As noted in the previous post, we held skits based on 5 scenarios (they can be downloaded via the links).
The students loved creating and acting in the skits, and close observation showed that every student contributed in their groups. Lisa noticed right off, however, that the students were creating humorous situations around the part of the skit where they portrayed the "wrong" behaviour, but inevitably, when their scripts changed to depicting the "correct" behaviour, they would become serious, heavy handed, sermonizing.
Each class asked to be allowed to create a second set of skits. Wanting to re-inforce the message, we agreed to their request, but asked that they put some effort into creating a more humorous, yet still applicable moral message.
Before the end of each class, Lisa had the thought to ask each of the students to name at least one thing that bothered them about their peers' behaviour at school; something they had seen or experienced that caused them discomfort, or that had hurt them. The issues they brought up were typical of the age group (teasing, bullying, name calling, etc.).
It was heartwarming to see that each student felt enough trust, felt that they were in a safe enough environment, to state their feelings, concerns. Although the behaviours they talked about are typical, the school population (120) is small enough that I feel we can work with them both individually to affect behavioural change and as a group to create a deeper sense of esprit de corps.
Since we opened up the forum, I plan to follow up in the next session with activities and discussion so that the students can have a sense that there is something they are empowered to do to create a more honourable, more peaceful, a safer school environment for one another.
Monday, February 12, 2007
Friday, February 9, 2007
Session 3a: Codes of Honor - Respect (Intervention), 2/9/07
This was to be the first week we began discussion of the many "Codes of Honor", "Codes of Ethics", "Codes of Behavior" adhered to by the Samurai, the Knights Templar, the US Marines, by many fine Universities, etc. After having seen examples of extraordinary behavior (as well as its' opposite) in previous sessions, I wanted to introduce the concept of how various groups have created these Codes to create esprit de corps, as well as to shore up each member's core, moral characteristics.
However, something happened on Thursday which made me decide to delay the discussion for a week. UCMS is both a teaching school for young students as well as for student teachers from its affiliated school, UC Channel Islands. During the schoolday, there may be student teachers either observing, or assisting with the classes. In addition, there are Specialists who come into the school to lead additional classes on subjects such as Nutrition, or other areas that are both educational and of interest to the students.
While I was helping out in a Math class on Thursday the Principal of UCMS, Mrs. Grey, came around to each classrom to address the students. A new Custodian had joined the staff of the school and had been treated rudely by one of the students. In addition, behavior by some students towards class observers and Specialists had been impolite. The students were not taking responsibility for their behavior.
Since I had personally observed, and had been disturbed by similar behavior, I decided (with Mrs. LaMontagne-Long's concurrence) to delay the Bushido class and hold a "Respect Intervention", with the students creating skits around various real-life scenarios, ending with a writing assignment. (Please refer to the links for Session 3a for the Presentation and Skit Instructions).
We still began with an introduction to Bushido, since Respect and Compassion were foundations of the Samurai Code. In order to help the students to focus on the materials we were to cover, I introduced a breathing exercise that would help them to clear their minds. This was also an important aspect of the Samurai lifestyle.
Before introducing the skits, we discussed the "Golden Rule": Do unto others as you would have them do to you (if you were them). From Wikipedia, I'd found that a similar saying is represented in many different cultures and religions, and quoted to the students from the Bible, the Torah, the Koran, the Mahabharata and from Confucius. We then broke into small groups to prepare for the skits.
Continuing with the analogy of Feeding the "Good Wolf" vs. the "Mean Wolf" (Session 1), it was important for the students to remember that each time we allow ourselves (whether consciously or unconsciously) to be rude, to be unkind, the Mean Wolf grows a little stronger. Using the concept that every decision, every small act can lead to a huge change (Butterfly Effect, Session 1), we see that such behavior can set off a negative ripple that can cause effects that we cannot yet realize and may not be able to reverse.
However, something happened on Thursday which made me decide to delay the discussion for a week. UCMS is both a teaching school for young students as well as for student teachers from its affiliated school, UC Channel Islands. During the schoolday, there may be student teachers either observing, or assisting with the classes. In addition, there are Specialists who come into the school to lead additional classes on subjects such as Nutrition, or other areas that are both educational and of interest to the students.
