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author

Talla Cisse

Talla Cisse is an educator and graduate student in Wilmington, Delaware, and a 2019 Lee Summer Fellow at Teaching Tolerance. Talla taught American history as a founding teacher for Apex Collegiate Academy in Baton Rouge. He is currently pursuing a master’s degree in policy at the University of Delaware. In his free time, Talla works with the Delaware Youth Advocacy Council students to develop a deep understanding of the landscape of education policy and the advocacy process.
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Hannah Edsall

Hannah teaches high school social studies in the Greater Boston area. Specializing in post-Reconstruction American history and AP European history, Edsall pursues teaching history from multiple perspectives using primary sources and strives to make history relevant to her students. She is also the advisor for her school's social justice club, where she spends afternoons discussing prejudice, discrimination, politics and current events with over 20 students.
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Jeremy Knoll

Jeremy is a writer and public school educator. He has taught English for nearly two decades since graduating from Middlebury College in Vermont. He is passionate about using the classroom and the study of literature to help students navigate a complex world. He writes frequently about education, parenting, running and the world as a whole. More of his writing can be found on his blog, One Man’s Field.
article

Listening Early Goes A Long Way

Three girls take part in a common kindergarten classroom interaction—planning what they’ll play during morning recess. Recess is a time when children participate in unrestricted free play with their peers. The games to be played–and the players—are constantly on the minds of the 5- and 6-year-olds, especially during cleanup. One of the girls in the group offers the following suggestion, “How about only people wearing skirts are cats?”
article

Getting Through the Vicissitudes of Life

The O’Brien boys were a handful. Apathetic overstates how disinterested in school they were. They wandered in and out of my class, and when I wasn’t teaching, I’d see them aimlessly strolling the halls as if they had no place to be. They were mischievous yet charming, belligerent at some times and cooperative at others. They were also smart, funny and irreverent. But no matter what I or anyone else did, they wouldn’t engage in school.