Holocaust Survivor Talks About Forgiveness

Henri Landwirth suffered unimaginable cruelty during the Holocaust. But the Holocaust survivor overcame his hatred and wants to help others overcome theirs. He founded HateHurts, an organization aimed at teaching our youth that hate hurts, and forgiveness and love can change the world.

Landwirth has taken his message of hope and love conquering hate to YouTube (see below).

Related Content

A Lesson in Miracles: To Holocaust survivor Henri Landwirth, the gift of life is a miracle—and a mission. NEA Today interview. April 2007.

Hate Hurts: Survivor Speaks of Hope & Holocausts Today - Students were motivated to start a student group, Helping You Pursue Equality (HYPE).

Share Your Story

Tell how you let go of your anger or hate. Or help a student do that.

Research Brief With Recommendations for Action

Four decades after Martin Luther King Jr.'s death, we are a very different nation. We are a nation where the White population will become the minority in the nation's schools in just a few years. We are a nation where nearly a fifth of public school students come from linguistic minority families.

Even though there is no significant effort to desegregate our schools now, thousands of American schools, mostly in the suburbs, are going through racial and ethnic change as Black and Latino families move away from central urban areas and many city schools experience displacement of one minority by another.

Learn more. Read a brief report - Race and Schools: The Need for Action - by researcher Gary Orfield (Civil Rights Project at UCLA), in which he links his research on race to recommendations for closing achievement gaps.

High School Teacher Applies Glasser's Theories

By Charlotte Wellen, high school teacher, Charlottesville, Virginia

Can we really "make" students do their work? No, say teachers in Glasser quality schools. They believe that encouragement and support are the approaches to use to help students "want" to complete their work.

I teach at a Glasser Quality High School, based on William Glasser's theories. One of the first principles of a Glasser Quality School is that everyone involved in the school—administrators, teachers, students, and even parents—come to an understanding that we cannot control the behavior choices of anyone else, no matter how many threats or criticisms we throw at each other. If we can't control others, then all we can do is encourage one another and support one another in the goals we have.

So what are the goals of a school? Learning! Graduation! And surprisingly, all students have those goals. In our experience, it's not just the students making the A's, not just the motivated, hard-working, focused students, but 100 percent of the students who manage to get themselves up and into school on any given day.

Knowing this to be true, when we are faced with students who have convinced themselves that they don't want to work, that they are being forced to work—by the teacher, the principal, their parents—then we use choice theory, reality therapy, and lead management to help the student really think through what he or she really wants.

I might ask the student who is procrastinating, or daydreaming (in a respectful way, with a calm, non-judgmental face):

John, are you okay? Do you need any help?

If John says he is fine and doesn't need help, I might say something like:

John, do you understand the assignment?

If John says yes, I'd probably say:

John, why do you think I came over here to talk with you?

Almost always, students tell the truth to a non-judgmental question like this. They'll say: "I know. I was daydreaming." Or maybe something like, "I'm just having a hard time getting started."

Then, that gives me the opening to say something like:

John, I know it's often tough to get an assignment started. I'm happy to help, but I'll give you some space right now, since you understand what to do. What can you do to help me know that you're alright today and that you really don't need help to move forward?

Usually, they'll say something like: "I'll be working. I won't stare out the window. I'll concentrate and you'll see me doing that."

Then I can say, "John, if I don't see you doing that, what do you want me to do to help you move forward?"

He might say, "Just catch my eye and I'll get back to work."

Then I can say, "Thanks, my dear. I'll give you some space now and keep an eye out to see if you need that extra glance. Do you know why I'm giving you a bit of a hard time about getting to work?"

Almost always, kids at my school smile at this question and say, very sincerely, "Because you care and you want to help me graduate!" Then we laugh and get back to work.

It sounds very simple, and choice theory is simple. It seems counter-intuitive, or against common sense. Many adults feel that it is their job to "make" John get down to work. They'll often resort to threats like, "John, if you don't get to work, you're going to fail," or "John, if you don't get to work, I'll have to call your mother."

