Welcome To Esperanza Elementary Blog

I want to give you a special welcome to our Esperanza Elementary blog as we take our journey to found the school of our dreams. I invite you to visit us often and offer any ideas, thoughts, suggestions, questions, comments, etc. you might have.

Friday, September 30, 2011

The Benefits of Coaching

I read the the October 2011 issue of Educational Leadership from ASCD a couple of days ago. The theme of this issue is "Coaching--The New Leadership Skill." In the opening Marge Scherer, the Editor in Chief, states, " The aim of coaching is to get educators to reflect and improve on their theory and practice...and to be open to change their minds." She then states that the authors of the articles in this edition show us that coaching can do the following:
  • Boost teacher effectiveness
  • Enhance student learning
  • Deepen subject expertise
  • Improve staff relationships

Because coaching can be so beneficial it is important for all of us at Esperanza (not just the principal) to learn how to be excellent and effective coaches.

Thursday, September 29, 2011

Another Great Lesson From Pritchett

In another chapter in his booklet Business As Unusual Pritchett speaks of the need to encourage risk-taking and initiative. He says, "Get the message across to everyone that you will be tolerant of mistakes, but intolerant of inertia." In other words, we want our Esperanza people to be independent-thinking, decisive, and action-oriented. This is especially important because we are building "a ship" that has never been built before so there is a strong need for everyone to be willing to enter unchartered waters...and thus make many mistakes.

Wednesday, September 28, 2011

Effective Strategic Planning

The posting yesterday was from the booklet Business As Unusual. Today's will also be a "gem" from this booklet. Pritchett says that "one way of maximizing effectiveness is to operate with clearly defined goals and objectives." He says that it is beneficial to concentrate on quarterly, monthly, and even weekly performance targets that will help us reach long-term goals. Pritchett adds that wee need to keep our spotlight on the short-term goals and give a generous amount of feedback regarding progress toward the achievement of these goals.
I don't believe this is new information except for the fact it is critical that we have short-term goals (quarterly, monthly, weekly, and even daily)--and give constant feedback-- if we are to achieve our long-term goals.
We have invited Tyler Norton who did an excellent presentation at the charter school confernece to come to our next Board meeting to teach us about strategic planning that fits beautifully with Pritchett's insights.

Tuesday, September 27, 2011

Shaping Versus Grading

Periodically I receive a free book (more like a booklet) from Price Pritchett. Yesterday I received one called Business As Unusual. I love these booklets because so much wisdom is packed into short one page chapters. One of the chapters I particularly liked in this booklet was titled "Creating a supportive work environment." Pritchett mentioned something I had never considered. He said, "So concentrate on shaping employees' behavior, instead of grading people's behavior. Be a coach, not a judge or umpire."
He goes onto say that doing this "creates an atmosphere where people flourish, and where change can take root." I would add that this also fits right into our commitment to create an inviting environment.

Monday, September 26, 2011

School Factors #1

How can we apply the following school factors at Esperanza that research has shown affect the academic achievement of Hispanic learners?
Factor #1: High quality early childhood programs and full day kindergarten
These two things have a greater effect on Hispanic learners and low income students. Research has also shown that as far as kindergarten it is more important what they do during the day than the length of time.
Factor #2: The school has a strong shared vision and commitment.
Factor #3: Class and School Size -- Optimal classroom size is 18 and optimal school size for elementary an elementary school is 350.
Factor #4: Retention--Retention has too many negatives to even consider it for any grade level. Instead it is better to implement effective interventions.
Factor #5: Segregation and tracking: Although both of these can be detrimental, especially to Hispanic learners, there are still some things to consider. Research has shown that Hispanic learners need close relationships with high-achieving peers AND their own ethnicity. A great read about this is the book Why Are All the Black Kids Sitting Together in the Cafeteria by Beverly Daniel Tatum. Although tracking can be detrimental, flexible groupings can be extremely beneficial.
Factor #6: Whole child and learner-centered
Factor #7: Effort and persistence are rewarded-- Both the work of Dr. Glasser and the work of Dr. Carol Dweck about mind-set support this.

