacy, we find an opportunity to consider her impact on American culture and the responsibilities of educators everywhere.

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Topics: Teaching, Race and Membership, Literature, Black History

Facing History and Finding Destiny in the South Bronx

Posted by Gregory Jones on February 8, 2019

 

New York State's Teacher of the Year, high school history teacher Alhassan Susso, wants us to let go: “If we hold on to our history, we do it at the expense of our destiny.”

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Topics: Teaching, Social and Emotional Learning

Focus on Your Well-Being for You and Your Students

Posted by Zachary Herrmann on March 7, 2017

Educators often talk about “student well-being,” but we rarely define the term. We know we want more for our students than just academic achievement, but most of us struggle to articulate a vision for what that more looks like, and how to work toward it.

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Topics: Students, Teaching, Teachers, Social-Emotional Learning

Questions Matter

Posted by Dana Pattison on December 5, 2016

So often my best teaching comes when I don’t give any information. A well-crafted question can provide far more information than the best slideshow presentation in the world. This is something that drew me to Facing History and Ourselves one fateful summer three and a half years ago when I went to a Holocaust and Human Behavior seminar. I liked that the session I attended often raised more questions than it answered and challenged me to complicate my thinking. When offered an opportunity to join the Facing History Leadership Academy, a group of educational leaders who have an in-depth understanding of the organization’s teaching framework and resources, I jumped at the chance. I was excited to expand my ability to question.

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Topics: Professional Development, Teaching, Teachers, Holocaust and Human Behavior, workshop

Peeling Away Cultural Cataracts to Reveal Humanity’s Beauty

Posted by Alhassan Susso on October 12, 2016

An immigrant from West Africa, Alhassan Susso came from a long lineage of storytellers known as griots. He recently published his first memoir, The Light of Darkness - The Story of the Griots' Son, which traces his journey to America as a nearly blind teenager and the balance of becoming American while maintaining his deep African roots. On Facing Today, he shares how his own cultural perceptions - and the perceptions others had of him - helped him create a classroom of compassion, understanding, and tolerance as an American History Teacher.

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Topics: Immigration, Teaching, Race and Membership, Universe of Obligation

Facing History in an ELL Classroom

Posted by Julie Mann on March 29, 2016

 

My students are immigrants from over 40 different countries. Often, they have recently arrived to the United States, and are thrust into a new city, a new language, and a new culture. They live with caregivers they either have never met before or haven’t seen in years and live in less than ideal conditions. With this life experience, they bring a worldview that isoften wise beyond their years. Many of them know what it means to be a victim or live under an oppressive regime where they have no voice. And many are taking great risks and experience great loss.

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Topics: Teaching Strategies, Immigration, Teaching, Socratic Seminar, ELL

Broadening Teacher and Student Perspectives Through the Nanjing Atrocities

Posted by Stacey Perlman on March 14, 2016

As educators in the U.K., Victoria Mole and her colleagues, Jenna Adcock, and Katie Duce, wanted to teach their students more diverse and broad histories, such as the Nanjing Massacre in 1937. It’s an often-overlooked period of World War II when the Imperial Japanese Army forces brutally murdered hundreds of thousands of people–including both soldiers and civilians in the city of Nanjing, China.

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Topics: United Kingdom, Teaching, Twitter, The Nanjing Atrocities

Education Week Highlights Facing History: Watch How One Educator Addresses Islamophobia in the Classroom

Posted by Daniel Braunfeld on March 3, 2016

What does Facing History look like in action? Look into Calee Prindle’s classroom and you’ll see it come to life. Calee is an English Language Arts teacher and an advisor at the Facing History School (FHS) in New York City. FHS is a founding member of The Facing History Innovative Schools Network – a connected group of more than 80 schools that embrace Facing History's core themes as essential to their mission.

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Topics: Classrooms, New York, Teaching, Facing History and Ourselves, Paris

At Facing History and Ourselves, we value conversation—in classrooms, in our professional development for educators, and online. When you comment on Facing Today, you're engaging with our worldwide community of learners, so please take care that your contributions are constructive, civil, and advance the conversation.

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Welcome to Facing Today, a Facing History blog. Facing History and Ourselves combats racism and antisemitism by using history to teach tolerance in classrooms around the globe.

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