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.
Thursday, February 7, 2008
Wednesday, February 6, 2008
Keep On Trudging
Even though I am not a Mike Huckabee supporter, I do admire his tenacity as a candidate in this 2008 Presidential Campaign. He truly has an attitude of "It's not over until the fat lady sings." He may not win the Republican nomination, but he has definitely made his mark.
A similar attitude paid off for the Utah Jazz the other night in a game where they only scored 11 points in the first quarter. They just kept trudging along and ended up winning the game.
The Super Bowl upset with the New York Giants scoring a touchdown in the last 35 seconds of the game to win over the favored New England Patriots is another example of what can happen when one refuses to accept defeat.
Obviously there will be times when even our persistence and best effort won't result in a "win" as it may not be for Mike Huckabee. Yet, when one has been persistent in giving one's all, failure is not the result, no matter what the outcome. We have examples of people such as Thomas Edison and Abraham Lincoln who have taught us that.
A similar attitude paid off for the Utah Jazz the other night in a game where they only scored 11 points in the first quarter. They just kept trudging along and ended up winning the game.
The Super Bowl upset with the New York Giants scoring a touchdown in the last 35 seconds of the game to win over the favored New England Patriots is another example of what can happen when one refuses to accept defeat.
Obviously there will be times when even our persistence and best effort won't result in a "win" as it may not be for Mike Huckabee. Yet, when one has been persistent in giving one's all, failure is not the result, no matter what the outcome. We have examples of people such as Thomas Edison and Abraham Lincoln who have taught us that.
Tuesday, February 5, 2008
We're All Busy
I once heard that when we tell others how busy we are, especially when we use it as an excuse for not doing something, we are insinuating that others aren't busy. The one thing that seems to be most time consuming in my life is following up with people who didn't respond to the first request for a response. It is especially frustrating when the person's response is needed before I can move forward on an important project.
Some things to keep in mind:
Some things to keep in mind:
- Everyone is busy in one way or another although maybe not always with the most important things
- Everyone seems to find time to do the things they really want to do
- The busiest people, more often than not, are the ones who get most done (maybe because they don't waste time and energy telling others how busy they are!)
- It is courteous and polite and respectful of other people's time when one responds to an email or phone message within 24 hours
- Being on time to meetings is respectful. In case no one else is there to appreciate your punctuality, always carry reading and writing material. It will be amazing how much one can accomplish while waiting!
How we spend the 24 hours allotted to each of us each day defines who we are and ultimately our potential to meet the goals we set for ourselves and what we accomplish. It's really not about how busy we are.
Monday, February 4, 2008
Legislators Need To Be Compassionate
Article #3:
Legislators shouldn't punish immigrant children
By John Florez
Published: February 4, 2008—Deseret News
Religious leaders have said immigration is a moral and humanitarian issue and have asked we view it with compassion. It is a message that must not be lost on our Utah legislators, some of whom seem to be considering laws based on fear, rather than compassion, such as the one denying in-state college tuition for undocumented students.
Last week, Catholic Bishop John C. Wester said immigrants are part of the human family and should be treated with dignity. The Church of Jesus Christ of Latter-day Saints has called for compassion regarding immigration and welcomes all, including undocumented residents. Our nation's policies have been based on humanitarian principles and promulgated by our religious institutions; we are viewed around the world as holding the moral high ground. Utahns, especially, take pride in upholding our "Utah values" of family, compassion and caring for one another.
We were taught in our schools that we live in the land of opportunity and that with hard work and sacrifice we could realize our dreams. Teachers made us believe in ourselves. I was one of those students — a son of immigrant parents — who had teachers that were tough but gave us hope and taught us to have big dreams. Now there is a new generation of students sitting in today's classrooms with teachers who tell them the same and still give them hope — to work, study hard and succeed.
However, some legislators appear eager to exploit the fear in those looking for vulnerable scapegoats, then use immigrants for political gain. They argue costs. Yet last week, on the House Education Committee's agenda, two bills were passed: One denies in-state tuition to motivated students who will contribute to society, which would have cost the state only $350,000; and the other appropriates $1.5 million for post high school education for prison convicts. The message: Commit a felony and you can get a college education.
Some legislators fail to see the negative consequences of their actions. They not only douse the dreams teachers have instilled in students but, most destructive, demean and marginalize those students. The result is that such policies relegate a group of motivated students to a lifetime of poverty, when they could contribute to our state. There may be another Bill Gates in that group.
