sign language

Sign of the times: Teacher whose classroom-door sign went viral explains his message

PHOTO: Eric Eisenstadt
The sign posted on science teacher Eric Eisenstadt's door.

Eric Eisenstadt doesn’t consider himself a flame-thrower. A physics and biology teacher at Manhattan Hunter Science High School, he says teachers shouldn’t “proselytize their own views” in the classroom. But he doesn’t think bias belongs in the classroom either — and after the presidential election, he wanted to make sure his students knew that.

So, on Monday, Nov. 14, nearly a week after Donald Trump’s upset victory, he posted a sign to his door proclaiming his affection for his students. All of his students.

“I love my Muslim students. I love my black students. I love my Hispanic students. I love my gay students. I love my disabled students. I love my poor students. I love all of my students and I will fight for you, not matter what,” he wrote in multi-colored marker. “And if he, or anyone else builds that wall, or any wall between us, I will teach my students how to tear it down.”

The sign didn’t get noticed much at first, he said, but then a friend posted a photo of it on Twitter and it attracted more attention, both inside and outside the school. Other teachers across the country have posted similar messages of love and encouragement, but Eisenstadt’s had a particularly wide reach. The photo has now been liked or retweeted nearly 7,000 times and a related Facebook post has garnered dozens of approving comments.

Chalkbeat contacted Eisenstadt to learn more about his message.

“I don’t think you can learn if you’re concerned about greater issues happening outside, if your whole safety and security are in jeopardy,” Eisenstadt explained. “I just wanted my students to feel that at least the school is a place where, regardless of what’s going on outside, racism will not be tolerated.”

While Eisenstadt was careful to write that he loved all of his students, he worried that some — his white or Chinese students, for example — might feel left out. He explained that he named certain groups on the sign because they’d been singled out during the campaign. “I wanted to make it clear,” he said. “I think they got it.”

So did his fellow teachers and principal, he said. “Once this became a viral thing, the principal came by and he said he thought that was a great message,” he said. “It was all positive. Very positive.”

Obviously, not everyone agrees. “Time for him to be expelled,” wrote one online commenter after a story on Eisenstadt ran in the Daily Mail. “If he loves his students, he should stick to teaching them,” wrote another.

Eisenstadt seems to understand their concerns. “This is not something I would normally do,” he said. “I scrupulously avoid telling students who I am voting for.”

This year, he said, he made it clear to them that he harbored no ill will toward those with different views. “I explicitly told my students, ‘I have no problem if you like Donald Trump or if your parents like Donald Trump,” he said. “I have no problem with you.”

Eisenstadt knows his sign is controversial, but says it’s also an important statement in a school with a large number of Muslim, Hispanic and black students.

“I can easily picture if I had done this in another school, I could have been told to take it down,” he said. “I’m grateful, frankly, that people understand what I’m trying to do.”

How I Teach

Interested in classroom technology? This first grade teacher has a wealth of ideas.

PHOTO: Bretta Loeffler
Bretta Loeffler, a first grade teacher in the Adams 12 district, works with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

Teacher Bretta Loeffler loves mixing technology into her lessons. You might find her first-graders at Hulstrom K-8, a school for gifted and advanced students in the Adams 12 school district north of Denver, producing a newscast about the Liberty Bell or creating an online quiz about dolphins. Soon, she’ll add a 3D printer to the mix.

Loeffler was one of 52 educators nationwide — the only one from Colorado — selected as a 2017 PBS Digital Innovator in April. Winners were picked for integrating digital media and resources into their classrooms.

Loeffler talked to Chalkbeat about her favorite technologies, why she loves the zoo animal unit and how she uses the voice-activated Echo Dot device to get her students’ attention.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I have always wanted to be a teacher because I’ve always had a need to help others. I knew that I loved learning so I wanted to pass on this passion to my students.

What does your classroom look like?
My classroom is a fun, inviting place to learn. I have a mixture of innovative new technology like iPads, interactive whiteboards, QR codes and soon a 3D printer, and also traditional items like a wonderful classroom library with lots of books, posters and items made by the students to support their learning.

PHOTO: Bretta Loeffler
The QR codes attached to each picture allow students to watch the videos their classmates have made.

Fill in the blank. I couldn’t teach without my __________. Why?
My students’ energy. It is what drives me to work hard each and every day. They fuel what I do.

What is one of your favorite lessons to teach?
I love teaching the students about researching animals. We take virtual and real field trips to zoos. We love watching the animal cams of the different animals. We take our information and write a traditional animal report. Then we mix in new technology. The students find a background that represents their animals’ habitat and make a mask of the animal. Then we greenscreen the report and make a QR code to share our information with the world. We also use the quiz-making application TinyTap that helps us share our information with other students all over the world.

