Profile: RHS Teacher Challenges Students to Think Critically

Mike Moro, a social studies teacher, building technology coordinator, Scholastic Bowl coach and teacher mentor, has been inspiring students at for five years. A 15-year educator, he previously taught in Dolton/Riverdale. Moro attended Trinity Christian College, where he double majored in history and elementary education. He went on to earn a master’s degree at Governor’s State University and a doctorate at . Moro was recently recognized by the Board of Education as a “Pillar of Valley View.” While balancing his varied roles as teacher, coach, adviser, mentor, husband and dad, he recently shared his views about education and teaching with Patch.

Patch: Why did you want to become a teacher? 

Mike Moro: I was a business major at first in college; I thought making money along this path was the way to go. I changed my major after my first year in college. I had, throughout high school, volunteered to be an assistant baseball coach for the local little league baseball club. I also worked for the park district, teaching various classes and coaching. This made me happy. I decided that I should pursue a line of work that afforded my personal satisfaction. I am so happy I made that decision. I ended up meeting my wife in my first education class at Trinity Christian College.

Patch: What do you enjoy most about teaching? 

Moro: I enjoy helping others and assisting kids understand the value of learning. A good education has the potential to transform the worldview of a person and shape how they see the world. I try to provide an experience that challenges students to think critically about history and society. I also enjoy the genuine relationships forged with students and staff. 

Patch: What do you find the most challenging about teaching? 

Moro: There are many challenges. Effective teaching takes time in preparation and in assessing student work. It is also challenging helping students realize the transformational impact that an enhanced education represents. Far too many students only desire to get a good grade, and they forget it is the knowledge acquired from the class that is important. The reflection, critical thought and dialogue within a class helps students gain a deeper understanding of content, and this has the potential to transform the way one sees the world. Too many students skip this and just do enough to get the grade they desire. 

Patch: What have you learned about students while working as a teacher? 

Moro: For the most part, if a teacher shows care for students and strives to engage students in class, they are receptive to learning. Students also come to class with a vast amount of experiences in life. Teaching is easier when content can be connected somehow to this experience.  

Patch: Based on your experience, in what ways have students changed over the years? 

Moro: Society has changed, which has led to some changes within our students. An obvious change is the amount of technology that students use today. Students embrace technology and use it in so many parts of their life. We have tried to use this to our advantage. This year, we are piloting the use of a program called Adobe Connect, which allows teachers to work with students at home via the Internet-based program. An example of this application is before an exam, I often host online study groups in the evening for students to attend if they want to brush up on content before the test. Once students log on to this program, they see what is on my computer screen and hear me discuss some of the key components. I often ask students questions during this online review and have students post their answers. Students have expressed much interest in these review sessions.

Patch: How has education changed since you first became a teacher? 

Moro: No Child Left Behind (NCLB) legislation and standardized testing have unfortunately high jacked education nationwide, and so much of what takes place in school is about helping students pass a test. These tests have a place in education, but, unfortunately, many other aspects of education get “left behind” in order to enhance test scores. History, civic values, knowledge about current events and global concerns are not treated in the same way, especially in the younger grades. Our society should be concerned about this, but, unfortunately for some, education is strictly a place to prepare students for future employment. Reading, writing and math are essential components to our society and need to be learned and understood by our youth, but so are tackling issues of social justice and learning the value of serving your community. These aspects of society are not tested and, unfortunately, not emphasized in schools around the country.

Patch: You have been involved in many extra-curricular activities with students. What are some of your favorites, and why? 

Moro: I enjoy coaching Scholastic Bowl because students who participate want to learn and deepen their understanding about various subjects. I also coach hockey for the St. Jude Knights Hockey Club. I enjoy coaching and watching my sons play at a high level.

Patch: What in the world would make you want to host an all-night academic lock-in with more than 60 high schoolers or spend your spring break with groups of students at museums and historical sites? 

Moro: I think my body is still recovering from the all-night lock-in. The lock-in is an idea that I had last year to just get kids excited about studying and preparing for the AP exam. The lock-in is a nice blend of fun, history based-activities with challenging experiences like taking a practice test that will prepare students for the real thing, which is on May 11 this year. We ordered pizza for the kids and had ice cream at midnight. Several local businesses also assisted with this event. The lock-in was successful, and kids had a great time. Fortunately, RHS has forward-thinking administrators who allow teachers to think outside the box and experiment with unique ways to help kids learn. We also have many dedicated teachers who helped make the lock-in a success like Steve Stefanski, Deb Fehrenbacher, Tim Czajowski and Dan Kelly.

Also, over break, I took a group of students from my Scholastic Bowl team downtown to visit some historical and cultural sites. We visited the Haymarket Riot site of 1886, the Jane Addams Hull House Museum, the Art Institute and went out for lunch at Tufano’s Restaurant. Again, it is awesome that students want to visit these places to enhance their learning. Remember, this was their spring break as well, and they chose to spend one day visiting these places. I give those students a lot of credit. 

Patch: I understand you plan to take a group of RHS graduates on a service trip to the Pine Ridge Indian Reservation in South Dakota this summer. What do you hope your students will gain from this experience? 

Moro: I started going to Pine Ridge, South Dakota, through Re-member, a nonprofit organization, several years ago to better understand the extreme poverty that exists, as well as to do whatever I could to help this situation. It was such a powerful experience that transformed my worldview. I decided to change my dissertation work to further study various aspects of the reservation and to help people better understand Native American history and culture. This is my third time serving this community, and I am so excited to be able to share this experience with several students who have graduated or will soon graduate from RHS. Another staff member, Stephanie Brunetti, is also attending.  This trip is also special in that my wife and oldest son Joshua will be going with us. Once on the reservation, we will engage in various service projects, like building bunk beds for kids and building ramps for the disabled. We will also visit important places like the massacre site of Wounded Knee of 1890. 

I hope students gain an appreciation of Native American history and culture. I also hope they reflect on the causes of poverty and the impact it has on a community. Finally, I hope they develop a sense of the importance of helping people and serving others. 

Patch: It has been reported that 75 percent of RHS students who took the AP U.S. history exam met or exceeded the expected benchmark. That’s 25 percent above the national average. How are you able to get your students excited about history? 

Moro: Actually, our pass percentage was 71 percent. Steve Stefanski, who also teaches AP U.S. history, and I expect students to work hard and meet our expectations. We have tried to raise the bar for our students, and last year, we had a great amount of success. We also continually meet to ensure we are doing everything we can to help our students learn. It goes back to care and high expectations. I set high expectations for myself and for my students. 

It is also important to help students see the importance of understanding history. History provides a framework for how to live and helps us understand mistakes we have made in the past, both on an individual level and as a society. Having a deep understanding of history helps me to be a better husband, father, teacher, citizen, etc …

Patch: Some adults, including parents, seem to have a hard time relating to high school students today. Based on your experience, what can adults do to establish better communication and relationships with teens?  

Moro: Maintaining an ethic of genuine care and listening to students is important. Also, showing respect and maintaining a culture that fosters open dialogue and trust are key components, in my opinion, to a healthy relationship.

Patch: Any final thoughts about teaching or education? 

Moro: Establishing high expectations and holding students accountable are essential components to teaching. Also, teachers should continue to seek new and innovative ways to reach their students, even if unsuccessful.