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Name: Jeff B.
Profession: Volunteer Firefighter/EMT
In 2012, Jeff responded to a medical emergency. As the 34-year volunteer Firefighter and EMT loaded his patient into an ambulance, a nearby fire truck popped out of gear and started to roll. As the truck came towards them both, Jeff shoved his patient out of the way- saving her life as he took the entire brunt of the impact. The force of the hit pinned Jeff between the vehicles, breaking both femurs, two bones in one shin and his pelvis in two spots. After several surgeries and months of recovery, Jeff’s surgeon told him his injuries would prevent him from firefighting. He now continues to work full time as a director of sales.
https://www.youtube.com/watch?v=GgALcX84IpI
Name: Angela W.
Profession: EMT
Emergency Medical Technician Angela W. was diagnosed with an aggressive type of breast cancer on her birthday last year. Angela faced her diagnosis with bravery and determination, muscling through radiation and chemotherapy with resolve and an upbeat attitude. Angela even returned to work as an EMT while still undergoing treatment. Some days, she would head to work for 12 or 24-hour shifts straight from radiation therapy. Now a breast cancer survivor, Angela thanks her immediate family and her EMS family for their support and encouragement during her recovery.
Name: September S.
Profession: Registered Nurse
September is a registered nurse raising three children while her husband is deployed in Afghanistan. As her husband puts it, “If superwoman did exist on this planet, her alter ego is September.” Watch the video below to hear directly from him what makes this Nurse such a hero:
Name: Steve H.
Profession: Educator
Steve is a Special Ed Behavioral Disorders teacher working with students of all ages. His coworkers describe Steve’s effect on his students as ‘amazing.’ Fellow teachers point out that his students are prepared and confident after his classes. They note the ‘happy changes’ that Steve helps his students make- changes that stay with them long after they have left his classroom. Steve not only teaches his students, he strives to make them feel important and needed. Outside of the classroom, Steve and his wife train guide dogs for the blind. So far, they have trained ten dogs- all of whom graduated on to the next level of training!
Name: Michael D.
Profession: Law Enforcement
In September 2012, San Diego County Sheriff’s Deputies were attempting to arrest a suspect when the suspect began shooting a high-powered rifle from a 2nd story window- hitting and wounding two officers. Off-duty SWAT Officer DeWitt, a member of the department’s Gang Suppression Team, happened to be driving by the scene in his SWAT vehicle when he noticed the disturbance. He immediately donned his vest, armed himself, and offered his service. Upon learning that an injured officer was still in the line of fire, DeWitt assembled a team, gave assignments, and proceeded in to retrieve the officer. The team reached the wounded officer, but realizing they were moving too slow, Officer DeWitt slung his weapon over his back–foregoing his own safety– to give full physical assistance and lessen the team’s time in the line of fire. While the team used DeWitt’s first aid kit to attend to the officer’s injuries, DeWitt noticed a woman and two small children running from the apartment complex in panic. Realizing that they were running into the line of fire, DeWitt left his position of safety to run and pick up one child as the woman carried the other to safety. DeWitt then returned to the apartment complex to make sure the second wounded officer was being cared for. He was nominated by his fellow law enforcement officers who note his extreme bravery, leadership, and judgment skills.
Thirteen California high schools have received grants for their athletics programs, thanks to the California Casualty Thomas R. Brown Athletics Grant initiative. They are among 85 high schools in 38 states receiving a total of $101,500 for struggling athletics programs.
Budget cuts have affected most of these schools. Many of them – rural, urban and suburban – have populations with a majority of the students coming from low-income households, where just keeping food on the table is difficult. There’s no household budget for uniforms, transportation or participation fees. In many of their communities, high school is their only access to team athletics; there are no local club or recreational opportunities. Despite the challenges, some school athletic programs have enacted “no cut” policies so that anyone who wishes can participate, or started up a team when none had existed for decades, or simply learned to make do with substandard or non-existent facilities. Some of their teams face shut-down because their equipment doesn’t meet current day safety standards. Many have fielded state champions and all have recognized the tangible and intangible interplay between athletic participation and academic success. For the first time in its history, an alternative high school introduced sports and saw its students’ grades, behavior and attendance soar.
The Thomas R. Brown Athletics Grant will help each of these 13 schools in purchasing new equipment and uniforms, or by providing funds for transportation, or covering a variety of costs for students who could not otherwise afford to participate.
