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:

• "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.

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:

• 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.

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.

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:

• 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."

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."

"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:

• 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.

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:

• 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.

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:

1. 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?


2. 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.
3. 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.

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.

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.

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.

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:

• 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.

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

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.

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

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.

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.

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.

Surprises And Lessons

Yesterday while doing a search at BYU's library website for articles for a paper I am writing for my education policy class, I had three surprises.

Surprise #1: Because I appreciate Gary Orfield's work, I was excited to see an article written by him Hispanic Education: Challenge, Research, and Policies that fit perfectly with the topic of my paper. It became even more exciting to read the article because it described so well what we are facing today and I found myself saying, "Yes! Yes! Wow!," more times than I can count. It wasn't until I had finished scanning the article that I noticed when it was written---November, 1986!!!--over 21 years ago, and it could have been written yesterday.

Surprise #2: Because one of the keywords for the search was "Hispanic," some articles came up that weren't related to my particular interest at the moment which was education. Yet, one article caught my eye titled Whither Hispanic Education? Even though it had both Hispanic and education in the title it became apparent while reading that it was talking about the fact that all is not well when it comes to teaching languages. It went onto say that some are even antagonistic towards the idea. As someone who is committed to the importance of teaching and preserving languages and because I am writing on language issues for my education law class, this article intrigued me as it described so perfectly our present day language situation and challenges. Upon finishing the article I checked the date to see when it was written, almost certain it must have been 2007. I literally almost fainted upon discovering that it was a Presidential address read at the 37th Annual Meeting of the AATSP (American Association of Teachers of Spanish and Portuguese), Chicago, December 29-30, 1955 !

Surprise #3: It was thrilling to find an article entitled Pulling together to close the Hispanic achievement gap and I could hardly wait to open it as the title had all the right words for the topic of my paper...and it was even written October 7, 2006! Then I noticed the author--Barbara Lovejoy! It was an article I had written and that had been published in the Salt Lake Tribune. I was pleasantly surprised at how much I agreed with the author!

I learned some lessons from these surprises: 1) The "fight" for policies, programs, procedures, places, and persons that will benefit our diverse learners is not something new but the "fight" must continue and 2) We never know when or where the work we do may appear and possibly make a difference.

Cast Your Bread Upon the Water

As I have listened to the presidential candidates over the last few months, I have been struck with a reminder how negative campaigning can come back to bite you. For instance, one of the reasons Senator Ted Kennedy gave for supporting Barak Obama was because of the Clintons attack on Obama. Another example is when some voters withdrew their support of Mitt Romney when he started criticizing John McCain rather than staying focused on his own message.

It is important to remember, though, that not only does negativity have its repercussions but so does kindness as the story below illustrates.


November 07, 2007
Cast Your Bread Upon the Water

One day a man saw an old lady, stranded on the side of the road, but even in the dim light of day, he could see she needed help. So he pulled up in front of her Mercedes and got out. His Pontiac was still sputtering when he approached her.

Even with the smile on his face, she was worried. No one had stopped to help for the last hour or so. Was he going to hurt her? He didn't look safe; he looked poor and hungry.

He could see that she was frightened, standing out there in the cold. He knew how she felt. It was that chill which only fear can put in you.

He said, 'I'm here to help you, ma'am. Why don't you wait in the car where it's warm? By the way, my name is Bryan Anderson.'

Well, all she had was a flat tire, but for an old lady, that was bad enough. Bryan crawled under the car looking for a place to put the jack, skinning his knuckles a time or two. Soon he was able to change the tire. But he had to get dirty and his hands hurt.

As he was tightening up the lug nuts, she rolled down the window and began to talk to him. She told him that she was from St. Louis and was only just passing through. She couldn't thank him enough for coming to her aid.

Bryan just smiled as he closed her trunk. The lady asked how much she owed him. Any amount would have been all right with her. She already imagined all the awful things that could have happened had he not stopped.

Bryan never thought twice about being paid. This was not a job to him. This was helping someone in need, and God knows there were plenty, who had given him a hand in the past. He had lived his whole life that way, and it never occurred to him to act any other way.

He told her that if she really wanted to pay him back, the next time she saw someone who needed help, she could give that person the assistance they needed, and Bryan added, 'And think of me.'

He waited until she started her car and drove off. It had been a cold and depressing day, but he felt good as he headed for home, disappearing into the twilight.

A few miles down the road the lady saw a small cafe. She went in to grab a bite to eat, and take the chill off before she made the last leg of her trip home. It was a dingy looking restaurant. Outside were two old gas pumps. The whole scene was unfamiliar to her.

The waitress came over and brought a clean towel to wipe her wet hair. She had a sweet smile, one that even being on her feet for the whole day couldn't erase.

The lady noticed the waitress was nearly eight months pregnant, but she never let the strain and aches change her attitude. The old lady wondered how someone who had so little could be so giving to a stranger. Then she remembered Bryan.

After the lady finished her meal, she paid with a hundred dollar bill. The waitress quickly went to get change for her hundred dollar bill, but the old lady had slipped right out the door. She was gone by the time the waitress came back.

The waitress wondered where the lady could be. Then she noticed something written on the napkin.

There were tears in her eyes when she read what the lady wrote: 'You don't owe me anything. I have been there too. Somebody once helped me out, the way I'm helping you. If you really want to pay me back, here is what you do: Do not let this chain of love end with you.'

Under the napkin were four more $100 bills.

Well, there were tables to clear, sugar bowls to fill, and people to serve, but the waitress made it through another day. That night when she got home from work and climbed into bed, she was thinking about the money and what the lady had written. How could the lady have known how much she and her husband needed it? With the baby due next month, it was going to be hard....