While I was helping out in a Math class on Thursday the Principal of UCMS, Mrs. Grey, came around to each classrom to address the students. A new Custodian had joined the staff of the school and had been treated rudely by one of the students. In addition, behavior by some students towards class observers and Specialists had been impolite. The students were not taking responsibility for their behavior.
Since I had personally observed, and had been disturbed by similar behavior, I decided (with Mrs. LaMontagne-Long's concurrence) to delay the Bushido class and hold a "Respect Intervention", with the students creating skits around various real-life scenarios, ending with a writing assignment. (Please refer to the links for Session 3a for the Presentation and Skit Instructions).
We still began with an introduction to Bushido, since Respect and Compassion were foundations of the Samurai Code. In order to help the students to focus on the materials we were to cover, I introduced a breathing exercise that would help them to clear their minds. This was also an important aspect of the Samurai lifestyle.
Before introducing the skits, we discussed the "Golden Rule": Do unto others as you would have them do to you (if you were them). From Wikipedia, I'd found that a similar saying is represented in many different cultures and religions, and quoted to the students from the Bible, the Torah, the Koran, the Mahabharata and from Confucius. We then broke into small groups to prepare for the skits.
Continuing with the analogy of Feeding the "Good Wolf" vs. the "Mean Wolf" (Session 1), it was important for the students to remember that each time we allow ourselves (whether consciously or unconsciously) to be rude, to be unkind, the Mean Wolf grows a little stronger. Using the concept that every decision, every small act can lead to a huge change (Butterfly Effect, Session 1), we see that such behavior can set off a negative ripple that can cause effects that we cannot yet realize and may not be able to reverse.
Thursday, February 8, 2007
Great Books List
The "Great Books" link to the right will download a MS Word document containing a list of excellent books for readers of all ages.
Due to a lack of time on my part, I used a list compiled by William Kilpatrick and taken from his book, "Why Johnny Can't Tell Right from Wrong". I've read and loved a majority of the books on the list, although there are many more I'd like to add when I have the time.
Please take a look at the list and send me your comments about books you think should be included; books you read as a child, as an adolescent, that embedded a message that you still live by today. Include as much information as you can, but at least the Author and Name of the book.
Thanks!
Due to a lack of time on my part, I used a list compiled by William Kilpatrick and taken from his book, "Why Johnny Can't Tell Right from Wrong". I've read and loved a majority of the books on the list, although there are many more I'd like to add when I have the time.
Please take a look at the list and send me your comments about books you think should be included; books you read as a child, as an adolescent, that embedded a message that you still live by today. Include as much information as you can, but at least the Author and Name of the book.
Thanks!
Session 2: Story of The Titanic: Heroic Decisions, 2/2/07
In Session 2, we watched scenes from "A Night to Remember", the British movie about the Titanic disaster. The movie was based on a book by the same name. The author interviewed numerous Titanic survivors and the depiction is closer to what really happened than the more recent movie.
We discussed the characters in the movie and the decisions they made when disaster struck. Breaking into small groups, the students in each class voted for the character they felt was most heroic, and the one they felt was most cowardly, and why. Then each student was given a worksheet to write about their impressions.
The point of the Session was to imprint in the students minds the concept of a heroic nature. In later sessions, we'll begin to break down the components of that concept by investigating in detail the core values that are necessary in taking on a heroic life journey.
We discussed the characters in the movie and the decisions they made when disaster struck. Breaking into small groups, the students in each class voted for the character they felt was most heroic, and the one they felt was most cowardly, and why. Then each student was given a worksheet to write about their impressions.
The point of the Session was to imprint in the students minds the concept of a heroic nature. In later sessions, we'll begin to break down the components of that concept by investigating in detail the core values that are necessary in taking on a heroic life journey.
Wednesday, February 7, 2007
Time Honored Values for Exceptional Lives: Intro
As a working mother, I've always tried to be actively involved in my children’s schooling as well as in their extracurricular activities. I was fortunate to have been exposed to a number of cultures in my own childhood, having grown up in a traditional Chinese household in Hong Kong while attending Catholic and Christian schools run by missionaries from England and the U.S. While raising my children (for whom I was the primary financial support), I also managed to maintain a successful career, working my way from secretarial positions to V.P of Sales for Arrow Electronics. and Director of National Sales for Nextel.
