Again, here are the questions to consider when thinking about who our students are:
-Almost every girl at the school has been affected by violence, whether it is in their community on in their family. How do you think you will react (or hope to) when during chapel a student is praying for a family friend who had recently been shot or injured by the violence that is around them? How can you help increase the peace at MCA?
- Think about how the idea of how the school was once a welfare building, is now a place of opportunity for the whole family. How can you take these students where there are and help them reach goals that they may not have thought possible?
So, I guess I'll start... !
ReplyDelete(I'm posting here as a comment because I can't figure out exactly how/where to log in to write an entry...)
Anyway, I'm E.B. Hi, hi!
Dealing with the issue of violence that has affected many of the students I will be teaching is definitely something that will be one of my biggest challenges. I think that teaching through past examples though is definitely an excellent strategy. I really enjoyed the "Spread The Peace" video because the girls took another issue -- from the "Facing History And Ourselves" curriculum (which I actually remember studying at that age!) -- and applied it and made it work it for their own situation. As someone who hasn't had a lot of personal experience with violence of that nature in my own life, I know that the first time I encounter a situation -- say, the student praying at chapel example -- I am going to be unsure how to react. I would be worried that I couldn't be helpful because of my lack of experience, but I would look back on other examples of times in history when people have countered violence with peaceful actions and try to suggest ways for the student to channel her anger, grief, and confusion in a constructive and helpful manner.
Reading the articles about each of the five ages we will be teaching was also helpful thinking about the different kinds of peace projects that would be appropriate for each age's mindset. In the "Ten Year Olds" article it mentions that at ten you can teach facts and rules, but all these "will be challenged at eleven, argued with at twelve and rebelled against at thirteen." While that is seen as a negative in some cases, I think that the Spread The Peace project worked so well because 11, 12, and 13-year-olds used their challenges, arguments, and rebellions to make a change. I also just really liked reading these pieces because it brought back so much of my own middle school experience -- it's so funny, even at 22 you're still certain that the anguish and confusion you experienced in middle school were your own mess and that everyone else was more put together than you, and then you read the article about 12 year olds and it's all right there. I think that if I have anything as a teacher, it'll be plenty of experience being a middle school girl.
Last, I think the fact that the school is in the renovated welfare building is a great example for the students themselves about making changes within themselves -- if they have goals they want to achieve, it's much harder to get there if you feel like you have to bulldoze the whole mess and start again. But you can pick one thing at a time to accomplish and build it up. A silly example, but college made me a lethargic, inactive blob after so many papers and essays, so this summer I'm trying to exercise again but even if all I do is one sun salutation before bed, it's a start.
Way to start the conversation, E.B.! Welcome!
ReplyDeleteI'll just piggyback quickly on a few points and let new folks really have their chance to share. . .
Having done a "Spread the Peace" walk with the girls, I am still amazed at the initiative and the leadership they exhibit, even as 5th and 6th graders. You can tell this is important to them, and as best we can, we will continue to encourage and support them.
As for the developmental piece, those readings come from one of my favorite resources, "Yardsticks: Children in the Classroom." We actually were given a few copies, so they're available for reference in the building. I find them enormously helpful when dealing with the girls, because sometimes I forget how "young" ten year olds can be, or how "mature" 14 year olds THINK they are. . . deep down, they're all still kids and having a sense of where they are will make us better at what we do, both in the classroom and out.
I love your "bulldoze" analogy. . . and I think it's a great, accessible one for the kids. Thanks for sharing :)
Until next week. . . . :)
Amy
Hearing a child talk about how violence has touched their lives is definitely a confusing experience. On the one hand, you have to respect that they might not want to talk about it, but maybe they brought it up because they do want to talk about it...???? Add to that that you have no direct personal experience and then where are you left? One thing that I have learned, though, is that kids (particularly these kids) are able to express themselves and open up when you share a piece of yourself with them. Maybe no one you know has been shot, but we have all known the kid in high school who drove drunk and injured themselves or someone else. Maybe it's a friend who struggled with an eating disorder. Don't underestimate your ability to sympathize with the sadness and feeling of powerlessness that a violent act can have on a kid.
ReplyDeleteAs the articles so eloquently point out, this age group can be incredibly self absorbed and narcissistic, so it's important to keep that in mind. They will stew if you let them. I've had kids to write their poetry assignment about the incident. Or you can encourage them to talk to their advisor if they don't want to talk right then.