They are trying to help John, but John often doesn't see it that way. His interpretation of these kinds of statements is often, "They're trying to make me do something I don't want to do and I'm not going to do it! What are they going to do about that!" And John doesn't do his work, or he does a mediocre piece of work, way below what he's capable of achieving, because he's in a power struggle with the teachers, administrators, and parents. In many schools, it's even become "cool" to resist, to act as if you don't care, to laugh when receiving an F grade, because it's a way to demonstrate that all the threats in the world can't make John do anything he doesn't want to do.

Because we have, as a school, committed to not wasting any time attempting to force John to work, we are often successful at helping John "choose" to work. We help him come to realize that he wants to do the work because he wants to graduate and the work is the way to get there. Glasser’s principles have helped us unplug the power struggle and join John's graduation team. 

About the Author
Charlotte Wellen teaches at Murray High School in Charlottesville, Virginia, but she has been a traveling teacher in schools as far-flung as Sri Lanka, Colombia, Turkey, and China.  Since 1988, she's been teaching at the world's first Glasser Quality Public High School, where everyone is committed to working as a team to create a school of true quality.  Because it is a small high school, Wellen has had the opportunity to wear many hats - head of the English department as well as English, American Studies, and Social Justice teacher. And head of their Choices program, in which she helps students, teachers, and parents learn how to work together to create strong relationships and academic success. Wellen is completing her 29th year of teaching.

Now It's Your Turn
Join the discussion - How do you get students to complete their work? 

Build Better Listening Skills

Listening is an important skill to cultivate. It helps you learn, develop friendships, and show your good manners by being attentive and sharing the talking time. But not everyone has the same idea of what good listening behavior is.

This article offers some ideas for building better listening skills. As you read them, think about how you teach good listening practices in your classroom. If you teach in a multicultural classroom, you probably teach some of these ideas with sensitivity because for some of your students, some of these practices are actually considered bad listening practices. In fact, bad manners.

Read the article and then tell us what you think.

Listening Helps You Learn

Listening is a lot like reading - it's an opportunity to learn something new and it requires focusing on what's being said. You have to pay attention to the ideas and details that the speaker is telling you about. Unlike reading, when you're listening, you have a chance to ask the speaker questions to help you understand or to get more information. Asking such questions is an important part of listening. It tells the speaker what you've learned and what more you'd like to know. And by answering your questions, the speaker can help you and others learn more.

Listening Helps Build Friendships

Listening is a good way to build a friendship. Good listeners know that others like to be heard, that they enjoy sharing stories about themselves, and they like the sense of connectedness when they share information, confidences, and jokes with another person.

Listening Attentively Is Sign of Good Manners

Listening to people when they're speaking to you shows them that you respect them. So, how do you learn to become an attentive listener? Start by looking at the behaviors of a poor listener and a good listener.

A poor listener:

• Interrupts the speaker
• Thinks only about what he or she is going to say next
• Looks away from the person speaking
• Pays attention to other things going on
• Makes side comments to others

A good listener:

• Focuses on the person talking and allows him or her to finish talking
• Looks at the other person - to indicate readiness to listen, and to observe the person's body language to learn more about how the speaker is feeling
• Gives nonverbal signals to show he or she is listening - a nod, smile, or frown, for example
• Uses verbal signals to show interest in what the speaker is saying or to give feedback, with phrases such as
  • "Uh huh" or "I didn't know that." (showing encouragement)
  • "I'm not sure what you mean." (asking for clarification)
  • "You said that…" or "If I understand you correctly…" (showing an understanding of what the speaker said)
• Tries to use the same energy and emotional level as the speaker, to show an understanding of what the speaker is feeling

Effective listening skills are important - whether you're in a classroom with thirty people or in a conversation with one. As with any skill, listening takes practice, so keep these four things in mind as you begin:

1. Look the speaker in the eye
2. Encourage the speaker with smiles, nods, and "uh-huhs"
3. Pay attention to the facial expressions and body language as well as the words
4. Remain interested in understanding the speaker

Tell Us What You Think  

How do you teach good listening skills?  

Are you being culturally sensitive as you help students understand the cultural "norms" of the United States?

In fact, Is it politically correct to teach the dominant cultural "norms"?  

Related Content

How to be a good listener - What is active listening? (Texas Women's University)

Assessing your listening ability - From Integrated Curriculum for Achieving Necessary Skills (I-CANS).