I have many standards that I must cover, including animal research and publishing writing in an innovative way. So, my teammates and I decided on this format.

How do you respond when a student doesn’t understand your lesson?
I think of students who aren’t understanding like a puzzle. I think about what they do know and then think about the roadblocks that are holding them back. Then I put a plan in place. I really believe in blending learning and try having the students learn the concept in different ways like with music or in a more visual format. We use an application called Blendspaces that allows me to create interactive lessons using different kinds of media, including video, audio, games and pdfs.

I love teaching fractions and having all the students watching and interacting with the content in a way that makes sense for them. It is powerful and engaging for the students. I also believe in students teaching students. In our room, students will be showing work using Apple TV or doing gallery walks to showcase learning.

How do you get your class’s attention if students are talking or off task?
We have many attention-getting sayings. For example, I say “Hulstrom,” and they say “All-Stars.” My new toy is an Echo Dot. I use it to set timers and get students attention. It really seems to be working. However, the newness will wear off and then I’ll need to look for something new and improved.

How do you get to know your students and build relationships with them?
The last few years I have used an app called Seesaw. It is a digital portfolio that students can use. I get messages and pictures from students all during the year — during weekends, holidays, trips and other events. This helps me get to know them outside of school and makes learning and community go 24/7. I can also send out videos, pictures and other items to parents as they are happening in our day. This helps build relationships in a fun and meaningful way.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
I think that I will always remember a student who came to our class after a traumatic experience at another school. He was shy and a little scared. His mom really wanted to make sure he was safe and in a school he enjoyed. I understood her sense of urgency. I could see it in her face and hear it in her voice. As a mom, I know that you want your child to have the best. I also wanted him to feel safe and happy at school. That year I had a remarkable class that loved learning and each other. They took him in and within a few days he looked and felt a part of our classroom community. I could see the mom start to relax and feel better. We are still in contact and she still reminds me about how as a team we took something bad and turned it into something positive.

What are you reading for enjoyment?
I wish I could list books that I am reading, but being a busy teacher doesn’t leave me much time to spend on reading. However, I am always reading blogs and connecting with other teachers to share and build on ideas. Some of my favorite blogs are Free Technology for Teachers, First Grade Fun Times, Seesaw Blog, TinyTap blog, Fearless First Grade Teachers and Education to the Core. I enjoy social media very much. I also love Pinterest.

What’s the best advice you ever received?
I think the best advice I have received is from former teachers and colleagues and that is to find enjoyment in what you do and share that with the students, families and other teachers. When I have that I can pass that along to others. This job is too hard to do without helping each other out.

Music and power

This Detroit teacher uses music to expose students to history, politics and power. ‘They walk in here and they don’t even know who they are.’

PHOTO: Erin Einhorn
Central High School teacher Quincy Stewart uses music to teach African-American history to his students. "These children have been robbed by this system. ... They’ve been miseducated, undereducated and misused," he said.

As soon as Quincy Stewart started teaching music, he realized that harmonies and melodies would never be enough — not nearly enough for a man determined to connect his students with their history and culture.

“I’m a black man and these are black children,” said Stewart, 59, a music teacher, band leader and choir director at Detroit’s Central High School. “These children have been robbed by this system, from the cradle until right now. They’ve been miseducated, undereducated and misused …. They walk in here and they don’t even know who they are.”

So Stewart’s music classes — whether he’s teaching music theory, music appreciation or the fundamentals of playing piano — take kids on a tour through black history, from the nations of Africa to Black Power and Civil Rights.  

At a time when music classes are seen as a luxury in many schools, with districts cutting arts instruction in favor of math and reading, Stewart’s approach to teaching music demonstrates that it doesn’t have to be one or the other.  The arts can be deeply integrated into core subjects.

Stewart teaches math by walking music theory students through the mathematical details of musical scoring.

He teaches writing by insisting that students write several papers a year on themes covered in class. He cuts them no break on grammar or format, marking up papers with a red pen in a manner more typical of English teachers than of those whose certifications are in instrumental music.

“Some of your papers look like a blood transfusion when I get done,” Stewart told a group of students on a recent morning. “That’s because y’all can’t write.”

But it’s history, power and politics that get the most attention in his classes.

“I found that a majority of my students didn’t know anything about … their own history,” he said.

Students knew about George Washington and Thomas Jefferson — but hadn’t gotten the full story.

