Overcoming Bullying: A Personal Journey of Strength and Advocacy.

Discover how standing up to a bully in sixth grade taught me invaluable lessons about courage and speaking out.

Hey, y’all. In support of anti-bullying efforts, I want to share a personal story with you. When I was in the sixth grade, a kid in the lunch line bullied me. Every day, he would stand behind me and push me relentlessly. So, I went home and asked my parents, “How can I deal with this bully?” My dad suggested, “Just push him back,” whereas my mom cautioned, “Don’t listen to him; you’ll end up in trouble.” Fast forward to another day in the lunch line. Did I push him back? Yes, I summoned the strength, feeling empowered like Naruto, and pushed him. He fell to the ground, and I was astounded by my own strength. Panicked, I ran to the bathroom—the girls’ bathroom—and hid there for the entire lunch period: five minutes, then ten, then twenty. Eventually, the assistant principal called out, “Are you in there?”

I was then taken to Missus Schott’s office. Why she was named “Missus Schott” intrigued us all, as rumors suggested she kept a shotgun in her office. She asked why I was hiding in the girls’ bathroom. I explained how the boy who had been bullying me all year provoked me to push him. I apologized profusely. She reassured me, “It’s okay. We’ve been aware of his behavior. I’m glad you brought this to our attention. You’re okay.” That boy was disciplined for his actions.

But the story doesn’t end there. Upon returning to my sixth-grade class, guess what happened? He was suspended—not me. When I entered the classroom, to my surprise, my classmates applauded. It dawned on me that I wasn’t the only one suffering from his bullying.

Ever since that incident, the boy never bothered me again. I can barely remember what he looked like. So, what’s the moral of my story? I don’t advocate for physical retaliation, but it’s crucial to stand up for yourself. Bullies operate on a simple principle: as long as they believe they can evade consequences, they will persist. Perhaps the best approach is to speak up and make it clear that their behavior is unacceptable.

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Portfolio: Mr. Roselli's Teaching Career in a Visually Appealing Presentation

Teaching Statement

Everything I do revolves around Arts and Letters. As a kid, I haunted my local public library and connected with teachers and coaches. As an adult, I’ve worked with learners aged ten to eighteen and thrive when students share stories, thoughts, writing, drawings, and future ambitions.

I teach ethical thinking within Humanities and ELA, adapting instruction to engage each class and collaborating with colleagues when units align. Instruction evolves to meet students’ needs, hooking and sustaining their curiosity through co-planning and shared resources.

I design learning spaces with maps, anchor charts, and reading materials that spark inquiry. I love when students exclaim, “Mr. Roselli—look what I read!” because they see me as a fellow learner in our shared journey.

Active Teacher: Celebrating Diversity, Values, Clubs & Student Groups

I engage in school life by celebrating our community’s diversity, upholding traditions, facilitating after-school clubs, and helping students find affinity groups. My commitment extends beyond the classroom into every corner of school culture.

Collaboration in the High School English Language Arts Classroom

I spearheaded an empathy initiative, bringing lower- and upper-school students together in planned enrichment activities. I also debriefed with students afterward and emphasized empathy not as an academic concept but as something we practice through action. When I saw one of my teens interact with a first-grader with patience and kindness, it opened up a later conversation that year when they were struggling with a peer. I said, “Do you remember when you were so patient with that first-grader? I’m trying to help you get out of your head and think of every interaction as an opportunity to grow—not an easy task, I know.”

Bringing Octavia Butler’s Kindred to life, my eleventh graders dramatized profiles of social justice, historical resistance, and time travel between modern Los Angeles and antebellum Maryland.

Writing Strategies

Sixth Graders in My Humanities Class Create a Mind Map—a useful brainstorming technique for Writing and Idea Sharing.

Independent Reading Initiatives

Are you tired of Netflix? Every summer, I spearhead a themed reading initiative featuring voices like Ibram X. Kendi and Jason Reynolds. During the year, students select books, read in class, and share reviews to foster lifelong reading habits.

