A couple of days ago I read an article written in 2003 by Dr. Sonia Nieto who at the time was a professor of Language, Literacy, and Culture in the Department of Teacher Education and Curriculum Studies at the University of Massachusetts in Amherst. The article entitled Profoundly Multicultural Questions came from the Educational Leadership Journal.
This article resonated with me because Dr. Nieto reminds us about what it means to provide an education that is both multicultural and equitable. Nieto that when the two are not linked, "we may end up with young people who feel good about themselves and their heritage but who have few skills to prepare them for life, or alternatively, who know how to do math and science and read, but who know little about their cultural backgrounds and are even ashamed and embarrassed by them."
Nieto also reminds us how critical culturally responsive pedagogy is for educators so that they view what diverse students bring to the classroom as assets rather than deficits. Yet, we must go further and address the inequities that exist in our schools that are reflected by low test scores, dropout rates, and other indicators, existing in every socioeconomic group.
One of the questions Nieto asks is, "Who's Teaching the Children?" She notes that those teachers working in poor urban schools tend to be those who are less experienced and less prepared. She notes that even though all educators can learn the attitudes and skills to be effective with our increasingly diverse student population. we need more diverse faculties. She mentions studies that have shown that having teachers of color in a school can promote the academic achievement of diverse learners...and at times, even white students.
What Nieto is teaching us through her article is that although there are benefits to teachers being more culturally responsive, we must never lose sight of the bottom line which is: student learning. Yet, student learning must never come about at the expense of a learner having to give up who she or he is. Both are critical if our diverse learners are to reach their potential and become productive and contributing members of society.
Friday, February 29, 2008
Thursday, February 28, 2008
"Playing" to the Level of Those Around Us
As I watched the Utah Jazz basketball team the other night lose horribly to one of the worst teams in the NBA I was reminded that all of us more often than not "play" to the level of those around us. Pondering on this brought to remembrance the following:
- If we want to become a better tennis player choose to play with those who are better than we are even though we always lose.
- Take the harder classes from the hardest teachers who push us to be and do more in order to learn more even though we may sacrifice an A and our grade point average.
- Choose peers who have high standards and strive for excellence as we usually attain the same academic level and character level as those around us.
- Seek out those things which are lovely, of good report, and praiseworthy--such as the best books that inspire us.
- Remember that less is more such as being willing to pay a higher price for quality even though it means we can afford less items.
- Seek out the best mentors who drive us to reach our potential.
Wednesday, February 27, 2008
Third Example of the "Americanization" Danger
In 2001 Dr. Carol L. Schmid wrote an article entitled Educational achievement language-minority students, and the new second generation. In this article she notes some disturbing research findings.
For example she mentions that Rumberger (1995) found that second-generation Mexican-Americans were less likely to drop out of school than were their third-generation counterparts, even though their SES (Socioeconomic status), on average, was lower. Driscoll's (1999) study of immigrant and native Latino youth found that U.S.-born students of U.S.-born parents were more than twice as likely to drop out of high school as were U.S.-born students with foreign-born parents. Furthermore, the third-generation sophomores in her sample were almost three times as likely to drop out as were the immigrant sophomores.
Although the exact cause (s) for this is unknown, Suarez-Orozco and Suarez-Orozco (1995) can provide some insight from what they found in the analysis of their comparison between recent Mexican immigrants and U.S-born Mexican Americans. They found from their primarily qualitative data that recent immigrants often have a "dual frame of reference." Such a frame of reference enabled the immigrants to believe their lives in the United States were markedly better than the lives they left behind. U.S.-born Mexican Americans who didn't have this dual frame of reference saw themselves as marginalized from the dominant culture so they strived to identify with the "dominant American paradigm of adolescent ambivalence." This resulted in recent Mexican immigrants being more achievement oriented than U.S.-born Mexican Americans.
In other words, striving to become "Americanized" resulted in lower academic achievement.
For example she mentions that Rumberger (1995) found that second-generation Mexican-Americans were less likely to drop out of school than were their third-generation counterparts, even though their SES (Socioeconomic status), on average, was lower. Driscoll's (1999) study of immigrant and native Latino youth found that U.S.-born students of U.S.-born parents were more than twice as likely to drop out of high school as were U.S.-born students with foreign-born parents. Furthermore, the third-generation sophomores in her sample were almost three times as likely to drop out as were the immigrant sophomores.
Although the exact cause (s) for this is unknown, Suarez-Orozco and Suarez-Orozco (1995) can provide some insight from what they found in the analysis of their comparison between recent Mexican immigrants and U.S-born Mexican Americans. They found from their primarily qualitative data that recent immigrants often have a "dual frame of reference." Such a frame of reference enabled the immigrants to believe their lives in the United States were markedly better than the lives they left behind. U.S.-born Mexican Americans who didn't have this dual frame of reference saw themselves as marginalized from the dominant culture so they strived to identify with the "dominant American paradigm of adolescent ambivalence." This resulted in recent Mexican immigrants being more achievement oriented than U.S.-born Mexican Americans.
In other words, striving to become "Americanized" resulted in lower academic achievement.
Tuesday, February 26, 2008
Another Sad Commentary On Becoming Americanized
Dr. June Gordon found that as a general rule, the longer Hispanics are in the U.S. the less respect they have for education.
It seems that even though Hispanics, especially new immigrants, hold teachers and education in high esteem, but the longer they are in the U. S. and start to be infiltrated with American values, the less respect both Hispanic parents and students have.
It's important to understand that the lack of respect for education and teaching as a profession is an American phenomenon. Therefore, in an immigrant's desire to adapt to the American life they adopt the attitudes and values of the mainstream which translates into the fact that the more they become like the dominant culture the less respect they have for education and teachers. In other words, they are reflecting back the American mainstream's attitude.
Again as Pogo would say, "We have met the enemy...and he is us."
It seems that even though Hispanics, especially new immigrants, hold teachers and education in high esteem, but the longer they are in the U. S. and start to be infiltrated with American values, the less respect both Hispanic parents and students have.
It's important to understand that the lack of respect for education and teaching as a profession is an American phenomenon. Therefore, in an immigrant's desire to adapt to the American life they adopt the attitudes and values of the mainstream which translates into the fact that the more they become like the dominant culture the less respect they have for education and teachers. In other words, they are reflecting back the American mainstream's attitude.
Again as Pogo would say, "We have met the enemy...and he is us."
Monday, February 25, 2008
The Danger of Becoming Americanized
It is a sad commentary that the more "Americanized" Hispanic immigrants become, the more problems they experience. For example, a new study by Robert Sampson from Harvard that was recently released reveals that first-generation immigrants are more likely to be law-abiding than third-generation Americans of similar socioeconomic status.
Sampson mentions the phenomenon sociologists call the "Latino paradox" which is that even though Hispanic immigrants come into this country with low resources and high poverty which are related to a high propensity for violence do better on a range of social indicators than either Blacks or Whites.
In fact, Sampson was surprised to discover that a person's immigrant status emerged as a stronger indicator of a dispropensity to violence than any other factor, including poverty, ethnic background, and IQ. First-generation immigrants are 45 percent less likely to commit violence than third-generation immigrants, and second-generation immigrants are about 22 percent less likely to do so than the third-generation. Mexican-Americans were the least violent among those studied.
Another important finding of the study was that neighborhoods matter. Sampson said, "Kids living in neighborhoods with a high concentration of first-generation immigrants have lower rates of violence" going on to say, "even if they aren't immigrants themselves."
This data from Sampson that indicate that as immigration increases, "the culture of violence is diluted," should remind all of us that immigration is not our country's #1 enemy. Once again we're reminded of Walter Kelly's Pogo who tells us, "We have met the enemy...and he is us."
Sampson mentions the phenomenon sociologists call the "Latino paradox" which is that even though Hispanic immigrants come into this country with low resources and high poverty which are related to a high propensity for violence do better on a range of social indicators than either Blacks or Whites.
In fact, Sampson was surprised to discover that a person's immigrant status emerged as a stronger indicator of a dispropensity to violence than any other factor, including poverty, ethnic background, and IQ. First-generation immigrants are 45 percent less likely to commit violence than third-generation immigrants, and second-generation immigrants are about 22 percent less likely to do so than the third-generation. Mexican-Americans were the least violent among those studied.
Another important finding of the study was that neighborhoods matter. Sampson said, "Kids living in neighborhoods with a high concentration of first-generation immigrants have lower rates of violence" going on to say, "even if they aren't immigrants themselves."
This data from Sampson that indicate that as immigration increases, "the culture of violence is diluted," should remind all of us that immigration is not our country's #1 enemy. Once again we're reminded of Walter Kelly's Pogo who tells us, "We have met the enemy...and he is us."
Sunday, February 24, 2008
Dispelling Hispanic Myth
The Miami Herald quotes Roy Romer, former Colorado governor, "A poll presented at a National Council of La Raza meeting [2007] showed education ranks as the most important issue for Hispanic voters."
The article notes that a poll of 1000 interviewed Hispanic voters in the United States sponsored by Strong American Schools and the National Council of La Raza found that Hispanic voters consider education a more important issue than the other top four issues--war in Iraq, healthcare, jobs, and immigration. Their top education concerns were high drop out rates for Hispanic students and students not receiving enough support at school.
This information obviously dispels the myth that Hispanics don't care about education.