She knew how worried her husband was, and as he lay sleeping next to her, she gave him a soft kiss and whispered soft and low, 'Everything's going to be all right. I love you, Bryan Anderson.'

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I am convinced that "bread we cast upon the water" does come back to us. It may not come back from the person to whom we have bestowed the kindness, but it will come back...and the longer it takes, the larger the dividend.

Birthday: A Time To Reflect

Yesterday I celebrated my 60th birthday! Even though I don't particularly like the fact that I have now lived more years than I will live in the future, I like birthdays. It is a time to reflect upon the events, accomplishments, and growth of the last year as well as to ponder on what I want to accomplish and experience in the coming year.


I like using my birthday rather than New Year's to do this because my birthday is a milestone in my own personal life. Reflecting on my 59th year has not been an easy one, though, because it was filled with many painful disappointments and excruciating opposition which zapped much of my strength and left me quite weary.


A birthday --the start of a new year of my life--provides a time to refocus on my goal which is to be an instrument in the hands of the Lord to help Him with His work to bring to pass the immortality and eternal life of man within my circle of influence. Therefore, I must allow Him to mold me in the way He chooses--and to prune that which is getting in the way. Molding and pruning are always painful although both are necessary to produce the desired fruit.


It is also critical to remember that opposition is not a bad thing. The LDS Prophet Joseph Smith learned that opposition grew as he became more valuable to the Lord's purposes. Albert Einstein understood this when he said, "Great spirits have always encountered violent opposition from mediocre minds." Therefore, for those of us who desire to be great spirits and be an instrument in the Lord's hands to make a difference for our diverse learners, it should not be a surprise when we encounter opposition. In fact, if we aren't facing any opposition, we are probably not doing much to make a difference.

President Gordon B. Hinckley's Example

Many throughout the world are mourning the loss of beloved prophet and president of the Church of Jesus Christ of Latter Day Saints, Gordon B. Hinckley, who died yesterday at the age of 97.

What legacy and example he has left for all of us!

President Hinckley often related the story of how his father responded to him when he was a discouraged LDS missionary serving in England. His father counseled him to "forget yourself and go to work." Pres. Hinckley's life exemplified how deeply he took to heart that counsel. He had an incredible and inspiring work ethic that few, even those much younger than he, could match even in Pres. Hinckley's aging years. He was a man of vision who lengthened his stride to make the visions he saw in his heart and mind a reality.

Although Pres. Hinckley was very aware of many daunting challenges facing the nation and the world--and individuals--he always exhibited a contagious optimism. He was able to maintain this optimism because he never forgot who was in charge--Heavenly Father. He trusted in His promises that all would work out in the end--Righteousness would come off conqueror.

Pres. Hinckley's quick wit and genuine, unconditional love endeared him to others, including Mike Wallace, and allowed him to build bridges across racial, religious, cultural, and political divides. He recognized that all people were children of a Heavenly Father who loved them and continually counseled LDS members to be kinder, more tolerant, and to be inclusive and that hatred, unkindness, arrogance and self-righteousness should be weeded out of the heart of every true Latter Day Saint.

As we strive to follow the example and counsel of President Gordon B. Hinckley with hard work and optimism, whether a member of the LDS faith or not, we will see the miracles that Pres. Hinckley promised would happen when we reach out to each other in kindness, respect, and love.

Both Scholarly and Religious: Dallin H. Oaks

Dallin H. Oaks served as the President of BYU (Brigham Young University) from 1971-1980. From 1980 to 1984 he served as a Utah Supreme Court Justice and was closely considered by the Reagan administration in 1981 to be a nominee for the Supreme Court Justice. On April 7, 1984 Oaks was sustained as a member of the Quorum of the Twelve of the Church of Jesus Christ of Latter-Day Saints which is a life long calling.


Obviously Dallin H. Oaks is not only a well-educated and scholarly man of high distinction, but he is also a deeply religious man as well. Therefore, when he speaks, I listen knowing his words convey an extremely important message that I need to apply to my life.


Yesterday as I read his LDS (Latter Day Saint) Conference talk Good, Better, Best given at the October 2007 Church of Jesus Christ of Latter-Day Saints Conference, I thought of its application to how we serve our diverse learners.

At the beginning of his talk he reminds us that just because something is good is not a sufficient reason to do it. He goes onto say that there are so many good things to do in this world there isn't enough time to do them all. We must give priority to the best of the good.

Elder Oaks tells of when he was a youngster how they used the Sears and Roebuck catalog as we use malls and the internet today. In the catalog there were three quality categories for shoes--good, better, and best--with a cost increase as the quality increased. He compared this to choices we have in life. Even though something may cost more (in time, energy, or money), the added cost may be well worth it because of the added value it brings.

This counsel relates to our service to diverse learners in a variety of ways:

First, there are now thousands of people who give speeches, write books, and make videos about what we need to do better serve our diverse learners. The majority of them are good, but we don't have time to respond to them all. We must choose the best from the good. I would define the best as those who are focused on what works either because research and/or experience support their claim.

Second, we must think not only of the good things we can for our diverse learners, but rather the best things. For instance, a good thing is for all educators (teachers and leaders) to become ESL endorsed. A better thing would be to apply what is learned. The best thing would be to make sure that the lives of the students are changed and improved because of the efforts. In other words, rejoicing just because more educators are ESL endorsed is not sufficient.

We move from good to best when our desire to serve our diverse learners is founded in love rather than out of duty or arrogance.

Resources Aren't Self-Activating

In my state of Utah (as well as the nation) the student population demographics are changing. The number of English Language Learners in our schools is growing exponentially. How we teach them will not only have an impact on the lives of the individual students, but also on the economic, social, and democratic life of our state and country.