Field Trips

I took my Sixth grade class to the Brooklyn Museum to see Egyptian artifacts as part of our unit on Egyptian mythology. I have taken students to many different places—including the Tenement Museum, the Metropolitan Museum of Art, Philadelphia, Nantucket, China, and France and the United Kingdom.

Community Involvement

I invite my class to participate in volunteering; I have taken students to the Brooklyn Book Bodega, a non-profit that has as its mission to provide one hundred books for every New Yorker. I have also partnered with Street Lab and other organizations.

I am in search of a community of high-achieving students. I work best with students from eighth to tenth grade; however, I have experience teaching students as young as fifth grade and as old as college-aged. I consider myself an all-around teacher with one foot in English Language Arts and the other in the Humanities.

If you are seeking a dynamic, warm, witty, and engaging teacher, one whom students often praise by saying, 'We love Mr. Roselli. He does make us do a lot of work, but he has a way of making it fun,' then look no further.

Contact me. I'd love to hear from you.

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Sully Wing Secrets: Louvre's Greek and Egyptian Wonders

Discover a teacher's unique Louvre encounters, from Greek beauty to Egyptian relics. Explore beyond Mona Lisa to uncover the Louvre's heart.

(2) Apollon Sauroctone

(1) Éphèbe

You can't expect to tour the Louvre and see it all. I've visited the museum three times; most recently this past February as a high school English teacher on a London and Paris school trip. My previous visits were in 2000 and 2001 as a college student. During the first of those trips, I explored the Denon wing, which houses the Louvre's iconic treasures — the Mona Lisa, the Winged Victory of Samothrace, the Coronation of Napoleon, and all those wonderful works of art. I was in awe, though I do recall the Mona Lisa looking more like a postcard (she still does, but we adore you, La Joconde!).

On this third visit, I began in the basement of the Sully wing and worked my way up, which proved to be immensely rewarding. And I did not even catch nary a glimpse of Leonardo's lady nor did I see the Nike (they live in my heart). Where the Éphèbe (1) and Apollo Sauroctone (2) reside is a vast collection of Greco-Roman sculpture, including the Venus de Milo. I was struck by the youthful Narcissus, whom I initially mistook for an athlete — he epitomizes Greek beauty and the stylized classical loveliness associated with the young and svelte. Similarly, there is the Apollo — it seems the gods enjoyed odd, vain acts like slaying lizards — apparently, this depicts Apollo as a protector. I had some knowledge of this piece prior to my visit, so seeing it in person was a delight.

Deep in the Sully wing lie the remnants of the Louvre's past life as a fortress before it became a royal palace and now a museum. The dungeon, curiously, serves as the storage for artifacts related to French history and the story of the Louvre complex. Here, I encountered a majestic sculpture representing the river (3) — there are actually two, but here we speak of one: the Seine. And I must say, I was captivated by him.

The Louvre's Egyptian wing is dizzying, with fifteen thousand objects from their massive half-a-million-piece collection. Even after seeing Egyptian art in numerous museums, the Louvre's assemblage feels personal and well-organized. The procession of sphinxes (4) in Room 327 was a charming touch — I half-expected one to spring to life and pose the classic riddle about the creature that walks on four legs in the morning, two in the afternoon, and three in the evening.

A three-thousand-year-old Egyptian statue (5), likely once part of a fierce work, is displayed, and it caught my attention, especially because of its eyes. It reminded me of how Percy Bysshe Shelley envisions the sculptor of Rameses II (now in the British Museum), meticulously carving the pharaoh's visage, well aware of the emperor's demands for precision.

And finally, I returned to that room that first captured my heart — Room 344 — where a statue of Zeus, or technically Jupiter (6) (since it's a Roman piece), stands from the second century. And, goodness, what a figure he cuts!

