Pictures Can Speak A Thousand Words

It is true that a picture can speak a thousand words. In the last few days I have seen two pictures that have tugged at my heart.

The first picture: Navy SEAL U.S. Navy Petty Officer 1st Class Jon T. Tumilson was among the 30 American troops killed August 6 when Taliban insurgents downed their Chinook helicopter with a rocket-propelled grenade. At his funeral in Iowa Tumilson lay in a coffin, draped in an American flag, in front of a tearful audience mourning his death in Afghanistan. Soon an old friend appeared, and like a fellow soldier on a battlefield, his loyal dog refused to leave him behind. Tumilson’s cousin took a picture of Tumilson's Labrador retriever, Hawkeye, dropping down by the casket with a heaving sigh at the beginning of the service

The second picture: A picture that was posted with a caption that said, "A lone Tomb Sentinel, 3d U.S. Infantry Regiment (The Old Guard), walks his tour in humble reverence during Hurricane Irene in Arlington National Cemetery, Va., Aug 27. Members of The Old Guard have guarded the Tomb every second, of every day regardless of weather or holidays since April 6, 1948."

According to the Society of The Old Guard's website, Tomb Sentinels "are completely dedicated to their duty of guarding the Tomb. Because of that dedication, the weather does not bother them. In fact, they consider it an honor to stand their watch (we call it "walking the mat"), regardless of the weather. It gets cold, it gets hot - but the Sentinels never budge. And they never allow any feeling of cold or heat to be seen by anyone."

These two pictures can teach us so much about loyalty and commitment. The pictures will stay in our hearts for a long time—if not forever.

Because pictures are so powerful it behooves all of us who are Esperanza educators to use pictures whenever we can.

Movies Can Whet Appetite for Reading

Last night we watched the new movie version of Moby Dick. Then today I finished reading the book When She Was White by Judith Stone. I chose to read this book after watching the movie Skin a story about the same girl, Sandra Laing, and her family in South Africa. This two recent experiences gave me some food for thought concerning the relationship between movies and books. Because of my own experience I am one who tends to feel that they can reinforce each other. In just the last couple of months I have seen some movies that whetted my appetite to read the books on which they were based. I also like seeing movies such as Moby Dick after I have read the book. More often than not I always enjoy the book more than the movie although I often think of the movie while reading the book. In other words, I like both and wouldn't want to exchange one for the other.

The lesson I learned was that encouraging our Esperanza scholars to see movies made from classics and other outstanding books could very well encourage them to do more reading.

Honest Debate

Yesterday I finished reading the book Muzzled by Juan Williams, the man who was fired from NPR because of a comment about Muslims. Whether one agrees with his comments and/or his firing or not I believe he makes some very important points in his book that not only apply to politics but also to education.

The foundamental message of his book is that we need an environment that encourages honest debate rather than one that vilifies and demonizes those who don't have the same view of an issue. We need to be able to speak seriously and honestly and allow others to do the same. This will require listening to each other and respecting facts.

It is my desire that Esperanza stakeholders will do this in board meetings, staff meetings, and classrooms.

Don't Long For the Past

The poem I read this morning from the book One Hundred and One Famous Poems was “The Chambered Nautilus.” Then I watched the BYU Devotional which was the speech “Remember Lot’s Wife” by Jeffrey R. Holland on January 13, 2009. Both of these reminded me how important it is to leave the past behind and focus on an even nobler future. It’s not looking at the past that is detrimental but it is the longing to go back to the past. If our focus on the past is the latter we could very well miss the new doors and opportunities awaiting us to do and be even more.

THE CHAMBERED NAUTILUS
by: Oliver Wendell Holmes (1809-1894)
HIS is the ship of pearl, which, poets feign,
Sails the unshadowed main, --
The venturous bark that flings
On the sweet summer wind its purpled wings
In gulfs enchanted, where the Siren sings,
And coral reefs lie bare,
Where the cold sea-maids rise to sun their streaming hair.