Grants were made to: Buena Park High School; Centennial High School (Compton); Chico High School; Covina High School; Donald Jamison High School (Lemoore); Galileo Academy of Science and Technology (San Francisco); Leuzinger High School (Lawndale); Livermore High School; Loara High School (Anaheim); Lone Pine High School; Mountain Empire High School (Pine Valley); San Bernardino High School; and Shandon High School.
Shrinking state education budgets, pressure on schools to focus efforts on academics, and diminishing funds for athletics inspired California Casualty Chairman and CEO Beau Brown to establish the grant program in honor of his father – Chairman Emeritus Tom Brown, a lifelong athlete and sportsman. The senior Brown experienced firsthand the complementary relationship between athletics and academics.
California Casualty has been CTA’s trusted source for home and auto insurance products for more than 60 years. Headquartered in San Mateo, CA, with Service Centers in Arizona, Colorado and Kansas, California Casualty is a 99-year-old company providing auto and home insurance products to educators, law enforcement, firefighters and nurses in 44 states. Learn more at www.calcas.com.
Name: Jody W. Profession: Registered Nurse (Home Health Nurse) Nominated by: Stephen N.
In December 2011, Jody W. saved a complete stranger’s life. As a Nurse, this wasn’t really something new; saving lives is in the job description. But this time was different; this time Jody saved a man’s life by giving him her kidney. Growing up, Jody saw the struggle of kidney disease and the life-saving power of organ donation first hand. Her close family members battled kidney disease, and several were given a new lease on life through organ donations. In July 2011, Jody put herself on a donation transplant list as a non-directed donor. Not even 5 months later, she was cleared to donate and matched with a recipient. In December, moments before her surgery, Jody got to meet the recipient of her kidney and his family. He is now doing well and on December 8th, 2012, Jody and the recipient celebrated their 1-year transplant anniversary! Jody is also very dedicated to international health and has been on 13 mission trips in Central America. She says she plans to use any prize money from Nominate a Hero on her next trip to Honduras!
Jody, the recipient of her kidney, and their families on the day of the operation.
Jody and the recipient looking GREAT 6-months post-surgery!
Name: Keven R. Profession: Sheriff’s Deputy Nominated by: Joel H.
Deputy Keven R. was on patrol in Dallas when he happened to notice something peculiar: a car’s brake lights sticking out of a lake. He immediately drove down to the reservoir, pointed his patrol car’s headlights across the water’s surface and got out of his car. That’s when he realized that the car was slowly sinking- with two young women trapped inside. Deputy Keven R. immediately took off his utility belt and waded into the freezing water. He then swam to the car and shattered the car window’s glass. Inside, the two women were beating on the window, begging for help and telling him that they could not swim. He pulled both women out of the vehicle, ‘bear-hugging’ them as he swam them back to safety. Rowan barely got both women to shore before the car was completely submerged. Amazingly, the entire ordeal was captured on the Deputy’s patrol car dash cam. Check it out below:
Deputy Keven Rowan
Name: Bradley H. Profession: Volunteer Firefighter & EMT, Full-time EMT Nominated by: Joyce H.
Brad got his start in firefighting as volunteer at only 18-years-old. Now, he serves as a full-time EMT while still volunteering his time as both an EMT and Firefighter. In March of 2011, Brad was called to a residential fire. When he arrived, there was already heavy smoke coming from the home. Recognizing the urgency of the situation, Brad and his team bravely entered the home–without gear–to rescue a bed-ridden woman trapped on the second floor. Within minutes, Brad and crew had the patient secured in an ambulance and on her way to the hospital. For his heroic action and quick-thinking, Brad was awarded the Medal of Valor.
Brad H. receiving a Medal of Valor and Lifesaving from his Fire Chief.
Name: Mrs. Ridge Profession: Educator Nominated by: Vicky P., Debra P., Ginny B., and Zena B. (Parents of current and previous students)
Parents of Mrs. Ridge’s students simply cannot say enough about the impact this inspiring educator has on their children, both academically and personally. They note her ‘incredible spirit, kindness, generosity and excellence as a teacher and citizen.’ Comparing her teaching abilities to being ‘able to leap tall building in a single bound,’ they shared all the ways her dedication and innovation has inspired their children to develop a love for learning. Mrs. Ridge is known for the family-like atmosphere she fosters in her classroom and unique ability to tailor a lesson plan to a diverse group of students by truly getting to know each of her students. She has also been known to dip into her own pocket to make sure she can give her students the very best despite budget cuts in her school district, even going so far as to provide lunches for students that would otherwise go without and donating used clothes from her own home to her students’ families. This educator is truly viewed as a ‘hero’ and ‘angel’ by her students and their families.