(3) Un fleuve

(4) Statue of a Sphinx

(5) Statue

(6) Jupiter

Citations:

(1) Louvre Museum. Narcisse (Type, Original en Bronze) - Éphèbe (Boucle, Court, Nu, Appuyé, Sur Pilier, Bas). 2nd century A.D., Basse Égypte. Louvre, Department of Greek, Etruscan, and Roman Antiquities, Sully wing, ground floor, room 344, item Ma 457. https://collections.louvre.fr/ark:/53355/cl010278134.

(2) Louvre Museum. Apollon Sauroctone. 2nd quarter 1st century A.D., Italy. Louvre, Department of Greek, Etruscan, and Roman Antiquities, Sully wing, ground floor, room 344, item Ma 441. https://collections.louvre.fr/ark:/53355/cl010278000.

(3) Barye, Antoine Louis. Un fleuve. 19th century, France. Musée du Louvre, Department of Sculptures of the Middle Ages, Renaissance, and Modern Times, inventory number RF 1560 & RF 1561. Louvre Museum, Sully, [HIST LOUVRE] Salle 134 - Salle de la maquette, Vitrine 08 https://collections.louvre.fr/en/ark:/53355/cl010093894.

(4) Musée du Louvre. Statue of a Sphinx. Circa 380-362 B.C. [?], Serapeum of Memphis, Saqqara. Musée du Louvre, Department of Egyptian Antiquities, Room 327, Sully, inventory number N 391 D. Louvre Museum, https://collections.louvre.fr/en/ark:/53355/cl010009175.

(5) Musée du Louvre. Statue. Third Intermediate Period, circa 1069-664 B.C. [?]. Musée du Louvre, Department of Egyptian Antiquities, inventory numbers E 2410; N 1579; Clot bey C 25 no. 5. Louvre Museum, https://collections.louvre.fr/en/ark:/53355/cl010013953.

(6) Musée du Louvre. Jupiter. 2nd century A.D. [?], Italy. Musée du Louvre, Department of Greek, Etruscan, and Roman Antiquities, Room 344. https://collections.louvre.fr/en/ark:/53355/cl010277023.

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Energize Students with Quick Activity: Critical Thinking & Movement for Engagement

Revitalize your classroom dynamics with an interactive activity that boosts student engagement and fosters critical thinking. Discover how positioning students based on their opinions on controversial topics like myths and relationships not only energizes them but also prompts insightful discussions on peer influence and the Socratic method. Suitable for grades seven and up. Share your experiences!

If you’re looking for a quick method to energize your students, particularly if they appear sluggish or disinterested at the beginning or end of a class, set aside three to four minutes for this activity. Initially, they might groan, but then you present them with a scenario. 

 

You’ll ask a question and instruct students to position themselves in the classroom based on their response: those with an emphatic “yes” to one side, an emphatic “no” to the opposite side, and the undecided or “wishy-washy” in the middle. The closer a student stands to either side, the stronger their feelings about the topic. 

 

For instance, you could pose a question like, “Was Narcissus right to reject Echo’s love?” or “Does this myth accurately represent aspects of romantic relationships or unrequited love?” The more controversial or thought-provoking the question, the more engaged the students will become. As they move around the room, they not only physically activate but also engage in critical thinking, determining their stance on the issue. 

 

Observing students who are indecisive, watching where their friends go, and then following, provides an opportunity to address the influence of peer pressure in a gentle manner. This activity is not only a fun way to get students moving but also fosters critical thinking and encourages a Socratic method of engagement. 

I have implemented this strategy with students as young as seventh grade and with high schoolers. Have you tried this approach before? I’m eager to hear your thoughts and experiences.

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Language Meets Art: Exploring 'Amor' and 'Caritas' in Augustus-Saint-Gaudens’ Work at The Met 🌟🖼️

Explore the captivating intersection of language and art in Augustus Saint-Gaudens' masterpiece, Amor and Caritas, at The Met. A linguistic and artistic journey awaits, unveiling the roots of love and charity in this gilt bronze treasure. Perfect for educators and art enthusiasts.