Therefore, Governor Jon Huntsman's comment on Utah Now last night that he wants to allocate $7 million for the education of English Language Learners, caught my attention. I applaud him for wanting to address the needs of this population. It is my hope that he and others are asking some serious questions so that this $7 million can reap the greatest dividends:

1. What is the specific goal to be achieved? and by when?
2. How is this goal related to the vision and mission statement we have for the education of Utah's children?
3. Is there a strategic plan in place to achieve the goal--a plan that incorporates what research and experience demonstrate works for English Language Learners?
4. How will the $7 million be used to achieve the goal? What resources other than money are needed to achieve the goal and how are they being accessed?
5. How will we know if the goal is achieved--how will it be measured and evaluated?
6. Who is responsible and being held accountable for determining the goal, the development and implementation of the strategic plan, and for the evaluation of the plan?
7. Are there other ways this $7 million could be better utilized?

It's important to ask AND answer these questions because resources are not self-activating.

"I Am the Only One"

"I am the only one," is a phrase every 2008 Presidential candidate has repeatedly used in interviews, debates, and speeches. They are obviously using this phrase as part of a political agenda to win votes. Yet, it definitely has application to those of us wanting to better serve our diverse learners.

There will be many times we will probably feel like we are the "only one." In some arenas it may be a reality that our voice is the only voice speaking in behalf of diverse learners. It is critical that we keep on speaking that lone voice in spite of the fact that it may appear no one is listening. One of my favorite stories in the New Testament is the widow who is persistent at knocking at the door of the unjust judge. We need to just keep knocking at the door. Persistence does eventually reap its rewards--although maybe not in the timing we would prefer--but it will always be at the perfect timing.

There is a website http://www.powerone.org/ that you might want to visit for ideas. At this site, you can also read about a book called The Power of One.

Thought: If you want to innovate, to change an enterprise or a society,
it takes people willing to do what's not expected. - Jean Riboud

Fostering Resiliency

Patricia Gándara says in her book Over the Ivy Walls:
"Our increased understanding of the factors that lead to failure has not appreciably diminished the rate of failure. Perhaps a better understanding of what leads to academic success will yield more fruitful outcomes….An important element missing from most research has been the insights which can be gained from an understanding of how students who don’t fail, in spire of adverse circumstances, manage to escape that fate." (pp. xii, 9)


What Gándara says resonates with the work of Martin Seligman on "learned helplessness" and with the work of others (Benard, Henderson, and Werner) on resiliency. Rather than a focus on deficits and causing our diverse learners to feel like victims, giving them the tools to be successful in spite of whatever happens to them will be more productive.


Nan Henderson shares what a young man who had spent most of his life in dozens of foster homes told her about what helped him the most. He said that it was the people along the way who gave him the message, "What is right with you is more powerful than anything that is wrong with you."


We can give our diverse learners this message by helping them to draw upon their resiliency. The new edition of Resiliency In Action edited by Nan Henderson can help us know how to do just that.


The book is divided into seven parts:

Part One: The Foundations of Resiliency

Part Two: Resiliency and Schools

Part Three: Resiliency and Communities

Part Four: Resiliency, Connections: Mentoring, Support, and Counseling

Part Five: Resiliency and Youth Development

Part Six: Resiliency and Families

Part Seven: Resiliency and the Brain


I haven't read the book, yet, but I have read Resiliency: What We Have Learned by Bonnie Benard, and it was excellent, and I've also read work by Emmy Werner. Therefore, this new book is definitely on my reading list, and I would highly recommend that it be put on yours as well.

No Place Is Too Small

As I have reflected on Martin Luther King's The Drum Major Instinct speech and One Solitary Life by James Francis, I was reminded of a favorite poem:

Father, where shall I work today?

And my love flowed warm and free,

Then he pointed out a tiny spot

And said, "Tend that for me."

I answered quickly, "Oh no, not that!

Why, no one would ever see,

No matter how well my work was done,

Not that little place for me."

And the word he spoke, it was not stern;

"Art thou working for them or for me?

Nazareth was a little place,

And so was Galilee."

The application of this poem's lesson will help our personal influence and service to be felt wherever we are, no matter how small that place may be-- and even if that place appears to be insignificant or unnoticed.

Reference:
Meade MacGuire, "Father, Where Shall I Work Today?" in Best-Loved Poems of the LDS People, comp. Jack M. Lyon and others (1996), 152.

One Solitary Life

In Martin Luther King's speech The Drum Major's Instinct he recited the poem by James Francis called One Solitary Life. Felt that it described beautifully what credentials one must have to serve and how one life can make a difference. Therefore, today I share this poem.

Here is a man who was born in an obscure village, the child of a peasant woman. He grew up in another obscure village. He worked in a carpenter shop until He was thirty, and then for three years He was an itinerant preacher. He never wrote a book. He never held an office.

He never owned a home. He never set foot inside a big city. He never traveled two hundred miles from the place where He was born. He had no credentials but Himself.

While still a young man, the tide of popular opinion turned against Him. His friends ran away. One of them denied Him. He was turned over to His enemies. He went through the mockery of a trial. He was nailed upon a cross between two thieves.

His executioners gambled for the only piece of property He had on earth while He was dying -- and that was His coat. When He was dead, He was taken down and laid in a borrowed grave through the pity of a friend.