The article notes that a poll of 1000 interviewed Hispanic voters in the United States sponsored by Strong American Schools and the National Council of La Raza found that Hispanic voters consider education a more important issue than the other top four issues--war in Iraq, healthcare, jobs, and immigration. Their top education concerns were high drop out rates for Hispanic students and students not receiving enough support at school.
This information obviously dispels the myth that Hispanics don't care about education.
Saturday, February 23, 2008
An African American's Africa Experience
A colleague of mine in my BYU doctoral program, Sylvia Finlayson, brought to my attention during a conversation we were having a book called Out of America by Keith B. Richburg written in 1997. Even though I have not read the whole book, yet, I did read a review of the book by Wolf Roder. The contents of this "blog post" are based on that review.
Richburg has been a foreign correspondent for the Washington Post and has won several awards for his international reporting. From 1991-4 he was assigned to Africa and based in Nairobi. Being an African-American who had grown up in Detroit and knowing what it means to be Black in America Richburg was filled with excitement to be able to return to the land of his forefathers.
Although Richburg was hopeful that he would find much good in Africa, but as he "covers the coups, the wars, the massacres, from Liberia to Somalia, he comes to cherish his America heritage more and more." Even though remembrances of the atrocities of the slave trade are painful to recall, Richburg contemplates on what his life might have been like in Africa if the slave trade had not occurred. He comes to realize that he could be one of those anonymous bodies dumped into a mass grave.
Because of Richburg's Africa experience he comes to the conclusion that "he can only bless those unsung ancestors of his who survived capture, the middle passage, and the auction block to become Americans."
My personal comment: In spite of America's dark history as well as the racism and prejudice that continues today, the greatest hope for all people to eventually enjoy true freedom and rights lies within the borders of the United States of America.
Reference
Roder, Wolf (1997). Retrieved February 22, 2008 from the World Wide Web, www.unc.edu/~ottotwoRoderreview.html
Richburg has been a foreign correspondent for the Washington Post and has won several awards for his international reporting. From 1991-4 he was assigned to Africa and based in Nairobi. Being an African-American who had grown up in Detroit and knowing what it means to be Black in America Richburg was filled with excitement to be able to return to the land of his forefathers.
Although Richburg was hopeful that he would find much good in Africa, but as he "covers the coups, the wars, the massacres, from Liberia to Somalia, he comes to cherish his America heritage more and more." Even though remembrances of the atrocities of the slave trade are painful to recall, Richburg contemplates on what his life might have been like in Africa if the slave trade had not occurred. He comes to realize that he could be one of those anonymous bodies dumped into a mass grave.
Because of Richburg's Africa experience he comes to the conclusion that "he can only bless those unsung ancestors of his who survived capture, the middle passage, and the auction block to become Americans."
My personal comment: In spite of America's dark history as well as the racism and prejudice that continues today, the greatest hope for all people to eventually enjoy true freedom and rights lies within the borders of the United States of America.
Reference
Roder, Wolf (1997). Retrieved February 22, 2008 from the World Wide Web, www.unc.edu/~ottotwoRoderreview.html
Friday, February 22, 2008
Is Good Educational Research an Oxymoron?
As I struggled in a statistics class to learn the language of statistics I came to appreciate the value of statistics and learned that if used properly it can provide us with very useful information when making decisions.
Also, the rigor professors required when writing papers for my doctorate classes has given me an inkling of the time, energy, and money researchers invest in order to help us make wise educational decisions.
Therefore, I am saddened when people discount what statistics and research reveal and make accusations that they are twisted to support one's own point of view. Unfortunately, that does happen, but that would be shoddy research that should be rejected. Yet, if in this process all research is rejected, much excellent scholarly research will be rejected that could benefit learners.
Not only does discounting scholarly research cause us to miss out on some valuable information, it also causes us (and our learners!) to lose too much precious time while we are busy reinventing the wheel.
A problem that we face concerning excellent scholarly research is that we have considerable evidence that those who need to read the results of these studies rarely see them or if they do, they don't heed them. In other words, the bulk of the research results never makes it to the classroom. When practitioners don't attend research conferences and researchers don't attend conferences for practitioners, a disconnect is perpetuated that must not be allowed to exist. The disconnect is exacerbated by the fact that researchers most often only publish their findings in educational journals that a high percentage of practitioners seldom read.
As long as educators, policy makers, and the general community regard good educational research as an oxymoron and use that as an excuse to not give credence or heed to the findings of excellent scholarly research, “quick fixes” and “silver bullets” with no long term benefits for student achievement will continue to be implemented.
Until this disconnect challenge is addressed and resolved we will continually be spinning our wheels and our learners will not be receiving the best education they need and deserve.
Also, the rigor professors required when writing papers for my doctorate classes has given me an inkling of the time, energy, and money researchers invest in order to help us make wise educational decisions.
Therefore, I am saddened when people discount what statistics and research reveal and make accusations that they are twisted to support one's own point of view. Unfortunately, that does happen, but that would be shoddy research that should be rejected. Yet, if in this process all research is rejected, much excellent scholarly research will be rejected that could benefit learners.
Not only does discounting scholarly research cause us to miss out on some valuable information, it also causes us (and our learners!) to lose too much precious time while we are busy reinventing the wheel.
A problem that we face concerning excellent scholarly research is that we have considerable evidence that those who need to read the results of these studies rarely see them or if they do, they don't heed them. In other words, the bulk of the research results never makes it to the classroom. When practitioners don't attend research conferences and researchers don't attend conferences for practitioners, a disconnect is perpetuated that must not be allowed to exist. The disconnect is exacerbated by the fact that researchers most often only publish their findings in educational journals that a high percentage of practitioners seldom read.
As long as educators, policy makers, and the general community regard good educational research as an oxymoron and use that as an excuse to not give credence or heed to the findings of excellent scholarly research, “quick fixes” and “silver bullets” with no long term benefits for student achievement will continue to be implemented.
Until this disconnect challenge is addressed and resolved we will continually be spinning our wheels and our learners will not be receiving the best education they need and deserve.
Thursday, February 21, 2008
The Truth About the Chinese Fortune Cookie
When teaching a multicultural class to some BYU students I gave students a Chinese fortune cookie and told them the story of the cookie to emphasize how important it is not to make assumptions about a culture.
I use the Chinese fortune cookie because we assume they are Chinese in origin. After all, every Chinese restaurant gives us the treat along with the restaurant bill. Yet, the fortune cookie, like chop suey, is a U.S. invention. After much controversy as to exactly when and where they originated in the U.S., it was finally ruled in a 1983 courtroom that San Francisco is the homeland of fortune cookies.
Until recently, fortune cookies were virtually unknown in China. In 1993, Wonton Food Company began producing the treats in China. Yet, sales have not been as high as expected perhaps because baked goods in China are generally lower in sugar.
Despite the controversy over where and when fortune cookies originated, the small paper messages inside them continue to intrigue and fascinate many of us. I've even saved some and taped them in my journal or carried them around with me.
For this reason it is not surprising that an educator, whose name I can no longer remember, encouraged us in a conference speech to write what message we would like to read inside of a fortune cookie in five years describing our professional status. Then we should go about doing what we can to make that message a reality.
Since hearing this speech I've gone through at least 2 five year cycles writing my own fortune cookie message. I highly recommend this powerful way to write our own future.
I use the Chinese fortune cookie because we assume they are Chinese in origin. After all, every Chinese restaurant gives us the treat along with the restaurant bill. Yet, the fortune cookie, like chop suey, is a U.S. invention. After much controversy as to exactly when and where they originated in the U.S., it was finally ruled in a 1983 courtroom that San Francisco is the homeland of fortune cookies.
Until recently, fortune cookies were virtually unknown in China. In 1993, Wonton Food Company began producing the treats in China. Yet, sales have not been as high as expected perhaps because baked goods in China are generally lower in sugar.
Despite the controversy over where and when fortune cookies originated, the small paper messages inside them continue to intrigue and fascinate many of us. I've even saved some and taped them in my journal or carried them around with me.
For this reason it is not surprising that an educator, whose name I can no longer remember, encouraged us in a conference speech to write what message we would like to read inside of a fortune cookie in five years describing our professional status. Then we should go about doing what we can to make that message a reality.
Since hearing this speech I've gone through at least 2 five year cycles writing my own fortune cookie message. I highly recommend this powerful way to write our own future.
Wednesday, February 20, 2008
What Are They Thinking?!?
Even though a recent audit shows that over the last seven years schools were given $460 million by the Utah legislature to reduce class size, class sizes in Utah have not been lowered. Now a new bill has passed committee this year to give schools another $26 million to reduce class size in K-3.
Why would legislation be supported that gives more money towards something in a way that has so far been an unsuccessful effort? Has the situation miraculously changed?
The seriousness of this decision becomes more acute when we are told that even though the audit found that districts were likely using the previous $46 million correctly, most didn't specifically track where the dollars went. This is appalling.
This bill is extremely flawed for the following reasons:
Reason #1: Before giving money to schools, each school should have a comprehensive strategic plan on how it is going to improve academic achievement, especially for those students in greatest need. The plan needs to be based on research. It also needs to include the funds that will be needed to implement each part of the plan giving a rationale as to why this particular implementation would be the most cost effective.
Reason #2: An evaluation component needs to be required to show that resources are achieving the desired outcome which must be student achievement. For example, if class size reduction was part of the plan, the effectiveness of the plan wouldn't be determined by the class size reduction in the school but by the academic achievement of the students. In other words, the end goal, not the means to the end is what is most important.