Sunday, September 25, 2011

Forget-Me-Not

Last night I watched the LDS Women's Conference. All the talks were wonderful and I especially loved the talk by President Dieter Uchtdorf using the Forget-Me-Not flower as an analogy/metaphor. This flower is one of my favorites. In fact, I even attached Forget-Me-Not seed packets to my business cards at one time.
There are at least two lessons from Pres. Uchtdorf's talk that I feel would be wise to apply at Esperanza:
Lesson #1: Using analogies and metaphors when teaching are powerful ways to help learners remember the lesson.
Lesson #2: We must be careful not to leave Esperanza scholars (and their families) and educators unnoticed because they may not be as "large" as others. Their beauty and vibrance are just as important and valuable.
There are many ways we can adopt the Forget-Me-Not as a symbol at Esperanza.

Saturday, September 24, 2011

Banned Books Week

Which of these books have you read?
  • Catcher in the Rye by J.D. Salinger
  • The Adventures of Huckleberry Finn by Mark Twain
  • Forever by Judy Bloom
  • Lord of the Flies by William Golding
  • Bridge to Terabithia by Katherine Paterson
  • James and the Giant Peach by Roald Dahl
  • A Wrinkle in Time by Madeleine L'Engle
  • The Hunger Games by Suzanne Collins
  • The Giver by Lois Lowery
  • The Grapes of Wrath by John Steinbeck
  • Uncle Tom's Cabin by Harriett Beecher Stowe
  • 1984 by George Orwell
  • The Kite Runner by Khaled Osseini
  • Anne Frank: Diary of a Young Girl by Anne Frank
  • To Kill a Mockingbird by Harper Lee
  • The Color Purple by Alice Walker
  • I Know Why the Caged Birds Sing by Maya Angelou
  • Little Women by Louisa May Alcott
  • Catch-22 by Joseph Heller

All of these popular books have at some time been banned or challenged. Over the centuries there have always been books that challenge the norm and push the limits of traditional thought. They have been removed from libraries or classrooms and even refused publication. The authors have also often been ostracized and those who were in possession of the books were at time accused of treason or heresy, condemned to death, torture, prison time and other severe punishments.

During this week of Banned Books Week (September 24-October 1, 2011) we want to remember that danger exists when restraints are imposed on the availability of information in a free society. Books have always and will always be a means of sharing ideas.

This would be a great discussion to have with students.

Friday, September 23, 2011

Stories

Today I finished reading the book Laughing Without An Accent by Firoozeh Dumas. In the book Dumas draws upon her heritage as an Iranian American in Southern California and shares stories and insights that touch the heart as well as make me laugh. Also, I gained a greater appreciation and admiration for the Iranian culture and its people.
This book was a reminder to how powerful the story of a person's life can be. Therefore, once again I want to stress how important it is for us to listen to the stories of our Esperanza scholars and their families. Also, we want to introduce our scholars to the stories of other people from many different cultures--either in person or through books.

Thursday, September 22, 2011

Embrace or Condemn Diversity?

Last night we watched the movie Korkoro which means freedom in Romania. The 2009 movie was a tribute to those killed in the Porajamos, the Romani Holocaust. Set during World War II in rural Vichy France, the film begins with a nine year old French boy, Claude (Mathias Laliberté) escaping from an orphanage, deciding not to stay confined under state protection for the rest of his childhood. He then comes across a Romani caravan, consisting of an extended family of 20 men, women and children, who decide to adopt this orphaned boy. The Romani start calling Claude, Korkoro, the free one. Claude too gets fascinated by their nomadic lifestyle and decides to stay with them.

The caravan sets up camp outside a small wine-growing village, hoping to find seasonal work in the vineyards and a place to sell their wares. The village, as was the trend, is divided into two factions—one welcomes the Romanies, and the other sees them as an intrusion. Théodore Rosier (Marc Lavoine), the village mayor and veterinarian, and Mademoiselle Lundi (Marie-Josée Croze), a school teacher and clerk in city hall, are two of the friendlier villagers. The Vichy France gendarmerie used the documentation made in the passports of its citizens to monitor their movements for which a threshold was set, along with imprisonment for violations This adversely affected the Romanies. Lundi uses her powers as a clerk, and forges their passports, removing the documentation about their movements.