Nineteen wide centuries have come and gone and today He is the centerpiece of the human race and the leader of progress. I am far within the mark when I say that all the armies that ever marched, and all the navies that ever were built, and all the parliaments that ever sat, and all the kings that ever reigned, put together have not affected the life of man upon this earth as powerfully as that One Solitary Life.

by James A. Francis

"The Drum Major Instinct" Speech by Martin Luther King

Last Friday I had the opportunity to attend the 2008 Drum Major Awards Luncheon in Salt Lake. The keynote speaker was Judge Shauna Graves-Robertson. She chose to base her speech on the "The Drum Major Instinct" speech that Martin Luther King, Jr. gave at the Ebenezer Baptist Church in Atlanta, Georgia on February 4, 1968.

I as so impressed with her speech that I came home and found Dr. King's speech so I could read it in it's entirety. In honor of Martin Luther King's life that is celebrated today, I am choosing to share lessons from this speech that if applied, can help King's dream be realized.

The speech is based on the story found in the 10th chapter of St. Mark in the New Testament when James and John, the sons of Zebedee, request to sit at his right hand and left hand. Toward the end of Jesus' response, He says, "But so shall it not be among you, but whosoever will be great among, shall be your servant: and whosoever of you will be the chiefest, shall be the servant of all."

King cautions us not to be too critical of James and John because deep down all of us have this instinct=="it's a kind of drum major instinct--a desire to be out front, a desire to lead the parade, a desire to be first." He adds that even when we do something good, too often we do it so we can be praised for it.

King notes some ways that this drum major instinct manifests itself in our lives:

• Being a "joiner" for attention, recognition, importance
• Being taken in by advertisers who promise that their product will make us stand out
• Living above our means in order to outdo the Joneses
• Boasting
• Striving to identify with the so-called big-name people
• Engaging in activities merely to get attention which if not harnessed can lead to anti social behavior in the quest for recognition
• Pushing others down through gossip and even lies in hopes to push oneself up
• Snobbish exclusiveness and classism which can even happen in churches, the one place where everybody should be the same regardless of degrees, titles, economics, etc. because all are children of the same Father
• Race prejudice because of desire to feel superior

Jesus did not condemn James and John because of their desire. In fact, in essence he told them that the drum major instinct was a good thing if they used it right. In other words, it's ok to want to be first, but want to be first in love, excellence, generosity---a definition for greatness.

King emphasizes that the use of this definition of greatness, everyone can be great because everyone can serve. The one solitary life of Jesus is our example--He who had no credentials but himself just went around serving and doing good.

Joint Endeavor to Educate and Advocate

Valuing first language as a resource is so important if we are to serve our diverse learners well. Research from more and more disciplines is supporting this premise including special education, counseling, literacy, and early childhood. And position statements have been written by many organizations such as the International Reading Association and the National Education Association supporting the importance of first language.


For this reason, it would behoove these organizations--both locally and nationally--to join forces to educate about and advocate for policies, programs, procedures, persons, and places related to language issues. This joint endeavor will cause their efforts to be more powerful and effective.

A good place to start is to have all of them read the new book by James Crawford and Stephen Krashen--English Learners in American Classrooms 101 Questions and 101 Answers.

Cornell West Insights--Part 3

"A democracy is created to ensure that arbitrary forms of power are not deployed or used against fellow citizens and fellow human beings." "Democracy is affirming the humanity an dignity of people of color."

"I am not a politician. I am a fellow citizen but I am deeply political."

West reminds us of what Malcolm X suggested about the fact that the chickens will come home to roost. "We must not think that there will ever be enough police or prisons to deal with the overwhelming social despair that results from the social neglect in those kindergartens, elementary schools, and secondary schools and high schools.

"Resources are necessary for education, but not sufficient for essential education. "Creative thinking, critical intelligence, deep commitment, connection with students, believing deeply that students can learn are other critical essentials." Yet, when 1% of the population has roughly the same wealth as the bottom 95% of the population, there needs to be a serious discussion about the wealth inequality in this country.

"Charity is not justice."

"I am not optimistic. Anyone who has the audacity to adopt a democratic vision cannot be optimistic, though I do not conflate optimism with hope." Hope means one keeps keeping on to come together to form communities and schools that embody democratic principles.

"Maybe we have a problem. Maybe we ought to really try to take seriously multiracial democracy. Which we know was not the division of the founding fathers, even given their relative wisdom. They could not conceive of black, white, red, yellow, all having equal citizenship status. They could not conceive of women having equal citizenship status. And one says that not to trash them just contextualize them. They had wisdom but it is relative to context, just as we have wisdom today but it is relative to our context. But we are building on their vision...if we do not wrestle...with [its] overwhelming inequality and increasing inequality, then yes, we can begin to lose that precious democratic tradition that was transmitted, bequeathed to us by the best of those who came before."

West reminds us of a staple from the Martin Luther King legacy which was to let go of bitterness, hatred and revenge, regardless of history. We must fall in love with peace and justice and the desire to serve.

Cornell West Insights --Part 2

"We are all on the same ship, and that ship has leaks in it. We must all stick together, or we will all fall apart, for we are inextricably linked together."

"While the unexamined life is not worth living, the examined life is a necessarily painful one to lead."

"What does it mean to be human? To be human is to suffer, to shudder in the face of life's mysteries and to struggle with that mystery."

West quotes William Butler Yeats who said, "it takes more courage to dig deep into the abyss of one's own soul than it takes for a soldier to fight on the battlefield."

"Teachers must forge a courage in themselves and attempt to make it contagious with their students to move from learning that is too hollow, too shallow, too quantitative, too standard-oriented."

"Lack of democracy: voicelessness. Democratic reality: a sense of being an agent in the world.

"West quotes Emerson as saying that all forms of imitation are suicide. Therefore, each must find his or her own distinctive voice and practice it and "bounce it up against other voices within the community like a jazz quartet."