Hey, y’all! 🌟 Hey, y’all! I’m at the Metropolitan Museum of Art today. I’m looking at Augustus-Saint-Gaudens’ gilt bronze piece from 1918 in the American wing. As a high school and middle school English and humanities teacher, I’m thrilled to share a bit of word power knowledge with you.

This piece beautifully intertwines language and art, featuring the words ‘amor’ and ‘caritas.’ 📚 ‘Amor,’ the Latin for love, is the root of the English word ‘amorous.’ And ‘caritas’? It signifies love and charity, a reminder of generosity and virtue. 💖

What makes this even more special is the angelic figure presenting these powerful words – a perfect blend of linguistic heritage and artistic expression. 🌈 So, here’s to finding love and language in art!

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Redefining Literacy in the AI Era: The Shift from Linear to Fragmented Reading

In this blog post, I discuss how literacy is evolving—a concept that has fascinated humanity since the advent of long-distance communication technologies such as the telegraph and telephone. Nowadays, our interaction with information is marked by its agility and rapidity, as demonstrated by AI advancements like ChatGPT from OpenAI.

Print magazines line a newsstand at the airport.

The way we access tools online is altering how we access texts. When Google search was first developed in the late '90s, the shift was from looking up information in print media to finding information online. However, we did not know it then, but search was a static, linear form of reading, not much different from how we generally read – in clusters of words and phrases, placed one after the other. Now, computer programmers have built tools designed to make savvy deductions on matters ranging from "The Best Way to Write a Cover Letter" to "Romanticism in Britain in the late 19th century." Instead of 'finding' what we need, we are 'sourcing' it. It's incredible, really. These generative AI models, including others like Google’s Bard (now, Gemini) and Bing’s Copilot, are built on extensive datasets, which range from Shakespeare's works to modern product labels. However, the opacity surrounding these datasets raises critical questions about transparency and intellectual property.

Consider the hypothetical 'Books three' corpus, comprising 157,000 copyrighted books. The file is purportedly an illegal 'scrape' of proprietary content The use of such a comprehensive dataset in AI training could potentially revolutionize our access to literature. This aligns with my vision of immediate access to any book, a dream that once felt unattainable.

The transformation in literacy is stark when we look back historically. In the past, literature was an auditory experience, where figures like St. Ambrose and Augustine engaged with texts through oral recitation. In this iteration of reading, words were vocal, heard, and disruptive. So, when Augustine saw his teacher Ambrose reading silently one day, it was a surprise to the young priest. That Ambrose could read to himself, without whispering the words, was a revelation. Recalling my time as Brother Bede, when I was a Benedictine monk, I remember being taught that in St. Benedict's 'Rule,' he emphasized the importance of reading out loud, contrasting with our present view of reading as a solitary, silent activity. And I realized that I spend most of my time reading silently, but when I do read out loud, it is a different, qualitative experience. I can feel the difference and can imagine being like Augustine, feeling his surprise when he saw Ambrose read silently – it blew his mind. Another shift in literacy is on its way, and it is just as, or more, mind-blowing than silent reading.