Its webs of living gauze no more unfurl;
Wrecked is the ship of pearl!
And every chambered cell,
Where its dim dreaming life was wont to dwell,
As the frail tenant shaped his growing shell,
Before thee lies revealed, --
Its irised ceiling rent, its sunless crypt unsealed!

Year after year beheld the silent toil
That spread his lustrous coil;
Still, as the spiral grew,
He left the past year's dwelling for the new,
Stole with soft step its shining archway through,
Built up its idle door,
Stretched in his last-found home, and knew the old no more.

Thanks for the heavenly message brought by thee,
Child of the wandering sea,
Cast from her lap, forlorn!
From thy dead lips a clearer note is born
Than ever Triton blew from wreathèd horn!
While on mine ear it rings,
Through the deep caves of thought I hear a voice that sings: --

Build thee more stately mansions, O my soul,
As the swift seasons roll!
Leave thy low-vaulted past!
Let each new temple, nobler than the last,
Shut thee from heaven with a dome more vast,
Till thou at length art free,
Leaving thine outgrown shell by life's unresting sea!

This verse from Edwin Arlington Robinson that Pres. Holland shared in his speech teaches a similar lesson:

Miniver Cheevy, child of scorn,
Grew lean while he assailed the seasons;
He wept that he was ever born,
And he had reasons.
Miniver loved the days of old
When swords were bright and steeds were prancing;
The vision of a warrior bold
Would set him dancing.
Miniver sighed for what was not,
And dreamed, and rested from his labors;
He dreamed of Thebes and Camelot,
And Priam’s neighbors. . . .
Miniver cursed the commonplace
And eyed a khaki suit with loathing;
He missed the medieval grace
Of iron clothing. . . .
Miniver Cheevy, born too late,
Scratched his head and kept on thinking;
Miniver coughed, and called it fate,
And kept on drinking.[Miniver Cheevy (1910), stanzas 1–3, 6, 8]

It is my hope that Esperanza educators will remember this lesson not only for themselves but also help Esperanza colleagues and scholars to do the same.

The Power of Stories

Yesterday I finished reading the book Funny in Farsi by Firoozeh Dumas. What a DELIGHTFUL book! I love books such as this one that helps to better understand an immigrant's experience in the U.S. Not only do I now have a better understanding of Iranians but other ethnicities as well.

It would be wise for Esperanza stakeholders to read more autobiographies of people from different cultures to gain a greater understanding of our Esperanza scholars and their families. It is also a reminder that we want to find ways to listen and hear the "stories" of our Esperanza families.

Support for Families

Esperanza will have a strong focus on family engagement. Therefore, this link http://casafamilyday.org/familyday/ that came today from the National Assn. of Elementary School Principal (NAESP) appealed to me. I know that times have changed (a lot!) since I was a young child, but some of my fondest memories are meals with mom and dad. Apparently not only does sharing family meals create fond memories, but it can also help young people avoid some dangerous pitfalls.

Mexico's History and Culture Are Intriguing

Last night my husband and I watched the 1939 movie Juarez. It was the first time I had seen the movie. I learned more about this period in Mexico's history. Also, I enjoyed the beautiful song La Paloma which was sung a couple of times in the movie. The history and culture of Mexico continue to intrigue me. An experience like this movie piques my interest to learn even more. I now have the book The Phantom Crown by Bertita Harding on which this movie was based on my Amazon list.

I believe that the more our Esperanza educators and other stakeholders learn about Hispanic/Latino history and culture the more appreciation (and awe!) we will have for this student population that will be part of Esperanza. This appreciation will lead to an even greater desire to serve them and meet their academic needs.

Make the Most of Opportunities

It is wise to encourage our Esperanza educators and scholars to make the most of opportunities to grow and learn rather than to make excuses. There is a wonderful story that I really like that supports this.

Louis Agassiz, a distinguished naturalist, was approached by an obscure spinster woman who insisted that she had never had a chance to learn. In response, Dr. Agassiz asked her to consider the chances for learning that she already had:

"What do you do?" he asked.

“I skin potatoes and chop onions."

"Madame, where do you sit during these interesting but homely duties?"

“On the bottom step of the kitchen stairs."

“Where do your feet rest?"

“On the glazed brick."