Later, when Rosier has an accident outside the village, he is rescued by the Romanies, who treat the mayor with their traditional healing practices. Rosier returns the favour by selling them his father's house, in a move to protect them from the Fascist policy of imprisoning the homeless. Lundi decides to provide formal education for the children by enrolling them in her school. However, these friendly gestures are not well-received by the freedom-loving Romanies, who regard life in a fixed place and formal education with rules as little better than imprisonment.

Eventually when the Nazis arrive, Rosier and Lundi are revealed to be members of the French Resistance which leads to their arrest and torture. The Nazis round up the Romanies who are then sent to concentration camps. Claude, then cared for by Rosier chooses to go with the Romanies.
Although this movie is from another time and place it still can cause a present day audience to ponder on whether we as a society and/or individuals embrace or condemn diversity.

Wednesday, September 21, 2011

Teachers From the Philippines

I watched a very interesting film on POV this morning that has some great lessons for us at Esperanza. The following information is taken from the link
http://www.pbs.org/pov/learning/film_description.php

POV's The Learning tells a surprising tale of immigration, globalization and America's shifting position in the 21st century. When the United States took possession of the Philippines in 1898, American teachers set up the islands' public school system. English was established as the language of instruction and remains so to this day. Today in the Philippines, there is a large pool of trained, motivated, English-speaking teachers, especially in high school math, science and special education. In their country, these teachers receive poverty-level salaries, making them prized recruitment targets for many U.S. school districts, especially those in cash-strapped inner cities. While a salary in one of these urban districts may be low by American standards, it can be as much as 25 times a teacher's salary in the Philippines.

As a result, in recent years there has been a trend of Filipino teachers seeking a better life by braving America's urban schools and their poor, often troubled students. The Learning is the story of four Filipina women facing their first year in Baltimore's schools, where learning is a two-way street marked with disappointment and inspiring breakthroughs.

In documenting a very special year in the lives of Filipina educators Dorotea Godinez, Angel Alim, Grace Amper and Rhea Espedido, The Learning captures these women's individual experiences, their hopes and their daily classroom struggles, while also exposing the issues that plague many American public schools. Declining school funding, urban poverty and crime have given these teachers a golden opportunity — and delivered rude awakenings as the women are thrust into the heart of America's educational crisis. Chronicling the women's determination and unshakeable belief in education, The Learning is a bracing and timely evocation of a teacher's indispensable work.

As they prepare to leave the Philippines, it's easy to see that economic need is driving the four women to leave their homes. They will miss not only their families, but their students as well; an extraordinarily warm, disciplined and familial feeling seems to reign in these teachers' classrooms, one they will try to replicate in America. When Dorotea weeps at her farewell party, explaining apologetically that she'll be making 25 times her Filipino salary in America, her students and colleagues cry with her.

In Baltimore, the women meet welcoming, beleaguered colleagues at the schools to which they are assigned, Harlem Park Middle School, Renaissance Academy, Lockerman Bundy Elementary School and Baltimore Polytechnic Institute (one of the highest-ranked public high schools in the state). They also find disorderly classrooms with mostly African-American students, some with special needs. Confronted with occasionally outrageous behavior from the students, the teachers alternate their familial skills and emotional appeals to the students’ better natures with attempts at stern discipline. They find themselves stymied by culturally different classroom rules in Baltimore, they are not allowed to hug the students freely!

One might expect disaster from such a disparate combination of teachers and students. Yet, slowly, the students’ curiosity gets the better of them and they begin to be impressed by these foreign women who are so determined to teach them. Indeed, the very unfamiliarity of these Asian women helps their American students open up. For the Filipinas, a window also opens: They let go of their cultural expectations and begin to work with the students on American terms.