This Guest Blog post by Huffington Post blogger Nicholas Ferroni is the featured article in our Educators’ News Resource: Teachers Notes. To sign up to receive Teachers Notes in your inbox once a month, click here!
Using Music in the Classroom to Educate, Engage and Promote Understanding | Guest Blog by Nicholas Ferroni
The song “Gone” by ‘N Sync stops me in my tracks and nearly brings me to tears; this is not because it’s a horrible song but because, whenever I hear it, I am reminded of the night my college girlfriend and I broke up for the 15th time. (It was for the best that time.) I’m not sharing this for sympathy, or because I’m still bitter towards her (she’s an amazing person). My point is to share what we all know: We are emotionally connected to music — particularly specific songs. We all have songs that remind us of people, places, events, good times and bad times and that bring back memories that have long been repressed or even forgotten. These songs define our lives and we all have this personal and emotional playlist that I call the “Soundtrack of Our Lives.”
We all have this soundtrack, and the choices of songs are never finalized until we are dead. Music is the one constant to which everyone is attached, and that everyone understands. We may disagree about which musicians are good or bad or which generation’s songs are better (every generation thinks their generation’s music is the best). But we all can agree that, without music, life would be silent and sadder than the saddest Adele song (if that’s even possible). Recently, my dear friend Rachel Nichols (a Columbia University graduate), who is one of the most talented actresses and brilliant people I know, surprised my students at school one day. After they regained consciousness (they were extremely excited), Rachel fielded many questions. One question in particular made me smile, a student asked “How do you mentally and emotionally prepare yourself for your differing roles?” Rachel went on to say that if a scene requires intense emotion, she will think of losing a loved one (like Rachel, the thought of losing my parents chokes me up instantly), and that she has various playlists she has made, consisting of different songs that will generate different emotions and mindsets. This just solidified something of which I was already aware: that she is brilliant as well as a beautiful person. My students have requested that she substitutes for me when I’m absent and a few of my male students want her to replace me entirely (I would too if I were them).
Educators have been using music to effectively educate for as long as there has been music. Many of us were fortunate to have those unconventional and edgy teachers (mine were Mr. Caliguire and Mr. “Weez,” and I can’t thank them enough), who played the iconic protest songs from the anti-war movement of the ’60s and ’70s, and then we analyzed and discussed the lyrics. This was one of my favorite activities and it helped me understand the nation and its differing political views better than any textbook or lecture ever could. This, however, is not the method of using music in the classroom to which I am referring. The method of using music that I will be discussing can be applied to all subject areas and used to engage all learners.
There is a reason why we can remember song lyrics for our entire lives, but we forget the lecture or notes our teachers discussed an hour later. I am not going to get into the psychological reasoning behind memory or mnemonics. I am discussing the aspect of using and creating soundtracks for people, places, events and even themes across nearly every area of study. As a film and TV writer (as well as educator), I have found myself not only focusing on writing scripts with engaging characters, but also trying to find songs that would help create more dramatic effects for specific scenes which would eventually be added to their soundtracks. I wondered: If music is so personal to each of us and everyone listens to some form of music, why can’t I utilize music and songs to engage my students? This would help them understand specific historical topics and, at the same time, help them comprehend and retain that information — every educator’s ultimate goal.
After doing so, the results and responses from my students were overwhelming. In a time when educators and education experts are struggling to find ways to engage all learners and differentiation has become a choice method to most districts, I was able to engage, educate, differentiate and increase understanding and retention by simply using something to which we are all already attached. Before I even begin to use songs in my soundtrack activity, I start the year off by having my students create the soundtracks of their lives. Additionally, each student must then describe why each particular song has a personal and sentimental meaning and has earned a place on the soundtrack of his/her life. This introduces students to our emotional attachment to music but also helps them learn a little about themselves. I, of course, share some of the songs on the soundtrack of my life; I play “Gone” and even “The Scientist” by Coldplay, and explain how these songs would lead me to tears. We all share a good laugh and I humanize myself (which is necessary for a comfortable and effective classroom environment). Then, they understand the purpose of the activity and are prepared to use it in class throughout the year.