Cornell West Insights

Because I was so impressed with Cornell West's speech on Thursday, I took some time to read some of his other speeches. The following are some "gems" I discovered:

"There can be no substantive Essential Education without accenting non-market values, activities that allow us to situate ourselves, and our young people, our students, in stories bigger than us."

"We have become addicted to stimulation and titillation, shallow pleasures, and have discarded the search for depth."

" 'Gangsterization,' a movement which is mean-spirited, cold-hearted, and back-stabbing is going in our society. In our search for material success, non-market values such as concern, compassion, or unity have been forced to take a back seat."

"The 9-11 terrorist attacks in the U. S. gave white Americans a glimpse of what it means to be a black person in the U. S. --feeling 'unsafe, unprotected, subject to random violence, and hatred' for who they are."

Recapturing the Heart of the Twelve Year Old

As I have been reflecting this morning on the words from Dr. Cornell West's speech at the University of Utah yesterday, I'm reminded of an incident that happened on my 12th birthday 48 years ago this month. My mother had finally given in and allowed me to invite all the girls from my class, including two Black girls, to my birthday party because I had insisted that I didn't want to have a party if anyone had to be left out.

West's words inspired me to want to recapture that 12 year old attitude and determination as so much work still needs to be done not only in my personal life but as a nation, too, so that no one is left out.

Progress has been made as Linda Chavez reminds us in her article Our Better Angels: Martin Luther King's Legacy posted at www.townhall.com on January 18, 2008. Chavez notes that under the leadership of King in the Civil Rights movement, the hearts and minds of American people were changed and led out of complacency to exclaim, "This should not happen in America" The conscience of millions of Americans of all colors had been pricked, and they understood that the injustices they were witnessing on their TV screens were simply wrong. An army of men and women, young and old, black and white, was mobilized and the non-violent protests for democratic rights for all began.

West reminded us, though, that in spite of the progress that has been made, the journey isn't over until Martin Luther King, Jr.'s dream has been totally realized. In order for this to happen, all of us must respond to what both King and Lincoln called the appeal to "the better angels of our nature" and get to work.

Be There

Woody Allen's formula for success is summarized in his words, "80% of success is showing up." Many years ago I heard a similar message condensed to two words: Be there.

Yesterday United Way was sponsoring its 4th Annual Legislation Breakfast. I had earlier responded with a yes RSVP that I would attend, but I was in a real time crunch because of a variety of assignments that needed to be completed. Yet, I felt prompted to attend. After all, it was only going to take a couple of hours out of my day.

The first person I saw as I entered the parking lot elevator was LeeAnne Linderman, a favorite person of mine who always inspires me just by being around her for a few minutes. After registering I sat down at an empty table as I hadn't come with anyone, and I didn't see anyone I knew. It wasn't long before I realized that the one conducting the meeting was Scott Anderson, the President and CEO of Zions Bank---someone with whom I had been playing phone tag as I had wanted to contact him about an idea. Being able to speak to him in person after the meeting instead of continuing to try to connect by phone was definitely a plus.

Already my investment of time was paying off! Then during the meeting, much to the surprise of both of us, Sandy Petersen, the Davis School District Assistant Superintendent, sat down beside me. She is an incredible educator and person who is committed to serving Hispanic learners. It was rejuvenating just to have the opportunity to visit with her for a few minutes.

Surprises aren't over, yet. At the end of the meeting someone else who had come in and sat down at my table spoke to me by name, and I realized it was Joan Dixon, another person who is an inspiration because of the great work she is doing with Hispanics in the Provo area.

Needless to say, it was well worth the two hour investment to follow the prompting to "show up" and to "be there"---over and above hearing what the legislators had to say!

Learning From the Democratic Presidential Candidates

Last night we watched the 2008 Presidential Democratic Debate taking place in Las Vegas, Nevada. Even though I am not a Democrat (am not sure what I am at this point!), there were some important lessons to be learned.

Lesson #1: The candidates stayed focused on the issues and refused to be caught up in the media frenzy that seems to be determined to be divisive. For instance, Hillary Clinton and Barak Obama had worked out between them, before the debate, the accusations flying back and forth about a comment of Senator Clinton's concerning Martin Luther King. Another example, was Senator Barak Obama's response to lies about him that were being spread on the internet. Another example was when Obama refused to blame race for his New Hampshire loss to Clinton.

Lesson #2: Even though they had differing views on how to address a variety of issues they focused on the views and didn't resort to personal attacks. (Have to admit, though, that they weren't that kind when talking about President Bush). They recognized that in spite of their differences, they all were committed to the same goal--serving the American people.

Lesson #3: When asked to share a personal strength and a weakness, each was honest about both which indicated they knew themselves.

Lesson #4: Clinton and Edwards admitted mistakes they had made concerning a vote they had cast that later turned out not to be a wise choice. They did this with no excuses.

Lesson #5: When asked when and why they chose to run for president, each shared a tender moment.

Lesson #6: They complimented each other for the good things they had done and commented that they knew that the American people had three very competent and capable candidates to choose from. Once the American people made their final choice known, they would support that choice.

Lesson #7: Clinton asked for Obama's help with an issue she wanted to address.

Lesson #8: All three candidates were extremely knowledgeable about the topics. They weren't responding to questions with an emotional gut reaction although "heart" definitely played an important role in their opinions and decisions.

As educators contemplate each of these lessons they will see that there are definite applications as to how it might be in the best interest of our diverse students to address education issues in the same manner.

Two Important Questions

Yesterday I attended a panel presentation at the University of Utah. It was one of its Martin Luther King celebration events.

One person on the panel, Dr. Takuya Minami, suggested that we ask ourselves two questions:

1. Do I feel like a member of the community?
2. Am I comfortable inviting others to the community?

A yes answer to the second question relies upon a yes answer to the first question. The struggles of others won't become my struggles until I can answer, "Yes," to both of these questions.