Tuesday, September 20, 2011

Learning About Leadership From George Washington

I have been reading the book Washington a Life by Ron Chernow. I have not only gained a greater respect and admiration for George Washington but I have also been learning more about leadership. In my reading this morning the following are a few things I want to remember:
  • Washington never insulated himself from contrary opinions. He felt this could enable him to correct his faults as well as weigh all sides of an issue before coming to a conclusion.
  • Washington felt that well-bred people made the best officers. He also pleaded with these officers to lead by example and share their men's hardships.
  • Washington felt that profane language would undermine discipline. (pgs. 292-3)

Monday, September 19, 2011

Moving Beyond Tolerance

Yesterday when I was listening to a speech by Elder Dallin H. Oaks I was reminded of an enlightening BYU Forum speech given by Alwi Shihab on October 10, 2006. He made a comment in that speech that I feel we want to remember at Esperanza. He said, "...religious (and I would add political, racial, etc.) tolerance is not enough. We have often seen--particularly after the tragic events of 9/11 and, most recently, the Danish cartoons of the Prophet Muhammed--that tolerance does not always lead to true social peace and harmony. To tolerate something is to learn to live with it, even when you think it is wrong and downright evil. Often tolerance is a tolerance of indifference, which is at best a grudging willingness to put up with something or someone you hate and wish would go away. We must go, I believe, beyond tolerance if we are to achieve harmony in our world...We must strive for acceptance of the other based on understanding and respect. Nor should we stop at mere acceptance of the other; rather, we must accept the other as one of us in humanity and, above all, in dignity."

Saturday, September 17, 2011

"Teacher, Are you in there?"

I went to a wonderful Stake Primary meeting this morning. All of the talks were touching. One of the Stake Primary counselors, Heather Henrickson, shared this touching story by Elder Robert D. Hales that he related in the April 2010 LDS General Conference.

"Several years ago I was reading the newspaper when one of my young grandsons
snuggled up to me. As I read, I was delighted to hear his sweet voice chattering
on in the background. Imagine my surprise when, a few moments later, he pushed
himself between me and the paper. Taking my face in his hands and pressing his
nose up to mine, he asked, 'Grandpa! Are you in there?' "

We want our Esperanza educators to be there. Elder Hales went onto say, "Being there means understanding the hearts of our youth and connecting with them." It means being present.

Friday, September 16, 2011

Who We Are Is a Resource

A THOUGHT FOR TODAY:
A writer -- and, I believe, generally all persons -- must think that whatever happens to him or her is a resource. All things have been given to us for a purpose, and an artist must feel this more intensely. All that happens to us, including our humiliations, our misfortunes, our embarrassments, all is given to us as raw material, as clay, so that we may shape our art. -Jorge Luis Borges, writer (1899-1986)
This quote is a reminder that all our Esperanza scholars and their families (and educators!) have personal and unique stories that are worth knowing. We need to give them opportunities to share those stories.

Thursday, September 15, 2011

Effective Professional Development

According to a Research Brief found at http://www.rand.org/pubs/research_briefs/RB9526/index1.html traditional teacher qualifications such as years of experience and teacher educational level have little influence on student achievement.
Although I feel we need to consider this research which even supports Dr. Martin Haberman's STAR teacher theory I feel that it is still extremely important that our Esperanza educators continue to grow professionally. After all, who would want to go to a doctor, dentist, or any other professional who was not staying educated on the new state of the art findings. One of the problems in the education field is that teachers are often rewarded--higher pay and/or positions--based only on the fact that they have jumped through the right hoops, not that they have results because of applying what they have learned.
For these reasons we want to be extremely vigilant on how we design professional development for our Esperanza educators and how we reward them.

Esperanza: More Than a School

Because Esperanza will not only be a school (and district!) but also a business and nonprofit, I attended the Utah Nonprofits Assn. Conference yesterday. It was excellent! In the morning workshop I learned about how to promote Esperanza including how to best use the media. David Ibarra--a remarkable person and leader-- was the lunch keynote speaker, and he gave some incredibly helpful ideas on how to raise the productive level of our staff. Then in the afternoon workshop I learned how to develop an effective strategic plan. It was the best model I have ever seen.
It is often a little overwhelming that a charter school needs to be all three things--charter school, business, and nonprofit--and meet the requirements for all three. But as we learn from all three of these arenas it is obvious how they overlap and how principles from each arena can help us make Esperanza the best it can be.