Not only is this bill putting the cart before the horse--giving money before there is a plan--but it has made class size reduction, not student achievement, the ultimate goal.
Why would legislation be supported that gives more money towards something in a way that has so far been an unsuccessful effort? Has the situation miraculously changed?
The seriousness of this decision becomes more acute when we are told that even though the audit found that districts were likely using the previous $46 million correctly, most didn't specifically track where the dollars went. This is appalling.
This bill is extremely flawed for the following reasons:
Reason #1: Before giving money to schools, each school should have a comprehensive strategic plan on how it is going to improve academic achievement, especially for those students in greatest need. The plan needs to be based on research. It also needs to include the funds that will be needed to implement each part of the plan giving a rationale as to why this particular implementation would be the most cost effective.
Reason #2: An evaluation component needs to be required to show that resources are achieving the desired outcome which must be student achievement. For example, if class size reduction was part of the plan, the effectiveness of the plan wouldn't be determined by the class size reduction in the school but by the academic achievement of the students. In other words, the end goal, not the means to the end is what is most important.
Not only is this bill putting the cart before the horse--giving money before there is a plan--but it has made class size reduction, not student achievement, the ultimate goal.
Tuesday, February 19, 2008
Words Matter
Although 2008 presidential candidate Barack Obama admits that maybe he should have given his longtime friend and ally, Massachusetts Governor Deval Patrick, credit for the lines he used at his Milwaukee's Founder's Day Dinner on February 16th shouldn't take away from the point Obama was making: Words matter!
What Obama said: "Don't tell me words don't matter! 'I have a dream.' Just words. 'We hold these truths to be self-evident that all men are created equal.' Just words. "We have nothing to fear but fear itself.' Just words. Just speeches. It's true that speeches don't solve all problems, but what is also true is if we cannot inspire the country to believe again than it doesn't matter how many policies and plans we have... Don't tell me that words don't matter."
Words have power. They can inspire, motivate, encourage, and even challenge us to be better and to take action. Great leadership historically has been about people who could put language to use to do just that.
All of us who want to inspire change must learn to use words in a powerful way--in our speaking and writing.
What Obama said: "Don't tell me words don't matter! 'I have a dream.' Just words. 'We hold these truths to be self-evident that all men are created equal.' Just words. "We have nothing to fear but fear itself.' Just words. Just speeches. It's true that speeches don't solve all problems, but what is also true is if we cannot inspire the country to believe again than it doesn't matter how many policies and plans we have... Don't tell me that words don't matter."
Words have power. They can inspire, motivate, encourage, and even challenge us to be better and to take action. Great leadership historically has been about people who could put language to use to do just that.
All of us who want to inspire change must learn to use words in a powerful way--in our speaking and writing.
Monday, February 18, 2008
Making the "rule of law" a god
In my state of Utah we have legislators who justify sponsoring and voting in favor of anti-immigration laws because of their respect and commitment to the "rule of law." Although I, too, understand and value the "rule of law" principle, I become very nervous when it is made a "god." Putting so much stock in man-made laws can be harmful and even dangerous. Looking at all the silly, dumb, and stupid, not to mention the unjust and even unconstitutional, laws that have not only been on the books, but still are, should make all of us more than a little leery of putting all our eggs in the rule of law basket when making decisions.
Sunday, February 17, 2008
Rising Above the Clouds
Yesterday I received an email from a friend, Janet Christensen, who is serving with me in a group that is focused on improving the academic achievement of Hispanic learners. Her words, "It is wonderful to be part of a group that seeks to rise above the clouds and help others get out of the clouds as well" made me realize that this is what we need to do. It is only by rising above the clouds that we can see the bigger picture and gain a broader perspective.
Rising above the clouds will also help us not get caught up in all the chaos taking place around us. On an After Words broadcast where Akbar Ahmed interviewed Mark Siegel, longtime friend and former speechwriter who helped Benazir Bhutto write Reconciliation, spoke of the glow Bhutto seemed to have about her in spite of the chaos as well as threats to her life. In other words, because of her focus on a higher purpose she was able to transcend what was happening around her.
Herndon L. Davis who is an author, lecturer, and TV Host gives us some insights into Bhutto's life that can be an example for us as we advocate for Hispanic learners. Davis said of her, "Bhutto could have easily remained safely in self-imposed exile. She could have kept a low profile and remained an observer....But instead Benazir Bhutto chose to become the change that she wanted to see for her country....She allowed her life to be used as a tool for a greater purpose, a greater cause and for a greater calling...Further Bhutto knew that her life was symbolic as a living example of patience, idealism, faith, and determination. (italics mine).
We, too, must not give up the fight for our Hispanic learners even though we are attacked on every side and in spite of the fact that we may not see the fruits of our labor. It never was about us anyway as Mother Theresa's words remind us.
Rising above the clouds will also help us not get caught up in all the chaos taking place around us. On an After Words broadcast where Akbar Ahmed interviewed Mark Siegel, longtime friend and former speechwriter who helped Benazir Bhutto write Reconciliation, spoke of the glow Bhutto seemed to have about her in spite of the chaos as well as threats to her life. In other words, because of her focus on a higher purpose she was able to transcend what was happening around her.
Herndon L. Davis who is an author, lecturer, and TV Host gives us some insights into Bhutto's life that can be an example for us as we advocate for Hispanic learners. Davis said of her, "Bhutto could have easily remained safely in self-imposed exile. She could have kept a low profile and remained an observer....But instead Benazir Bhutto chose to become the change that she wanted to see for her country....She allowed her life to be used as a tool for a greater purpose, a greater cause and for a greater calling...Further Bhutto knew that her life was symbolic as a living example of patience, idealism, faith, and determination. (italics mine).
We, too, must not give up the fight for our Hispanic learners even though we are attacked on every side and in spite of the fact that we may not see the fruits of our labor. It never was about us anyway as Mother Theresa's words remind us.
Saturday, February 16, 2008
Will Legislators Get the Message?
Because of the LDS church's strict policy of political neutrality on all but what it considers to be an important moral issue, it would be wise to listen when the church chooses to speak.
Even though other churches in Utah had been taking a stand on 2008 Utah legislative bills in regards to immigration, many were hoping that the LDS church would also speak out because of the fact that it is the predominant religion in Utah. Those hoping and even praying for this were not only LDS people, but many non-LDS people as well.
Recently Elder Marlin Jensen did speak out at a symposium held on Wednesday night (2/13/08)at Westminster College. He emphasized at this symposium that he was not speaking solely for himself, but that he had been sent by the LDS First Presidency and was speaking on its behalf. It is extremely important to keep this in mind when considering his following statements:
Even though other churches in Utah had been taking a stand on 2008 Utah legislative bills in regards to immigration, many were hoping that the LDS church would also speak out because of the fact that it is the predominant religion in Utah. Those hoping and even praying for this were not only LDS people, but many non-LDS people as well.
Recently Elder Marlin Jensen did speak out at a symposium held on Wednesday night (2/13/08)at Westminster College. He emphasized at this symposium that he was not speaking solely for himself, but that he had been sent by the LDS First Presidency and was speaking on its behalf. It is extremely important to keep this in mind when considering his following statements:
- "slow down, step back and carefully study and assess the implications and human costs involved."
- "with decisions handing in the balance that have such significant consequences, I believe a more thoughtful...not to mention humane, approach is warranted."
- "immigration questions are questions dealing with God's children," and legislators should "measure twice before they cut."
- "The church's view of someone in undocumented status is akin, in a way, to a civil trespass," relating it to coming on someone's property uninvited. "There is nothing inherent or wrong about that status."
....and Elder Jensen's asking Utah lawmakers to consider proposed immigration legislation with a "spirit of compassion" and to use a more "thoughtful and factual, not to mention humane, approach" to the issues.
Elder Jensen also noted that immigration is not only a political issue but a moral and ethical one as well.
Elder Jensen's remarks came on the heels of a January 11th meeting that a group of lawmakers had held with LDS Apostle M. Russell Ballard and other LDS Church officials. Rep. David Litvack said, "The basic message was that we need to step back, not be so reactive, and let cooler heads prevail." Even though the LDS church remains neutral on the specific action that should be taken on immigration legislation the message was that lawmakers need to listen once again because the legislation could be disastrous for new arrivals, hard-working and generally law-abiding individuals who, like all of our ancestors, are in search of a better life, and make our state a better place.
It is also important to note that Elder M. Russell Ballard is a member of the Alliance for Unity which is a group of civic, business and religious leaders that has taken a strong stand against the bill that would repeal the current law that allows undocumented students to pay in-state tuition in Utah's colleges and universities. Dr. Alexander Morrison, the leader of this group and an emeritus LDS general authority, said, "We are concerned about not wanting to take away the American dream from these kids, and these kids had come to America as little youngsters, as 2-or3-year olds, many of them, and how can you blame the sins, if there be sins, of their parents on their shoulders?"
The Alliance as a group states, "In our view, making a college education unaffordable to students simply discourages them and will result in their making less than the best of their intelligence and talents."
Dave Ure, the former representative who sponsored this tuition law said that because Congress will eventually have to act on immigration, "it is very short-sighted to repeal this bill."
