SC History teacher Sarah Kelly garners prestigious awards

South Carolina History teacher Sarah Kelly has garnered a prestigious 2024 National History Teacher of the Year Award from the Gilder Lehman Institute of American History. Photo Credit: Gilder Lehman Institute

There are many outstanding educators in American schools who have been honored for their work with young people. One of these is Sarah Kelly, a middle school teacher from South Carolina. She has garnered a prestigious 2024 National History Teacher of the Year Award from the Gilder Lehman Institute of American History.

Sarah teaches at Carolina Springs Middle School in Lexington, South Carolina. In a career that has spanned 12 years, she has taught grades five through eight. Sarah has a reputation for creating a classroom atmosphere that develops critical thinking skills, hands-on activities, analyzing diverse texts, and engaging in creative projects.

Established in 2004, this prestigious award recognizes exceptional elementary through high school teachers for their outstanding contributions to American history education. As part of her recognition, Sarah will receive a $1,000 honorarium, and a collection of classroom resources, including an archive of American history books and educational materials curated by the Gilder Lehrman Institute. Additionally, she will be recognized at a local ceremony and join the group of 53 finalists who are contending for the 2024 National History Teacher of the Year Award. For a complete list of the 2024 state winners, visit this link.

“In times like these, history teachers play a critical role in shaping students’ understanding of the past and inspiring hope for the future,” says James G. Basker, president of the Gilder Lehrman Institute. “Their unwavering dedication to educating our youth is commendable, and we take great pride in honoring the most exceptional educators across the country.”

In June, 2024, Sarah was also honored as the South Carolina History Teacher of the Year by the South Carolina State General Assembly for her contributions to the teaching profession.

Suggestions for helping students recover from natural disasters

As teachers struggle to help students manage their stress and put their lives back together after experiencing the current series of hurricanes in Florida, Georgia, and the Carolinas, I stumbled across this very helpful list of helpful suggestions. I have incorporated some of the suggestions here. Remember that this same list of suggestions could be useful no matter what the natural catastrophe that students are facing. Here’s the list, with a link to the source material at the end. Hope this helps!

Establish Open Lines of Communication: After any kind of disaster, communication can be challenging. Establish an open line of communication through email, text, learning management systems, or whatever other means you can devise. Sending a brief message about class schedules or available resources can help reassure students that they’re not alone and bring much-needed stability to their disrupted lives.

Make Deadlines Flexible: Some students will be experiencing power outages, unreliable internet, or even displacement from their homes. Offering flexible deadlines, alternative submission methods, or extending grace periods can go a long way to ease the pressure of trying to keep up with school assignments during a stressful time.

Give Clear Instructions for Make-Up Work: Describe clear steps for ways that students can catch up when their situation has settled down. Clarifying a plan can make the process pf catching up less overwhelming.

Provide Access to Alternate Learning Materials: If possible, provide alternate learning materials that students can access in multiple formates or offline. Students may not be able to access print materials, or may be without power and not able to get online to read their course materials or access assessments.

Create a Supportive Learning Environment: Establish and nurture a sense of community among students by encouraging peer support and group work. Students may appreciate opportunities to connect with others who are facing similar challenges, and working together can help them stay on track. Also consider opening a space for students to share their experiences. Sometimes just being able to talk to others in the same situation can help.

Offer Clear Guidance on Priorities: During periods of recovery, students may not know where to focus their efforts. Consider offering guidance on what is most essential and what can be put off until things settle. Clarity and understanding go a long way in helping students manage their stress levels.

Encourage Access to Mental Health Services: The connections between mental health and student success have been well-documented. Anxiety, depression, or experiencing trauma can significantly impact a student’s ability to focus, retain information, and stay motivated. In the classroom, acknowledge the mental and emotional strain they’re under, and consider incorporating practices to create an environment where they feel heard and supported. Provide information and encouragement students to access the mental health resources available to them in their area, whether from the school or campus counseling services or from community support groups.

Source: Marissa Bluestone, Hurricanes, Homework, and Heart

Former First Lady Laura Bush was also a teacher and school librarian

Former First Lady Laura Bush also served her community as a teacher and a school librarian in her home state of Texas. 

Laura Bush was just seven years old when she informed her parents that she wanted to be a teacher. And she never wavered from her decision. Before she became the nation’s First Lady, she served her community as a teacher and school librarian.

Like many teachers, Laura felt a calling to the teaching profession. As a youngster, she enjoyed lining up her dolls in the pretend classroom she established in her bedroom. There she and her childhood playmates would play school for hours on end.

Laura earned her degrees from Southern Methodist University, where she majored in Elementary Education and completed her student teaching semester. She inaugurated her career as an educator when she accepted a position as a third grade teacher in the Dallas Public Schools system.  At the tend of the school year, Laura moved to Houston, where she taught second grade at John F. Kennedy Elementary School.

After three years as a classroom teacher, Laura returned to college to earn her Master’s degree in Library Science. This done, she accepted a position as a children’s librarian at a public library in Houston, a job which suited her well. But she missed working in schools.

The following year she became a school librarian, working at a school with an inner-city population. Apparently, the students there were tough. One of Laura’s former colleagues described the future First Lady. She said, “She was friendly and very loving but very firm. She had her rules…and you followed them.”

Laura has said that she believes that children need dedicated teaches in their lives. She has often said, “Teachers have a more profound impact on our society and culture than any other profession.”

To read more about Laura Bush and her career as an educator, check out this book, From Classroom to White House: The President and First Ladies as Students and Teachers, by James McMurtry Longo, available on amazon.

Wyoming teacher John Corbin named 2024 State Teacher of the Year

High school Social Studies teacher John Corbin has been named the 2024 Wyoming State Teacher of the Year. Photo Credit: Wyoming State Department of Education

Every year, one outstanding educator is named his or her State Teacher of the Year. This year, that outstanding teacher for the state of Wyoming is John Corbin.

John teaches Social Studies courses at Cody High School in Cody, Wyoming, for students in grades nine through twelve. He instructions courses in Western Civilization, U.S. History, AP U.S. History, American Government and occasionally a History in Hollywood elective course. His career as an educator spans 16 years, eight of them in Cody schools.

In his classroom, John fosters relationships with his students through engaged lessons and differentiated activities. He incorporates multimedia lessons, student-led debates, or history-based projects into his curriculum. He supports a variety of extra-curricular activities to support the interests of his students, giving them the tools to be successful. He also organizes a “build your own adventure” to help illustrate how the Neolithic Revolution happened and Rap Battles of History.

“Another thing that I do in Western Civ is we look at the rise and fall of empires and I let them pick groups based off of musical genres,” describes John. “They basically create a playlist that outlines the factors of the rise and fall of an empire, but then they have to justify it,” he continues.

In addition to his State Teacher of the Year honors, John was named the 2024 Park County School District 6 Teacher of the Year. He has also received the John P. Ellbogen Foundation Award for Teaching Excellence in the Advancement of Quality Civics Education.

John earned his Bachelor’s degree in History with a Secondary Education Emphasis from the University of Northern Colorado. He earned his Master’s degree in Educational Leadership from Western Governors University in Salt Lake City, Utah. He is also a National Board Certified Teacher.