Since I am a history teacher, I am going to provide a few examples of how to successfully and effectively use songs and soundtracks in class. First, in order to create any soundtrack, students must know some basic information about the person, place or event for which they will be creating a soundtrack. So, prior to the activity, I introduce the basic information surrounding the topic. For example, when we discuss the Reformation, we cover the basic concepts: causes and effects, major figures, events and dates. Once the students have a basic understanding, they then create a soundtrack for the event and have to list 10 songs, with a brief description of why each song would appear on the soundtrack to the Reformation. In the past, they have listed songs such as “In the End” by Linkin Park (which is a great example of the Humanist movement), and “Jesus Walks” by Kanye West (which can relate to the Protestant movement and the questioning of the Catholic church). I am always impressed by my students’ song choices and the variations of songs, artists and genres. The fact that a student can take a song that is completely unrelated to a specific event, and make it relative is a clear example of understanding and long-lasting knowledge. I had a student, who had graduated five years earlier, visit the high school during his college break and the first words out of his mouth were, “Mr. Ferroni, do you know that every time I hear “Move B****” by Ludacris I think of Manifest Destiny, and can recite all the major facts and events of it?” I could only smile in response.
The last example I am going to provide is for an historical figure. For example, let’s say that I ask students to provide a soundtrack or playlist for Christopher Columbus. Students would then list songs that would appear on Christopher Columbus’ iPod playlist (if he had an iPod, of course), and briefly describe why each song would likely be on it. For Columbus’ playlist, you may find everything from “Gold Digger” by Kanye West to “Down with the Sickness” by Disturbed, or even “A Whole New World” by Peabo Bryson and Regina Belle.
As I mentioned, this activity can be extremely effective in many subject areas. An English teacher can have students create a soundtrack for a play or book they are reviewing, or ask students to create a playlist and list songs that would likely be on Macbeth‘s, and even Romeo and Juliet‘s playlist; a creative writing teacher can have students find and discuss lyrics to their favorite songs; an art teacher can have students pick a song and draw or paint an image that they feel best represents the premise and emotion in the song. Finally, a science teacher can have students create soundtracks for specific topics of study, or even songs that would likely be on the playlist of a famous scientist. The options are endless, and even I have yet to scratch the surface of all the ways music and songs can be used in the classroom.
After the students complete their soundtracks (for any given person, place or event), we then create a class soundtrack/playlist. We even take it one step further and select one song to embody the overall theme for the topic of study. In a day when activities and education methods get replaced year after year with the “next big thing,” music will remain a constant to which every student (year after year) will form a connection and association, and the only thing that will change are the songs and the artists (and all current musicians and songs are, after all, merely revised versions of older musicians and songs).
In addition to being an incredibly effective tool, it will turn a growing concern into an education aide. In a day when teachers and schools are finding it nearly impossible to regulate and control cell phone use during school, this activity allows students to use their cell phones, scan their playlists and turn what is a distraction and annoyance to many into an effective and useful means of educating. I am no education expert, but I do have a unique ability to find effective ways to engage students and, as the proverb states, “teach the way they learn.” By using music and having students create historical soundtracks and playlists, I have had great success with nearly all of my students regardless of their learning levels.
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Nicholas Ferroni is a revered educator and historian who mentors his mostly lower-income students with deep personal commitment and care. This former actor turned teacher, writer, and host was recently named one of the 100 most influential people in America for his commitment to education reform as well as developing a “Teach the Truth” campaign to incorporate more minority figures and groups into the high school social studies curriculum. Nick was also named one of Men’s Fitness Magazine’s “25 Fittest Men in the World,” an honor generally reserved for prominent athletes and actors. He has received national attention by numerous educators and doctors for his unique and innovative methodology in successfully reaching contemporary and urban students, and has been featured in various academic and scholarly journals. Nick is currently developing two history show pilots, one of which he will be hosting, and is currently working on his celebrity charity book titled The Awkward Album, which will reveal some of our most beloved celebrities’ awkward and insecure moments during their childhood, and show every child that everyone (including our most beautiful celebrities) goes through awkward and insecure moments in their youth. You can follow Nicholas Ferroni on Twitter @NicholasFerroni.
