Grant Brings World Of Harry Potter To Tony Goetz Students

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Cheri Fite is bringing the world of Harry Potter into her classroom at Tony Goetz Elementary School.

Fite, resource room teacher, applied for a grant from Fund for Teachers that allows her to bring the magic of Harry Potter into her classroom.

“When we come back in January we’ll start reading ‘Harry Potter and the Sorcerer’s Stone,’” Fite said. “When we read certain parts I’ll bring out photos to show them where the scene is in real life.”

Fite can do that because the Fund for Teachers grant helped her travel to England over the summer – where she went in search of Harry Potter armed with a list of questions from her students.

“I found everything and more,” Fite said. “That’s what they want you to do – experience other cultures so you can share that with your kids.”

Fite said her students were full of questions about Big Ben, bobbies and palace guards.

They wanted to see Platform 9 and 3/4, Hogwarts and Diagon Alley too.

“In the dining hall, I got goosebumps when I walked in there,” Fite said, showing a photograph of the room in Hogwarts where the magic begins. “It was so cool.”

She found Platform 9 and 3/4 in the train station where Harry Potter and friends disappear into a brick column to board the train for Hogwarts.

She took lots of pictures everywhere she went.

Fite hasn’t shown her students everything she brought back – yet.

She wants to pull out some surprises while they read the book.

Blayne Allen, 11, said the Harry Potter lesson plans are “awesome.”

“I’ve seen all of the movies and read the seventh book,” Blayne said. “I can’t wait to see the pictures when we’re reading. I can picture the scenes in my head, but not a strong picture.”

Fite put Harry Potter costumes out for her students to explore Friday morning.

The kids of all ages tried everything on, waved wands at one another and said, “Levioso!” and “Abracadabra!”

Each student compared him or herself to a character from the book and talked about scenes they liked from the movie.

All of the activities the students have done so far are preparing them for reading the first book in the series.

Fite’s lesson plans while the class reads include students dressing up and acting out scenes, mailing letters by “owl” and putting on the “sorting hat” and finding out which “house” they’re in.

Russell Bingham, 12, is a redhead – naturally everyone thought he’d make a good Ron character. But Russell said he’d rather play Malfoy, Harry Potter’s nefarious classmate.

Regardless, Bingham can’t wait to start reading the first book.

“I’m looking forward to it because I know the books are better than the movies,” he said.

Young Entrepreneurs Learn Their Craft at English

The high school’s Entrepreneurship Class hosted a community-wide Holiday Bazaar.

Wagner Ríos
Jamaicaplain.patch.com

On Thursday, 22 English High Entrepreneurship Class students tested their newly-acquired business acumen by offering a variety of items for sale at the high school.

There was a festive atmosphere with dozens of youths — either Entrepreneurship Class participants or organizers and helpers — exhibiting a variety of items in colorful displays, and encouraging the public to make their holiday purchases. Class participants where distinguishable by their business attire.

Program organizers Meredith Innis and Wendy Lai lived and studied micro entrepreneurship (business initiatives funded with very small amounts of capital) in the Dominican Republic as 2010 Fund for Teachers Fellows.

The Fund for Teachers provides resources for educators to investigate their own areas of inquiry and then share their research and discoveries with their students. Both English High Entrepreneurship Class founders are now applying their learning to help students explore business opportunities.

Shortly after 10:00 am customers begun trickling in.

Lai explained that “A group of 22 students received a $50 loan each from the Network for Teaching Entrepreneurship, and after a careful market analysis purchased season items such as warm cloths, sports memorabilia, jewelry, gadgets popular with high school students like phone chargers, etc. The goal is to make a profit from the sale of the merchandise, part of which will be invested in micro entrepreneurship programs in developing countries.”

“I enrolled in the program” said student Armando Cruz, “to explore career choices: to decide whether I want to go into business by myself or into management; to look into different possibilities.”

The program provides a combination of classroom instruction and real world experience. The class studied business principles during the fall, and then traveled to New York City’s Garment District to purchase the items that were for sale at the bazaar.

The Entrepreneurship Class runs a store at English High where students and faculty may purchase refreshments and other convenient items. The outlet provides students with hands-on experience in the basics of running a business.

