Why did you choose to participate in Teaching Cleveland?
I was introduced to Teaching Cleveland by a fellow Birchwood educator, Connie Miller. She endorsed the TCI seminar and I attended over the summer. At Birchwood we begin to teach our third grade students how to study a city. As we have a very international and diverse school community, for many children, Cleveland is their second or possibly third home. Our hope is that our students are not only introduced to Cleveland’s rich history, but also that they understand they are part of Cleveland. They are the ones that will shape Cleveland’s future. This is their city.
Has your involvement with Teaching Cleveland influenced or changed your approach to teaching?
Through attending summer Teaching Cleveland Institute, it made me look at Cleveland not only from my own perspective, but also through the lens of other educators, particularly those from other races or ethnicities. Growing up in Cleveland as a near west-sider, it was difficult for me to recognize the divisions in Cleveland. We have a river that divides east from west and we have pockets of ethnic neighborhoods that have divided us for generations. When teaching about Cleveland as a whole – diversity, equity, inclusiveness, justice and belonging are essential conversations to have.
Was there something specific about the Teaching Cleveland Institute (TCI) or Teaching Cleveland Student Challenge (TCSC) that had the most impact on you? Why?
One of the most impactful things that I’ve heard through a TCI workshop was from Todd Arrington of the James A. Garfield National Historic Site. He said that despite current political divides and controversy surrounding certain curricula, to ignore the role of race in history is folly.
What did you like best about your experiences with Teaching Cleveland?
It is inspiring to be surrounded by other educators and experts who share a common love for Cleveland. You see that other people in the community not only share a passion, but are working hard to create opportunities for positive change in Cleveland. TCI resources are incredibly valuable as well.
How did your students react to your inclusion of Cleveland into their curriculum? Were there any “a-ha” moments?
As part of our “Creative Problem Solving” class, our third and fourth graders spend an entire quarter helping to solve the problem of hunger in our community. Through TCI, we incorporated the concept of food deserts into our curriculum. Students learned that many of the grocery stores located near our school did not have a wide selection of fresh foods and vegetables. Students were shocked, saddened and motivated to create change. Students began to conduct research to see which companies and what changes were being made to combat food desert communities.
Would you recommend Teaching Cleveland to your colleagues?
Yes, of course! While our time as educators is extremely valuable, you will not regret attending a learning lab or a seminar. You leave feeling enriched and appreciative of those who are trying to shape a better Cleveland.