“What is glazed brick?"

“I don’t know, sir."

“How long have you been sitting there?"

“Fifteen years."

“Madam, here is my personal card,’ said Dr. Agassiz. ‘Would you kindly write me a letter concerning the nature of a glazed brick?”

The woman took the challenge seriously. She read all she could find about brick and tile and then sent Dr. Agassiz a 36-page paper on the subject. Back came the letter from Dr. Agassiz: "Dear Madam, this is the best article I have ever seen on the subject. If you will kindly change the three words marked with asterisks, I will have it published and pay you for it."

A short time later there came a letter that brought $250, and penciled on the bottom of this letter was this query: ‘What was under those bricks?’ She had learned the value of time and answered with a single word: "Ants." He wrote back and said, "Tell me about the ants."

After wide reading, much microscopic work, and deep study, the spinster sat down and wrote Dr. Agassiz 360 pages on the subject. He published the book and sent her the money, and she went to visit all the lands of her dreams on the proceeds of her work.

The Importance of Peers

A couple of days ago I saw a segment on TV about THE THREE DOCTORS. I was reminded that I had read their book The Pact a number of years ago. Seeing this TV segment and reading the book are reminders how important peers are, especially for students in challenging situations. We should, therefore, do everything we can to encourage our Esperanza scholars to follow the example of these three doctors and form a similar pact with their peers.

The following is The Three Doctors story taken from their website http://threedoctors.com/our-story/

Drs. Sampson Davis, Rameck Hunt and George Jenkins, fondly known as The Three Doctors serve as an extraordinary model of leadership for anyone who’s been through any kind of life challenge or major hardship.

As teenage boys growing up on the tough inner-city streets of Newark, New Jersey these three kindred spirits made a pact: they would stick together-go to college-graduate-and become doctors. Surrounded by negative influences and having few positive role models, made this a not so easy feat. Now several years later, these three men have overcome countless obstacles and proudly bear the subtitle of doctor and serve as the face of health and education for youth and families across the country.

Today, Dr. Hunt is a Board certified internist at University Medical Center at Princeton and Assistant Professor of Medicine at Robert Wood Johnson Medical School. Dr. Jenkins serves as Assistant Professor of Clinical Dentistry at Columbia University. Dr. Davis is a Board Certified Emergency Medicine Physician at St. Michaels Medical Center and Raritan Bay Medical Center. Davis is also consultant for the Violence Prevention Institute focusing on gang awareness and preventative medicine in Essex County. The doctors have additionally authored two inspiring books about their lives: The Pact, for adults, and We Beat the Streets, for children. A third book The Bond, highlighting fatherhood relationships will be released in 2007.

Doctors George Jenkins, Rameck Hunt and Sampson Davis deliver a well-needed and urgent message of hope and inspiration everywhere they go. Their key essages-Never underestimate the power of self-reliance and inner strength-Attach a timeline & devise a strategy for achieving your goals-and finally-Surround yourself with like-minded people who are in line with your aspirations.

Growing up in the streets of Newark, they know first hand, the pressures and struggles of life in the inner city and how difficult it can be going at it alone. Determined not to become victims of their environment, the trio stood firm in their mission and together became one of the most remarkable success stories of inspiration, dedication and determination. Dr. Sampson Davis asserts, “Strength comes from knowing that the power to overcome adversity and prevail lies within one’s self and you have to first realize that. Once realized, you have to accept accountability for your life and take the necessary steps to turn hopes and dreams into realities.”

The Three Doctors are frequently asked their formula for becoming prominent, successful men, and doctors at that… and while their lists are long, they are certain that success comes in many different forms as does talent. Dr. Jenkins comments on some of the fundamental elements they all needed, “Learning patience was key to our success. Our children are in an age where they want everything now and instant success is not only rare, but also deceitful. At some point you need a strategic plan on how you propose to live your life and carry out your goals for the long-term and that is just a starting point.”

At this website http://us.penguingroup.com/static/rguides/us/pact.html are some great discussion questions for their book The Pact.

Set the Example

Once again Kevin Eikenberry has provided some valuable insights for our Esperanza leaders and educators.

