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Mrs. Redner's Classroom

  • Leominster High School
  • Leominster, MA
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Past projects 11

  • Sensory Supports

    Funded Sep 30, 2021

    My students were elated to obtain the desk bands and fidgets. It has been an interesting month plus since students have returned to school. Fear of quarantine or the virus, as well as a disruptive 20 months has impacted my learners tremendously.

    Many of my students have fallen out of 'school behavior' expected mindsets and are struggling. Many of my students' anxieties are heightened. These fidgets help! Students appreciate being able to select something to play with and have a fidget band on their assigned desk. It does a world of good for them.

    Your donations have helped me help my students bond with me, with one another, and most importantly, feel safe in the classroom. Thank you for your generosity.”

    With gratitude,

    Mrs. Redner

  • "Long Way Down"

    Funded Jul 23, 2021

    The books have been vital to a successful start of my school year. I sent a photo to students and their parents/guardians ans have received encouraging feedback about attempts to have relatable characters and themes as well as accessible texts.

    My students are excited because they get brand new books with colorful illustrations that THEY can read INDRPENDENTLY. I am excited because the more "buy-in" I obtain from students, the more likely they are to re-engage with learning after what has been an incredibly challenging few years. Thank you again for your support!”

    With gratitude,

    Mrs. Redner

  • You Want Me To Read THAT?!

    Funded Dec 4, 2019

    Thank you kindly for assisting in the diversification of my classroom library! I have discussed the texts with students, and several are eager to begin exploring these texts! I am planning to use many of them as an independent reading opportunity and create a project around it with input from the students....

    I have lofty goals for these books. While they all may not be accomplished over the course of the year, they are fueling ideas for future years and units. Not that I have the texts, the opportunities are endless.

    One of my students took home a book to read. She is not "a reader" by any means, or, maybe I should say she would not have described herself as a reader in previous years.... mostly because the chosen novels never appealed to her. Thank you for opening doors to her and to other students!”

    With gratitude,

    Mrs. Redner

    This classroom project was brought to life by An anonymous classroom supporter and 9 other donors.
  • Empathy Through Meaningful Texts

    Funded Jun 19, 2019

    My students have just returned from summer break. They are apprehensive about who I am, what they will be "forced" to read, and the world. They are Sophomores, stuck in middle.

    I tried to alieviate the fears as best I could. I told them my rough plans for the year and that we would be getting colored comics (graphic novels sound more foreboding). My students were thrilled: more pictures, less reading. Then they realized that people care about them?! Thank you for showing my kids people care for them and their beliefs, their education and their world. Thank you for giving your time and for your financial investment in my students!”

    With gratitude,

    Mrs. Redner

  • Hey, Readers!

    Funded Jan 25, 2019

    My students are beyond excited to begin to read the books. The idea of new books, not PDFs or random tattered ones, is aiding their eagerness. I am excited to tie the unit into one on drug addiction. , I am researching ways to bring in these elements such that it isn't just another English lesson, but I can make a strong connection to every day life.

    One of my students heard about the book from another student (to whom I lent my copy a few months ago). I just found out that I have a bunch of students who have been contending with the impacts of addiction in their home lives. I knew this would be an important read for students, but I guess I didn't realize just how relevant it would be to just how many students.

    With this book I am hoping to increase student motivation and participation. The protagonist of the novel, the author, is growing up in a city about 20 minutes from us. I am hoping the recognition of landmarks, the thematic relevancy and the accessibility of the text (pictures!) will help my students really engage in the reading and in thoughtful discussions.”

    With gratitude,

    Mrs. Redner

    This classroom project was brought to life by Carol Kupers Whalen Memorial Fund and 7 other donors.
  • P.S. Author Connection

    Funded Mar 27, 2018

    My students are enjoying reading, P.S. I Miss You and have been working to develop questions that they can ask when they meet the author. It is interesting to hear them comment on the narrator, Evie, and make connections between her thoughts and their own experiences. As a teacher the book has allowed me to get to know my students and their backgrounds even better, which has been an awesome "plus" to the unit.

    My students are excited to learn more about how the author got the idea for the book, what her writing process was, and how she got the book published. We eagerly await her visit at the end of the month.”

    With gratitude,

    Mrs. Redner

    This classroom project was brought to life by Ripple and one other donor.
  • Bringing The WONDER Back to Reading

    Funded Mar 27, 2018

    I cannot stress how helpful the text has been for my students. My students have enjoyed access to accessible texts, wherein the main character is someone that they can relate to because he is different: he has struggles with his difference and he cannot hide the fact that he is different. My students see themselves as different, what they don't see is that their difference is okay. AS they have read Wonder, I am beginning to hear them understand and accept August for who he is. I am hoping that they can soon begin to make the connection between August's struggles and their own.