As far as the welfare building idea goes, it's one of my favorite parts about the school. It's the ultimate "hand-out" vs. "hand-up" story, and it demonstrates to the girls that they can totally transform themselves if they decide to. It's so touching to hear them tell you their dreams...they want to be scientists and doctors and astronauts. Say "of course you will!" when they tell you, no matter what it is. Offer to help them figure out how to become one. If they set their minds to things, they are stubborn enough to actually do it!
Thanks ladies for your comments on the Spread the Peace piece as well as the articles documenting the many phases that our girls will go through by the time they graduate. Sometimes all I can say is wow! As if being in your 20's was enough, but to go back and think about what an eleven year old is going through and how they need to be treated is always humbling. It makes me go back to when I was 11 or 12, and how I would have liked to be treated. When I remember this fact, it makes it a little easier to be patient when they just don't seem to get it!!
ReplyDeleteWonderful insights, EB and Liz, I love the connections made between the girls' age and their capacity to express their feelings about tough issues such as the violence that has impacted their lives. And "Jack's Mama", I agree that the maturity that they show in so many large and small ways is truly impressive to see.
Thanks again for your comments ladies, they were great to read!
Michelle
I have enjoyed reading everyone’s thoughts thus far!
ReplyDeleteOn the issue of hearing students talk about their experiences with violence: Liz, you wonderfully expressed how I felt when I first had a student open up to me about his experiences with violence, which was not all that different from E.B.’s anticipated reaction. I remember that as he was talking to me, I felt ill equipped, almost unworthy to hear his story. Having had no direct experience with violence, how could I give him advice about how to deal with it? The gravity of his story made me feel that his story felt somehow bigger than anything I could share with him. But Liz is right to point out that there are universal emotions at play in such a conversation; sadness, anger, emptiness, helplessness—the feelings brought about by violence and loss are feelings we all have the great human capacity to empathize with. It is perfectly normal to think, as a teacher or listener, that their story is fragile, one wrong move in your reaction and you will ruin something. (As Liz mentioned, do we push them to open up, give them space?) It takes almost a leap of faith, courage if you will, that your compassion and instincts are good, that you are going to help this student. You shouldn’t underestimate compassion and human instinct! While these conversations are never easy, like most challenges, they are some of the most rewarding experiences we can have as teachers. Looking back on that conversation with the young boy, I felt like my own capacity for listening, learning, and empathy had been strengthened by the experience. Modeling compassion in these conversations builds compassionate young women!
The Spread the Peace Campaign is a good illustration of how necessary it is for students to share their stories. The Yardsticks chapters also spoke to this need for interpersonal communication. It seemed that an essential part of the process of that project was the first one: sharing. From sharing their experiences with violence, students were able to move to the level where they could ask, now what can I do about it? Finding common ground was a step towards united and real-world actions. The girls were so clearly empowered by the project, I can get tingles thinking about the impact children can have on their community. A real-world action, such as the Spread the Peace Campaign, shows students they can make an impact and the experience leads to empowered, problem-solving, engaged adults.
To me, learning that the building was once a welfare building seems poetic. I’m reminded of the metaphor of the phoenix rising from the ashes. For me, it has always been an empowering image. The story of the building’s renovation is the story of rising from the ashes to become something bright and powerful in the community. I think it can remind students that we learn from our failures, rise up from our low-points and are ultimately the better for it.
Jaime
Hi everyone! Reading these responses is getting me really excited to meet all of you!
ReplyDeleteWhile I have had no experience with violence in my life, I worked with kids living in a similar environment to MCA's kids. Although I never heard any child discuss a personal experience with violence, I understood that it was a reality that they had to deal with, and just because they didn't bring it up with me doesn't mean that it didn't happen. I think that it's important to realize that kids living with violence as a reality are forced to grow up much faster than we might have. They don't have as many opportunities to just be kids as I had while growing up.
In the particularly harrowing time that is middle school, pressure is coming from all sides for these girls. While I can't say now how I would react to hearing about a student's experience with violence, I would hope that I would be able to allow her to say everything she needed to say while trying to assure her of my presence as a confidant. Because I have never experienced violence, it's hard to predict what someone in that situation would WANT to hear, what they would WANT to be told. However, my first reaction would be simply to listen, to give her an outlet.