What is at stake in the debate are the values that have made us the compassionate and moral society for which we take pride and others look to as a beacon of hope. Unlike past generations that built our country out of hope, some of our leaders today are trying to make political gain out of fear. Rather than working for the common good and promoting the principles we claim to hold dear — compassion, humanitarianism — some lawmakers seem eager to make scapegoats out of the most vulnerable group in our society, children who have no voice.
Our religious leaders have called for legislators to make policies that reflect our moral and humanitarian values, but lawmakers ignore those pleas, saying they are responding to the public's wishes. If that's the case, how come they didn't listen when they quickly gave $35 million for a soccer stadium and voted for school vouchers, both contrary to the people's wishes?
I like to think the average citizen wants to see public policies reflect the values we live daily and teach our children. But unless the legislators hear from all of us, it will be business as usual.
Every child deserves hope.
Utah native John Florez has founded several Hispanic civil rights organizations, served on the staff of Sen. Orrin Hatch and on more than 45 state, local and volunteer boards. He also has been deputy assistant secretary of labor. E-mail: jdflorez@comcast.net
Legislators shouldn't punish immigrant children
By John Florez
Published: February 4, 2008—Deseret News
Religious leaders have said immigration is a moral and humanitarian issue and have asked we view it with compassion. It is a message that must not be lost on our Utah legislators, some of whom seem to be considering laws based on fear, rather than compassion, such as the one denying in-state college tuition for undocumented students.
Last week, Catholic Bishop John C. Wester said immigrants are part of the human family and should be treated with dignity. The Church of Jesus Christ of Latter-day Saints has called for compassion regarding immigration and welcomes all, including undocumented residents. Our nation's policies have been based on humanitarian principles and promulgated by our religious institutions; we are viewed around the world as holding the moral high ground. Utahns, especially, take pride in upholding our "Utah values" of family, compassion and caring for one another.
We were taught in our schools that we live in the land of opportunity and that with hard work and sacrifice we could realize our dreams. Teachers made us believe in ourselves. I was one of those students — a son of immigrant parents — who had teachers that were tough but gave us hope and taught us to have big dreams. Now there is a new generation of students sitting in today's classrooms with teachers who tell them the same and still give them hope — to work, study hard and succeed.
However, some legislators appear eager to exploit the fear in those looking for vulnerable scapegoats, then use immigrants for political gain. They argue costs. Yet last week, on the House Education Committee's agenda, two bills were passed: One denies in-state tuition to motivated students who will contribute to society, which would have cost the state only $350,000; and the other appropriates $1.5 million for post high school education for prison convicts. The message: Commit a felony and you can get a college education.
Some legislators fail to see the negative consequences of their actions. They not only douse the dreams teachers have instilled in students but, most destructive, demean and marginalize those students. The result is that such policies relegate a group of motivated students to a lifetime of poverty, when they could contribute to our state. There may be another Bill Gates in that group.
What is at stake in the debate are the values that have made us the compassionate and moral society for which we take pride and others look to as a beacon of hope. Unlike past generations that built our country out of hope, some of our leaders today are trying to make political gain out of fear. Rather than working for the common good and promoting the principles we claim to hold dear — compassion, humanitarianism — some lawmakers seem eager to make scapegoats out of the most vulnerable group in our society, children who have no voice.
Our religious leaders have called for legislators to make policies that reflect our moral and humanitarian values, but lawmakers ignore those pleas, saying they are responding to the public's wishes. If that's the case, how come they didn't listen when they quickly gave $35 million for a soccer stadium and voted for school vouchers, both contrary to the people's wishes?
I like to think the average citizen wants to see public policies reflect the values we live daily and teach our children. But unless the legislators hear from all of us, it will be business as usual.
Every child deserves hope.
Utah native John Florez has founded several Hispanic civil rights organizations, served on the staff of Sen. Orrin Hatch and on more than 45 state, local and volunteer boards. He also has been deputy assistant secretary of labor. E-mail: jdflorez@comcast.net
Do What Makes Sense
Article #2:
Denying education to undocumented immigrants doesn't make sense
By George E. Brooks
Article Last Updated: 02/04/2008 12:12:59 AM MST
Salt Lake Tribune
For the past four years I have been working very closely with Utah students for whom House Bill 241 would virtually eliminate the chances of pursuing postsecondary education.
I understand that the bill's sponsor, Rep. Glenn Donnelson, R-North Ogden, believes that HB241 would help solve the very real problem of illegal immigration; that removing the benefit of in-state tuition will somehow motivate the parents of would-be students to relocate or not come here intending to take advantage of this system.