To lead someone or something means, literally, to be in front, so that others can see and follow in that direction. Stated another way, if you think you are leading, but no one is following, you are just taking a walk. The following are 7 ways to set an example for others to follow.

Attitude
As a leader, they are looking to you, watching for clues and modeling your attitude. . If you don’t do it, who else will?

Learning
Every leader wants those they lead to be learning, developing and growing. It is hard to convince them to do so if they don’t see you doing it

Expectations
The expectations you have for others will impact their performance, positively or negatively. Which way will it be? Are you going first by raising your expectation of others so they can build confidence, urgency and discipline to reach those expectations? It won’t happen automatically. Set your expectations of others, let people know you believe in them, then watch them grow!

Change
If you want to affect and implement change you must be a champion of it. Are you open to trying new things?

Trust
Offer them trust. Be more trustworthy. Waiting for others to take the lead, could be a long wait. Extend and offer trust first. Occasionally you will get hurt, more often greater trust will build.

Questions
Stop talking and start asking. Ask questions first. Ask questions often. Listening
Certainly, once you ask a question you will be best served by listening to the response. Setting an example means taking the risk, doing what is necessary, doing what no one else is doing. It means going first.

That All May Be Edified

This morning I listened to the Elder Jay E. Jensen’s BYU Devotional Speech that he gave on August 16, 2011. Elder Jay E. Jensen of the Seventy introduced the theme of Education Week, “That All May Be Edified,” and focused on we can be better teachers and learners. I felt his comments were applicable for us at Esperanza-- not only to educators with their scholars in the classroom but also for meetings and trainings with the educators.

He said that to edify is to instruct and improve the soul in knowledge generally, He listed five principles that lead to edification:

1. Have an appointed teacher who is recognized as such by the learners.

2. Teaching is governed by order and reverence---"In our society today we see more and more evidences of a drift towards casualness in speech, dress and appearance." Elder Jensen said that it is up to individuals to fix themselves, in turn showing reverence as they create order and set a good example for others.

3. We must teach truths—teach not only what to do but also the principles.

4. Those not speaking must listen-- Listener participation is vital for learning to occur. Some of the ways individuals are able to become diligent learners include: becoming teachable and having a desire to learn; studying, searching, pondering and being a punctual, reverent listener and being open to correction or instruction.

5. Both teacher and listener are learners. “For education to occur, we have different but not superior roles,” said Elder Jensen. “The atmosphere must be warm, open and reciprocal.” He said learning becomes more useful when listeners contribute their own insights and experience. He also advised teachers and leaders to remember they are teaching people, not lessons.

I feel that if we can apply what Elder Jensen shared learning for both Esperanza educators and scholars will be richer and more effective.

Lesson From Rigoberta Menchú

I recently finished reading the book I, Rigoberta Menchú An Indian Woman in Guatemala. Reading about the life of Rigoberta Menchú was a reminder that both intellectuals and non-intellectuals can offer understanding to a situation. Having lived a situation gives you a real consciousness and practical experience. This is true even if those persons are illiterate. I can see this application in two areas at Esperanza. First, it is important to not only respond to research but also listen to those who are in the classroom on a daily basis when we are making decisions. Second, it is important to listen to what our Hispanic (and other ethnicities) parents have to say as well as read books about how to involve them and engage them.

Social Network to Encourage Reading

In a previous posting I mentioned how we wanted our Esperanza educators to be friends on "Goodreads." Today I read an article "How Social Networks Might Change the Way We Read Books" by Horla Varlan that reinforces why this is a wise request.

The author says that once we know how to read, we're supposed to read silently and often alone. Even when we read alone, though, we often feel a compulsion to share what we are reading with others. I know. While I am reading a book I often say to my husband, "Listen to this" and/or I encourage him to read the book, too.

Varlan goes on to say the social element of reading can add depth to the understanding of what's being read, just as book clubs do. Goodreads is one social network that gives us a place to keep track of what we are reading, keep track of what others are reading, and talk about the books we are reading. This is not only a great opportunity for Esperanza educators to do amongst themselves but they can also use the site with their classes where students can do the same thing.