Certainly, it is mandatory to mention that the Gutenberg printing press was a pivotal moment in literacy, enabling widespread distribution of books, thus changing the way information was disseminated. In 2024, the proliferation of printed and digital materials further morphs our interaction with texts like 'Don Quixote', 'Arabian Nights', and contemporary literature. When books were first made affordable to a growing middle class, the modern-day educational system also developed, and while the ability to read and write was a luxury afforded only to the upper classes, the clergy, and those at the top echelon of the governing state, they found themselves not the only folk who benefited from literacy and reading. I cannot imagine myself not being able to read. An older man in my building was asking me about the gas bill, wondering if it had risen for me. I showed him my bill, and he meekly told me, "Oh, that's okay. I believe you." He was Mandarin-speaking, and I knew he knew a little English, but when I showed him a translation explaining that the building was reinstalling some pipes, he immediately told me, "I don't read that type of Chinese." I realized that I had known him for a long time and it was true, I had never seen him read, and he never liked to receive written messages, always preferring one-on-one conversations. I had a moment of realization that he lived in a more limited world than someone who was literate, but he seemed okay, thriving really. He maintained his backyard with pear trees and figs, and in the summer, massive tomatoes grew on a vine along the back red brick of the house. And I definitely do not know how to grow a garden the way he does; it is a loving exercise and I admire it. An eighty-year-old man doing the work, and I feel this strange sense of embarrassment, like I realize I am not as educated as he is, even though I can read fairly well, and if I want to, I can also read in a couple of other languages. My entire life revolves around words and literacy. It is my bread and butter. But still, there is something about the immediacy of the oral word, the spoken, that feels legitimate to me.

Our age is marked by AI-assisted and multimedia reading experiences. I just received a response today from one of my students – a short written response on the theme of curiosity as it develops in a passage from Ovid. But I had him talk about it one-on-one, and the eloquence that was in the written words was lost. And as I listened to him speak, I realized that he had indeed read the text; that was not the problem; he had not understood it. He would have to sit with Ovid a bit more. But is that something we still do? Long, sustained, silent reading, like Ambrose in his study? Even listening to audiobooks – which I actually think of as the purest way to experience literature, the way Homer would have spoken the words of the Odyssey – is popular, and maybe that is a way back to an older iteration of speaking and listening. In a recent poll conducted by the Pew Research Center, 23 percent of Americans say they haven't read a book in whole or in part in the last year. The people who are not reading, according to the data, are high school graduates without a college degree. The poll data showed that "Hispanic adults, older adults, those living in households earning less than $30,000, and those who have a high school diploma or did not graduate from high school were among the most likely to report in that survey they had never been to a public library." But of those who read, literacy is more important than ever – and how we access information is critical for how we see ourselves in the future. Are we going to continue to be a society that still attends to words in the way that a professor of antiquity will learn Latin or Greek in order to read texts written in languages no one speaks or writes in anymore? We no longer solely read a book from start to finish. We consume content in various forms: watching videos, listening to podcasts, or even immersing ourselves in a VR device that places us within a 3D rendering of a play's setting. This multi-modal approach to literacy allows for a more dynamic and interactive engagement with text, challenging the traditional linear narrative.

This revolution in literacy is reshaping educational paradigms. Teachers will navigate a landscape where students have instant access to a vast array of texts and AI tools. Lessons will no longer be confined to structured units but will evolve into expansive, interactive explorations of literature and information.

The shift to this tech-integrated literacy might lead to a disconnection from our sense of humanity, necessitating escapes to technology-free zones for mental health. Resorts in remote locations, offering a respite from digital saturation, would become essential for re-grounding our human experience.

In summary, the way we relate to language and literacy is undergoing a profound transformation. We are moving from traditional, linear reading habits to fragmented, AI-integrated, and multi-modal literacy. This shift challenges us to rethink our approach to reading and its implications for our cognitive and social development.

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Explore Greek & Roman Gods: Ares vs Mars - Mythology, Love, and War Insights

Dive into the fascinating world of Greek and Roman mythology with a detailed comparison between Ares and Mars. Discover their myths, lovers, and roles in ancient tales.

Hey, y’all. I’m in the Louvre Museum. Here stands Mars (or Ares to the Greeks), the deity of war, embodying cries, battles, bloodshed, and military conquest. It feels like the Romans admired him significantly, and although the Greeks certainly gave him a place of honor on Olympus, he wasn’t as much worshipped in temples as he was respected and feared. His lover was famously Aphrodite — the goddess of love. Also, in the spirit of exploring the less discussed side of history, we get to see his representation from behind. Additionally, if you’ve ever seen Ridley Scott’s ‘Prometheus’ — the prequel to the Alien movies — does the god’s face remind you of the giant humanoids from the film? And, if you’re a Percy Jackson fan, Ares plays a supporting role in the plot of the first book.