This rationale is fundamentally flawed, as is understood by anyone with firsthand experience with these immigrants. To imagine that the prospect of resident tuition for their children crosses the minds of persons immigrating to work in this state is to either misunderstand or just ignore the more immediate and material factors that actually drive immigration.
To be candid and specific, the majority of the students affected by this bill are children of undocumented immigrants, brought here as infants or children with no choice in the matter, and raised here. If college is even academically an option for them it is because they have gone to school here, studied hard and successfully integrated into their communities.
A child of undocumented immigrant parents has no access to the resources that would enable him or her to attend college paying non-resident tuition. So, essentially, denying in-state tuition sends the message that, hard work or not, they will find only closed doors after high school. Rep. Donnelson contends that closing these doors to these undocumented members of our community will somehow serve as an immigration enforcement strategy, and that those who are impacted by the bill will just finish high school and go home to their country of origin.
,
The reality is that, by now, these students are more American than anything else. Those students who are here, who have grown up here, are not going to go away, and denying them an education is neither in their nor the state's best interests.
The argument that resident tuition for these students puts any kind of undue strain on the state is false. In the 2003-2004 school year, the 117 students statewide who took advantage of this resident tuition cost the state about $300,000 in lost tuition, according to state System of Higher Education figures.
That same year 10,424 nonresident students paid $34 million in tuition and fees over the in-state rate. And when one considers the long-term benefits of having motivated, well-educated, well-integrated second-generation Americans, the cost becomes even more negligible in comparison.
Again, we are talking about students who did not choose to come here but are now making choices about what kind of Americans they will be. Denying them access to college education is morally wrong and civically irresponsible. ---
* GEORGE E. BROOKS is an adjunct instructor at Snow College's International Center and coordinator and instructor for the Snow/Sanpete adult literacy program.
Denying education to undocumented immigrants doesn't make sense
By George E. Brooks
Article Last Updated: 02/04/2008 12:12:59 AM MST
Salt Lake Tribune
For the past four years I have been working very closely with Utah students for whom House Bill 241 would virtually eliminate the chances of pursuing postsecondary education.
I understand that the bill's sponsor, Rep. Glenn Donnelson, R-North Ogden, believes that HB241 would help solve the very real problem of illegal immigration; that removing the benefit of in-state tuition will somehow motivate the parents of would-be students to relocate or not come here intending to take advantage of this system.
This rationale is fundamentally flawed, as is understood by anyone with firsthand experience with these immigrants. To imagine that the prospect of resident tuition for their children crosses the minds of persons immigrating to work in this state is to either misunderstand or just ignore the more immediate and material factors that actually drive immigration.
To be candid and specific, the majority of the students affected by this bill are children of undocumented immigrants, brought here as infants or children with no choice in the matter, and raised here. If college is even academically an option for them it is because they have gone to school here, studied hard and successfully integrated into their communities.
A child of undocumented immigrant parents has no access to the resources that would enable him or her to attend college paying non-resident tuition. So, essentially, denying in-state tuition sends the message that, hard work or not, they will find only closed doors after high school. Rep. Donnelson contends that closing these doors to these undocumented members of our community will somehow serve as an immigration enforcement strategy, and that those who are impacted by the bill will just finish high school and go home to their country of origin.
,
The reality is that, by now, these students are more American than anything else. Those students who are here, who have grown up here, are not going to go away, and denying them an education is neither in their nor the state's best interests.
The argument that resident tuition for these students puts any kind of undue strain on the state is false. In the 2003-2004 school year, the 117 students statewide who took advantage of this resident tuition cost the state about $300,000 in lost tuition, according to state System of Higher Education figures.
That same year 10,424 nonresident students paid $34 million in tuition and fees over the in-state rate. And when one considers the long-term benefits of having motivated, well-educated, well-integrated second-generation Americans, the cost becomes even more negligible in comparison.
Again, we are talking about students who did not choose to come here but are now making choices about what kind of Americans they will be. Denying them access to college education is morally wrong and civically irresponsible. ---
* GEORGE E. BROOKS is an adjunct instructor at Snow College's International Center and coordinator and instructor for the Snow/Sanpete adult literacy program.
Preserving Language Is Worth It
I read three articles this morning that are so important--one related to language and two related to in-state tuition for undocumented students. Below is the first.