Using Aloneness to Create the Vision

Psychologist Nathaniel Branden has said: "Innovators and creators are persons who can do a higher degree than the average accept the condition of aloneness. They are more willing to follow their own vision even when it takes them far from the mainland of the human community. Unexplored spaces do not frighten them--or as much as they frighten those around them. This is one of the secrets of their power. That which we call "genius" has a great deal to do with courage and daring, a great deal to do with nerve. (From Bringing Out the Best in People by Alan Loy McGinnis--p. 162).

A number of words--aloneness, vision, unexplored places, power, genius-- in this quotation caught my attention because they are all necessary if Esperanza Elementary is to become the school we want it to be--a school that has never been in existence (an unexplored place).

Lead By Going There First

Yesterday I went to a Rotary Club meeting and lunch as a guest of one of our board members, Marty Banks, at the Marriott. Marty invited me because Gregg Roberts from USOE (Utah State Office of Education) was speaking on the state's dual immersion project. Although I am very impressed with Gregg's accomplishments, it is quite apparent that he is coming from a foreign language agenda and is focused on serving a different student population than Esperanza. Therefore, we will be making different decisions, including what dual immersion model we feel will be most effective for our scholars. Yet, I feel for us to get the same traction that Gregg is getting we need to remember the following quote: "You don't lead by pointing and telling people some place to go. You lead by going to that place and making a case." --Ken Kesey,American author

We need to do all we can to make Esperanza successful in reaching its goal to better serve Hispanic scholars. It will be the results and our accomplishments of our scholars that will support our program.

Building Esperanza

This poem by Henry Wadsworth Longfellow is so appropriate for us as we build Esperanza.

The Builders

by Henry Wadsworth Longfellow

All are architects of Fate,

Working in these walls of Time;

Some with massive deeds and great,

Some with ornaments of rhyme.

Nothing useless is, or low;

Each thing in its place is best;

And what seems but idle show

Strengthens and supports the rest.

For the structure that we raise,

Time is with materials filled;

Our to-days and yesterdays

Are the blocks with which we build.

Truly shape and fashion these;

Leave no yawning gaps between;

Think not, because no man sees,

Such things will remain unseen.

In the elder days of Art,

Builders wrought with greatest care

Each minute and unseen part;

For the Gods see everywhere.

Let us do our work as well,

Both the unseen and the seen;

Make the house, where Gods may dwell,

Beautiful, entire, and clean.

Else our lives are incomplete,

Standing in these walls of Time,

Broken stairways, where the feet

Stumble as they seek to climb.

Build to-day, then, strong and sure,

With a firm and ample base;

And ascending and secure

Shall to-morrow find its place.

Thus alone can we attain

To those turrets, where the eye

Sees the world as one vast plain,

And one boundless reach of sky.

More About Stories

"Great stories can inspire us, make us better, and help us make good decisions," said Micheal Flaherty, in his commentary "The Power of Stories" in Summer 2011 BYU Magazine. He gave an example of some students he tutored in some of Boston's poorest neighborhoods. One morning a couple of the girls mentioned they had seen Titanic. The next week they went to see it again. Flaherty said that then something magical happened. The girls went to a museum to see an exhibit on the Titanic where they had a variety of interesting experiences, and they started asking thought provoking questions such as: What would I do in that situation? Would I be brave? Would I be a coward? Obviously seeing the movie led the girls on a path of true learning and discovery that most likely a school textbook would never do.

Flaherty goes on to say, "Whether found in a book, a movie, or a song, a well-told story can contribute to what William defined as the purpose of education: 'the architecture of souls.' " It is our ambition at Esperanza to expose our Esperanza scholars to the very best stories that will inspire them and encourage them to strive for their highest potential.

Act Well Thy Part

This morning I listened to a BYU Devotional speech Sharon Samuelson gave on January 5, 2010. In her speech she cited the following scripture from the Bible: Revelation 3:8: “I know thy works; behold, I have set before thee an open door, and no man can shut it: for thou hast a little strength….

