High School Reunions by Andy Jobson

I reached a milestone this year—30 years since high school!  And for the first time, I decided to take the time and trouble to travel back home to Slidell, Louisiana, to see some members of my graduating class.  I suspected that most of my closest friends wouldn’t be there, and I was right, but it was still relatively enjoyable.  I did decide, however, that while some things have certainly changed, other things never will.

Our first event was in a bar on a Friday evening for a ‘meet and greet.’  The good news was, it was well attended. The bad news was, it was well attended—the crush of people made conversations rather difficult, and southern Louisiana in June is hot, even after dark.  Of course, in our senior year, many people spent many Friday nights drinking somewhere (although I was not one of those people), so it was déjà vu all over again.  On Saturday night, we met at a nice establishment for a buffet dinner, but conversation was again limited due to extremely loud music.  Again, it reminded me of the high school dances I attended.  The photographer hired for the event made sure he got pictures of the football players, the cheerleaders, and the dance team.  For some reason, chorus, drama club, literary magazine, academic rally participants, National Honor Society—in fact, everything I did in high school—was deemed unimportant by this photographer.  Some things never change.

I did enjoy learning the occupations that various members of the class had pursued, and it’s interesting to see the surprises of people who rose far above what their high school record suggested. I’ll admit, one reason I hesitated to go back was that I worried a little about comparisons, just as we all did in high school.  I expect, since I graduated at the top of my class, most people thought I was among the more likely people in my class to become highly successful—which of course is a term that can be very difficult to define.  I think I am highly successful, as I am happily married, I enjoy my work, and I have a significant impact on dozens of students each year.  When I told people that I was a teacher, however, I generally got a reaction like “That’s great!”  or “I could never do that!” but then they didn’t really seem interested in hearing more.  I probably should have hunted down other teachers in the group to swap war stories.

I wish I had had more time to visit with classmates, and I wish more had been there to visit.  The experience did remind me, though, that our students will surprise us.  As a result, we need to make sure we’re investing in all of our students, not just those who seem “most likely to succeed.”  

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also  been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.

Is it an izzit day? by Elizabeth Harris

What do you read when you have no books and a high-school classroom full of struggling readers?

Nearly a decade ago I had to answer that very question as I began a new chapter in my career – teaching English and Academic Literacy at MacArthur High School in San Antonio, Texas. During the interview process, my principal challenged me both professionally and personally. She explained that my classes would be full of students who need a teacher to see beyond their well-documented disabilities and challenges. Enthusiasm for what you are teaching and respect for the students must be displayed every day. You must believe in them even when they don’t believe in themselves. Can you do that while teaching students who are struggling or resistant learners?

Challenge accepted.

The first week of school brought another challenge that I had not anticipated. My classroom was nearly empty. A few desks and small tables were scattered amidst four white walls, but there was not a single book in the classroom. No books, no bookshelves, not even a filing cabinet.

My search for high-interest, expository texts or current event-based materials began immediately.

During this time, I discovered izzit.org. I was thrilled to find an organization dedicated to providing quality teaching materials. Although the emphasis of the materials is primarily in the economic or government and business realm, the topics readily lend themselves to cross-curricular learning experiences.

In my Academic Literacy classroom, From Poop to Profits becomes a lesson about problem solving, innovation, and overcoming obstacles.

Bee the Change becomes a lesson about learning to take risks in the face of hardship, and the importance of being committed to follow through in order to effect change for your family and community.

Paradox of Progress becomes a lesson about facing change. When is change good? When is technology enough? Or too much? Who decides?

The Singing Revolution becomes a lesson about individual acts of heroism, the power of choice, and the resilience of the human spirit.

Each engaging izzit.org video depicts real people facing real challenges and demonstrates the importance of perseverance and individual choice. My students cheer whenever they see the izzit.org icon. “Is it an izzit day?” is a favorite question.

Whether teaching my struggling readers, students with learning disabilities, or second language learners, izzit.org provides excellent educational resources for teachers that can easily be adapted to teaching any level of secondary students. Teacher guides coupled with quality films and documentaries depicting real world situations provide students with authentic learning opportunities that extend beyond the classroom walls. In my classroom, videos frequently serve as springboards for student-driven, inquiry-based research projects. This type of learning promotes critical thinking, problem solving, and higher level processing as well as collaboration.