Taking into consideration all these statements, and especially the timing of them, seem to indicate that the church has some concerns about the direction of some current state immigration legislation. Therefore, it is quite disconcerting and heart breaking at how some legislators, especially LDS legislators, are rationalizing and justifying immigration bills on the table saying such things as:
- "We have taken a very cautious approach." Dave Clark
- "They're [church leaders] just asking us to be deliberate in our process. We are living up to that." Rep. Dave Clark
- "they [church leaders] really want us to remember the human element" when debating the illegal immigration issues. "I do not see anything in this comment that says do not respect the rule of law." "We need to be compassionate but also remember the rule of law."Senator John Valentine
- "I don't know if we are compassionate if we ignore the law." Rep. Glenn Donnelson
- "I don't think there's any lack of compassion. I don't think anyone is rushing to judgment." Senator Margaret Dayton
I am wondering as Michael Clara is when he says, "I'm just wondering why legislators don't get the message."
It also seems that putting aside all immigration proposals and instead supporting Senate Bill 97 being sponsored by Sen. Scott Jenkins that would create a bipartisan "immigration task force" would mesh well with what cool and calm heads are suggesting and advising. Duane Cardall in his Editorial on February 15, 2008 reminds us that this measure has received strong support from Utah's business, manufacturing, and agricultural communities as they realize the unintended negative effect much of the state-based immigration reform could have on the state's economy.
If legislators will rise above all the emotion and rhetoric, exercise some humility, and really take to heart the wise counsel that is being suggested from a variety of arenas, they can concentrate on more important matters and not waste time addressing immigration issues that Congress will need to eventually address...and once they are addressed could very well nullify anything the state now decides.
Friday, February 15, 2008
What's Our Common Ultimate Goal?
Some comments were made in my BYU Ed Leadership law class last night in regards to multicultural education, specifically in regards to our Hispanic learners that have caused me to do some reflecting. I was reminded how important it is to keep in mind the goal we want to achieve for that goal or that vision should then influence all our decisions.
I'm beginning to sense that the reason we can't all agree upon what to do to improve the academic achievement of our Hispanic learners in particular is because we don't have a vision or if we do, we don't have a common one. That is the first hurdle we need to overcome.
If our goal is to improve the academic achievement of Hispanic learners then:
I'm beginning to sense that the reason we can't all agree upon what to do to improve the academic achievement of our Hispanic learners in particular is because we don't have a vision or if we do, we don't have a common one. That is the first hurdle we need to overcome.
If our goal is to improve the academic achievement of Hispanic learners then:
- It's not a "crutch" to provide Hispanic learners with bilingual education and other effective strategies and methods that research has proven works for them. (See NOTE below)
- It's not wrong for educators to focus on how best to teach groups of children as well as individual children. That is the role of an educator.
- It's important to focus on what students need to learn to realize the American dream and to have the skills and knowledge to be a contributing member of America's democratic society.
While improving the academic achievement of Hispanic learners is a worthy goal it is important to never forget the ultimate goal of education which is to build character. Academic achievement will be of little use to our Hispanic learners as well as all learners if all the knowledge and credentials accumulated don't make them better people.
NOTE:
Four studies published in the last two years. Number 4 is from the US government report.
1. Slavin, R. and Cheung, A. 2005. A synthesis ofresearch of reading instruction for English languagelearners, Review of Educational Research 75(2):247-284.
2. Rolstad, K., Mahoney, K., & Glass, G. 2005. The bigpicture: A meta-analysis of program effectivenessresearch on English language learners. EducationalPolicy 19(4): 572-594.
3. Genesse, F., Lindolm-Leary, K., Saunders, W., andChristian, D. 2005. English Language Learners in U.S.Schools: An Overview of Research. Journal ofEducation for Students Placed at Risk, 10(4), 363–385.
4. Francis, D., Lesaux, N., & August, D. 2006.Language of instruction, In D. August & T. Shanahan,(Eds.) Developing literacy in second-languagelearners, pp. 365-413. Mahwah, NJ: Lawrence Erlbaum.
Thursday, February 14, 2008
The Wisdom of the Cheshire Cat
The Cheshire Cat Message
"Which road should I take?" she asked the cat.
"Where do you want to go?" the cast asked helpfully.
"I don't know," admitted Alice.
"Then," advised the cat, "any road will take you there."
A conversation between Alice and the Cheshire Cat in Alice in Wonderland
Lewis Carroll
So many people are so extremely busy--most often busy doing good things. The Savior himself "went about doing good..." (Acts 10:38). The Savior also had a vision--a purpose for his doing--and that was "to bring to pass the immortality and eternal life of man" (Moses 1:39). Having a vision allowed him to not only do good but also to stay focused on choosing to do the best things amongst all the good things he could be doing.
Without a vision we can be busy doing many good things and never see results. In fact, we won't even know if we have arrived at a desired result. If we don't have a vision of where we want to be--what we want to accomplish--, any road filled with good things will take us to some place although it might not be the best place.
Wednesday, February 13, 2008
Our Own Personal "Hotel Rwanda"
On January 29, 2008 Paul Rusesabagina was BYU's forum speaker. Rusesabagina --often referred to as the Oskar Schindler of Africa--is the former general manager of the Mille Collines Hotel Rwanda which was made famous in the movie Hotel Rwanda. For 70 days in 1994 Rusesabagina sheltered refugees in this hotel saving the lives of 1200 people.
It is important to remember that these 1200 people were from a different ethnic group than Rusesabagina--people who were being called "cockroaches." Yet Rusesabagina was willing to be called a traitor and to risk losing his own life for them by standing against the prejudice and senseless violence. He felt that it wasn't the majority of people who hated each other so much as it was poor leadership that took advantage of differences in order to divide and conquer.
In his message at BYU he taught the importance of the following that he learned from his own experience:
It is important to remember that these 1200 people were from a different ethnic group than Rusesabagina--people who were being called "cockroaches." Yet Rusesabagina was willing to be called a traitor and to risk losing his own life for them by standing against the prejudice and senseless violence. He felt that it wasn't the majority of people who hated each other so much as it was poor leadership that took advantage of differences in order to divide and conquer.
In his message at BYU he taught the importance of the following that he learned from his own experience:
- Dialogue: "The only thing that can bring people together is dialogue." "Instead of fighting violence and war with more violence, people should strive to increase dialogue." "Words can be the best weapon or the worst weapon in the human being's arsenal." "Whoever opens his or her mouth and is willing to discuss with you, you will always come up with an agreement. You will always come up with a compromise depending on how you deal with the situation." "As long as people don't consider each other, they will never get anywhere. As long as people are fighting for power...they will never get anywhere." Use verbal skills instead of resorting to violence.
- Hope: Never give up on hope.
- Stand up: "Stand up and do whatever you can to save the situation of the world." "Don't stand by. You can do something." "We should be aware of the problems and find our own solutions."
Rusesabagina entitled his presentation "Hotel Rwanda: A story yet to be told" because the story isn't over yet. Each of us can do our small part in making it a better story than it otherwise would be--not only for Rwanda but for our own corner of the world as well. As Rusesabagina says, "Whenever we think this is the end, I tell you, it is never the end. God always has a way to save his people."
Tuesday, February 12, 2008
Don't Be A Lobster
Yesterday I received an email from a dear Hispanic friend in response to a group we have formed to advocate for the improvement of the academic achievement and graduation rate of Hispanic learners. Her words, "To be honest I have so much hope that this project can bring the unity that is missing that I am even scared at my dream. I am trying not to get excessively excited since I know challenges will come but I have prayed for a long time asking for a miracle," touched my heart.
The word unity stood out. Not only do we need to unite across racial, gender, age, ethnic, and other boundaries, but there also needs to be more unity within. It has broken my heart to see the fighting and accusations that I have witnessed within the Hispanic community in my community.
I'm reminded of a story about lobsters in an open tank in a restaurant. A guest to the restaurant questioned the waiter about why the lobsters didn't crawl out of the tank and escape. The waiter answered that that would never happen because as soon as one lobster started to crawl out, other lobsters would pull him back down. Although we think of lobsters as solitary beings, they are really extremely social---They also hate each other. They are always kicking each other and fighting. Even worse, they are cannibals--they will eat each other!
Barclay says, "It is indeed, more difficult to congratulate another on his success, especially if his success involves disappointment to us, than it is to sympathize with his sorrow and his loss" and Maclaren adds, "To 'rejoice with those that do rejoice' makes a greater demand on unselfish love than to 'weep with those that weep,' because envy is apt to creep in and mar the completeness of joy."
Haven't we all witnessed people who make incredible sacrifices to reach out to those who are suffering who at the same time hurl ugly and painful accusations at those who are succeeding. How sad!
Way too often successful Blacks are called Oreos and successful Hispanics are called Coconuts--"acting white." Whites are not immune to their own kind of name calling. It is critical that we get past this kind of name calling if we are to help our young people of all ethnic backgrounds to enjoy the American Dream. In other words, we must unite and become one in our efforts.
It is also important to remember the words of Marianne Williamson:
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light that most frightens us. We ask ourselves, 'Who am I to be brilliant, gorgeous, talented, fabulous?' Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There's nothing enlightened about shrinking so that others won't feel insecure around you. We are all meant to shine as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we're liberated from our own fear, our presence automatically liberates others."
The word unity stood out. Not only do we need to unite across racial, gender, age, ethnic, and other boundaries, but there also needs to be more unity within. It has broken my heart to see the fighting and accusations that I have witnessed within the Hispanic community in my community.