Wednesday, September 14, 2011

The Pitfalls of Hurry

For Family Home Evening on Monday I read the section on "Hurry" from the book The Majesty of Calmness by William George Jordan. In this section there was the following specifically related to education:


The educational system of to-day is a monumental institution dedicated to Hurry. The children are forced to go through a series of studies that sweep the circle of all human wisdom. They are given everything that the ambitious ignorance of the age can force into their minds; they are taught everything but the essentials,--how to use their senses and how to think. Their minds become congested by a great mass of undigested facts, and still the cruel, barbarous forcing goes on. You watch it until it seems you cannot stand it a moment longer, and you instinctively put out your hand and say: "Stop! This modern slaughter of the Innocents must not go on!" Education smiles suavely, waves her hand complacently toward her thousands of knowledge-prisons over the country, and says: "Who are you that dares speak a word against our sacred, school system?" Education is in a hurry. Because she fails in fifteen years to do what half the time should accomplish by better methods, she should not be too boastful. Incompetence is not always a reason for pride. And they hurry the children into a hundred textbooks, then into ill-health, then into the colleges, then into a diploma, then into life,--with a dazed mind, untrained and unfitted for the real duties of living.
Felt this was very well said and something we will want to remember at Esperanza.

Tuesday, September 13, 2011

Effective 21st-Century Educator

One of the articles in the email I received from NAESP (National Assn. for Elementary School Principals) this morning was "Five Characteristics of an effective 21st-century educator." The premise of this article was that not only do we need to prepare student to compete in a global economy but we need educators who can be effective in this century.
The Five Characteristics noted:
  1. Anticipate the future: Prepare students for the world in which they will live, not the current world.
  2. Is a lifelong learner: Embraces change and is willing to learn from colleagues and students
  3. Fosters peer relationships: In this technology-driven era, it is more critical than ever than educators foster relationships with and between students so students can be effective in the workplace and fulfilled in their lives.
  4. Can teach and assess all levels of learners: It is important that educators have the same 21st-century skills that the students are expected to have.
  5. Is able to discern effective vs. non-effective technology: Technologies can help students learn more and faster but technologies also hold the potential for non-productive use if not used properly.

Monday, September 12, 2011

The Benefits of Goodreads

Three of our potential Esperanza educators--Cody Case, Suzi Ramos, and Kenna Friddle--updated their GoodReads books a few days ago. It is exciting to see they are reading AND what they are reading. Having our Esperanza educators and stakeholders be readers is a great example for Esperanza scholars and for creating a school of readers.
Another side benefit of having Esperanza educators note the books they are reading helps me to know them better for knowing what books a person chooses to read tells a lot about that person. It is also fun to be introduced to books that I otherwise may not have noticed. Therefore, sharing on Goodreads can enrich all of us.

Sunday, September 11, 2011

Building Bridges

Today as we as a nation commemorate the 10th Anniversary of 9/11 I have mixed feelings. Not only does my heart ache for those who are still mourning the loss of loved ones but my heart is also filled with gratitude for the many exemplary acts of compassion and courage associated with that day.

Sister Sharon Samuelson's BYU Devotional speech, "Building Bridges," given on September 6, 2011 is related. She said to the BYU audience,"All of you here today are crossing bridges you did not build but were constructed by others to bless your lives in many ways and circumstances that which are truly remarkable...You are now the architects and project managers of your own bridges which are to be constructed for those who will one day follow you. You must make and follow your own blueprints, secure the best and strongest materials and tools, study and gain the skills and knowledge necessary to complete the project. Your bridges will only endure when well-built."

Those of us who are building Esperanza are building upon the work of those who came before us. We now have a responsibility to act with compassion and courage to build our bridge--a bridge that is well-built that others can cross.

