CRITICAL THINKING HUMANITIES with John Trapasso
  • Home
  • In Brief
    • Why These Emails?
    • Course Key Facts
    • Resume
    • Purposes and Goals
    • Overview of My Program
  • Videos
  • Testimonials
    • Testimonials In Brief
    • Testimonials In Depth
    • Recommendations from Schools
    • Recommendations from Students
    • Recommendations from Parents
  • Student Work
    • 1. Learning Introduction
    • 2. Critical Thinking
    • 3. Questions and Answers
    • 4. Elements & Flow Charts to Develop Skills
    • 5. Analytical Essay Writing
    • 6. Expository Essays
    • 7. Narrative: Short Stories
  • Teaching
    • PART 1: Goals and Overview
    • A. Purpose and Goals
    • B. Overview of My Program
    • PART 2: Foundational Ideas
    • A. Faith In and Respect For Young Learners
    • B. Depth of Learning and Understanding
    • C. Assessment
    • D. Why a Humanities Program?
    • E. A Critical Thinking Classroom
    • PART 3: Learning, Thinking, and Skill Development
    • A. Learning
    • B. Critical Thinking
    • C. Discussion Skills
    • D. Reading Skills
    • E. Writing Skills
  • Career
    • Education and Teaching History
    • Resume
    • Studies and Volunteer Work 2002 - 2008
  • Courses
    • Courses and Curriculum
    • Details and Policies
  • Express Interest
  • Contact


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​​RECOMMENDATIONS FROM STUDENTS

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​“John Trapasso is the most memorable teacher of my early education. He is fascinated by and passionate about the subjects he teaches in the way that excites and focuses his students. Mr. Trapasso is deep thinking and generous with his contagious enthusiasm for learning. He is unusually intelligent, prepared, welcoming, commanding, funny, animated, caring and in it with all of his heart. He’s the best.”
  • Adrienne Fodor, San Francisco Day School Class of 1990

"John Trapasso left a lasting impact on the way I read, write, and contribute as a learner, professional, and human being. He was my teacher in seventh grade and was one of the most memorable teachers I've ever had. I remember so clearly the passion with which he taught. When we learned about the Mbutu Pygmies, he taught us to dive deeply into the text, to question what we were reading and consider different interpretations of what it might mean. That way of engaging in a book forever changed how I read going forward. Similarly, he taught us how to write an essay. I can remember so clearly learning from him about how to come up with a thesis and then use the essay to build out that thesis with detail and nuance. In college and in my career, I have used his basic teaching about writing that essay so many times. No matter what writing course I took after that (including several really great ones in college at Yale), his teaching always was my foundation. He also taught me how to contribute as a learner in a classroom, but also as a citizen of a group. He asked all of us to think about how our actions and words affected each other, to create space for those who might be marginalized or more quiet, and to speak up when we had something important to say. Those lessons have stayed with me for life." 
  • Louise Davis Langheier, San Francisco Day School Class of 1995

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  John Trapasso.  All Rights Reserved.  © 2021 
  • Home
  • In Brief
    • Why These Emails?
    • Course Key Facts
    • Resume
    • Purposes and Goals
    • Overview of My Program
  • Videos
  • Testimonials
    • Testimonials In Brief
    • Testimonials In Depth
    • Recommendations from Schools
    • Recommendations from Students
    • Recommendations from Parents
  • Student Work
    • 1. Learning Introduction
    • 2. Critical Thinking
    • 3. Questions and Answers
    • 4. Elements & Flow Charts to Develop Skills
    • 5. Analytical Essay Writing
    • 6. Expository Essays
    • 7. Narrative: Short Stories
  • Teaching
    • PART 1: Goals and Overview
    • A. Purpose and Goals
    • B. Overview of My Program
    • PART 2: Foundational Ideas
    • A. Faith In and Respect For Young Learners
    • B. Depth of Learning and Understanding
    • C. Assessment
    • D. Why a Humanities Program?
    • E. A Critical Thinking Classroom
    • PART 3: Learning, Thinking, and Skill Development
    • A. Learning
    • B. Critical Thinking
    • C. Discussion Skills
    • D. Reading Skills
    • E. Writing Skills
  • Career
    • Education and Teaching History
    • Resume
    • Studies and Volunteer Work 2002 - 2008
  • Courses
    • Courses and Curriculum
    • Details and Policies
  • Express Interest
  • Contact