Teacher Appreciation Week: Rachelle Stewart

Glens Falls City School District recognizes national Teacher Appreciation Week by highlighting committed and enthusiastic teachers from every one of our schools each day of the week! Read on for an inside interview with Rachelle Stewart—one of the most dynamic teachers around our district.

Mrs. Stewart teaches history and government at Glens Falls High School, including college public policy and AP US History. She earned her degrees from University at Buffalo and SUNY Plattsburgh, and began teaching right out of undergrad. She's now finishing her 30th year of teaching, and her whole career has been here at Glens Falls!

Fun fact from Mrs. Stewart: "I like to keep in touch with students after they graduate because it allows me to see the lasting impact of GF Nation, maintain meaningful relationships, and support their continued growth beyond the classroom. It’s rewarding to watch them apply what they've learned in real-world contexts, and staying connected helps me stay inspired and informed about the evolving challenges and successes in their lives. It also builds a strong network of alumni who can give back to our current students or our program in the future."

Principal Kevin Warren says Mrs. Stewart is a shining example of what it means to be a true educator. "Mrs. Stewart is tirelessly dedicated to her students' success, whether it’s hosting a Friday night review session, facilitating donation drives for the veterans' house, or broadening their understanding of diversity’s vital role in our history and community. Through her Participation in Government course, she inspires all students to recognize the power of service and leadership in fostering a flourishing community. Rachelle embodies the principles of ethics and equity, making her a champion for every student and a role model for us all."  

What do you do to engage your students? What makes your teaching and learning style or environment unique?

Students often describe my classroom as both relaxing and intellectually stimulating. Rather than relying solely on traditional methods like note-taking, memorization, and tests, I incorporate a wide variety of interactive activities to help students engage deeply with the material. These include formal debates, multimedia presentations, expert panels, guest speakers, and long-term projects. Writing instruction in my classroom goes far beyond what I experienced in high school; students are expected to craft original claims and support them with thoughtful analysis and evidence. I also prioritize student choice, encouraging them to make meaningful personal connections to the curriculum. 

Why do you think these out-of-classroom endeavors are important, and how do you see students grow through them? 

When asked why it is important to study history, most people explain that knowing about our past helps us avoid repeating failed policies. However, we gain much more from studying history. History shows how societies, governments, technologies, and cultures evolve over time, giving us insight into why the world is the way it is today. Knowing history helps individuals understand their roots, heritage, and identity. Historical figures and movements—such as civil rights leaders or inventors—can inspire action and innovation. Studying history encourages questioning sources, analyzing evidence, and considering multiple perspectives. It fosters empathy by helping us understand people from different cultures, backgrounds, and eras. Engaging students in out-of-classroom endeavors—such as community film forums, donation drives, local government meetings, visits to our NY Assembly, voting, delivering speeches, and walking tours of our local Downtown Revitalization Initiative—gives them opportunities to practice discernment as developing citizens. 

Describe your best lesson ever, or one you and students really enjoy. 

The Gilded Age was a transformative period in American history, marked by rapid industrialization and stark economic inequality. To help students understand changes in income distribution during this era, they participate in a hands-on activity using ditalini pasta to represent wealth. Each student receives a cup of pasta and a chart with five income subcategories, then allocates the pasta based on how they believe wealth was distributed during the Gilded Age. Afterward, they compare their estimates with actual historical data. This activity is repeated for the 1980s, allowing students to analyze and contrast economic trends across the two time periods.

Another highly engaging activity for students is a stock market simulation based on the Gilded Age. In this exercise, students buy and sell shares of real companies from the era, with stock price fluctuations mirroring key historical events. This dynamic experience helps students draw meaningful connections between their investment portfolios and the broader themes of our curriculum. 

What's the best thing about GF Nation? 

I love the sense of community here in Glens Falls.  GF Nation offers a deep sense of belonging, where everyone looks out for one another and people are more than just teachers and students—sometimes they're like extended family. The shared trust, familiar faces, and mutual support create a warm, comforting environment. Whether it’s lending a hand in times of need, celebrating milestones or victories, or simply sharing everyday moments, GF Nation gives people a sense of home that goes beyond a physical place.