Citation:

Louvre Museum. "Arès Borghèse." Louvre Collections, https://collections.louvre.fr/ark:/53355/cl010279164. 

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Valentine, Christian Martyr and Saint — Resources for the Middle and High School Humanities and English Language Arts Classroom

Hey, y'all. I feel like Valentine's Day is such an ingrained part of American school life; however, few of us know the actual, legendary story. So—let's rectify that with a true-to-the-source resource on Valentine, a Christian martyr from Rome in the Third Century. Let's go!

You'll love this historically-based resource detailing the mystery surrounding Valentine the Saint and Valentine's Day. Download it here from my TpT store.

Happy Valentine's Day! I'm thrilled to share my latest educational adventure with you! We're diving into the mysterious world of Saint Valentine, a figure whose story is as fascinating as it is enigmatic. In 1969, the Catholic Church made the intriguing decision to remove Saint Valentine from its liturgical calendar, citing doubts about his true identity. Was there one Valentine, or several figures merging into this legendary name? This captivating question is the cornerstone of our new resource, designed to spark curiosity and critical thinking among students.

What's Inside This Resource?

• Print and Digital Access: Get your hands on both PDF and Google Workspace formats, plus Easel integration.
• Three-Day Lesson Plan: Complete with insightful teacher's notes.
• Key Characters and Places Anchor Chart: Situate Valentine in his ancient Roman milieu of the 3rd century.
• Reading Cards: Dive into the 'Lives of the Saints' and a detailed dictionary entry on Saint Valentine, each enriched with art and literary connections.
• Note-taking Template & 16-Question Bank: Tailored for both teachers and students.
• Exit Ticket: A crucial tool for assessing student understanding and a foundation for research and writing assignments.
• Frayer Model Vocabulary Template: Engage students visually and creatively in understanding vocabulary.
• Research Paper Prompt: Encourage students to explore the historical depths of Saint Valentine's life and legends.
• Further Reading List: Far from just a bibliography, this is a treasure trove for deeper exploration and student projects.

Designed for middle and high schoolers, this resource fits seamlessly into thematic lessons around Saint Valentine's Day in English Language Arts and Humanities classes.

Even More Love for Your Lessons:

1. Three Myths of Lovers
2. Tales of Love and Discord
3. Pygmalion and Galatea

Find teacher-related resources

on the Stones of Erasmus TpT Store.

For full access to this resource and more, navigate to my website, Stones of Erasmus. Let's explore the heart of history together!

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Rediscovering "Bélizaire and the Frey Children": A Tale of Resilience in Southern Art

Hey, y’all. I’m in the Metropolitan Museum of Art in the American Wing. Y’all — it’s a moment of rediscovery for this New Orleanian! I’m standing before the once-lost-now-found “Bélizaire and the Frey Children,” a significant artwork that was hidden in the New Orleans Museum of Art’s storage for ages.

🎨 Painted circa 1837 by Jacques Guillaume Lucien Amans, this portrait captures an upper-class New Orleans family before the Civil War and includes Bélizaire, an enslaved Afro-Creole teenager — he was perhaps fifteen year’s old. What’s truly remarkable is Bélizaire’s inclusion in the Frey family portrait — a rare depiction of a person of color in Southern art of that era.

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The painting’s history is as haunting as it is fascinating. After the Spanish flu struck, tragically claiming the lives of the three Frey children, Bélizaire’s image was deliberately erased from the painting, likely by a Frey family member. Yet, his presence lingered like a ghostly outline, defying his erasure.

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🔍 Thanks to the efforts of historian Katy Morlas Shannon and art collector Jeremy K. Simien, Bélizaire’s story has been uncovered and his image restored. This painting not only offers a glimpse into the complex world of 19th-century New Orleans but also symbolizes resilience against historical erasure.