In recent years, I’ve grown more and more concerned by the behaviors of young people, not just locally, but those whom I have met in my travels around the country. In general, there seems to be a lack of manners and respect for others. I started thinking of creating courseware for teaching a class on manners…but soon realized that it would only be a superficial “band aid” if children did not have a deep sense of fundamental human values as a foundation. If they lacked even the basic understanding of age old values such as human dignity, compassion, work ethic, etc., a class on manners would not take them very far.
I thought of cultures in which children seem to instinctively know what these values were, (two examples are Japanese and Jewish families), and began my research into the “Codes of Conduct” adhered to by their cultures….the Bushido code of the Samurai, the Code of the Knights Templar, writings of Greek and Chinese sages, the Torah, the Bible, Native American Tales, among others. I soon realized that what I thought to be instinctive behavior was actually taught through role modeling, story telling, and study. Looking back to my own childhood, I remembered that as a child, I loved to read, and consumed books faster than they could be printed. On my own, I found the Classic Western authors…Dickens, Shakespeare, Dostoevsky, Tolstoy, Scott, as well as the Chinese Classics. I read the Bible in its entirety simply for the stories I found in it. These books contained a treasure trove of life lessons and provided a road map to adulthood. I’ve tried to instill this love of reading in all my children, and through this program, hope to use the time honored values to help others to map out and embark on their exceptional and heroic life journeys.
This program was accepted by a Junior High School in So. California and is being delivered to 120 students as a pilot. This blog will provide on-going information and updates on the pilot.
In recent years, I’ve grown more and more concerned by the behaviors of young people, not just locally, but those whom I have met in my travels around the country. In general, there seems to be a lack of manners and respect for others. I started thinking of creating courseware for teaching a class on manners…but soon realized that it would only be a superficial “band aid” if children did not have a deep sense of fundamental human values as a foundation. If they lacked even the basic understanding of age old values such as human dignity, compassion, work ethic, etc., a class on manners would not take them very far.
I thought of cultures in which children seem to instinctively know what these values were, (two examples are Japanese and Jewish families), and began my research into the “Codes of Conduct” adhered to by their cultures….the Bushido code of the Samurai, the Code of the Knights Templar, writings of Greek and Chinese sages, the Torah, the Bible, Native American Tales, among others. I soon realized that what I thought to be instinctive behavior was actually taught through role modeling, story telling, and study. Looking back to my own childhood, I remembered that as a child, I loved to read, and consumed books faster than they could be printed. On my own, I found the Classic Western authors…Dickens, Shakespeare, Dostoevsky, Tolstoy, Scott, as well as the Chinese Classics. I read the Bible in its entirety simply for the stories I found in it. These books contained a treasure trove of life lessons and provided a road map to adulthood. I’ve tried to instill this love of reading in all my children, and through this program, hope to use the time honored values to help others to map out and embark on their exceptional and heroic life journeys.
This program was accepted by a Junior High School in So. California and is being delivered to 120 students as a pilot. This blog will provide on-going information and updates on the pilot.
Session 1: Introduction to Heroes and Heroines, 1/26/07
Thanks to Mrs. LaMontagne-Long, the host teacher for the course, the students were well prepped for the Introductory class. They were curious about the course and excited about the prospect of something new.
In this first session (please take a look at the Powerpoint presentation for more details), I introduced the concept of mapping out a Heroic Life Journey. Using examples from the news, I spoke of the difference between Saddam Hussein and Wesley Autrey. One had wealth, opportunities, power, and used it all towards what ends? The other, unknown, became an overnight hero by risking his life in an instant decision to save another's.
I introduced a Native American story about a chief who spoke of a war within himself between two wolves....a cruel, mean, wolf and a kind, nurturing wolf. When asked which one would win the war, he replied, "The one which you feed." It was a story easily grasped by all of the students.
To illustrate the necessity of identifying one's true needs, working to satisfy those needs, and opening one's eyes to the often hidden wealth of wisdom, love, joy, etc. that is available to all of us if we truly seek it, I told a Sufi tale about Khidr and the Woodcutter. "Peeling back the Onion", the students as a group tried to discover the hidden teachings in the story. We shared some dates during the telling of the story, to symbolize the importance of sharing knowledge and wisdom. The more we share, the better we "shore up" our knowledge, and the more we, and others gain.