As I look over the years it becomes obvious that many doors have been opened in order to design a school such as Esperanza. In spite of obstacles, no man (or woman) can permanently shut those doors.

Sister Samuelson also related in her speech an inspiring story concerning the former President of the LDS Church, David O. McKay. On his mission in Scotland David O. McKay had an experience that gave him the motto which he used his entire life. After he and his companion returned from visiting Stirling Castle, they passed a building where the stone above the door had a carved inscription: "What-e'er thou art, act well thy part." This message struck David O. McKay forcefully, and he decided to devote himself completely to always doing his best in whatever responsibility he had.

As all of us associated with Esperanza devote ourselves to acting well our part wherever we may be at each point in time, especially these next two years before opening Esperanza the fall of 2013, doors will continue to open for us to create a school that will have a profound impact on our future Esperanza scholars and their families.

Raising the Bar for Everyone

Ron Clark addressed in his book End the Molasses Classes the fallacy of teaching to the middle. If an educator does that, the top scholars will be bored and the lower scholars will be lost. He suggests that instead educators should teach to the top scholars and scaffold the others. I really like that. It's similar to the Pareto Principle--20/80 Rule.

I believe this can also apply to our Esperanza educators. If I devote 80% of my time and energy to the top 10% of our educators I can then use them to help scaffold the others. The lowest 10% of the educators probably shouldn't be at Esperanza, and we should replace them.

Doing this for both our Esperanza scholars and educators will raise the bar for everyone...and everyone will achieve more than they would otherwise.

Be Inspired By the Best

Some time ago I read a letter (a "letter to the editor" I believe) written by some teacher who said that she was offended by all the attention given to educators like Erin Gruwell and Jaime Escalante. She said that by recognizing them and holding them as role models undermined her as a good teacher because she could never be like them. This teacher's comments disturbed me.

I just finished reading this morning Ron Clark's book The End of Molasses Classes. Even though I may not ever be a Ron Clark, and I don't even agree with all of his ideas, what a loss it would be to use these as excuses to not read his inspiring book and implementing what I can. Ron Clark along with other educators such as Marva Collins, Erin Gruwell, Salome Thomas-El, Jaime Escalante, etc. have inspired me to raise the bar and reach a little higher. I'm a better educator for having learned from them.

If we are going to give our Esperanza scholars the best education I want our educators to learn from the best and be inspired.

A School Like No Other

I have been reading Ron Clark's new book The End of Molasses Classes. In the Preface of the book he wrote, "For me, the best way to initiate change in the way we educate our children was by starting a revolution from the ground up. I decided the most effective way to ignite the revolution would be to build a school unlike any other in the world." In the Introduction he went on to say, "I was on a mission. I wanted to build the best school in the world--a school that would be full of innovation, creativity, and best teachers anywhere."

Clark put into words what I have been feeling in my heart. This is what I want Esperanza Elementary to be--a school like no other. This is my mission.

Connecting Scholars and Poetry

I read For Laughing Out Loud this morning. It is a collection of children's poems selected by Jack Prelutsky. It was fun to read these poems that played on words and experiences. Young people will enjoy them.

Although I thoroughly enjoy these poems and sharing them with scholars I don't want scholars to miss out on poems written by some great thinkers throughout the years. One of my favorite books is 101 Famous Poems. I used this book with scholars and had them memorize a number of poems in it. I know that memorization is looked down upon in this day and age but I personally feel there is still a place for it. What better way for a young person to fill his/her mind than with the inspiring thoughts and insights of others.

Rose, Where Did You Get That Red? by Kenneth Koch is a great resource for involving scholars with famous and ageless poets--reading and writing.

Assets Rather Than Deficits

The last chapter with the same name in the book An Anthropologist On Mars by Oliver Sacks told the fascinating story of Temple Grandin.