Teaching American Indian languages in schools is a tool that educators say has been tested as a way
By Jennifer Toomer-Cook and Deborah BulkeleyDeseret Morning News
Published: February 4, 2008
Teaching American Indian languages in schools is a tool that educators say has been tested as a way of raising the achievement bar. To that end, the State Board of Education is seeking $275,000 to preserve and revitalize Utah's indigenous languages to help narrow achievement gaps.
Utah's CRT state test results show a 45 percentage point difference between the performance of Navajo and Caucasian students on language arts, 48 percentage points on math and 57 percentage points on science, according to data state associate superintendent Brenda Hales presented to the Education Appropriations Committee Thursday.
The Education Board wants to include San Juan and Uintah School District's Ute Indian population in the proposed program. The Northern Band of Shoshone, Goshute and the Skull Valley tribe would be included in the future, under the proposal, which came out of the governor's fall Native American summit, Hales said.
"Take a look year after year at low test scores and a 50 percent dropout rate, we have a whole generation of students we're going to lose if we don't start making immediate attempts to help them," Hales said.
Following a pilot program in San Juan School District where students were immersed in Navajo Language classes, the gap closed to 15 percentage points in language arts, 23 percentage points in math and 10 percent in science.
Forrest Cuch, director of the Utah Office of Indian Affairs, said culture is also at stake and that Utah's five native nations need to work together with the state and federal governments to preserve them.
"We're losing our languages," Cuch said. "The federal government has come forward and Utah tribes would like the state to come forward."
In addition to the language funding, Sen. Ross Romero, D-Salt Lake, said he's requesting $350,000 to partner with KUED on an educational program highlighting Utah's five nations — Ute, Piute, Shoshone, Goshute and Navajo.
Salt Lake City School District multicultural director Janice Jones Schroeder passionately lobbied this past week for money to fund the language program. Schroeder, an American Indian, said the language of her ancestors has been lost, and with it part of herself.
"The more you deny bills like this you deny us as human beings," Schroeder said. "We're tired of being marginalized ... Our kids are not succeeding nationwide, in Utah and the schools I work for ... because we've been denied those rights ... to be who we are."
Committee Chairman Sen. Howard Stephenson wondered whether language preservation was the way to go, or if $275,000 could be better spent otherwise.
"When it's not spoken in the home ... how do we expect to require those students or encourage those students to keep that language alive?" he said. "Is it a reasonable expectation? Is it going be a useful language, or is it going to be something 100 years from now ... it's still gone?"
Responded Schroeder: "To me, every human being is worth more than $275,000."
E-mail: dbulkeley@desnews.com
© 2008 Deseret News Publishing Company All rights reserved
Teaching American Indian languages in schools is a tool that educators say has been tested as a way
By Jennifer Toomer-Cook and Deborah BulkeleyDeseret Morning News
Published: February 4, 2008
Teaching American Indian languages in schools is a tool that educators say has been tested as a way of raising the achievement bar. To that end, the State Board of Education is seeking $275,000 to preserve and revitalize Utah's indigenous languages to help narrow achievement gaps.
Utah's CRT state test results show a 45 percentage point difference between the performance of Navajo and Caucasian students on language arts, 48 percentage points on math and 57 percentage points on science, according to data state associate superintendent Brenda Hales presented to the Education Appropriations Committee Thursday.
The Education Board wants to include San Juan and Uintah School District's Ute Indian population in the proposed program. The Northern Band of Shoshone, Goshute and the Skull Valley tribe would be included in the future, under the proposal, which came out of the governor's fall Native American summit, Hales said.
"Take a look year after year at low test scores and a 50 percent dropout rate, we have a whole generation of students we're going to lose if we don't start making immediate attempts to help them," Hales said.
Following a pilot program in San Juan School District where students were immersed in Navajo Language classes, the gap closed to 15 percentage points in language arts, 23 percentage points in math and 10 percent in science.
Forrest Cuch, director of the Utah Office of Indian Affairs, said culture is also at stake and that Utah's five native nations need to work together with the state and federal governments to preserve them.
"We're losing our languages," Cuch said. "The federal government has come forward and Utah tribes would like the state to come forward."
In addition to the language funding, Sen. Ross Romero, D-Salt Lake, said he's requesting $350,000 to partner with KUED on an educational program highlighting Utah's five nations — Ute, Piute, Shoshone, Goshute and Navajo.
Salt Lake City School District multicultural director Janice Jones Schroeder passionately lobbied this past week for money to fund the language program. Schroeder, an American Indian, said the language of her ancestors has been lost, and with it part of herself.
"The more you deny bills like this you deny us as human beings," Schroeder said. "We're tired of being marginalized ... Our kids are not succeeding nationwide, in Utah and the schools I work for ... because we've been denied those rights ... to be who we are."