Next, we had a discussion about the Butterfly Effect and the extraordinary uses of "PI" in math and science. This discussion illustrated to the students that small things can make huge changes, that every decision counts, every person counts.
Each student was given a handout with the Agenda for the session, as well as a "hero chart". Both can be downloaded via the links for Session 1. The purpose of the hero chart was to 1) have the students think about their heroes and heroines: who were they? What did they admire about them? Writing down their attributes forced the students to think more clearly about what they valued about that person. 2) Have the students interview their parents to discover who their heroes and heroines are, as a way of creating greater interaction and understanding between parent and child.
We will eventually be creating a board game, and the students will design their own "character cards" based on the heroes and heroines they choose.
Thank goodness Mrs. LaMontagne-Long was there for all 4 classes. She knew the students well, and was prepared to step in whenever I faltered. Although I knew about 30 of the students from a Math class I've been assisting with at the school, this was my first opportunity to meet with the entire student body.
In this first session (please take a look at the Powerpoint presentation for more details), I introduced the concept of mapping out a Heroic Life Journey. Using examples from the news, I spoke of the difference between Saddam Hussein and Wesley Autrey. One had wealth, opportunities, power, and used it all towards what ends? The other, unknown, became an overnight hero by risking his life in an instant decision to save another's.
I introduced a Native American story about a chief who spoke of a war within himself between two wolves....a cruel, mean, wolf and a kind, nurturing wolf. When asked which one would win the war, he replied, "The one which you feed." It was a story easily grasped by all of the students.
To illustrate the necessity of identifying one's true needs, working to satisfy those needs, and opening one's eyes to the often hidden wealth of wisdom, love, joy, etc. that is available to all of us if we truly seek it, I told a Sufi tale about Khidr and the Woodcutter. "Peeling back the Onion", the students as a group tried to discover the hidden teachings in the story. We shared some dates during the telling of the story, to symbolize the importance of sharing knowledge and wisdom. The more we share, the better we "shore up" our knowledge, and the more we, and others gain.
Next, we had a discussion about the Butterfly Effect and the extraordinary uses of "PI" in math and science. This discussion illustrated to the students that small things can make huge changes, that every decision counts, every person counts.
Each student was given a handout with the Agenda for the session, as well as a "hero chart". Both can be downloaded via the links for Session 1. The purpose of the hero chart was to 1) have the students think about their heroes and heroines: who were they? What did they admire about them? Writing down their attributes forced the students to think more clearly about what they valued about that person. 2) Have the students interview their parents to discover who their heroes and heroines are, as a way of creating greater interaction and understanding between parent and child.
We will eventually be creating a board game, and the students will design their own "character cards" based on the heroes and heroines they choose.
Thank goodness Mrs. LaMontagne-Long was there for all 4 classes. She knew the students well, and was prepared to step in whenever I faltered. Although I knew about 30 of the students from a Math class I've been assisting with at the school, this was my first opportunity to meet with the entire student body.
Donations, Ideas, Feedback, Recommendations....
I'm designing, writing, and delivering this program on a voluntary basis because I'm passionate about providing today's adolescents with the tools they'll need to deal with the tremendous issues they'll be facing as adults. Our's, and previous generations have "passed the buck" on the environment, on healthcare, on the economy, on so many important issues that will be coming to a head within the next 50 years.
To ensure the success of this program, I welcome any and all assistance from friends, family, students, teachers, parents, anyone who wish to provide a positive point of view.
Donations are required for materials to be used in the classes as well as for production of courseware. I hope to have the students take part in a National Essay contest which offers a cash reward of $500 to the winner. It would be encouraging to have a smaller sum for a schoolwide prize.
I hope eventually to apply for grants in order to expand this program to other schools. Any assistance in identifying grant sources would also be greatly welcomed.
Thank you in advance for your support.
To ensure the success of this program, I welcome any and all assistance from friends, family, students, teachers, parents, anyone who wish to provide a positive point of view.
Donations are required for materials to be used in the classes as well as for production of courseware. I hope to have the students take part in a National Essay contest which offers a cash reward of $500 to the winner. It would be encouraging to have a smaller sum for a schoolwide prize.
I hope eventually to apply for grants in order to expand this program to other schools. Any assistance in identifying grant sources would also be greatly welcomed.
Thank you in advance for your support.
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