I really love E.B.'s bulldozing analogy. It is incredibly discouraging to look at a problem in its entirety and see only the arduous task that lies ahead. Starting with a foundation, like an empty welfare building, and improving upon that is easier than creating a whole new building. Recognizing and exploiting strengths while simultaneously acknowledging and improving upon weaknesses doesn't create something out of nothing, but something out of something else. This idea is empowering- teaching someone to value themselves and to recognize their assets.
Emily here! Aka Norberg #2 as I’ve so creatively been dubbed
ReplyDeleteSorry I'm a little behind on my blogging... I'm so excited to get started on this journey with all of you, though, and can't wait to lean from everyone!
I found the readings from this week to be a great introduction to the orientation process. I was impressed with how much initiative all the students have, and that their goals include monumental things such as achieving peace in their neighborhoods and personal lives. I don’t remember too much about when I was in middle school, but I sure wasn’t doing anything like this! It is truly remarkable, and a testament to the type of students at MCA. As I read the articles about each age group I got a better idea of what’s going on mentally, developmentally, educationally, and personally from an adult-scientific-educational point of view. Everyone knows that middle school students are irritable, curious and question everything, but these articles helped me see that questioning ‘why’ they’re learning something or lashing out are devices that the students use to convey a deeper message.
As far as responding to students who have been impacted by violence, the best way I will be able to react will be through listening with an unbiased, nonjudgmental ear. Understanding circumstances that are unlike your own can be difficult, but as I go through life I have learned time and time again that, although you haven’t experienced something yourself, you can still support those who have. Divorce, alcoholism, cancer, homosexuality, along with violence, are all things that may, or may not, have touched the lives of those we know, and just because we haven’t had first hand experience with them doesn’t take away from the ability to give unconditional support to those it has affected. The things in life that seem unfair, random, or arbitrary are most difficult to deal with, and even more so as a middle school student. I will certainly take that into account when confronted with a situation dealing with violence, and will promote peace through my own individual actions. I will encourage good behavior and a positive response, rather than fighting fire with fire. I will try and use education as a tool for peace, and rely on the tight knit community at MCA to foster that even more. These young girls should feel empowered through their education to achieve their dreams.
Hello everyone!
ReplyDeleteReading these articles and responses have been so extremely helpful in mentally preparing me for next week!
Although already said, I was unbelievably impressed by the girls' initiative in "spreading the peace." Like so many others here, I have never personally encountered violence. Yet, as Liz mentioned, there are always instances and experiences from one's own life that provoked similar emotions and responses to what these girls face. When confronted with a situation such as the chapel example, I would first and foremost listen. Sometimes problems and emotions need to be expressed aloud to another person, and that simple act can do more towards healing than anything we could do apart from it. I really appreciate the advice on situations such as this from the experienced fellows and teachers. I understand that many of us will most likely be out of our element at times, so it's very good to remember that others have done this first!
I loved the articles about the different age groups we will be teaching. Like others, it brought back many memories (some painful, others just painfully funny) of middle school. Having a separate article for each age group was so beneficial for me in that I was truly able to see the differences in the different ages. I think grouping all the kids under the title "middle-schoolers" is definitely something to be avoided, as each age has its own problems, strengths, and mental capacities. At the same time, the articles did overlap on a few points, showing that these girls are still just kids.
I also love the fact that the building started as a welfare building. My favorite line from that article was said by the architect - "He said the building had great potential, wonderful possibilities, a strong foundation,'' Sister Mary said. ''Those were the same words as we use for the girls." I thought this was just a great line to keep in mind to start off with!
Meghan
Listening goes a long way. We can all empathize with students' hardships whether we've gone through a similar experience or not. Sometimes people just want to be heard.
ReplyDeleteWe are also in the position to help students realize that they have the power to make decisions that will affect change in their lives and in the community. Circumstance plays a role in everything, but ultimately, our choices and actions define who we become. Projects like the "Spread the Peace" campaign allow students to recognize this. It might be a good idea to have the students to design their own community-building project this year; It could be anything from a publication, to a documentary or website, etc...
Small class sizes are a gift! The ability to give one-on-one attention is, in my opinion, the best way of meeting students where they are and helping them realize their potential. When you can really get to know a student, and understand what teaching style she responds to, what her goals are, you can encourage and support her effectively. I also think students are more likely to take advice to heart when it comes from someone they know and trust.