Pondering the first question caused me to reflect upon the work of Dr. Robert Putnam concerning social capital. To feel like a member of the community I must expand my circle of influence beyond my own small world--I must become actively involved. Although voting is important, actively involved requires more than casting a vote. It demands stepping out of a comfort zone and getting into the arena. It means speaking up and doing about what's right even when it is unpopular.

Education Savings Account and Books

By helping our diverse students open an education savings account and then contribute to it we are not only telling them that we believe in them, but we are also helping them to focus on education goals.


Some things we can to encourage this: (The focus is going on the Hispanic student population because that is where my experience is but could definitely be adapted to other diverse student populations)

• In schools with a high Hispanic population when you find out some family is going to have a baby, give the family a book with a $1 (or more) check made out to a bank to open an education savings account. Sixth grade Hispanic students could tape record the books, and they could be given a small amount of money for their education savings account for doing this. A business partner (or grant) could be involved in paying for the cost of this project.


• For the state Spanish Spelling Bee, have the reward be money for an education savings account and a book.


• Encourage service and civic organizations to sponsor a variety of contests such as essay contests with the reward being money for the education savings account and books.


• School and classroom rewards could be money for the education savings account and books rather than other treats.


• Family members, friends, and neighbors could be encouraged to give money for the education savings account and/or books for such celebrations as holidays, births, birthdays, graduations, quinceañeras and other special occasions. Fellow church members could be encouraged to do the same for special occasions the child or youth experiences in the church setting such as baptisms.
• Encourage the student to put at least 10% of any earnings from an allowance or job into his/her educations savings account.
• Hold events such as yard sales where all the profit is divided amongst the participating students for their education savings account.
• Find someone who will match the amount of money in the education savings account each year. If needs be, set a minimum and/or a maximum the student has to accumulate.

In Utah (and a few other states) Zions Bank can help with setting up this education savings account. It can be opened with the minimum amount of $1 and the interest is greater than it is for other accounts. An added plus: Zions has Spanish banks where everyone in the bank speaks Spanish. For more information about this, contact Sylvia Haro at sylvia.haro@zionsbank.com. Other banks may have similar programs, but I am most familiar with Zions because I have worked with them.

Hope and Change

It would be hard for anyone (Democrat, Republican, Independent) to listen to Barak Obama's speech mantra of "hope and change" and not be inspired. Yet, Shelby Steele on Bill Moyers Now last Friday evening expressed the following:

"But if you listen to his -- speeches 'change,' 'hope.' I mean, it's a kind of-- it's an empty mantra. I mean a surprising degree of emptiness, of lack of specificity. What change? Change from what to what? What direction do you want to take the country? What do you mean by hope? There's never any specificity there because specificity is dangerous to a bargainer."

Earlier in the interview Shelby defined and explained a bargainer as " a black who enters the American, the white American mainstream by saying to whites in effect, in some code form, I'm going to give you the benefit of the doubt. I'm not going to rub the shame of American history in your face if you will not hold my race against me. Whites then respond with enormous gratitude. And bargainers are usually extremely popular people." Shelby goes onto explain that the bad side of this is that no one ends up telling the truth about what one really feels and thus in a way becomes invisible.

All of this has great application to education issues especially as it relates to the education of our diverse learners. It could very well explain why the achievement gap (s) continues to persist despite all the rhetoric. People have entered into some kind of bargain so no one is offended by speaking the truth---being specific about what needs to be changed and who needs to do the changing. Policy makers enter into the bargain agreement to keep their jobs and/or to be reelected. Result: Nothing changes and the achievement gap (s) continue to exist.

If the achievement gap (s) scenario is ever going to change we need people who because they are more concerned about the next generation than the next "election" will challenge the status quo by telling the truth--with hope.

Ponderings on Law

This Thursday I attended my first Education and Law class with Dr. Scott Ferrin at BYU. As we discussed the definition and role of law, I reflected on the December 22nd "blog post" about the "rule of law."

During class some new thoughts came to mind that expand upon that "blog post."

• The purpose of law should have a benefit component. The perfect law giver, God, gave us laws that if obeyed, He in His infinite wisdom knew would bring blessings. We have man made laws such as speed limits for our safety and to protect us. Yet, man is not a perfect law giver. Therefore, he will make laws that are not perfect....and that at times can even be extremely unwise and unjust causing much harm. This should cause us to be leery of focusing only on the "rule of law."

• Throughout history we have honored people who have "broken the law"--our Founding Fathers, Rosa Parks, Corrie Ten Boom, Schindler, all the people who protected and helped slaves during our history's slavery era, even people from scriptures like the Good Samaritan, and many others.

• In my religion--Church of Jesus Christ of Latter Saints--our 12th Article of Faith states: We believe in being subject to kings, presidents, rulers, and magistrates, in obeying, honoring, and sustaining the law.

QUESTIONS: When these pondering thoughts from December 22 and today seem to be contradictory, what is the answer? How does one be a law abiding citizen and at the same time not become such a slave to the rule of law that one ends up hurting rather than helping?

The Fight Goes On

The 2008 edition of Education Week's Quality Counts was released a couple of days ago. It presents a new framework for strengthening the teaching profession, based on a yearlong analysis of the best thinking and current practices in the field.

Quality Counts grades the states across six areas of education performance and policy. While the U.S. posted a grade of C overall, the average state earned a D-plus on public school achievement, the poorest showing of any graded category.