Congrats to Mark R – our Hero of the Month for December. You can read every finalist’s story below!
Name: Scott D. Profession: Registered Nurse Nominated by: Barbara S.
Described as an inspiration to all who know him, Scott is a Registered Nurse working as a home visitor with a hospice unit. Before going into nursing, Scott saved lives as a combat engineer & infantryman with the US Army, jump master, parachute trainer, rescue scuba diver and former Fire Chief. Scott also frequently volunteers to work with the homeless, buying them food and helping them find services and resources. He has also worked with the Veterans Association, attending military funerals and visiting homebound veterans. In his role as a hospice nurse, Scott often brings his beloved dogs with him on home visits. He even volunteered to adopt a veteran’s dog when the owner moved into an assisted living facility. Scott’s nominator, Barbara, describes him as ‘a true hero to his neighbors and friends’ who ‘has been there to help when no one else stepped up.’
Scott D. and his nominator, Barbara
Name: Mark R. Profession: Firefighter & EMT Nominated by: Jessica M., a former patient
Mark and Jessica met under the worst of circumstances. A driver crashed into a car carrying Jessica and her daughter, Kendra, on a backwoods rural road. Mark and his team responded to the scene. As responders worked on freeing Jessica from the vehicle, she remembers Mark crawling into the car beside her, assessing her medical state and updating her on Kendra’s condition. “He not only took care of me that day, he held my hand, made me human not just a patient,” remembers Jessica. Following the accident, Mark traveled to check on Jessica’s daughter after she underwent brain surgery. Even now, Mark continues to keep tabs on Kendra, responding whenever she has a medical emergency, even if he’s off-duty, and organizing fellow firefighters to help build a wheelchair ramp for her home. Seven years after their fateful meeting, the three remain close friends.
From Left to Right: Kendra, Mark, Jessica, Willy and Bill. Mark, Willy and Bill all responded to the accident.
Name: Marilyn M. Profession: Educator Nominated by: Kendra N.
Marilyn has dedicated more than 40 years of her life to Education. She got her start in the early 70’s, teaching deaf and blind students in one of the first programs developed specifically for these children. Marilyn then moved to a small Alaskan village to teach Special Education. For years, she traveled around Alaska evaluating and writing programs for severely handicapped children and teaching Special Education and Kindergarten. After 30 years of teaching, Marilyn retired to Oregon and began working as a Reading Teacher. Motivated by her own struggles as a young student, she has a passion for helping students learn to read and write. Her successful reading program has helped countless young students over the course of her career. Marilyn retired from teaching in 2002, but continued to pursue her passion for education by working as a teacher’s aide, reading assistant and librarian. She is still actively working and volunteering in the Oregon school system, where ‘her excellence in teaching and working with young kids has always been apparent to the kids, the parents, other staff, and administration.’
Marilyn and one of her students in Alaska in the 1980’s
Name: John B. Profession: Firefighter & Paramedic Nominated by: Lori B., his wife
The son of a Chief of Police and Registered Nurse, John knew he wanted to be a Fireman at age 2. John started his Firefighting career roughly 38 years ago and launched his nonprofit, Firefighters for Fun, just 8 years later. He now travels the country educating children with his fire truck and ambulance classrooms, passing out extensive resources and spreading his ‘If you can be Heard, you can be Rescued’ motto. The life-saving potential of John’s mission was proved just a few weeks ago, when a wheelchair-bound man was saved from a dangerous house fire after his neighbors were able to find and rescue him thanks to a whistle John had given the man just months earlier. John uses all his spare time, including vacations, raising money for Firefighters for Fun, even converting another old fire truck into a mobile restaurant serving up food and fire knowledge at state fairs to help raise funds.
John teaching children CPR using his HOTS (Helping Others to Survive) Ambulance Classroom
In 2012, Jeff responded to a medical emergency. As the 34-year volunteer Firefighter and EMT loaded his patient into an ambulance, a nearby fire truck popped out of gear and started to roll. As the truck came towards them both, Jeff shoved his patient out of the way- saving her life as he took the entire brunt of the impact. The force of the hit pinned Jeff between the vehicles, breaking both femurs, two bones in one shin and his pelvis in two spots. After several surgeries and months of recovery, Jeff’s surgeon told him his injuries would prevent him from firefighting. He now continues to work full time as a director of sales.