Committee Chairman Sen. Howard Stephenson wondered whether language preservation was the way to go, or if $275,000 could be better spent otherwise.
"When it's not spoken in the home ... how do we expect to require those students or encourage those students to keep that language alive?" he said. "Is it a reasonable expectation? Is it going be a useful language, or is it going to be something 100 years from now ... it's still gone?"
Responded Schroeder: "To me, every human being is worth more than $275,000."
E-mail: dbulkeley@desnews.com
© 2008 Deseret News Publishing Company All rights reserved
Sunday, February 3, 2008
In Remembrance of Quinn
It's with a heavy heart that I write today's "blog post." We are grieving at our house over the death of our beloved dog, Quinn, who died yesterday. Quinn's death has left not only a hole in our home, but a hole in our hearts as well---and we will always miss him.
Although we were never quite sure what breed mixture Quinn was, we bought him from the Utah Golden Retriever Rescue Mission. I feel in love with him the minute I saw him and couldn't imagine how anyone could give up a dog like Quinn. Yet, I was grateful that someone did so he would be able to come to our home.
He definitely had his quirks--and that is what endeared him to us. He could forecast the weather better than any weatherman. We knew when a storm was coming because he would start to shake and jump in the bath tub or hide under the computer table. He loved to give kisses. He persistently and stubbornly nudged us when he wanted something. In spite of the fact that he was a gigantic dog, he was a gentle as they come. His whole time with us was about being loved and loving us. He could have cared less about our physical appearance, our economic status, our religion, or how educated or smart we were.
One of the reasons I am having such a difficult time with this loss is because he was such a fighter until the very end. In spite of the fact that he was going downhill, he refused to give in and with every bit of strength he had left he made an effort to keep going--and keep going he did until the last few hours of his life. Thank you, Quinn, for this invaluable lesson! I will miss you and never forget you--you will be a part of my heart for all eternity.
Lesson: Our pets can teach us so much about how we as humans ought to treat each other and how to live our lives.
Although we were never quite sure what breed mixture Quinn was, we bought him from the Utah Golden Retriever Rescue Mission. I feel in love with him the minute I saw him and couldn't imagine how anyone could give up a dog like Quinn. Yet, I was grateful that someone did so he would be able to come to our home.
He definitely had his quirks--and that is what endeared him to us. He could forecast the weather better than any weatherman. We knew when a storm was coming because he would start to shake and jump in the bath tub or hide under the computer table. He loved to give kisses. He persistently and stubbornly nudged us when he wanted something. In spite of the fact that he was a gigantic dog, he was a gentle as they come. His whole time with us was about being loved and loving us. He could have cared less about our physical appearance, our economic status, our religion, or how educated or smart we were.
One of the reasons I am having such a difficult time with this loss is because he was such a fighter until the very end. In spite of the fact that he was going downhill, he refused to give in and with every bit of strength he had left he made an effort to keep going--and keep going he did until the last few hours of his life. Thank you, Quinn, for this invaluable lesson! I will miss you and never forget you--you will be a part of my heart for all eternity.
Lesson: Our pets can teach us so much about how we as humans ought to treat each other and how to live our lives.
Saturday, February 2, 2008
That Critical Elevator Speech
I was invited to attend a meeting yesterday with a group of people who belong to a nonprofit organization committed to the education of Utah's low income children. They are in the process of deciding where the investment of their energy and money will reap the greatest dividends.
As I participated in the meeting I was asked to name my top three priorities. This request along with a request to tell them in a short one minute speech what needed to happen, I was reminded how important it is to have an "elevator speech" that is ready to be articulated at a moment's notice.
An effective elevator speech is no more than 90 words long that can describe and sell an idea in 30 seconds are less-- it's a concise, carefully planned, and well-practiced description about the cause that my mother would be able to understand in the time it would take to ride up an elevator.
The fact that it is short in no way means it doesn't take a lot of thought and preparation. To be well crafted the following seven steps in the speech preparation could be helpful.
STEP ONE: Know your audience.
STEP TWO: Know the cause--Define precisely what is being offered, what problems are being solved and what benefits will come to the listener.
STEP THREE: Outline the speech--Use bullet points to describe step two
STEP FOUR: Finalize the speech--Write a sentence about each bullet point. Then tie all the sentences together adding additional phrases to make them flow, changing any long words or jargon into everyday language and cutting out unnecessary words until the final speech is no more than 90 words long.