In response to this report and articles in two of our Utah newspapers about the findings, I wrote the following "Letter to the Editor":

The findings of new education reports indicating a persistent achievement gap (s) between Whites and Latinos are quite disconcerting. A 50%-60% Latino drop out rate and up to a 30 pt. achievement gap in some academic areas are inexcusable. Obviously collecting and analyzing data are not sufficient.

Nor will identifying lack of resources as the culprit be an effective answer to the lingering dilemma, especially if it is used as an excuse not to do anything. Plus, there are questions to be asked about resources if they are to be used effectively such as:1) What is meant by resources--money, books, qualified and culturally response educators, technology, opportunities, the students themselves?, 2) Which resources are linked to which learning outcomes for Latinos?, 3) Which combination of resources are most effective?, 4) Which type of classrooms need which resources?, 5) What is meant by sufficient resources?, 6) How do we make resources equitable and not just equal?, and 7) How can Latinos learn to take greater advantage of the resources that are already available?

It's also important to remember that resources are not self-activating? In other words, just providing resources without the proper use of them will not bring the long desired results.

There is no question that most educators are working extremely hard to address this achievement gap (s) issue. Therefore, working harder isn't the answer but maybe working smarter is. Working smarter might include encouraging a closer connection and collaboration between researchers and practitioners and policy makers concerning the most effective use of resources.

Fernando's Graduation

I repeatedly reminded my class of 4th, 5th, and 6th grade English Language Learning Hispanic students that I wanted to be invited to each of their graduations--middle school, high school, and college. There aren't words to express the joy I felt when Fernando took me at my word and called me a couple of days ago to tell me that he would be sending me an invitation to his high school graduation.

This experience was a reminder that our diverse learners need to know that we believe in them and that we have high expectations for them. This is a much different approach than having a huge 6th grade graduation celebration for them because you believe it will be the only graduation they will ever experience. Sadly, the latter is what I heard teachers express.

Providing opportunities for our diverse learners to dream about, envision, and vocalize their possible futures and then helping them develop the knowledge and skills they need to achieve their dreams is one of the greatest gifts we can give them.

Influence Change

One of the reason I like Kevin Eikenberry so much is because he goes the extra mile. He followed up his conference call message with more resources that could benefit us in our change effort.

One resource included 5 ways to influence change in others:

1. "Get" their perspective: It's the other person's perspective about the change that really matters. Valuing that perspective will help the other person feel part of the conversation, not that feel that one is being given a sales pitch.
2. Acknowledge their perspective: Let the person feel that you recognize that the view is valid even if may be different than yours.
3. Speak to their interests: Talk with the person about the differences in your perspectives, explaining how the change has personal benefits for him or her.
4. Recognize natural tendencies: Recognize that not everyone moves at the same rate in regards to change.
5. Be patient: Give a person time to reflect on what you have shared. This could help "save face" for a person who is moving from opposition to a change to being an advocate for the change.

Kevin has more information about change at his website, http://www.kevineikenberry.com/

Serendipity Strikes Again

Another serendipitous experience has touched my life. While in the midst of organizing a group that is going to be educating and advocating for change in regards to Hispanic learners, I received an email from Kevin Eikenberry, the author of Remarkable Leadership, who was conducting a conference call on change.

I had the opportunity to participate in that call yesterday with Kevin. The insights he offered truly are remarkable, and they couldn't have come at a more opportune time.

Kevin strongly recommended that we share with a colleague what we learned --and the sooner the better--as that will help cement the ideas. Stephen Covey has offered the same advice. I felt my "blog" may be the best place to share and record what I learned.

Below are some of the points I learned and want to apply:

• If there is no need for change, there is no need for a leader
• Not everyone will be at the same place concerning change, and it's important to be ok with this
• People view change differently, attaching negative, positive, and/neutral emotions to it
• Be a proponent (not an "evangelist") for the change by emphasizing the positive benefits/rewards of the change and minimizing the risks
• People don't resist change as much as they resist being changed
• Acknowledge where people are in regards to the present state as they have been doing what they are doing for a long time
• Build a post-change vision that can be experienced with all the senses
• When talking about change, the conversation and dialogue need to be continually open and ongoing
• "Sell" individuals, not groups --by getting individuals engaged and involved will help build the momentum
• Call the change a journey (a process)
• Ask questions! Ask questions! Ask questions!
• Find language for the change that is not just a hollow slogan

Participating with Kevin in this learning conference call convinced me to personally commit to move from focusing on resistance, opposition, obstacles in relationship to change and focus on exciting, challenge, opportunity instead.

NOTE: For more information about Kevin Eikenberry and his work, including articles that can be downloaded, visit http://www.kevineikenberry.com/

Joan of Arc's Example

One of my heroines from history is Joan of Arc, the illiterate peasant girl who at 17 became the unlikely standard-bearer for the French army in the Dark Ages.

Long years of war had impoverished and divided her country when Joan received promptings that she had a purpose to fulfill which was to help liberate her oppressed country. At first people scoffed at her ideas and felt that she was a little crazy. Nevertheless, she persisted and was eventually able to see the king.

King Charles VII of France was so impressed with the fact that Joan curtsied to him after recognizing him amongst the ranks of the army which he had occupied in order to trick her, that he gave her command over his 12,000 troops. At first the French soldiers didn't want to obey her, but once seeing the success that came from following her orders, they came to look upon her as their leader.

Joan of Arc issued orders that seemed to be those of a military genius, and in spite of being wounded twice, she and her army liberated the besieged city of Orleans in 1429 and defeated the English in four other battles.

She was captured at Compiegne by English allies during the Battle of Paris and sold to the English for 16,000 francs. She was imprisoned, tried as a heretic, and then burned at the stake in 1431.

