Teachers Share
I have tried to send a message in regards to a school project we are involved in and would like some assistance in. It is called Project Y.E.S. (youth exploring services). We are in Jackson, Michigan (Northwest Elementary School)
Our kids do different community projects during the year along with collecting pop cans to use the money to donate to an agency/project that the students vote on 3 times a year. For our last trimester, the students have voted on giving the money to the Haiti orphanage/school that Mitch is involved in. They would also like to buy some things for the school as well as donating some money. We need to know what items they could buy and if Mitch could possibly come to our school to tell the students about Haiti and to then accept the money and material.
Could you please let us know if this is possible and what material we could buy.
—Northwest Elementary School, Jackson, MI
Mitch,
I'm originally from North Tonawanda, NY but now live in Ontario. My graduate training and degrees are in Lifespan Human Development and Gerontology. I have been at University of Guelph since 1999 and this past fall I was finally given the chance to teach the Adult Development and Aging course. Over the years I have been tasked with teaching all of our graduate statistics courses rather than teaching in my substantive area...aging!
Part of my agenda was to breathe new life into the ADA course. I included the classic Aging Simulation exercise (modified to fit 200 students rather than the usual small groups), assorted discussion groups, the requisite exams...and the best thing I did was to require students to read either "Tuesdays with Morrie" or "The Last Lecture".
Their assignment was to pick either book, read it, and write a reaction paper discussing the connections between the themes in the book and our textbook, course material, and adult development and aging in general. I am happy to tell you that students felt that this assignment was the key component that gave them a new appreciation for the course material. Most students commented about how the supplemental book changed their viewpoint of aging, alleviated their previous fears of aging and death, and put into "real-life terms" what they had been learning all semester.
One of my students wrote to you to express how much she liked "Tuesdays with Morrie" and she was thrilled to receive a response from you. She even decided to change her major from psychology to Adult Development and Aging!
I have yet to read your latest book but it is on my list when I find some spare time. I thoroughly enjoyed Morrie, Five People, and One More Day. Your writing style speaks to readers and allows them to personalize the experience and connect to the characters as if they know them.
I would be happy to share some of the connections students made between aging and your book if you are interested.
Keep up the good work, keep writing, and keep humming to the songs in your head!
—University of Guelph , Guelph,
I am a school librarian who has been sharing your book with my fifth graders for the last 8 years. I am presently teaching in an urban, high poverty district in NJ. Translation: poor minority population. I want you to know that your book speaks to the inner life of children. It awakens their "adult" senses for thew first time, and leads them to question who they are and what they believe as individuals. I use the text as a springboard for discussions on world religions, and funeral customs and practices around the world. The students are hungry to talk about the mysteries of life and death and to make sense of their own experiences. We delve into the near-death experience, and the belief that we are all here for the purpose of our own unique gift that we bring to the world.
In addition to studying the dramatic tension and flow of your work, which I liken to the rises and falls of a roller coaster ride (appropriate, don't you think? for a setting in an amusement park), the students appreciate the structure of your work, which utilizes a circle with no beginning and no end -- just like your concept of "no story sits by itself". I usually take from 8 to 10 periods to complete the readings and discussions: the "glamorous" appeal of becoming a soldier versus the ugly reality and life shattering experiences that result. We discuss freak shows, and how as a culture we have evolved (somewhat) to feeling discomfort at relegating misfortunate individuals as objects of curiosities in side shows. In this sense, your story presents a historical perspective on life in our country.
The topic of alcoholism and it's concommitant abuse of children strikes a loud cord in my classroom. I am happy to provide a safe place for my students to discuss their own personal experiences in this arena. I could go on and on about the teachable moments your book provides. You have transmitted a great gift to at least one generation of children, who have seen themselves and their lives mirrored in your writing. A gift from your heart to the many young hearts and minds to which I have had the privilege of introducing your work.