The public had an opportunity to see future business leaders of Jamaica Plain and other areas of Boston in action, displaying their recently learned business skills and polished professionalism.

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Photos: Food for Thought Luncheon 2010

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Newsletter – Volume 6, Holiday 2010

In This Issue:
The Gift of Exploration
The Gift of Peace
The Gift of Self-Reliance
The Gift of Creativity

Read our recent newsletter, Odyssey.

 

Pilgrims Become Pertinent for Lake Geneva Students

Local Teacher Team Uses Grant to Bring American History Alive in the Classroom

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For Pius teachers, administrators, trip to Rwanda becomes pilgrimage

Margaret Reist
JournalStar.com

The trip to Rwanda was supposed to be an academic journey for two high school teachers, a way for them to improve how they taught about genocide.

That isn’t exactly how it turned out.

The trip the two teachers, their principal and superintendent took last summer to prepare for a visit from a survivor of the 1994 genocide that killed a million people in three months became something much more personal.

Ilibagiza survived, unlike most of her family, hiding in a 3-by-4-foot bathroom for 91 days. Her faith — and a rosary given to her by her father when he told her to run and hide — helped her to not only survive, but to eventually forgive those who killed her family.

It was, in part, that message of forgiveness that turned a professional development trip into a spiritual pilgrimage for the Pius group. That, and meeting the people of Rwanda, seeing the poverty in which they live, and getting to know them and their giving nature.

“When we got there and saw the needs of the people and the needs in our hearts to reach out to them, it became a pilgrimage,” said Jane Connealy, who teaches English and psychology.

“What turned it into a pilgrimage for me personally was recognizing the need for forgiveness in my life.”

The idea for the trip began the summer before, when Pius staff got an e-mail from a member of a Catholic business organization planning to bring Ilibagiza to Lincoln to speak and asking if they’d like to have her speak at Pius.

The school was interested. And since both Julie Schonewise and Connealy teach a social literature class that covers genocide, they were particularly interested.

“I said, as a joke, I guess we’ll need to go to Rwanda and study genocide,” Schonewise recalled.

They applied for and got a $10,000 grant from the Fund for Teachers, which provides professional development money to teachers who want to expand their global awareness.

They decided to include Principal Tom Korta and Superintendent Jim Meysenburg to help make their trip something that could benefit the entire school.

Through a colleague who works for the U.S. Holocaust Museum, Schonewise learned that Ilibagiza takes visitors on tours of Rwanda.

Some months later, the four were on a plane to Kilgali, the capital of Rwanda.

They visited the Genocide Memorial, but that really wasn’t the heart of the trip.

“It was the jumping off point,” Connealy said.

From there, they bused to a tiny village called Kibeho, where Catholics believe Mary appeared to visionaries in the 1980s and foretold the genocide. On the way, they visited an orphanage and the Cana Center retreat, where they saw the shrine to Mary, and spent time at an elementary school and a school for the blind.

Kibeho was very poor, and the Pius travelers had no running water for two days. But they found it a place of peace.

“What it was all about was building relationships with the kids of Kibeho,” Connealy said.

The trip really didn’t focus on the genocide as much as it did on the people and culture of Rwanda, Connealy said. But the teachers already knew the ruling Hutu tribe had killed nearly a million Tutsis and moderate Hutus in 100 days.

Left: Pius X teacher Julie Schonewise looks on while a blind student reads Braille in Kibeho, Rwanda.

Right: Pius X Superintendent Fr. Jim Meysenburg, teachers Julie Schonewise, Jane Connealy and Principal Tom Korta (back) sit with children from a nearby village during their stay at the Cana Retreat Center near Kibeho, Rwanda.

Walking down a dusty road, Connealy said, she could almost hear the killers using the codes for their slaughter: “Cut down the cockroaches. Cut down the tall trees.”

The travelers did hear stories and visited Ilibagiza’s home, which was destroyed during the genocide but has been rebuilt as a place of prayer.

Ilibagiza’s family traveled with them from Kilgali to Kibeho, and Ilibagiza’s sister-in-law talked about how she survived the killings.