STEP FIVE: Refine the speech--Decide on a "hook" to open the speech--a statement or question that will pique the interest of the listener and create a desire to hear more.
STEP SIX: Be passionate about the speech
STEP SEVEN: Make a request--At the end of the speech, ask for something.
A well crafted elevator speech is as important, if not more important, than a business card. In fact, it could be beneficial to have the elevator speech printed on the back of the business card.
As I participated in the meeting I was asked to name my top three priorities. This request along with a request to tell them in a short one minute speech what needed to happen, I was reminded how important it is to have an "elevator speech" that is ready to be articulated at a moment's notice.
An effective elevator speech is no more than 90 words long that can describe and sell an idea in 30 seconds are less-- it's a concise, carefully planned, and well-practiced description about the cause that my mother would be able to understand in the time it would take to ride up an elevator.
The fact that it is short in no way means it doesn't take a lot of thought and preparation. To be well crafted the following seven steps in the speech preparation could be helpful.
STEP ONE: Know your audience.
STEP TWO: Know the cause--Define precisely what is being offered, what problems are being solved and what benefits will come to the listener.
STEP THREE: Outline the speech--Use bullet points to describe step two
STEP FOUR: Finalize the speech--Write a sentence about each bullet point. Then tie all the sentences together adding additional phrases to make them flow, changing any long words or jargon into everyday language and cutting out unnecessary words until the final speech is no more than 90 words long.
STEP FIVE: Refine the speech--Decide on a "hook" to open the speech--a statement or question that will pique the interest of the listener and create a desire to hear more.
STEP SIX: Be passionate about the speech
STEP SEVEN: Make a request--At the end of the speech, ask for something.
A well crafted elevator speech is as important, if not more important, than a business card. In fact, it could be beneficial to have the elevator speech printed on the back of the business card.
Friday, February 1, 2008
Listening to Instincts
I am paranoid about driving in the snow. Therefore, when a winter storm watch was being announced yesterday for the very time I would be driving from Salt Lake to Provo for my education law class, I started to get nervous. Because it didn't look like snow--nor did it feel like snow--I kept checking the weather watch which kept reporting a 90%-100% chance of snow for the very times I would be on the road.
I had a gut feeling that I could get to class and get home before the snow came, in spite of what the weather watch was saying, but I didn't trust that feeling. I kept checking the reports because I wanted the reports to confirm my feeling before I made a decision. They never did so I didn't go.
For the first time in my life I actually wanted it to snow so my decision could be validated. As it turned out, my instincts were correct. It didn't snow until hours after I would have safely been home.
My husband reminded me that I was making the best decision I could, based on the information I had even though that information turned out to be incorrect. That's true. Yet, I discounted a very important source of information--my own instincts.
There will be times when the facts won't back up what our instincts are telling us as to what our diverse learners need, but we shouldn't discount those instincts or always wait until the facts back up what we feel. After all, our heart can tell us things our minds will never know.
I had a gut feeling that I could get to class and get home before the snow came, in spite of what the weather watch was saying, but I didn't trust that feeling. I kept checking the reports because I wanted the reports to confirm my feeling before I made a decision. They never did so I didn't go.
For the first time in my life I actually wanted it to snow so my decision could be validated. As it turned out, my instincts were correct. It didn't snow until hours after I would have safely been home.
My husband reminded me that I was making the best decision I could, based on the information I had even though that information turned out to be incorrect. That's true. Yet, I discounted a very important source of information--my own instincts.
There will be times when the facts won't back up what our instincts are telling us as to what our diverse learners need, but we shouldn't discount those instincts or always wait until the facts back up what we feel. After all, our heart can tell us things our minds will never know.
Thursday, January 31, 2008
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.
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.
Wednesday, January 30, 2008
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.'
-----------------------------------------------------------------------------
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.
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.'
-----------------------------------------------------------------------------
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.
Tuesday, January 29, 2008
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.
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.
Monday, January 28, 2008
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.
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.
Sunday, January 27, 2008
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.
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.
Saturday, January 26, 2008
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:
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:
- What is the specific goal to be achieved? and by when?
- How is this goal related to the vision and mission statement we have for the education of Utah's children?
- 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?
- 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?
- How will we know if the goal is achieved--how will it be measured and evaluated?
- 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?
- 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.
Friday, January 25, 2008
"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
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
Thursday, January 24, 2008
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.
"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.
Wednesday, January 23, 2008
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:
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.
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.
Tuesday, January 22, 2008
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
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
Monday, January 21, 2008
"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:
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.
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