I'm reminded of a story about lobsters in an open tank in a restaurant. A guest to the restaurant questioned the waiter about why the lobsters didn't crawl out of the tank and escape. The waiter answered that that would never happen because as soon as one lobster started to crawl out, other lobsters would pull him back down. Although we think of lobsters as solitary beings, they are really extremely social---They also hate each other. They are always kicking each other and fighting. Even worse, they are cannibals--they will eat each other!
Barclay says, "It is indeed, more difficult to congratulate another on his success, especially if his success involves disappointment to us, than it is to sympathize with his sorrow and his loss" and Maclaren adds, "To 'rejoice with those that do rejoice' makes a greater demand on unselfish love than to 'weep with those that weep,' because envy is apt to creep in and mar the completeness of joy."
Haven't we all witnessed people who make incredible sacrifices to reach out to those who are suffering who at the same time hurl ugly and painful accusations at those who are succeeding. How sad!
Way too often successful Blacks are called Oreos and successful Hispanics are called Coconuts--"acting white." Whites are not immune to their own kind of name calling. It is critical that we get past this kind of name calling if we are to help our young people of all ethnic backgrounds to enjoy the American Dream. In other words, we must unite and become one in our efforts.
It is also important to remember the words of Marianne Williamson:
"Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light that most frightens us. We ask ourselves, 'Who am I to be brilliant, gorgeous, talented, fabulous?' Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There's nothing enlightened about shrinking so that others won't feel insecure around you. We are all meant to shine as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we're liberated from our own fear, our presence automatically liberates others."
Monday, February 11, 2008
"Wisdom of Our Years" Documentary
Yesterday I had the opportunity to visit the Calvary Baptist Church in Salt Lake City to see the premiere screening of "Wisdom of Our Years." It is a documentary about the experience of Blacks in Utah--their rich and hidden legacy.
Most of the seven men and women interviewed in the documentary came from the Deep South, escaping the harsh realities of the Jim Crow laws. Still it was hard in Utah because the discrimination and prejudice were subtler in Utah making it harder to know one's place and often didn't know the rules until it was too late. In other words, they had to learn to navigate de facto racism.
Yet, there was blatant discrimination and prejudice as well:
Most of the seven men and women interviewed in the documentary came from the Deep South, escaping the harsh realities of the Jim Crow laws. Still it was hard in Utah because the discrimination and prejudice were subtler in Utah making it harder to know one's place and often didn't know the rules until it was too late. In other words, they had to learn to navigate de facto racism.
Yet, there was blatant discrimination and prejudice as well:
- Blacks were only welcome in Chinese restaurants
- Blacks had to sit in theater balconies
- Blacks could only use the public swimming pools one day a week--the day life guards weren't on duty
- Blacks could only live and buy homes in certain areas because of unspoken restrictions
- Available jobs for blacks were largely in domestic service or the railroads
What impressed me the most in the documentary was the courage, stamina, strength, and spunk of these people who were interviewed. They challenged the injustice. One kept applying for a job as an elementary teacher until she finally was given the job. She was such an excellent teacher parents of all ethnic backgrounds wanted her to be their child's teacher. Another couple purposefully bought a house, with the help of a bank, in an area where neighbors didn't want Blacks.
More than these qualities, though, I was impressed with their insights and advice to the younger generation:
- Trust in God
- Get an education
- Take advantage of all the opportunities now open to you
- Have faith in your own worth
- See opportunities in spite of challenges and don't use obstacles as excuses
My heart was touched as I sensed no bitterness. Rather they had a deep spirituality which probably helped them to overcome any traces of bitterness and that helped them to have this deep well of wisdom.
Phyllis Caruth, the executive producer of the documentary, said that education is the purpose of her film--"I believe that the key is opening your heart to other people, hearing their stories." It definitely educated me and opened my heart. I highly recommend it as a documentary that every Utahn (and people in the U.S.) needs to see.
Note: To request a showing, contact Phyllis Caruth at (891) 414-0501.
Sunday, February 10, 2008
Learning From the Athletes
In a BYU Devotional speech on May 23, 1995 Larry Echohawk, a professor of law at BYU, told of a great lesson he learned from LaVell Edwards, his BYU football coach. Edwards would tell the team, "The most important thing to success is not the will to win. The most important thing to success is the will to prepare." Edwards taught his football players that they needed to work as hard as they could Monday through Friday so that when they showed up in uniform on Saturday they would be prepared to win.
Even though Ronnie Price, a Utah Jazz player, wasn't one of Edwards's BYU football players, he, too, has learned that lesson. He is Jazz's third-string point guard, who averages less than four minutes a game. Even though his minutes on the court aren't many, when he's out there he gives it all he has and has given the Jazz a needed boost more than once. "It's not about impressing anyone. It's about being a professional and having to my job when my name is called."
Price added, "...watching the game never hurts, especially when you're watching good players. I'm fortunate to have an All-Star point guard in front of me and also a great leadership guy also in front of me with Jason Hart and Deron Williams."
There are some important lessons to learn from Edwards and Price when we're feeling underused and underwhelmed:
Even though Ronnie Price, a Utah Jazz player, wasn't one of Edwards's BYU football players, he, too, has learned that lesson. He is Jazz's third-string point guard, who averages less than four minutes a game. Even though his minutes on the court aren't many, when he's out there he gives it all he has and has given the Jazz a needed boost more than once. "It's not about impressing anyone. It's about being a professional and having to my job when my name is called."
Price added, "...watching the game never hurts, especially when you're watching good players. I'm fortunate to have an All-Star point guard in front of me and also a great leadership guy also in front of me with Jason Hart and Deron Williams."
There are some important lessons to learn from Edwards and Price when we're feeling underused and underwhelmed:
- Continue to prepare for the "game," so that when the opportunity presents itself to "play," we'll be prepared to make a contribution.
- When we are called upon to make a contribution, give it the best we can no matter how small the contribution appears to be. "Give what you have--it may be more than you dare to think."
- Don't stand around waiting for accolades. I have a favorite quote that says, "Give the best you have and then go on without waiting for a response." If we stand around waiting for a response, we miss opportunities to give more.
- Find good "players" to watch and learn from them.
Saturday, February 9, 2008
Learning From Colleagues
I once learned that whenever we are planning a "date" with a friend or colleague to think of something that we can share--a joke, a story, a book, a poem, a new acquaintance, a new idea, etc.--while we are with them.
Afer having lunch yesterday with a former colleague from Salt Lake City School District, Dale Rees, I was reminded of that advice. He brought something new to me. He shared three pieces of advice from a book that his wife had given to him which were:
Afer having lunch yesterday with a former colleague from Salt Lake City School District, Dale Rees, I was reminded of that advice. He brought something new to me. He shared three pieces of advice from a book that his wife had given to him which were:
- Remember: It doesn't matter. My mother used to tell me this all the time when I would go on and on about how someone or something had been unfair to me. There are so many things in life that can ruffle our feathers if we let them, and in the big scheme of things, they just don't matter that much. So why waste our energy on them?
- Remember: It isn't about me. If we can stay focused on the cause that is more important and bigger than we are, we can keep on going when the things get tough--and be like the Ever Ready battery bunny.
- Remember: You don't always have to be funny.
Thinking about these three bits of advice reminded me of a 4th bit of advice that a colleague, Maurya Fox, lived by: Pick your battles. If we don't get caught up in all the things that don't matter that much, we'll have the energy we need to be serious about those that do matter a lot--those causes that are much more important and bigger than we are.
Thank you, Dale and Maurya, for teaching and enriching even when you didn't know it.
Friday, February 8, 2008
Learning From Mitt Romney's Bafflement
Governor Mitt Romney withdrawing from the 2008 Presidential Race has given rise to some thoughts..and how they relate to those who advocate for diverse learners.
During one of the debates when Romney was getting "beat up" by the other candidates, in particular Sen. John McCain, he had a look on his face that said, "Why are you doing this to me? Aren't we suppose to be talking about issues?"
My husband and I weren't the only ones to notice this. The next day, January 31, 2008, we read a comment by John Hinderaker that summed it up quite well by saying, "Romney doesn't know how to fight dirty like his rivals: Businessmen, in my experience, are generally more idealistic than politicians. Businessmen really do make deals with a handshake. No one would dream of doing that with Harry Reid, Nancy Pelosi or the Clintons. Turning a businessman loose in the political world is basically a mismatch. That's the sense I get of McCain's reaction to having Romney as his last serious rival. McCain can poke him in the eye, knee him in the groin, and the rule-following businessman has no idea how to respond."
We could substitute the word educator for businessman and run into the same problem when educators strive to advocate for policies that will benefit diverse learners. I'm not suggesting that educators need to learn to fight dirty, but they do need to understand the rules of the political game so they can be effective advocates in the political arena.
During one of the debates when Romney was getting "beat up" by the other candidates, in particular Sen. John McCain, he had a look on his face that said, "Why are you doing this to me? Aren't we suppose to be talking about issues?"
My husband and I weren't the only ones to notice this. The next day, January 31, 2008, we read a comment by John Hinderaker that summed it up quite well by saying, "Romney doesn't know how to fight dirty like his rivals: Businessmen, in my experience, are generally more idealistic than politicians. Businessmen really do make deals with a handshake. No one would dream of doing that with Harry Reid, Nancy Pelosi or the Clintons. Turning a businessman loose in the political world is basically a mismatch. That's the sense I get of McCain's reaction to having Romney as his last serious rival. McCain can poke him in the eye, knee him in the groin, and the rule-following businessman has no idea how to respond."