Temple Grandin is an autistic biologist who has a doctorate and teaches at a university and has her own business. Temple ended a lecture saying, "If I could snap my fingers and be nonautistic, I would not--because then I wouldn't be me. Autism is part of who I am." She is alarmed at thoughts of "eradicating" autism. She wrote in a 1990 article:

"Aware adults with autism and their parents are often angry about autism. They may ask why nature or God created such horrible conditions as autism, manic depression, and schizophrenia. However, if the genes that caused these conditions were eliminated there might be a terrible price to pay. It is possible that persons with bits of these traits are more creative, or possibly even geniuses...If science eliminated these genes, maybe the whole world would be taken over by accountants."

Temple's words are a great commentary on how to look at our Esperanza scholars and their families. Rather than seeing deficits that need to be overcome we need to recognize that what may appear to be deficits could very well be assets.

We Were Meant to Be Unique

Today I read the chapter "To See and Not See" in the book An Anthropologist on Mars by Oliver Sacks. It was a true story about a man--Virgil--who without sight for 40 years. He then had an operation to restore his sight. Instead of being a pleasant experience, it caused him to have a lot of confusion. It was like the sightless man had to die--losing all the wonderful and enhanced other abilities he had developed because of being sightless--to become a man who could see. Quite an amazing story. This story reminded me of the the fable "The Animal School" by George Reavis.

The Animal School: A Fable
by George Reavis
Once upon a time the animals decided they must do something heroic to meet the problems of a “new world” so they organized a school. They had adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.
The duck was excellent in swimming. In fact, better than his instructor. But he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that, except the duck.
The rabbit started at the top of the class in running but had a nervous breakdown because of so much makeup work in swimming.
The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and D in running.
The eagle was a problem child and was disciplined severely. In the climbing class, he beat all the others to the top of the tree but insisted on using his own way to get there.
At the end of the year, an abnormal eel that could swim exceeding well and also run, climb and fly a little had the highest average and was valedictorian.
The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.
Does this fable have a moral?
Note: This story was written when George Reavis was the Assistant Superintendent of the Cincinnati Public Schools back in the 1940s! This content is in the public domain and free to copy, duplicate, and distribute. If you would prefer a full-color, illustrated book, one is currently available from Crystal Springs Books at 1-800-321-0401 or 603-924-9621 (fax 603-924-6688)

If we become so obsessed with thinking that everyone needs to have the same gifts and talents we will not only cause confusion and chaos for the individual but we will also miss out on each person's unique individual gifts and talents.

Parenting Classes

This morning I listened to the BYU Forum speech given by Dr. Laura Padilla-Walker on July 26, 2011. The topic of her speech was positive parenting. The principles and concepts Dr. Walker shared from her research could also be applied to teaching. Either way she would be a tremendous resource for us to do some parenting classes.

"The Country of the Blind"

The movie we watched the other day--The Music Never Stopped--is based on a story called "The Last Hippie." While doing a "google search" to find out more information about the character in the movie (and story) I discovered that the story was in a book called An Anthropologist on Mars by Oliver Sacks. I checked the book out of the library and started to read it. In the book the author tells seven paradoxical tales of neurological disorder and creativity. Fascinating!

In the first tale there is a footnote where Sacks mentions a short story by H.G. Wells "The Country of the Blind." In this story for fourteen generations the people in this country have been blind and cut off completely from the seeing world. They have made for themselves new sensibilities and imagination. By a freak accident a "seeing" man--Nunez--finds them. He is determined to teach them about sight and what they have been missing. Yet, the people feel that it is he who is inferior for he doesn't have the sensibilities they have.

This story by H.G. Wells is a reminder that we should not look upon others who may not have what we consider assets as having deficits. The very things we may consider deficits may have allowed them to develop assets we don't have. As we recognize and celebrate those assets we can all be enriched.

Where Best to Invest the $$$

I had to go shopping today as I was in desperate need of some new shoes as well as some other items. In spite of the fact that I strive to be frugal it's hard not to spend at least $100 at times for needed items. It's hard to not be a little discouraged. The following poem which is a favorite came to mind while I was wallowing in some self-pity about finances.

One Hundred Years From Now
Author Unknown

One hundred years from now

It won't matter

What kind of car I drove

What kind of house I lived in

How much money I had in the bank

Nor what my clothes looked like

BUT

The world may be a little better

Because, I was important

In the life of a child

Therefore, guess I will continue to choose to invest in inspirational books about education and attend seminars and conferences that will make me a better educator...even if it means I have to buy the $15 pair of shoes instead of the $27 pair of shoes.