She told the travelers how she and her family were taken from their home, forced to lie in the dust while the killers fired at them. The bullets missed her, and she pretended to be dead.

Later, the 17-year-old girl was warned to flee by a boy who was among a group of killers but ran ahead and warned her they were coming.

That was something the teachers learned on their trip — that there were those among the killers who tried to help.

Throughout the trip, the Pius group learned about Ilibagiza’s ability to forgive. And they brought that message home to Lincoln, deciding forgiveness and reconciliation should be a yearlong school theme.

The teachers, with Schonewise leading the effort, had already developed curriculum ideas teachers could use to tie into Ilibagiza’s visit.

To some extent, the trip was always grounded in religion, because the travelers are all Catholics who teach at Pius.

And Immaculée Ilibagiza — who will be in Lincoln this week to talk about how she survived — is also a devout Catholic.

  • Family Consumer Sciences classes are making sundresses to send to the school in Kibeho.
  • Art classes are making Seven Sorrows rosaries.
  • Industrial arts classes are talking about building codes so they understand just how small the bathroom where Ilibagiza hid was.
  • Language classes are learning Kinyarwandan.
  • Social studies classes and social literature classes are studying the genocide.
  • Theology classes are learning about the visionaries in Kibeho.

On Wednesday, students from the 10 Catholic middle schools will join Pius students for an assembly with Ilibagiza.

Being able to reach that many students is important to the teachers — to help spread her message.

“It’s really about forgiveness,” Connealy said. “The power of forgiveness. To forgive others, and ourselves.”

Reach Margaret Reist at 402-473-7226 or mreist@journalstar.com

Teachers in African history lesson

Rob Sgobbo
NY Daily News

With the help of a fellowship, two South Bronx high school teachers jetted to Africa—and brought a taste of the continent back to their classrooms.

Catherine Mitchell, 29, and Wendy Eberhart, 32, English teachers at the East Bronx Academy for the Future in East Tremont, were awarded a fellowship grant last year from the Fund for Teachers, a non-profit that offers cash for educators to travel around the world to conduct research of their choosing.

The duo flew to Ghana and Senegal in the summer of 2009 to study the traditional art of storytelling—an experience they’ve brought back to their Bronx students this fall.

“Teaching in a high-stakes testing world, speaking and listening skills get short-shifted,” said Eberhart who teaches ninth-graders.

“Going on this fellowship totally blew up how I teach.”

The fund gave the teachers $7,500 to travel to the West African countries—where they spent three weeks asking locals to share their favorite ancestral tales.

“Everyone we spoke to had something to share and tell us,” said Mitchell, who has her 11th and 12th graders act out traditional African folklore.

Catherine Mitchell, an 11th-and 12th-grade teacher in the South Bronx, uses her experiences from trip to Africa in the classroom.

“This experience taught me how to bring something engaging back to the classroom to help my kids.”

Mitchell and Eberhart said the experience was “life-changing,” and since their trip, the two distilled their experience into a set of lessons to teach storytelling skills, while also breaking down misconceptions their students may have about the faraway continent.

“People talk about Africa like it’s a country,” said Eberhart. “A lot of our students don’t know much about it.”

Mitchell began her lessons last week, using photographs of African landmarks to spark conversation about her travels.

One particular photograph of a Senegalese “slave castle” where African slaves were kept in dungeons beneath a European mansion, particularly hit home with the young Bronxites.

“I was just so surprised,” said Monique, and 18-year old senior in Mitchell’s class. “It makes me want to go there and see this stuff for myself.”

Mitchell also brought in drums, rattles, traditional African garb and statues used in Ghanaian storytelling.

“You only hear about the bad stereotypes about Africa,” said Pablo, a 19-year old senior, who said a lot of students only think of Africa as poor and disease-ridden.

“You just don’t know these things until you learn about it.” But it wasn’t just the kids who benefitted—Mitchell said sharing her experience has changed the way she views teaching. “It keeps things more interesting, and pushes me,” she said. “I’m learning alongside them.”

Fund for Teachers Offers Grant Opportunity for Teachers’ 2011 Summer Learning Experiences

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