About halfway through the book, I make the offer to my students of obtaining copies of the book which they may keep. Three or four students in each class will bring in the $7.00 which allows me to troll ebay for discounted hardcover editions. It is a great tribute to you that these children of poverty so value a book as to wish to own it. These small miracles in a school where 90% of the students qualify for a free lunch. Mr. Albom, I believe I have now read your book 24 times (in addition to my initial, personal reading) to over 1200 5th graders, and there are large portions of it which I can now recite to the children by heart, enabling me to hold their gazes at particularly moving portions of your story.
I close the reading with a challenge to my students, that they come up with 5 people of their own that they may one day see in heaven. Their stories will now sit upon yours.
Thank you for this most beautiful work, and continued successes in your life.
Sincerely, Olga Dytyniak
—Mott Elementary School, Trenton, NJ
I am a former Detroiter now living in Atlanta, Georgia. I was hired in last year as an adjunct teacher at the Mercer University Atlanta Campus where I teach courses in philosophy, religion, and history.
I am now finishing up a philosophy course (PHIL 201) called, The Search for Meaning wherein I assigned your book, Tuesdays With Morrie. This book (and we watched the movie as well) really made an impact on my students in a significant way. Many of them expressed their own concerns about finding meaning in life, as well as normal human concerns with the fear of death.
In addition to your book, I also required Viktor Frankl's, Man's Search for Meaning, and Rabbi Kushner's, When All You Ever Wanted Isn't Enough. This has been a powerful combination of great reading material for stimulating questions and ideas about our search for significance in a world that often seems uncertain.
Morrie's story seemed to really inspire the class to look at suffering and death from the standpoint of finding hope and meaning even within the most seemingly dire situations. I will continue to utilize this work again in the spring 2012 semester, along with your other works. I recently picked up, For One More Day, and read it in one sitting. Yet another Albom gem.
Mitch, thank you from the bottom of my heart for creating these works of art. They possess the power to help transform people's hearts, and give them hope in some of life's darkest moments.
I'll be coming home to Detroit for the Christmas holiday. I would sure like to meet you and shake your hand sometime. As a writer you have inspired me to continue pursuing my own writing in the areas upon which you have touched.
God bless you
David L. Russell
—Mercer University College of Continuing and Professional Studies, Atlanta, GA
I am a Librarian/Literature Teacher for a small Catholic School in New Jersey. This year my theme is "Heroes and Role Models." I have chosen my 7th graders for a special project. It is a "Rocky Program." In September they will choose a goal to work on until April. They will also choose a role model to write to. In April to celebrate our hard work we are going to take a trip to the Philadelphia Art Museum to run up the "Rocky Steps!" The books we will be reading are Mitch Albom's. We are starting out with "The Five People You Meet In Heaven." Eddie Maintenance is a fantastic role model for them. I am so excited to add Mitch Albom's books to our curriculum. On September 14, 2011 I will be traveling to St. Elizabeth's College in New Jersey with our school nurse to hear Mr. Albom speak. I will be taking an envelope full of letters from my 7th graders to introduce themselves and tell Mr. Albom how excited they are to read his books. I am also so excited to see him. I am a big fan of his and his books. This letter is the first of many that I will be writing to let all of you know how my 7th grade class is doing. I am sure they will be inspired by a great role model himself "Mitch Albom" and his wonderful books!
—St. Mary's Regional School, Vineland, NJ
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Dear Treasured Educators
I want to thank you for all you do for our young students. As you may know, I was lucky enough to share a special relationship with a wonderful teacher, Morrie Schwartz, and it literally changed my life. Thanks to educators like you, future generations will have their lives shaped and changed. And I am honored that in doing so, some of you are sharing the lessons of my old professor as well.
As I've travelled across the country, I've been delighted to learn of the many high schools, junior high schools, religious schools and universities that are using my books as teaching tools. I'm incredibly flattered and humbled by this and I encourage you to write about your experiences with my books in the classroom by submitting to the Teachers Share section. I love receiving mail from classes like yours, and knowing that my old teacher is still, in his way, teaching; this website section is just a small way I can share these wonderful stories with the world.
Warm regards,
Mitch Albom
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