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🖼️ “Bélizaire and the Frey Children” stands as a testament to our complicated history and the enduring spirit of those who were once overlooked. It’s a haunting yet beautiful reminder of our past.

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Eulogy for Anthony Greig Roselli, Sr. (1950-2024)

Remembering Anthony Roselli: a heartfelt tribute, written by his middle son, Anthony Greig Roselli, Jr., to a life woven with New Orleans' spirit, culinary passion, and memorable adventures.

Eulogy

[Greig]: I'd like to share a few thoughts that I penned down in the parking lot. [laughter]

Dad in the 1970s.

Anthony Roselli, a man whose spirit mirrored the vibrancy and resilience of the city he loved. In the past days, driving from Frostop to Airline Motors, I was struck by the transformations — y’all, Airline Motors is now a local branch of the New Orleans fairgrounds; that’s depressing. Can y’all believe that?

I found myself on the levee by the Mississippi River. Pam, remember when I brought you that piece of driftwood from there? The last time I saw my father was in February 2022.

I've only recently come to fully appreciate his impact. A woman on Facebook recalled seeing him regularly at Russell's, expressing her sorrow upon hearing of his passing. He touched lives, often without us even realizing it. At 73, he relished life's simple pleasures and profound depths, especially the culinary delights of New Orleans. From the bustling tables of Russell's Marina Grill to R&O's Restaurant, he was a connoisseur of our city’s flavors.

Like my younger brother Nicholas said, our knowledge of New Orleans cuisine stems from him. From high-end restaurants to the humble Waffle House, he found joy in them all. It seems silly to be moved by memories of Waffle House, but they’re part of the rich tapestry of his life.

My father’s life was a blend of deep roots in New Orleans and adventurous escapades. From humorous run-ins with the Causeway Police to mistaken identity mix-ups during my European student visa application — I’m “Anthony Greig Roselli, Junior, not Senior,” I said. Several altercations during Dad's single nights led to his imprisonment in the Parish jail. I'll let you connect the dots...

Dad certainly brought interesting moments! Despite the distance when I lived in Europe, his calls and texts, often oblivious to time zones, kept us connected. “Dad, it's 3 AM here!” we'd laugh.

His Italian-American heritage infused him with a zest for life, bringing joy to all who knew him. His presence was felt everywhere, from Coffee's Boiling Pot in Madisonville, where I worked as a busboy, where he'd lovingly pester me for refills, to the St. Tammany Parish Public Library, where I also worked after school, he'd proudly announce to everyone in the quiet periodicals section, “I’m searching for my book-shelving son.”

His unwavering support for Nicholas Adam, Brad Michael, and myself was constant. Also, his close relationship with his older sister of nine years — Carol Roselli Fallo.

One of my fondest memories involves his friend Jane LaBarre. Dad took us to City Park, where we met Jane for the first time. I’m sure she thought we were feral cats. And what an adventure that turned out to be — including a daredevil escape from the train ride, much to the ‘amusement’ of everyone, including the police later searching for a "Caucasian male."

My father and I fishing at
Percy Quin State Park (circa 1984).

Dad had a way of turning moments into memories, often accompanied by laughter. But the song 'Cats in the Cradle' – it’s a song that now holds a deeper meaning for me.

And the cat's in the cradle and the silver spoon / Little boy blue and the man in the moon / ‘When you coming home, dad/son?’ ‘I don't know when / But we'll get together then / You know we'll have a good time then.’

[tears]

I was the son who moved away and did my own thing, which I believe was my father's gift to me, albeit a sad yet beautiful one. 

As we bid farewell to Anthony, let's celebrate his life not just with tears but with gratitude. He leaves a legacy in his children, grandchildren — Isabella and Ethan, his beloved family, many cousins, nieces, and nephews, and cherished friends — Susan, Danny, Jerry, Sharon, Michael Arevalo, and many more. His life was a tapestry of joy, love, and laughter, shared generously with all of us.