Sharon Samuelson in her speech recited this poem that is so fitting for what we are doing.

THE BRIDGE BUILDER

An old man, going a lone highway,
Came at the evening cold and gray,
To a chasm, vast and deep and wide,
Through which was flowing a sullen tide.
The old man crossed in the twilight dim-
That sullen stream had no fears for him;
But he turned, when he reached the other side,
And built a bridge to span the tide.

"Old man," said a fellow pilgrim near,
"You are wasting strength in building here.
Your journey will end with the ending day;
You never again must pass this way.
You have crossed the chasm, deep and wide,
Why build you the bridge at the eventide?"

The builder lifted his old gray head.
"Good friend, in the path I have come," he said,
"There followeth after me today
A youth whose feet must pass this way.
This chasm that has been naught to me
To that fair-haired youth may a pitfall be.
He, too, must cross in the twilight dim;
Good friend, I am building the bridge for him."

-WILL ALLEN DROMGOOLE

Saturday, September 10, 2011

Communicating Is A Challenge

It is amazing that in spite of all the numerous way we now have to communicate--snail mail, phone, voice message, texting, email, FB, twitter, etc.--it can still be a challenge to communicate.
Some counsel I heard a number of years was that it is important and professional to do our best to return phone calls and answer emails within 24 hours. I am so appreciate of people who do that in response to my communications. Having to follow-up with unanswered communications is a real time killer.
It is my hope that all Esperanza stakeholders will be respectful and professional in answering communications in a timely manner whether they come from colleagues, parents, scholars, or community members.

Friday, September 9, 2011

Speaking TO a Leader

I periodically receive an email newsletter from Chris Witt about communication ideas. I received one this morning that I felt had some very valuable recommendations on how to speak TO leaders to win the leader's approval for a project, a funding request for some initative, a proposal,etc.

Be Brief
Be prepared to make your case in three to five minutes. Be ready to go into more detail in response to questions they ask.

Tell Them What the Information Means
Leaders don’t want to wade through piles and pages of information, trying to figure out what it means. That’s your job. Highlight the most important elements of what you know, and then say what it means. Have more information available, if asked.

Tell Them the Impact of the Information
To be of any use to leaders, you have to tell them the impact—the value or significance—of your information.

Make a Recommendation
Leaders want to know what to do with the information you’re presenting. So give them options. Present a couple of ideas of what to do. Weigh the pros and cons of each one. And if asked or if appropriate, recommend the option your think is best. Make its case as forcefully as possible, always remembering that leaders have the the final say.

The best way to speak TO a leader is to speak LIKE one. Be clear and direct. Always keep an eye on how your information or ideas will help the organization solve its problems or achieve its goals.

School Air Quality

Received my September/October 2011 copy of Principal yesterday. One of the articles "A Breath of Fresh Air" by Rachel Belew was extremely interesting. It stated in the article that schools with poor indoor air quality experience increased absenteeism (students and staff), decreased student concentration and productivity, and lower student test scores. The greatest offender of air quality is found in the janitor's closet--cleaning products used to disinfect and deodorize schools can emit extremely high levels of potentially harmful chemicals.
The author went on to give 10 principles that would help improve the air quality of a school:
  1. Institute a regular green cleaning maintenance and training for administrators, teachers, and staff as well as janitors.
  2. Require that walk-off mats be installed in front of every school entrance. They need to be at least 16-18 feet to allow room for about six footsteps.
  3. Advise janitorial staff and teachers to avoid cleaning products with added fragrances.
  4. Reserve cleaning activities for after-school hours when the building is unoccupied and keep all interior doors open after cleaning.
  5. Avoid running the air conditioning system while the windows are open.
  6. Instruct teachers to avoid blocking the air returns in their classrooms with furniture or supplies.
  7. Instruct your facility manager to install the highest rated MERV (Minimum Efficiency Reporting Value) air filter.
  8. Have your facility manager make sure that all indoor air intakes are located away from potential pollution sources such as idling vehicles.
  9. Instruct your facility manager to keep relative humidity in the school below 65 percent.
  10. Consider TAB (testing and balancing) commissioning for your new or renovated school.