Several years ago after reading a current event article from izzit.org titled “Kidneys for Sale”, even my most apathetic student had an opinion. We paired this with a similar article and then viewed a segment of the video from the Drew Carey Project: Vol. 1. My students were engaged and did not stop talking about this topic even as we were ready to move on. So, I changed my lesson plans. Students continued generating meaningful questions and talking with their parents outside of class – about organ donors and organ transplants.

Their momentum carried us from learning about how to become an organ donor to learning which other organs can be successfully transplanted. As students questioned, we expanded our research. The culminating effect that year is that students began to learn why some people need organ donations. And they wanted to do something to help. One young lady challenged her family to begin eating more vegetables and become healthier so that they won’t need organ transplants. Others decided to raise awareness about how to become an organ donor.

Momentum continued and one final project brought all of my classes together in a collaborative effort. Students’ inquiry-based research led them to learn about several diseases such as cystic fibrosis, diabetes, and Duchenne Muscular Dystrophy (DMD). When students read an article about a young boy with DMD and learned it is a fatal childhood disease that affects boys, they wanted to do something. Their ideas flowed.

Students planned, developed, and carried out several events on campus and in the community to raise $1,500.00 dollars toward research for finding a cure. Through a grant proposal, students published a calendar outlining their journey and continuing efforts to raise awareness for their cause. Calendars were sent to principals, counselors, and librarians at each middle school and high school campus in our district.

Instead of focusing on their own challenges, this project provided a platform for students to realize their potential and celebrate their ability to impact the world around them. Participation at this level is empowering.

Curriculums may change and textbooks will come and go, but izzit.org current event updates and educational videos remain a constant in my classroom because they provide opportunities for students to grow and learn together

izzit.org is Open for Business by Donna Corcoran

What do From Poop to Profits, Freedom’s Sound and Drew Carey have in common?  They’re all videos from izzit.org that truly engage students in business courses.

In most high schools, business classes are electives competing for the opportunity to educate today’s students on the principles of sound business decision-making as owners, investors and consumers.  In order to increase enrollment, it is essential that business courses are relevant and exciting—incorporating “fun” with thought-provoking challenges.  This is a much easier proposition when you have izzit.org in your corner.

I’ll admit, it was the free DVD option that enticed me to try izzit.org, but it was the quality of the resultant classroom debates, and projects generated by the DVDs and current events that really hooked me.  Why?  Because they hooked the students! When I first shared a DVD, it was hundreds of students – and three budget cuts – ago. Yet I consistently get the same student reactions: they are enthusiastic and interactive!

I define a great day as one where the bell rings before the students are ready to leave.  izzit.org days are great days!  In my classroom we post two critical sets of questions:

1) Is there an unintended consequence?
2) Who chooses? Who benefits?  Who pays? What’s fair? 

These question sets help students frame their responses in more thoughtful and encompassing ways.  I often hear students discussing the issues down the hall after class.  Many times they return the following day – or week – with additional higher-level follow-up.  What more can a teacher ask?

School goals in my district include differentiated instruction and rigor.  The Teacher Guide that comes with each DVD facilitates the process of differentiating for various student populations, while keeping the information relevant and rigorous.  Much of the work is done for me. And in the days of having to do more with less, it’s invaluable to have a trustworthy source at a price I can afford.  As a district trainer for CRISS (Creating Independence through Student-owned Strategies), I use the izzit.org materials in my workshops as examples of excellent student-centered resources.

My biggest concern, frankly, is that more business teachers should become aware of the great resources available through izzit.org. Although the videos are certainly pertinent in a variety of curricular areas, many of my colleagues think of them as social studies resources. This simply is not the case! Eminent Domain is a perfect for Business Law, as is Markets Without Borders. Students in Introduction to Business and Entrepreneurship LOVE Free Trade and the Win-Win Trading Game.  They walk away with a clearer understanding of the world, and their individual choices. I remind students they are always voting with their dollars and their actions. Students in Consumer Education chose to lend money through Kiva.org after viewing the Pennies a Day video.

I make it my business to spread the word at business education conventions – izzit.org is open for business! Student activities that engage, teacher lesson plans and assessments--all in one great package? That’s a win/win!