We could substitute the word educator for businessman and run into the same problem when educators strive to advocate for policies that will benefit diverse learners. I'm not suggesting that educators need to learn to fight dirty, but they do need to understand the rules of the political game so they can be effective advocates in the political arena.
Thursday, February 7, 2008
The Example of John Edwards
How blessed we are to live in America! As we had the opportunity in Utah to vote for our favorite candidate this last Tuesday I was reminded of that.
I have been learning some lessons about people and leadership throughout this whole 2008 Presidential campaign. One lesson surprised me. It had to do with Democratic presidential candidate John Edwards. When he announced that he was withdrawing from the race, I cried--and I wasn't even going to vote for him. So why was I crying?
I believe that during his announcement that he was leaving the race was the first time it became clear to me that for John Edwards the Presidential race wasn't about him--it was about people, especially those in need. He had said in his campaign speeches that win or lose the Edwards family would be fine; his concern was for America. But the fact that he "walked his talk" and immediately focused his energies on Habitat for Humanity after his withdrawal solidified for me his sincerity that his campaign truly was about people.
In my eyes John Edwards has won. He may do more good for our country than the candidate who wins the Presidential Election. May he be an example for all of us--remembering that the causes in which we are involved are never about us....... And whether we win or lose a battle must never be an excuse not to get to work on what we can do to serve.
I have been learning some lessons about people and leadership throughout this whole 2008 Presidential campaign. One lesson surprised me. It had to do with Democratic presidential candidate John Edwards. When he announced that he was withdrawing from the race, I cried--and I wasn't even going to vote for him. So why was I crying?
I believe that during his announcement that he was leaving the race was the first time it became clear to me that for John Edwards the Presidential race wasn't about him--it was about people, especially those in need. He had said in his campaign speeches that win or lose the Edwards family would be fine; his concern was for America. But the fact that he "walked his talk" and immediately focused his energies on Habitat for Humanity after his withdrawal solidified for me his sincerity that his campaign truly was about people.
In my eyes John Edwards has won. He may do more good for our country than the candidate who wins the Presidential Election. May he be an example for all of us--remembering that the causes in which we are involved are never about us....... And whether we win or lose a battle must never be an excuse not to get to work on what we can do to serve.
Wednesday, February 6, 2008
Keep On Trudging
Even though I am not a Mike Huckabee supporter, I do admire his tenacity as a candidate in this 2008 Presidential Campaign. He truly has an attitude of "It's not over until the fat lady sings." He may not win the Republican nomination, but he has definitely made his mark.
A similar attitude paid off for the Utah Jazz the other night in a game where they only scored 11 points in the first quarter. They just kept trudging along and ended up winning the game.
The Super Bowl upset with the New York Giants scoring a touchdown in the last 35 seconds of the game to win over the favored New England Patriots is another example of what can happen when one refuses to accept defeat.
Obviously there will be times when even our persistence and best effort won't result in a "win" as it may not be for Mike Huckabee. Yet, when one has been persistent in giving one's all, failure is not the result, no matter what the outcome. We have examples of people such as Thomas Edison and Abraham Lincoln who have taught us that.
A similar attitude paid off for the Utah Jazz the other night in a game where they only scored 11 points in the first quarter. They just kept trudging along and ended up winning the game.
The Super Bowl upset with the New York Giants scoring a touchdown in the last 35 seconds of the game to win over the favored New England Patriots is another example of what can happen when one refuses to accept defeat.
Obviously there will be times when even our persistence and best effort won't result in a "win" as it may not be for Mike Huckabee. Yet, when one has been persistent in giving one's all, failure is not the result, no matter what the outcome. We have examples of people such as Thomas Edison and Abraham Lincoln who have taught us that.
Tuesday, February 5, 2008
We're All Busy
I once heard that when we tell others how busy we are, especially when we use it as an excuse for not doing something, we are insinuating that others aren't busy. The one thing that seems to be most time consuming in my life is following up with people who didn't respond to the first request for a response. It is especially frustrating when the person's response is needed before I can move forward on an important project.
Some things to keep in mind:
Some things to keep in mind:
- Everyone is busy in one way or another although maybe not always with the most important things
- Everyone seems to find time to do the things they really want to do
- The busiest people, more often than not, are the ones who get most done (maybe because they don't waste time and energy telling others how busy they are!)
- It is courteous and polite and respectful of other people's time when one responds to an email or phone message within 24 hours
- Being on time to meetings is respectful. In case no one else is there to appreciate your punctuality, always carry reading and writing material. It will be amazing how much one can accomplish while waiting!
How we spend the 24 hours allotted to each of us each day defines who we are and ultimately our potential to meet the goals we set for ourselves and what we accomplish. It's really not about how busy we are.
Monday, February 4, 2008
Legislators Need To Be Compassionate
Article #3:
Legislators shouldn't punish immigrant children
By John Florez
Published: February 4, 2008—Deseret News
Religious leaders have said immigration is a moral and humanitarian issue and have asked we view it with compassion. It is a message that must not be lost on our Utah legislators, some of whom seem to be considering laws based on fear, rather than compassion, such as the one denying in-state college tuition for undocumented students.
Last week, Catholic Bishop John C. Wester said immigrants are part of the human family and should be treated with dignity. The Church of Jesus Christ of Latter-day Saints has called for compassion regarding immigration and welcomes all, including undocumented residents. Our nation's policies have been based on humanitarian principles and promulgated by our religious institutions; we are viewed around the world as holding the moral high ground. Utahns, especially, take pride in upholding our "Utah values" of family, compassion and caring for one another.
We were taught in our schools that we live in the land of opportunity and that with hard work and sacrifice we could realize our dreams. Teachers made us believe in ourselves. I was one of those students — a son of immigrant parents — who had teachers that were tough but gave us hope and taught us to have big dreams. Now there is a new generation of students sitting in today's classrooms with teachers who tell them the same and still give them hope — to work, study hard and succeed.
However, some legislators appear eager to exploit the fear in those looking for vulnerable scapegoats, then use immigrants for political gain. They argue costs. Yet last week, on the House Education Committee's agenda, two bills were passed: One denies in-state tuition to motivated students who will contribute to society, which would have cost the state only $350,000; and the other appropriates $1.5 million for post high school education for prison convicts. The message: Commit a felony and you can get a college education.
Some legislators fail to see the negative consequences of their actions. They not only douse the dreams teachers have instilled in students but, most destructive, demean and marginalize those students. The result is that such policies relegate a group of motivated students to a lifetime of poverty, when they could contribute to our state. There may be another Bill Gates in that group.
What is at stake in the debate are the values that have made us the compassionate and moral society for which we take pride and others look to as a beacon of hope. Unlike past generations that built our country out of hope, some of our leaders today are trying to make political gain out of fear. Rather than working for the common good and promoting the principles we claim to hold dear — compassion, humanitarianism — some lawmakers seem eager to make scapegoats out of the most vulnerable group in our society, children who have no voice.
Our religious leaders have called for legislators to make policies that reflect our moral and humanitarian values, but lawmakers ignore those pleas, saying they are responding to the public's wishes. If that's the case, how come they didn't listen when they quickly gave $35 million for a soccer stadium and voted for school vouchers, both contrary to the people's wishes?
I like to think the average citizen wants to see public policies reflect the values we live daily and teach our children. But unless the legislators hear from all of us, it will be business as usual.
Every child deserves hope.
Utah native John Florez has founded several Hispanic civil rights organizations, served on the staff of Sen. Orrin Hatch and on more than 45 state, local and volunteer boards. He also has been deputy assistant secretary of labor. E-mail: jdflorez@comcast.net
Legislators shouldn't punish immigrant children
By John Florez
Published: February 4, 2008—Deseret News
Religious leaders have said immigration is a moral and humanitarian issue and have asked we view it with compassion. It is a message that must not be lost on our Utah legislators, some of whom seem to be considering laws based on fear, rather than compassion, such as the one denying in-state college tuition for undocumented students.
Last week, Catholic Bishop John C. Wester said immigrants are part of the human family and should be treated with dignity. The Church of Jesus Christ of Latter-day Saints has called for compassion regarding immigration and welcomes all, including undocumented residents. Our nation's policies have been based on humanitarian principles and promulgated by our religious institutions; we are viewed around the world as holding the moral high ground. Utahns, especially, take pride in upholding our "Utah values" of family, compassion and caring for one another.
We were taught in our schools that we live in the land of opportunity and that with hard work and sacrifice we could realize our dreams. Teachers made us believe in ourselves. I was one of those students — a son of immigrant parents — who had teachers that were tough but gave us hope and taught us to have big dreams. Now there is a new generation of students sitting in today's classrooms with teachers who tell them the same and still give them hope — to work, study hard and succeed.
However, some legislators appear eager to exploit the fear in those looking for vulnerable scapegoats, then use immigrants for political gain. They argue costs. Yet last week, on the House Education Committee's agenda, two bills were passed: One denies in-state tuition to motivated students who will contribute to society, which would have cost the state only $350,000; and the other appropriates $1.5 million for post high school education for prison convicts. The message: Commit a felony and you can get a college education.