    My students have been reading the books in pairs and triads, commenting on the text and recording their conversations. I am seeing their learning in a whole new light. It has been awesome.”

    With gratitude,

    Mrs. Redner

    This classroom project was brought to life by Ripple and one other donor.
  • Socially Conscious Literature

    Funded Nov 27, 2017

    After months of using copied texts or free versions found online, my students were thrilled to see the glossy, hard cover copies of "All American Boys" grace the bookshelf near my desk. Several of my students have begun to check out the books, borrowing them and reading a few chapters here and there after completing other assignments.

    Many of my students have been struggling with ideas of racism and justice this year and have been surprised by the title of the book: to them "All American" means football. Thus I am very excited to launch this book in the spring semester: I want to help the students to think about our preconceived notions surrounding the title and race and to begin to think critically about the world they will soon inherit.

    Thank you so much for your generousness! It is very much appreciated!”

    With gratitude,

    Mrs. Redner

  • Cycling Through English Class

    Funded Sep 7, 2017

    Thank you ever so kindly for your contribution! I am finding that my students are self-selecting to use the pedal bikes, and they have made a huge difference in my students' abilities to regulate their energies and attention to the task at hand.

    When my students first saw the materials, their reactions ranged from, "Oh, cool!" to "What the...?!?!" Now that they have been in my room for a bit, however, they're part of the landscape and students pick the tools they need on the days they need them and get to work!

    One student in particular was very excited to see the bikes as she is one of my more hyper lovelies and really struggles to be in her seat to read or complete any kinds of assignments. School is really hard for her and her frustration tolerance is quite low. The pedal bikes have been so helpful to her, that we have a running joke in the class: I leave one by her desk and it's "hers." No one is allowed to touch this bike/desk. If anyone does, she assigns them a detention. While the joke is all in good fun, and no students have actually had a detention due to her need for a bike, it does drive home how paramount this tool has become to her education and ability to maintain her energies throughout the day.

    Thank you again for your kind donation!”

    With gratitude,

    Mrs. Redner

  • Slam Dunk Macbeth!

    Funded Apr 7, 2017

    I cannot being to thank you enough for your donations! The comic books and basketball hoops have been enormous assets to my classroom, and in turn, student learning.

    I opened the "Macbeth" comics with my students and had them look through them with the students. Immediately there was a significant increase in the level of interest and engagement in the text. Students began to ask questions, several of my students on the spectrum were beginning to understand and make comments such as, 'So Macbeth did....' and have a reaction to what they were reading. Other students have displayed an increase in simply understanding events in the text.

    The basketball hoop has been an awesome motivator. I play 'take a shot' to review the previous days events (they get a shot for every relevant question or detail). It also helps students encourage and support each other as I will have a kid catch the rebounds. This kid is able to pass it to his peers and thereby socialize and / or encourage them.

    "Macbeth" is a tough text to teach, but with your support, it has been made all the easier. THANK YOU THANK YOU THANK YOU for your generosity!”

    With gratitude,

    Mrs. Redner

    This classroom project was brought to life by Aspect Ventures and 8 other donors.
I teach Special Education English and Reading in an urban high school. My students come to me hating school as they need to move, but it's hard to read and write while running around! All of my students have IEPs for a variety of disabilities, including Specific Learning, Emotional/ Health (ADHD), and Intellectual. Many of my students try to be the first one in the door so they can grab a the well-loved wheeling office chair that I have for their use. I have noticed that many of the frequent contenders are students who struggle to focus either due to ADHD or simply having a bad day. The chair enables them to move around and fidget while still accomplishing the task at hand: to learn. My students do not want to be labeled; they want to be successful in school. They dream of attending college and having professional careers. I want to be able to provide all of them a tool to help them be able to attend to lessons and learn the skills to meet their awesome goals

About my class

I teach Special Education English and Reading in an urban high school. My students come to me hating school as they need to move, but it's hard to read and write while running around! All of my students have IEPs for a variety of disabilities, including Specific Learning, Emotional/ Health (ADHD), and Intellectual. Many of my students try to be the first one in the door so they can grab a the well-loved wheeling office chair that I have for their use. I have noticed that many of the frequent contenders are students who struggle to focus either due to ADHD or simply having a bad day. The chair enables them to move around and fidget while still accomplishing the task at hand: to learn. My students do not want to be labeled; they want to be successful in school. They dream of attending college and having professional careers. I want to be able to provide all of them a tool to help them be able to attend to lessons and learn the skills to meet their awesome goals

About my class

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