Because no other feature of a school single-handedly touches so many critical issues as indoor air quality does we want to make sure we keep all these things in mind as we starting building Esperanza.

Wednesday, September 7, 2011

Borrowing From Other Languages

"'A friend was on an Aeroflot flight crossing Russia when the woman next to him sneezed. He said 'Gesundheit!' She said: 'Thank goodness, someone who speaks English.'"
Peter Spencer; Column 8; The Sydney Morning Herald (Australia); Jul 23, 2011.
I loved this! There is so much truth in humor. There are so many words in the English speaking world that have been taken from other languages and claimed them as our own. These foreign words have enriched our communication and conversations.

Tuesday, September 6, 2011

The Happy Warrior

Often a poet can put into words what I am feeling in my heart. William Wordsworth did exactly that in the poem "The Happy Warriror."

WHO is the happy Warrior? Who is he
What every man in arms should wish to be?
—It is the generous Spirit, who, when brought
Among the tasks of real life, hath wrought
Upon the plan that pleased his childish thought:
Whose high endeavours are an inward light
That makes the path before him always bright:
Who, with a natural instinct to discern
What knowledge can perform, is diligent to learn,
Abides by this resolve, and stops not there,
But makes his moral being his prime care;
Who, doomed to go in company with Pain,
And Fear, and Bloodshed, miserable train!
Turns his necessity to glorious gain;
In face of these doth exercise a power
Which is our human nature’s highest dower;
Controls them and subdues, transmutes, bereaves
Of their bad influence, and their good receives:
By objects, which might force the soul to abate
Her feeling, rendered more compassionate;
Is placable—because occasions rise
So often that demand such sacrifice;
More skilful in self-knowledge, even more pure,
As tempted more; more able to endure,
As more exposed to suffering and distress;
Thence, also, more alive to tenderness.
—’Tis he whose law is reason; who depends
Upon that law as on the best of friends;
Whence, in a state where men are tempted still
To evil for a guard against worse ill,
And what in quality or act is best
Doth seldom on a right foundation rest,
He labours good on good to fix, and owes
To virtue every triumph that he knows:
—Who, if he rise to station of command,
Rises by open means; and there will stand
On honourable terms, or else retire,
And in himself possess his own desire;
Who comprehends his trust, and to the same
Keeps faithful with a singleness of aim;
And therefore does not stoop, nor lie in wait
For wealth, or honours, or for worldly state,
Whom they must follow; on whose head must fall,
Like showers of manna, if they come at all:
Whose power shed round him in the common strife,
Or mild concerns of ordinary life,
A constant influence, a peculiar grace;
But who, if he be called upon to face
Some awful moment to which Heaven has joined
Great issues, good or bad for human kind,
Is happy as a Lover; and attired
With sudden brightness, like a Man inspired;
And, through the heat of conflict, keeps the law
In calmness made, and sees what he foresaw:
Or if an unexpected call succeed,
Come when it will, is equal to the need:
—He who, though thus endued as with a sense
And faculty for storm and turbulence,
Is yet a Soul whose master-bias leans
To homefelt pleasures and to gentle scenes;
Sweet images! which, whereso’er he be,
Are at his heart; and such fidelity
It is his darling passion to approve;
More brave for this, that he hath much to love:—
’Tis, finally, the Man, who, lifted high,
Conspicuous object in a Nation’s eye,
Or left unthought-of in obscurity,—
Who, with a toward or untoward lot,
Prosperous or adverse, to his wish or not,
Plays, in the many games of life, that one
Where what he most doth value must be won.
Whom neither shape of danger can dismay,
Nor thought of tender happiness betray;
Who, not content that former worth stand fast,
Looks forward, persevering to the last,
From well to better, daily self-surpast:
Who, whether praise of him must walk the earth
For ever, and to noble deeds give birth,
Or he must fall to sleep without his fame,
And leave a dead unprofitable name,
Finds comfort in himself and in his cause;
And, while the mortal mist is gathering, draws
His breath in confidence of Heaven’s applause:
This is the happy Warrior; this is he
Whom every Man in arms should wish to be.


