
Tag Archives: Best Practices
“Suffrage schools” helped to win the right to vote for women

Educator and suffragist Carrie Chapman Catt established suffrage schools that helped women in the United States earn the right to vote. Photo credit: Public Domain
When I read about remarkable teachers, I often come across terms that describe varieties of schools I have never heard of before. One such example is the term “suffrage schools.”
These schools were first developed in 1917 by suffragette Carrie Chapman Catt, a trained and experienced teacher. Her purpose in establishing these schools was to train women volunteers to become politically active and effective in their efforts to win the vote for women.
For the suffrage schools, Carrie developed innovative courses that focused on theories of government, political institutions, and practical applications. She also encouraged women to study state laws, identifying those that were specifically unfair to women, and working to change them. The curriculum also included such topics as public speaking, the organization of the US government, the history of the suffrage movement, how to develop a good relationship with the press, and how to use the press for influencing the electorate. Eventually the lessons taught in these schools paid off, for women won the right to vote with the passage of the Nineteenth Amendment in 1919.
You can read more about Carrie Chapman Catt and her suffrage schools in my second book, Chalkboard Heroes, available on amazon.
The value of seeking help…
Teachers help preserve the freedoms we all enjoy

As we celebrate the birth of our country today, I am reminded of the role our nation’s many Chalkboard Champions have played throughout history to preserve and perpetuate the freedoms we all enjoy.
Classroom educators teach our children about our nation’s rich heritage, our culture, our history, and our system of government. They lead children in the creation of hand-traced turkeys at Thanksgiving, teach them the words and music to our patriotic songs, design lessons about the accomplishments of our presidents and social reformers such as political activist Martin Luther King and labor leader Cesar Chavez, remind students of the contributions of our veterans, and organize patriotic festivities throughout the year. Our teachers even educate our kids about our failures so that we can become a better democracy.
And let’s not forget that many of our nation’s courageous teachers have become, themselves, a part of our country’s historical record. There are many fine examples. Think of Olive Mann Isbell, the Ohio teacher who was one of many pioneers who established a school in the Wild West frontier, or Christa McAuliffe, the New Hampshire history teacher who became the first educator in space. Think of Henry Alvin Cameron, the Tennessee science teacher who sacrificed his life for freedom in the WWI Battle of the Argonne Forest; or Robert Parris Moses, the New York City math teacher who played a pivotal role in the Civil Rights Movement of the 1960’s. Think of Carrie Chapman Catt, the Iowa teacher who dedicated her life to earning the right to vote for women, and Zitkala-Sa, the South Dakota teacher who worked to secure the vote for Native Americans.
From sea to shining sea, there are thousands of teachers in our nation’s history who have made contributions to our society in large ways or quiet ways as veterans, activists, and supporters of our democracy. We thank them all for the freedoms we celebrate today.
You can read about some of these heroic teachers in my first book, Chalkboard Champions, or in my second book, Chalkboard Heroes, both available on amazon.
Flossing and the Frustration of Undone Homework
Homework. Hmmm…yeah. The topic is as controversial today as it was when I began my 36-year teaching career in 1981. Although I am now retired, this exasperating subject surfaced a while back when I was veritably blasted by my periodontist for my failure to floss. Let’s just say I really got schooled. In a nutshell, he said he was a highly trained professional, and furthermore a very busy man, and if I couldn’t be bothered to do my share of the work at home, then I should not come back.
Wow. I mean double wow.
So let’s be honest. Hasn’t every teacher run those same thoughts through their head when confronted by a recalcitrant student who refuses to do their homework? Educators everywhere have wrestled with this problem for decades. Every teacher knows that there are some students who will do all their homework, some students who will do some of it, and some students who will do none of it. And in my experience, unless you’re teaching an honors class, the amount of homework that doesn’t get done is greater than the amount that does.
So what strategies can the teacher use to increase the amount of homework that gets turned in? We’ve all experimented. Here are a few I tried. First, I increased the weight of the homework category so a student could not pass my class unless they completed at least a large percentage of it. The result? The students still didn’t do their homework, and tons of kids were failing. Then I tried reducing the number of assignments from four nights a week to two nights a week. That helped with their grades, but it did not increase the number of assignments that got turned in. Next, I tried giving assignments that couldn’t be quantified, such as, “Your homework tonight is to study for your test tomorrow.” And then I just hoped they would do this, although I was pretty sure they wouldn’t. Finally, I gave them classwork assignments and told them if they didn’t finish in class, they should finish for homework. And then I gave them enough time to finish in class.
I can’t say I felt very professionally satisfied with any of these strategies. One thing I can say with certainty, though, is that if I had given voice to my frustration in the same way that my periodontist did, if I had pounded them into the ground for their errors, I could add another failed strategy to my list. Even if my students showed up empty-handed, I was always glad to see them come back the next day. Because every day a student shows up to class is a new opportunity to guide them, to help them be more successful, and to lovingly plant that suggestion one more time that, yes, homework is an important part of continued progress. And seizing these opportunities is never a waste of time or energy, even for a busy, well-trained professional.
I understand full well my periodontist’s exasperation. I empathize. I am truly sorry that my failure to floss provoked such an angry outburst from him, and I forgive him for losing his temper. After all, I’m not a kid. I know the man is right. Since that day I have attempted, in New Year’s resolution fashion, to mend the error of my ways. But I also found a new periodontist.