“They were slaveholders and racists and white supremacists,” Stewart said. “So once we debunk all of the myths … then we get to open up that can of worms about uncovering black history and we use music to do it.”

PHOTO: Erin Einhorn
Music teacher Quincy Stewart incorporates math, writing and history in his music classes at Detroit’s Central High School

He starts his class with Africa, playing students the music of the Akan and the Ashanti people, the music of Ghana, Mali and Timbuktu.

“We’ve traveled all the way from the west coast of Africa to Jamaica and the islands to Virginia,” Stewart said. “We moved through slavery up until the first part of the 20th century and we get into Rosewood, to Oklahoma, into all those so-called race riots where blacks were slaughtered because they had towns of their own and the corresponding music that goes with it. This is the time of Louis Armstrong. This is the time of Freddie Keppard. This is the time of Bessie Smith. So we play the music from there.”

On a recent morning, he peppered his students with questions about Black Panther Party leader Fred Hampton. He drilled them on Hampton’s background, the details of the 1969 Chicago police raid that killed him and the FBI COINTELPRO operation that targeted him and other leaders of 1960s-era social movements.

“And what were some of the songs that were playing at the time of the Black Power movement?” he asked his students. “Give me some songs!”

Stewart questioned his class about the ethics of Civil Rights and Black Power leaders who worked as FBI informants and pressed them to say if, during slavery, they would have considered informing on other slaves in a bid to secure their own freedom. (One student volunteered that he’d gladly choose freedom regardless of the consequences to others).

Stewart even used the arrival of a mouse that came scurrying across his classroom as a teaching moment, comparing the rodent’s struggle to the history of African Americans in the United States.

“I’ve tried to kill him but he’s an elusive mouse,” Stewart said. “He knows his rat history. He knows that down through history, human beings don’t like him. He knows that down through history, people have set traps for him. He knows that down through history, people are out to get him. He’s become very crafty at getting away, waiting until my back is turned and then he runs.”

Stewart’s students say the history lessons have been eye-opening.

“When I signed up for this class, I thought I’d be going over Beethoven and classical artists and stuff but I found information about myself, my history,” said student Lamont Hogan. “This class gave me more information about myself than I could even imagine. Things that I never would have known and never would have imagined without Mr. Stewart teaching.”

Teaching at Central hasn’t been easy, Stewart said.

The state-run Education Achievement Authority, which took over Central and 14 other low-performing Detroit schools in 2012, has undergone dramatic changes in recent years and is going through another transition now as its schools return to the main Detroit district next week.

The changes have taken a toll on teachers and students, said Stewart, who came to the school in 2012, the first year of the EAA.

“It’s kind of like being … at the bottom of a latrine,” Stewart said. “The biggest thud from what comes into a latrine lands at the bottom … Us teachers have really felt the thud of the crap.”

He hasn’t been able to get the resources he felt he needed for his classroom. When he took over a music program that had lost most of its musical equipment to theft before he arrived, he used his own money to buy things like drums, keyboards and guitars for his students to use, he said.

PHOTO: Erin Einhorn
Music teacher Quincy Stewart said he used his own money to buy many of the musical instruments his students use at Detroit’s Central High School.

Attendance has also been an issue. His first-hour class on a morning in early June had just eight students — a fraction of the 24 enrolled.

“A lot of kids don’t have transportation,” he said. “Some are catching three and four buses to get here and, I hate to say it, but … some of it is just lack of parental support telling them to get their ass up and get to school. They have the liberty of coming to school, in many cases, when they feel like it.”

Now the latest challenge Stewart is facing is a likely cut to his salary.

He is among EAA teachers bracing for dramatic pay cuts when their schools return to the main district.

But Stewart says he’s looking forward to his first summer off in years. Since EAA teachers were required to work through the summer, the school’s return to the Detroit Public Schools Community District will mean a chance for Stewart to spend the summer playing music and performing. He is a professional musician who says he toured the world before going into teaching in his 40s.

Stewart doesn’t know what will happen next year as Central gets a new principal and as that principal responds to changes from the new Detroit superintendent. He said he plans to keep teaching this way as long as he is permitted to do so.

“I have what I can give them and I’m going to give it to them,” he said. “And if a principal comes in here and tells me I can’t do it, then that’s the day I quit. I leave. Period. Because I’m not here for the money. There is no money.”

PHOTO: Erin Einhorn
Central High School music teacher Quincy Stewart is a professional musician who got into teaching in his 40s. He played guitar during a choir rehearsal on a recent morning.