Activity: Face Match - Listen and find the face that matches the description. This Web site has other listening exercises for young students.

Listening Skills - The Face It Solution for Effective Listening. From Canadian Association of Student Activity Advisors.

Encouraging Kids to Eat Nutritious Foods
 

Kids love fast food. But should they be eating it at school? They're certainly thinking about it at school—As you can see in high school student Emily N.'s artistic rendering here of a school of the future as "Big Mac High School."

Also take a look at Samantha K.'s pastel of "Fountains of the Future" (slide 19 in the 2007 NEA Art Contest ) to see what she thinks students will be drinking. (See note on students and their teachers below.)

But, whatever kids may think about fast foods, educators must teach them about the potential dangers of a fast food diet—obesity and diabetes and heart problems—and how more nutritious foods can lead to better mental and physical health.

Kids need to start thinking of food as fuel—and thinking about eating foods that will prepare their minds and bodies for the task ahead. For example, they need protein for breakfast and lunch, to get their brains ready to do school work, and complex carbohydrates to get their bodies ready to participate in athletic activities.

And they need to remember that food affects mood. Too much sugar, soda, and caffeinated products create spikes and dives in energy level. Such a diet can make kids moody, sleepy, and overactive, and give them headaches. And who wants to be around that?

Fast food. No. Not the ideal fuel for school.

Here are some ideas for teaching kids more about nutrition and their health:

» Healthy Choices - Curriculum resources explore nutrition & healthy diets, conflict resolution, and more.

» Ten Best Foods, Ten Worst Foods - This project looks at the 10 best foods to eat to manage weight control and to prevent common ailments and then identifies the worst foods, which have become all too prevelant in our society. See Foods That Heal at this site.

» The Go Healthy Challenge - The Go Healthy Challenge is an on-air, online and community-based movement that empowers kids to take the lead in making their lives, schools and communities healthier.

» MyPyramid.gov - Animated tour of the U.S. Department of Agriculture's recommended
nutrition pyramid, in which users can assess their diets and physical activity, review a sample menu and use the food-tracking worksheet to improve their eating habits.

» Nutrition on the Net - If your students think nutrition is a dull topic, they haven't gotten the full story on food from the resources of the Internet. Many wonderful sites are available.

» Popcorn Nutrition - Grades 3-8 read a snack nutrition chart and answer questions.

» Drive-Thru Nutrition - Grades 9-12 compare the fat and calorie content of various items at 12 popular fast-food restaurants.

» Make Your Lessons Pop(corn)! - Add a little pop to your week -- popcorn, that is. These lesson plans will engage students as they create popcorn timelines, maps, and graphs.

 

Note
Post Falls High School (Idaho) teacher Michele Chmielewski submitted her student Emily N.'s drawing of "School of the Future" for NEA's Art Contest in 2007. Wayne Valley High School (New Jersey) art teacher Angela Gingerelli submitted her student Samantha K.'s "Fountains of the Future" ( See slide 19, NEA Art Contest ), which won honorable mention.

Character & Caring

By Dennis Akren, intermediate school P.E. teacher/coach, Corona, California

I'm a physical education teacher, and while I don't actually teach poetry in my P.E. classes, I use it to enhance lessons or introduce life skills. The goal is to inspire. If it helps only one kid, then it has value.

Growing up, I had a math teacher who would actually sing information he wanted us to remember. I still hear his voice sometimes - Divide the bottom number into the TOOOOP. So along those same lines, I'm hoping to connect with students who might not get it the traditional way, but acquire knowledge through listening/hearing.
 
Ideally, I want the child to be able to read (or hear) the poem, and walk away with a better understanding of the subject - whether it's acquiring skills (Dribbling a Ball, Throwing a Spiral) or understanding terms (Empathy, Cooperation). Name a characteristic or attribute, and I've probably got a poem on it. I also have them for holidays and national tragedies. I don't know if student behavior has changed because of the poetry, but my goal is to get students to think about and discuss important topics. Ninety percent of my poems, like Relay for Life and Why I Love the Library, are not related to sports or athletics. But they're about growing up. They are about the qualities and characteristics we all want our children to attain.

