Why did you choose to participate in Teaching Cleveland?
I have been teaching since 1990. I taught History in the Chicago Public Schools at the start of my career and then in Elmhurst, Illinois. I then relocated to the Kromeriz, Czech Republic for an opportunity to teach abroad. Relocating back to Cleveland, I began teaching in the Cleveland Metropolitan School District and have been here for 23 years. I taught history at Max S. Hayes High School and am currently at New Tech West High School. I chose to participate in Teaching Cleveland because I was born in Cleveland and have always been fascinated with its architecture and history. While teaching American History in the Cleveland schools I try to use Cleveland history in teaching American History. I am currently teaching an elective called Cleveland History this semester.
Has your involvement with Teaching Cleveland influenced or changed your approach to teaching?Without a doubt my involvement in Teaching Cleveland has shaped my teaching. I have changed my approach by tying in Cleveland history to teaching American History. Student interest most definitely increased in the subject because it became much more relevant to the students. For example, it has been a great way to teach about the industrial revolution through the eyes of Cleveland.
Was there something specific about TCI or TCSC that had the most impact on you? Why?
TCI’s approach — that Cleveland matters and that its experiences are really a microcosm of the nation — really had a big impact on me. Growing up in and around the city, I always looked at Cleveland in isolation. The program taught me that the history and challenges Cleveland faces are similar to the rest of the country. We are truly connected to the rest of the country and world.
What did you like best about your experiences with Teaching Cleveland?
One of the best parts of Teaching Cleveland was sharing ideas with other teachers. The speakers were always fantastic, bringing Cleveland history alive. I also really enjoyed visiting the various sites around Cleveland. When we visited the tunnels underneath the Soldiers and Sailors Monument on Public Square, I came to realize– thanks to the program — that Cleveland has so many hidden gems.
How did your students react to your inclusion of Cleveland into their curriculum? Were there any “a-ha” moments?
Yes, without a doubt, as TCI continued, I began to incorporate what I was learning in my American History class I was teaching. For example, my final project for TCI was in collaboration with our art teacher. In that project we investigated art that was created in Cleveland during the Great Depression. I presented the project to my students and many of them said that though they had seen the art work around town, they never realized that it was created during the Depression. They had a whole new appreciation for the art. History seemed to come alive for them. The program also gave me better insight to my students. Having a better understanding of the history of the city has allowed me to understand the conditions and challenges that my students face on a daily basis, too.
Would you recommend Teaching Cleveland to your colleagues?
I highly recommend Teaching Cleveland to all educators! The program reinforces the idea that we, like every city, have a story to tell. By looking back at our city’s history we can hopefully solve our current problems and not make those same mistakes. The students I teach deserve a better way forward. By taking the class, it can be a catalyst to spark discussion on bringing the change that is so desperately needed in areas of our city.