Bring On the Music

Last night we watched the movie The Music Never Stopped based on a true story about the impact music therapy had on a young man who had experienced brain damage. If music can be this powerful in an extreme case such as this it can definitely have an impact on our Esperanza scholars.

A study mentioned in the journal Social Science Quarterly in 2009 reveals that music participation, defined as music lessons taken in or out of school and parents attending concerts with their children, has a positive effect on reading and mathematic achievement in early childhood and adolescence.

The study went onto to mention that certain groups are disadvantaged in access to music education. Families with high socioeconomic status participate more in music than do families with lower socioeconomic status. In addition to social class as a predictor of music participation, ethnicity is also a factor. Asians and Whites are more likely to participate in music than are Hispanics.

We are committed to providing a schoolwide violin/mariachi program for all our Esperanza scholars. We will also encourage teachers to incorporate a variety of music in all feasible ways in their classrooms to not only learn vocabulary and concepts but also to feed the soul.

Kaisan

I really like the concept of the word “kaisan” as it fits so beautifully with Dr. William Glasser’s Quality School Model. Kaizen was created in Japan following World War II. The word Kaizen means "continuous improvement". It comes from the Japanese words 改 ("kai") which means "change" or "to correct" and 善 ("zen") which means "good".

Kaizen is a system that involves every employee - from upper management to the cleaning crew. Everyone is encouraged to come up with small improvement suggestions on a regular basis. This is not a once a month or once a year activity. It is continuous. Kaizen is based on making changes anywhere that improvements can be made. Western philosophy may be summarized as, "if it ain't broke, don't fix it." The Kaizen philosophy is to "do it better, make it better, improve it even if it isn't broken, because if we don't, we can't compete with those who do."

Kaizen involves setting standards and then continually improving those standards. To support the higher standards Kaizen also involves providing the training, materials and supervision that is needed for employees to achieve the higher standards and maintain their ability to meet those standards on an on-going basis.

Keep in mind that Kaizen is about action. Taking action to generate suggestions, and taking action to implement those suggestions immediately.

The Inspiration of Lafayette

This morning I finished reading Lafayette by Harlow Giles Unger. In the preface there was a quote by John Stuart Mill about Lafayette: "He was not the influence of genius, not even of talents; it was the influence of a heroic character. It was the influence of one who, in every situation, and throughout a long life, had done and suffered everything which opportunity had presented itself of doing and suffering for the right...Honor be to his name, while the record of human worth shall be preserved among us! It will be long ere we see his equal, long ere there shall rise such a union of character and circumstances as shall enable any other human being to live such a life."

I knew that Lafayette was a great man but this biography helped to realize how incredibly great he truly was. He faced unbelievable trials and afflictions, including personal attacks. Yet, he stayed true to his principles through it all. His life has inspired me to be a better person and a better leader...and to cultivate friendships with people of the highest calibre. This is what biographies of great people can do for us. Therefore, we want to find ways to introduce our Esperanza scholars to biographies and autobiographies of excellent men and women throughout history who can inspire them.

Monsignor Hugh O'Flaherty

Monsignor Hugh O'Flaherty is an unsung hero in his native Ireland. During the German occupation of Rome from 1942 to 1944, he ran an escape organization for Allied POWs and civilians, including Jews. He placed thousands in safety and was known as `the Pimpernel of the Vatican.' When the Allies entered Rome he had saved over 6,000 lives. He did this in spite of the Vatican's desire to remain neutral. He posed a question to Pope Pius XII as they discussed the risks the Monsignor's actions posed to the Vatican's political neutrality: "But what is our duty when we come face to face with evil?"

We want our Esperanza scholars to have this kind of courage. Knowledge isn't sufficient. There have been numerous examples of people throughout history who have used their knowledge for evil purposes. Therefore, we need to continually expose our scholars to examples of those who used knowledge to benefit others and to stand for the right, even in spite of danger to oneself.