Despite this sad ending to Joan of Arc's life, it does not take away from her greatness who as a young girl had the courage to follow the promptings that came to her and make a difference.

Lessons to learn from Joan of Arc as we strive to make a difference for diverse learners:

• Listen to promptings and follow them in spite of what others may say or do
• Be willing to be different and not be motivated to do that which wins acceptance
• Muster the courage to be willing to suffer the consequences that may come from following promptings

"The Fierce Urgency of Now"

"The fierce urgency of now." The 2008 Democratic presidential candidate, Barak Obama, has resurrected this powerful phrase from Dr. Martin Luther King, Jr.'s I Have A Dream speech.

These words are definitely appropriate and applicable to what we are facing in connection with the education of our diverse learners.


Although this pithy phrase is a memorable call to action, I feel it would be helpful to look at the significance of each of the words. To be fierce is to be strenuously active and resolute fueled by intense conviction. Urgency means there is a pressing necessity demanding notice and attention that requires speedy and prompt action. Now means at the present time, without delay or hesitation.

The education of our diverse learners is definitely a pressing issue that demands our immediate and strenously active attention.

Learning From Statistics

It was the hardest class I had ever taken in my whole life--Statistics (or as some have called it--Sadistics).

Our professor, Dr. Sterling Hilton, told us that he had chosen the best textbook he could find. I believed him but even though I knew the words I was reading were English words, they might as well have been Japanese words. Then after reading the chapter 2-3 times I had to face a greater challenge--complete the assignments based on the difficult reading.

As I started to doubt my abilities and considered dropping the class Dr. Hilton gave me some wonderful advice. He said to concentrate on the learning and not the grade. Yet, as I contemplated his advice I realized that I could learn 50% and still fail the class. That was a daunting thought.

The irony to all this was that I truly loved the class. My husband questioned my sanity asking in disbelief, "How can you love a class that is so hard for you?!?" Why did I? One reason was because of the "A-ha" moments--times when the light finally dawned after an uphill struggle to understand. If I let my mind wonder for 2 seconds during class or while reading the textbook, I was lost. Therefore, I had to be continually engaged. As difficult as this was, it was also exhilarating as my mind was stretched to grasp a concept in the foreign language of statistics.

So I continued to love the class and follow Dr. Hilton's advice to focus on learning praying that I would at least pass the class but also being willing to retake it if needed. Well, the semester ended, and I had survived statistics. But had I passed? With trepidation and butterflies in my stomach I finally mustered up the courage to look at my grade. There are no words to describe what I felt as an "A-" stared back at me. No "A-" has ever meant so much to me.

There are so many valuable and life changing lessons I learned from this experience that have nothing to do with statistics, and I'll never be the same.

As we work with diverse learners who face at times challenges that seem to be insurmountable, we must remind them to focus on the learning and not to give up. The very fact that the road wasn't easy will make the eventual success that much sweeter and their character that much stronger.

History and Forgiveness

It is critical that young people (and adults, too!) learn the history of our world and nation for as George Santayana warns, "Those who cannot learn from history are doomed to repeat it."


It is not only critical to learn history, but it's also important that it be observed from different perspectives. After all, as Ralph Waldo Emerson tells us, "All history becomes subjective; in other words there is properly no history, only biography." Seeing American History through the eyes of Native Americans, Blacks, Hispanics, and/or other minorities will paint a different picture. By studying one, we don't dismiss the other. We just acknowledge that history isn't one-sided.

Seeing history from other perspectives can often times be extremely painful, but Maya Angelou
reminds us, "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."

We must exercise extreme caution when sharing painful history. If the result is "white guilt" and/or anger and hatred and revenge and feelings of victimization we have lost site of our goal and ultimate hope to change the present and the future for these kind of responses are paralyzing.

So what is the healthy response to painful history that will allow up to paint a brighter future: FORGIVENESS

As we ponder the words of Anne Frank, Corrie Ten Boom, Archbishop Desmond Tutu, Ishmael Beah, Coretta Scott King, Mahatma Gandhi, Nelson Mandela, and the Amish people, we can glean the wisdom from them about the power of forgiveness.

Therefore, as we teach young learners painful history, it is crucial that we also teach them the importance of forgiveness, even when the offender doesn't ask for it. It will only be through forgiveness that our nation and we as individuals can heal and be strong. For only then can we be united in working together to fight the evils that hurt us all.

Forgiveness cont.

Nelson Mandela, an activist and leader who was imprisoned from 1964-1990 for his opposition to South African apartheid: "If you want to make peace with your enemy you have to work with your enemy. Thus he becomes your partner." Mandela stressed the importance of healing a nation through reconciliation and forgiveness instead of retaliation for the injustices that had been done. He himself was equipped to do this because he had learned to hate apartheid without hating South Africans.

Amish, a community in Nickel Mines, PA that in October 2006 after a horrific shooting in an Amish schoolhouse: Goshen College Professor of History, Steve Nolt, describes the forgiveness of the Amish people: "It's not pretending that nothing happened or that the offense wasn't so bad. It's not a pardon or saying that there should be no consequences for actions. It is about giving up: giving up the right to revenge and giving up feelings of resentment, bitterness and hatred...and treating the offender as a fellow human being." Nolt goes onto explain, "Although the Amish never anticipated the horror of Nickel Mines, they were prepared to respond long before they needed to.....Amish forgiveness is not an easily transferable technique because it grows out of a collective life and culture."

Jesus Christ, the innocent and perfect Son of God while dying on a cross pled, "Father, forgive them; for they know not what they do."

Paul Boese sums it all up quite well with his words, "Forgiveness does not change the past, but it does enlarge the future."

Tomorrow we'll see what we can glean from these noble individuals that can benefit our diverse learners.