Fostering Textual Ownership: Passionate Teacher Explores Literacies & Strategies. Periodt. 📚

Passionate cisgender gay teacher encourages student engagement & creativity in literature. Explore diverse literacy forms. 

My students often tell me, "Mr. Roselli, you make us do stuff." They mean I encourage leaving our fingerprints on texts. As a passionate and caring cisgender gay teacher, an inhabitant of this planet, and a member of the home sapiens species, I deeply appreciate literature—especially adolescent literature. I love reading students' creative writing and introducing them to diverse forms of literacy, including film, lyrics, art, primary source documents, and more. I'm dedicated to sourcing mentor texts to enrich my teaching. Other teachers describe me as funny, intelligent, and curious. I'm eager to experiment with new strategies based on evidence, always learning and adapting to engage students across Bloom's taxonomy. I draw inspiration from ancient texts like Plato's "Apology," connecting past and present to enrich humanities teaching. Encouraging students to speak and express themselves is crucial—I incorporate podcasts and discussions to foster accountable talk and solidify thoughts in writing. Speech offers immediate engagement in the classroom, enhancing learning experiences. This video documents my teaching journey as a builder, always seeking to innovate after thirteen years in secondary education. As a quirky humanities teacher from South Louisiana, I find inspiration in New York City's vibrant art scene, using it as a palette for creativity and expression. Living in NYC fuels my passion for teaching and exploring new ideas.

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Teaching: Greig Roselli's Educational Philosophy

Every once and awhile an employer or person will ask me about my educational philosophy. As they say — there are many ways to skin a cat — but here is one version of what teaching means to me:

The word “education” derives from the Latin meaning “to lead out.” Teaching is just that. To teach is to lead out. But where is out? And to where are we leading those entrusted to our care? I believe we lead our students out so eventually they will no longer need us. Of course, all young people graduate. But if they graduate and are still dependent on us -- then what have we accomplished? We don’t call graduation “commencement” for nothing. To commence means to begin the journey. Once those in our care depart they will have to guide themselves. We guide our students not so that they will be perpetually guided, but so that they too will become like us -- those who lead others out. That is the purpose of education.