Some legislators fail to see the negative consequences of their actions. They not only douse the dreams teachers have instilled in students but, most destructive, demean and marginalize those students. The result is that such policies relegate a group of motivated students to a lifetime of poverty, when they could contribute to our state. There may be another Bill Gates in that group.
What is at stake in the debate are the values that have made us the compassionate and moral society for which we take pride and others look to as a beacon of hope. Unlike past generations that built our country out of hope, some of our leaders today are trying to make political gain out of fear. Rather than working for the common good and promoting the principles we claim to hold dear — compassion, humanitarianism — some lawmakers seem eager to make scapegoats out of the most vulnerable group in our society, children who have no voice.
Our religious leaders have called for legislators to make policies that reflect our moral and humanitarian values, but lawmakers ignore those pleas, saying they are responding to the public's wishes. If that's the case, how come they didn't listen when they quickly gave $35 million for a soccer stadium and voted for school vouchers, both contrary to the people's wishes?
I like to think the average citizen wants to see public policies reflect the values we live daily and teach our children. But unless the legislators hear from all of us, it will be business as usual.
Every child deserves hope.
Utah native John Florez has founded several Hispanic civil rights organizations, served on the staff of Sen. Orrin Hatch and on more than 45 state, local and volunteer boards. He also has been deputy assistant secretary of labor. E-mail: jdflorez@comcast.net
Do What Makes Sense
Article #2:
Denying education to undocumented immigrants doesn't make sense
By George E. Brooks
Article Last Updated: 02/04/2008 12:12:59 AM MST
Salt Lake Tribune
For the past four years I have been working very closely with Utah students for whom House Bill 241 would virtually eliminate the chances of pursuing postsecondary education.
I understand that the bill's sponsor, Rep. Glenn Donnelson, R-North Ogden, believes that HB241 would help solve the very real problem of illegal immigration; that removing the benefit of in-state tuition will somehow motivate the parents of would-be students to relocate or not come here intending to take advantage of this system.
This rationale is fundamentally flawed, as is understood by anyone with firsthand experience with these immigrants. To imagine that the prospect of resident tuition for their children crosses the minds of persons immigrating to work in this state is to either misunderstand or just ignore the more immediate and material factors that actually drive immigration.
To be candid and specific, the majority of the students affected by this bill are children of undocumented immigrants, brought here as infants or children with no choice in the matter, and raised here. If college is even academically an option for them it is because they have gone to school here, studied hard and successfully integrated into their communities.
A child of undocumented immigrant parents has no access to the resources that would enable him or her to attend college paying non-resident tuition. So, essentially, denying in-state tuition sends the message that, hard work or not, they will find only closed doors after high school. Rep. Donnelson contends that closing these doors to these undocumented members of our community will somehow serve as an immigration enforcement strategy, and that those who are impacted by the bill will just finish high school and go home to their country of origin.
,
The reality is that, by now, these students are more American than anything else. Those students who are here, who have grown up here, are not going to go away, and denying them an education is neither in their nor the state's best interests.
The argument that resident tuition for these students puts any kind of undue strain on the state is false. In the 2003-2004 school year, the 117 students statewide who took advantage of this resident tuition cost the state about $300,000 in lost tuition, according to state System of Higher Education figures.
That same year 10,424 nonresident students paid $34 million in tuition and fees over the in-state rate. And when one considers the long-term benefits of having motivated, well-educated, well-integrated second-generation Americans, the cost becomes even more negligible in comparison.
Again, we are talking about students who did not choose to come here but are now making choices about what kind of Americans they will be. Denying them access to college education is morally wrong and civically irresponsible. ---
* GEORGE E. BROOKS is an adjunct instructor at Snow College's International Center and coordinator and instructor for the Snow/Sanpete adult literacy program.
Denying education to undocumented immigrants doesn't make sense
By George E. Brooks
Article Last Updated: 02/04/2008 12:12:59 AM MST
Salt Lake Tribune
For the past four years I have been working very closely with Utah students for whom House Bill 241 would virtually eliminate the chances of pursuing postsecondary education.
I understand that the bill's sponsor, Rep. Glenn Donnelson, R-North Ogden, believes that HB241 would help solve the very real problem of illegal immigration; that removing the benefit of in-state tuition will somehow motivate the parents of would-be students to relocate or not come here intending to take advantage of this system.
This rationale is fundamentally flawed, as is understood by anyone with firsthand experience with these immigrants. To imagine that the prospect of resident tuition for their children crosses the minds of persons immigrating to work in this state is to either misunderstand or just ignore the more immediate and material factors that actually drive immigration.
To be candid and specific, the majority of the students affected by this bill are children of undocumented immigrants, brought here as infants or children with no choice in the matter, and raised here. If college is even academically an option for them it is because they have gone to school here, studied hard and successfully integrated into their communities.
A child of undocumented immigrant parents has no access to the resources that would enable him or her to attend college paying non-resident tuition. So, essentially, denying in-state tuition sends the message that, hard work or not, they will find only closed doors after high school. Rep. Donnelson contends that closing these doors to these undocumented members of our community will somehow serve as an immigration enforcement strategy, and that those who are impacted by the bill will just finish high school and go home to their country of origin.
,
The reality is that, by now, these students are more American than anything else. Those students who are here, who have grown up here, are not going to go away, and denying them an education is neither in their nor the state's best interests.
The argument that resident tuition for these students puts any kind of undue strain on the state is false. In the 2003-2004 school year, the 117 students statewide who took advantage of this resident tuition cost the state about $300,000 in lost tuition, according to state System of Higher Education figures.
That same year 10,424 nonresident students paid $34 million in tuition and fees over the in-state rate. And when one considers the long-term benefits of having motivated, well-educated, well-integrated second-generation Americans, the cost becomes even more negligible in comparison.
Again, we are talking about students who did not choose to come here but are now making choices about what kind of Americans they will be. Denying them access to college education is morally wrong and civically irresponsible. ---
* GEORGE E. BROOKS is an adjunct instructor at Snow College's International Center and coordinator and instructor for the Snow/Sanpete adult literacy program.
Preserving Language Is Worth It
I read three articles this morning that are so important--one related to language and two related to in-state tuition for undocumented students. Below is the first.
Teaching American Indian languages in schools is a tool that educators say has been tested as a way
By Jennifer Toomer-Cook and Deborah BulkeleyDeseret Morning News
Published: February 4, 2008
Teaching American Indian languages in schools is a tool that educators say has been tested as a way of raising the achievement bar. To that end, the State Board of Education is seeking $275,000 to preserve and revitalize Utah's indigenous languages to help narrow achievement gaps.
Utah's CRT state test results show a 45 percentage point difference between the performance of Navajo and Caucasian students on language arts, 48 percentage points on math and 57 percentage points on science, according to data state associate superintendent Brenda Hales presented to the Education Appropriations Committee Thursday.
The Education Board wants to include San Juan and Uintah School District's Ute Indian population in the proposed program. The Northern Band of Shoshone, Goshute and the Skull Valley tribe would be included in the future, under the proposal, which came out of the governor's fall Native American summit, Hales said.
"Take a look year after year at low test scores and a 50 percent dropout rate, we have a whole generation of students we're going to lose if we don't start making immediate attempts to help them," Hales said.
Following a pilot program in San Juan School District where students were immersed in Navajo Language classes, the gap closed to 15 percentage points in language arts, 23 percentage points in math and 10 percent in science.
Forrest Cuch, director of the Utah Office of Indian Affairs, said culture is also at stake and that Utah's five native nations need to work together with the state and federal governments to preserve them.
"We're losing our languages," Cuch said. "The federal government has come forward and Utah tribes would like the state to come forward."
In addition to the language funding, Sen. Ross Romero, D-Salt Lake, said he's requesting $350,000 to partner with KUED on an educational program highlighting Utah's five nations — Ute, Piute, Shoshone, Goshute and Navajo.
Salt Lake City School District multicultural director Janice Jones Schroeder passionately lobbied this past week for money to fund the language program. Schroeder, an American Indian, said the language of her ancestors has been lost, and with it part of herself.
"The more you deny bills like this you deny us as human beings," Schroeder said. "We're tired of being marginalized ... Our kids are not succeeding nationwide, in Utah and the schools I work for ... because we've been denied those rights ... to be who we are."
Committee Chairman Sen. Howard Stephenson wondered whether language preservation was the way to go, or if $275,000 could be better spent otherwise.
"When it's not spoken in the home ... how do we expect to require those students or encourage those students to keep that language alive?" he said. "Is it a reasonable expectation? Is it going be a useful language, or is it going to be something 100 years from now ... it's still gone?"
Responded Schroeder: "To me, every human being is worth more than $275,000."
E-mail: dbulkeley@desnews.com
© 2008 Deseret News Publishing Company All rights reserved
Teaching American Indian languages in schools is a tool that educators say has been tested as a way
By Jennifer Toomer-Cook and Deborah BulkeleyDeseret Morning News
Published: February 4, 2008
Teaching American Indian languages in schools is a tool that educators say has been tested as a way of raising the achievement bar. To that end, the State Board of Education is seeking $275,000 to preserve and revitalize Utah's indigenous languages to help narrow achievement gaps.
Utah's CRT state test results show a 45 percentage point difference between the performance of Navajo and Caucasian students on language arts, 48 percentage points on math and 57 percentage points on science, according to data state associate superintendent Brenda Hales presented to the Education Appropriations Committee Thursday.