So, as we gather here, let’s cherish the memories, the laughter, and the love he shared with each of us. Let’s celebrate a life well-lived, a heart well-loved, and a man who will be deeply missed.

Thank you, Dad. We love you, and your spirit will always be with us. Yeah, you right.

[Laughter]

Oh gosh.

N.B.: Dad passed away on Thursday, January 11, 2024. The above eulogy, given on Friday, January 19, 2024, is a text in a slightly modified form. To hear the original eulogy, navigate to SoundCloud, where you can listen to the unvarnished version.

Obituary 

Anthony Greig Roselli, Sr., aged 73, passed away on Thursday, January 11, 2024. Cherished father of Brad Michael Roselli, Anthony Greig Roselli, Jr., and Nicholas Adam Roselli, who is married to Brooke B. Roselli. Beloved best friend of Jane LaBarre and her son Michael Arevalo. He was a devoted brother to Carol R. Fallo, a loving grandfather to Isabella and Ethan, and an uncle to many nieces and nephews. He was a proud retiree from the Shell Oil Company. Anthony will be fondly remembered for the warm friendships he nurtured at Russell's Marina Grill and Dixie Chicken and Ribs, where he was always greeted with open arms. Family, friends, and those who were touched by Anthony's life are warmly invited to join in commemorating his life. The funeral service will be held at Leitz-Eagan Funeral Home on Friday, January 19, 2024, from 1:00 pm to 3:00 pm. To share memories or condolences, please visit Leitz-Eagan Funeral Home.

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Things in My Type ‘B’ Classroom that just Makes Sense

Welcome to 'Things in My Type ‘B’ Classroom that Just Makes Sense,' a unique exploration of the unconventional yet harmonious world of a Type B classroom. In this post, we delve into the charmingly unorganized library, the intriguing 'Random Bowls,' and the essential first aid kit, each element artfully contributing to the distinctiveness of our learning environment. 

Discover how these seemingly haphazard items are not merely decorative but integral to our educational fabric, fostering an atmosphere of discovery and engagement. Join us as we celebrate the eclectic and purposeful arrangement that defines the spirit of a Type B classroom, where every item has a story and every corner a lesson.

In my Type Two classroom, a charmingly unorganized library coexists with a ‘Random Bowl’ and a first aid kit, nestled beside another ‘Random Bowl.’ Each element, though appearing haphazard, subtly underscores the distinctiveness of a Type B classroom. Here, an assorted collection of items isn’t just decorative; they’re integral, seamlessly weaving into the fabric of our learning space. This arrangement fosters an atmosphere where eclectic, unconventional elements find harmony and purpose, enhancing the sense of discovery and engagement in our educational journey.

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Personal Revelation: Happy Birthday Post (To Me!)

Today is my birthday. I will not reveal my age because you could do a quick Google search and figure it out for yourself. However, I feel young-ish. Happy birthday to me!

I won't reveal when this photograph was taken.

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🌱 Have you ever caught yourself apologizing for simply being who you are? Today, I had a powerful realization: I often say sorry when I'm my most authentic self. It's as if there's a part of me that wants to "correct" my behavior, to put me back in the "proper" place.

🔗 Why? Because that's how I was raised. Growing up, I was told—either explicitly or implicitly—that being "me" wasn't always acceptable. That showing my true colors was somehow a disruption, something to be muted or hidden away. 

🎭 We carry these learned behaviors into adulthood without even realizing it. They become automatic, a reflex. But the question is, why should we have to apologize for being authentic? Why should we dampen our own light?

🤔 It's time to break the cycle. Instead of apologizing for who I am, I'm choosing to embrace myself fully—quirks, idiosyncrasies, and all. After all, it's those very characteristics that make each of us unique, valuable, and irreplaceable.

✨ So if you've ever felt the need to apologize for being yourself, remember that you're not alone. But let's make a pact right now to stop saying sorry for being the amazing individuals we are. Because authenticity is something to celebrate, not apologize for.

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