It behooves all of us at Esperanza to expose our Esperanza scholars to the best in literature, including poetry, which can continue to inspire them long after they leave us.

Monday, September 5, 2011

Endless Immensity of the Sea

"If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea." Antoine de Saint-Exupery. In other words, create a vision that inspires others.

Moos-Lum Lesson

Last night we watched the movie Moos-Lum. It is based on a true story about a young Muslim boy who with the help of family members, friends, and mentors is finally able to feel comfortable with himself as a Muslim. Seeing his story through his eyes and the eyes of his family I have a much greater appreciation for and understanding of Muslims.
This experience is a reminder how important it is to listen to the stories of others and listen to their voices. Otherwise we end up with a very distorted perception based on own awareness wheel. This applies to everyone we will encounter at Esperanza whether it is a scholar, a parent, a colleague, an administrator, a Board member, or a member of the community.

Sunday, September 4, 2011

Following the Example of BYU's Football Team

Yesterday I watched BYU win its first football game of the season in the last four minutes of the game---14- 13. I had early watched Utah State lose its first football game in the last 2 minutes of the game. Both of these games reminded me of some important life lessons, one being that its not over until the fat lady sings. Therefore, we must keep working and never rest on our laurels.
I was also reminded of the work of Carol Dweck about mindset. She stresses how important it is for us to have an effort mindset rather than an ability/talent mindset. Those who have an ability/talent mindset feel that if they are losing it must be because they don't have the needed ability/talent and give up trying. When BYU was behind 13 -0 until the end of the 4th quarter the players could have felt that they just didn't measure up to the other team and give up. Instead, they believed in effort and kept giving their best effort and won the game. The same happened in the Utah State game although the team I wanted to win didn't win. It was the other team that didn't give up.
We want everyone at Esperanza--educators and scholars-- to incorporate these lessons into the way they face learning and growing.

Saturday, September 3, 2011

Movies That Inspire

Turner Movie Classics (501) was showing a number of movies about teachers yesterday--I guess to celebrate the beginning of another school year. I was able to watch a couple of them. One was the 1953 movie--Bright Road--about a dedicated African American teacher who taught a class of only African American students. In her classroom was a young boy who struggled in school but he was an incredible young man with many talents. The teacher saw this and encouraged him.
The second movie I watched was the 1945 movie The Corn Is Green which I had already seen a couple of times. It's a great movie about a teacher who makes incredible sacrificies for a student with tremendous potential.
Both of these movies inspire me to be a more dedicated and committed educator. That's what movies like these can do for us. Therefore, I encourage all of our Esperanza educators to watch movies such as these and/or read books about dedicated educators who can inspire them.

Win-Win

I've been reading the September 2011 edition of Educational Leadership. The theme for this edition is "Promoting Respectful Schools." One article I particularly enjoyed was "What's So Hard About Win-Win?" by Jane Bluestein. Not only does a win-win environment protects everyone's need for dignity, belonging, and respect but it also fosters academic success.
Although some feel that creating a win-win environment is permissiveness and dumbing down the curriculum, it is actually contrary to that. Teachers work hard to challenge all students appropriately. Failings are seen as opportunities to build responsibility and teach positive behaviors so that students can learn self-management and self-control.
It's important to remember that win-win thinking happens slowly and quietly. The following are some ways to start creating a win-win environment:
  • Offer choices--when, where, social preference, and/or medium of presentation
  • Focus on positive consequences-- as negative consequences, even if they are logical and reasonable, have punitive energy
  • Communicate details as clearly and specifically as possible
  • Respond to conflict nonreactively--don't take confrontations personally
  • Build relationships with parents--contact them regularly about positive behavior or progress and when contacting them about something negative when possible only let them know what is going on and how it is being handled
  • Follow-through

Creating a win-win environment complements the Glasser quality school we want as a foundation for Esperanza.