The Education Board wants to include San Juan and Uintah School District's Ute Indian population in the proposed program. The Northern Band of Shoshone, Goshute and the Skull Valley tribe would be included in the future, under the proposal, which came out of the governor's fall Native American summit, Hales said.
"Take a look year after year at low test scores and a 50 percent dropout rate, we have a whole generation of students we're going to lose if we don't start making immediate attempts to help them," Hales said.
Following a pilot program in San Juan School District where students were immersed in Navajo Language classes, the gap closed to 15 percentage points in language arts, 23 percentage points in math and 10 percent in science.
Forrest Cuch, director of the Utah Office of Indian Affairs, said culture is also at stake and that Utah's five native nations need to work together with the state and federal governments to preserve them.
"We're losing our languages," Cuch said. "The federal government has come forward and Utah tribes would like the state to come forward."
In addition to the language funding, Sen. Ross Romero, D-Salt Lake, said he's requesting $350,000 to partner with KUED on an educational program highlighting Utah's five nations — Ute, Piute, Shoshone, Goshute and Navajo.
Salt Lake City School District multicultural director Janice Jones Schroeder passionately lobbied this past week for money to fund the language program. Schroeder, an American Indian, said the language of her ancestors has been lost, and with it part of herself.
"The more you deny bills like this you deny us as human beings," Schroeder said. "We're tired of being marginalized ... Our kids are not succeeding nationwide, in Utah and the schools I work for ... because we've been denied those rights ... to be who we are."
Committee Chairman Sen. Howard Stephenson wondered whether language preservation was the way to go, or if $275,000 could be better spent otherwise.
"When it's not spoken in the home ... how do we expect to require those students or encourage those students to keep that language alive?" he said. "Is it a reasonable expectation? Is it going be a useful language, or is it going to be something 100 years from now ... it's still gone?"
Responded Schroeder: "To me, every human being is worth more than $275,000."
E-mail: dbulkeley@desnews.com
© 2008 Deseret News Publishing Company All rights reserved
Sunday, February 3, 2008
In Remembrance of Quinn
It's with a heavy heart that I write today's "blog post." We are grieving at our house over the death of our beloved dog, Quinn, who died yesterday. Quinn's death has left not only a hole in our home, but a hole in our hearts as well---and we will always miss him.
Although we were never quite sure what breed mixture Quinn was, we bought him from the Utah Golden Retriever Rescue Mission. I feel in love with him the minute I saw him and couldn't imagine how anyone could give up a dog like Quinn. Yet, I was grateful that someone did so he would be able to come to our home.
He definitely had his quirks--and that is what endeared him to us. He could forecast the weather better than any weatherman. We knew when a storm was coming because he would start to shake and jump in the bath tub or hide under the computer table. He loved to give kisses. He persistently and stubbornly nudged us when he wanted something. In spite of the fact that he was a gigantic dog, he was a gentle as they come. His whole time with us was about being loved and loving us. He could have cared less about our physical appearance, our economic status, our religion, or how educated or smart we were.
One of the reasons I am having such a difficult time with this loss is because he was such a fighter until the very end. In spite of the fact that he was going downhill, he refused to give in and with every bit of strength he had left he made an effort to keep going--and keep going he did until the last few hours of his life. Thank you, Quinn, for this invaluable lesson! I will miss you and never forget you--you will be a part of my heart for all eternity.
Lesson: Our pets can teach us so much about how we as humans ought to treat each other and how to live our lives.
Although we were never quite sure what breed mixture Quinn was, we bought him from the Utah Golden Retriever Rescue Mission. I feel in love with him the minute I saw him and couldn't imagine how anyone could give up a dog like Quinn. Yet, I was grateful that someone did so he would be able to come to our home.
He definitely had his quirks--and that is what endeared him to us. He could forecast the weather better than any weatherman. We knew when a storm was coming because he would start to shake and jump in the bath tub or hide under the computer table. He loved to give kisses. He persistently and stubbornly nudged us when he wanted something. In spite of the fact that he was a gigantic dog, he was a gentle as they come. His whole time with us was about being loved and loving us. He could have cared less about our physical appearance, our economic status, our religion, or how educated or smart we were.
One of the reasons I am having such a difficult time with this loss is because he was such a fighter until the very end. In spite of the fact that he was going downhill, he refused to give in and with every bit of strength he had left he made an effort to keep going--and keep going he did until the last few hours of his life. Thank you, Quinn, for this invaluable lesson! I will miss you and never forget you--you will be a part of my heart for all eternity.
Lesson: Our pets can teach us so much about how we as humans ought to treat each other and how to live our lives.
Saturday, February 2, 2008
That Critical Elevator Speech
I was invited to attend a meeting yesterday with a group of people who belong to a nonprofit organization committed to the education of Utah's low income children. They are in the process of deciding where the investment of their energy and money will reap the greatest dividends.
As I participated in the meeting I was asked to name my top three priorities. This request along with a request to tell them in a short one minute speech what needed to happen, I was reminded how important it is to have an "elevator speech" that is ready to be articulated at a moment's notice.
An effective elevator speech is no more than 90 words long that can describe and sell an idea in 30 seconds are less-- it's a concise, carefully planned, and well-practiced description about the cause that my mother would be able to understand in the time it would take to ride up an elevator.
The fact that it is short in no way means it doesn't take a lot of thought and preparation. To be well crafted the following seven steps in the speech preparation could be helpful.
STEP ONE: Know your audience.
STEP TWO: Know the cause--Define precisely what is being offered, what problems are being solved and what benefits will come to the listener.
STEP THREE: Outline the speech--Use bullet points to describe step two
STEP FOUR: Finalize the speech--Write a sentence about each bullet point. Then tie all the sentences together adding additional phrases to make them flow, changing any long words or jargon into everyday language and cutting out unnecessary words until the final speech is no more than 90 words long.
STEP FIVE: Refine the speech--Decide on a "hook" to open the speech--a statement or question that will pique the interest of the listener and create a desire to hear more.
STEP SIX: Be passionate about the speech
STEP SEVEN: Make a request--At the end of the speech, ask for something.
A well crafted elevator speech is as important, if not more important, than a business card. In fact, it could be beneficial to have the elevator speech printed on the back of the business card.
As I participated in the meeting I was asked to name my top three priorities. This request along with a request to tell them in a short one minute speech what needed to happen, I was reminded how important it is to have an "elevator speech" that is ready to be articulated at a moment's notice.
An effective elevator speech is no more than 90 words long that can describe and sell an idea in 30 seconds are less-- it's a concise, carefully planned, and well-practiced description about the cause that my mother would be able to understand in the time it would take to ride up an elevator.
The fact that it is short in no way means it doesn't take a lot of thought and preparation. To be well crafted the following seven steps in the speech preparation could be helpful.
STEP ONE: Know your audience.
STEP TWO: Know the cause--Define precisely what is being offered, what problems are being solved and what benefits will come to the listener.
STEP THREE: Outline the speech--Use bullet points to describe step two
STEP FOUR: Finalize the speech--Write a sentence about each bullet point. Then tie all the sentences together adding additional phrases to make them flow, changing any long words or jargon into everyday language and cutting out unnecessary words until the final speech is no more than 90 words long.
STEP FIVE: Refine the speech--Decide on a "hook" to open the speech--a statement or question that will pique the interest of the listener and create a desire to hear more.
STEP SIX: Be passionate about the speech
STEP SEVEN: Make a request--At the end of the speech, ask for something.
A well crafted elevator speech is as important, if not more important, than a business card. In fact, it could be beneficial to have the elevator speech printed on the back of the business card.
Friday, February 1, 2008
Listening to Instincts
I am paranoid about driving in the snow. Therefore, when a winter storm watch was being announced yesterday for the very time I would be driving from Salt Lake to Provo for my education law class, I started to get nervous. Because it didn't look like snow--nor did it feel like snow--I kept checking the weather watch which kept reporting a 90%-100% chance of snow for the very times I would be on the road.
I had a gut feeling that I could get to class and get home before the snow came, in spite of what the weather watch was saying, but I didn't trust that feeling. I kept checking the reports because I wanted the reports to confirm my feeling before I made a decision. They never did so I didn't go.
For the first time in my life I actually wanted it to snow so my decision could be validated. As it turned out, my instincts were correct. It didn't snow until hours after I would have safely been home.
My husband reminded me that I was making the best decision I could, based on the information I had even though that information turned out to be incorrect. That's true. Yet, I discounted a very important source of information--my own instincts.
There will be times when the facts won't back up what our instincts are telling us as to what our diverse learners need, but we shouldn't discount those instincts or always wait until the facts back up what we feel. After all, our heart can tell us things our minds will never know.
I had a gut feeling that I could get to class and get home before the snow came, in spite of what the weather watch was saying, but I didn't trust that feeling. I kept checking the reports because I wanted the reports to confirm my feeling before I made a decision. They never did so I didn't go.
For the first time in my life I actually wanted it to snow so my decision could be validated. As it turned out, my instincts were correct. It didn't snow until hours after I would have safely been home.
My husband reminded me that I was making the best decision I could, based on the information I had even though that information turned out to be incorrect. That's true. Yet, I discounted a very important source of information--my own instincts.
There will be times when the facts won't back up what our instincts are telling us as to what our diverse learners need, but we shouldn't discount those instincts or always wait until the facts back up what we feel. After all, our heart can tell us things our minds will never know.
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