My poems, such as Encouragement, can easily be implemented into P.E. For example, when asked if it feels good to be complimented and given a pat on the back, the students usually reply in the affirmative. So, I ask the kids to practice encouragement with their teammates or groups they are working with: "Tell 'em how great they're doing. Offer suggestions on how they can improve." It helps their communication skills, and we develop a more caring culture. A poem like Good Sportsmanship can be given to an individual or to a whole class. Zitology can be given to an individual having problems.

I get a lot of enjoyment out of sharing my poems with students. (And I think the poetry allows them to see me in a different light. I don't think they expect poems to be coming from a demanding teacher-coach with a loud voice.) They often applaud after I read a poem (I also usually post them or hand out copies for the visual learners). Sometimes the poems find their way into the school newspaper. And sometimes kids show me their poems.
 
I've had one poem (The Bully) published by the International Library of Poetry. My principal used a poem of mine, last year, as a basis for her speech at graduation. Our school counselor has used my poems as ice breakers in some of her groups (Dealing with a Loss) and parent gatherings (What Can Parents Do).

Using my poetry helps me teach kids about sports skills, life skills, and character development. It helps open doors to discussion and understanding. And it can be used to help kids learn and remember in a fun sorta way.
 

 COOPERATION

 If we all "work together,"
 I have no doubt
 we can tackle "any" problem,
 and figure it out!
 
 When we "work with others"
 and everyone does "their share,"
 your chances of "success" increase,
 and it's the only thing that's fair!
 
 So if you use "teamwork"
 and you "play by the rules,"
 you become more "responsible"
 and shine like a jewel!
 
 It's all about "gettin' along" with others
 and doing your part,
 and being most "agreeable"
 would be a good start!
 
   - Coach A

Read more of Coach A's poetry on his blog.

Related Content

Life Lessons Through Sports: Developing Confident, Independent Kids - Find out how this P.E. teacher stretches his students mentally as well as physically.

Positive Coaching Alliance - This organization, whose mission is "transforming youth sports so sports can transform youth," offers inspirational coaching stories and more.

What Can I Do?

Educators want to do the right thing by the children in their lives, but sometimes they need another perspective on a problem.

What would you recommend for this young student?

Kayla has difficulty focusing on a task (she's easily distracted by motion and sound - another person, the wind blowing), and she must be reminded repeatedly to complete her work. She enjoys art class, but worries that her work isn't as good as other students' and she needs assurances and encouragement to finish the assignment.

Outside of the regular classroom, she attends a small special education class two hours each day and she reads with an adult reading partner one hour a week. Even in these situations, she needs lots of reminders to stay on task.

Her parents are tired of hearing about her problems at school, so they punish her by taking away her field trip privileges. (Did I mention that her parents rarely take her anywhere, so she has limited life experiences to bring to her reading and to class discussions?)

What can be done to help Kayla get focused? And finish her assignments? And maintain these good work habits?

How do you get students to complete their work? 

Do you have a problem you'd like to share?

How One Parent Deals With It

By Michelle Bodine, parent, Richland, Washington

Many parents and teachers today must deal with aggression in a child with Asperger's Syndrome. I’m one of them. My son is 13 and he has both Asperger's and Tourette's. 

One of the random things we discovered when he was four was that jumping is a great way to help him relieve his extra stress and energy. A therapist put him on a mini-trampoline for a few minutes and for the first time in years he seemed to be calm. We went out and bought a mini-trampoline that afternoon! 

It's been eight years since that miraculous discovery, and last year my parents bought our family a larger trampoline for all our kids to use. We still have the little one, which we use inside on bad weather days, but the kids all love the big one outdoors. We have a one-child-at-a-time rule, because we know how excited they can become. 

My seven-year-old son also has mild autism and, although he can communicate and fits in fairly well, he is aware of when he does things that set him apart from his peers. The trampoline has been a great thing for him also. He can jump as much as he needs (usually five minutes and the boys are worn out!) without it being looked at as "therapy." It's just fun.

The other thing we have used is a punching bag. I would use this option only if others aren't working, mainly because the punching activity is easily transferred to other things, including people. We have ours hung from a rafter in the basement where it's not obvious and the kids rarely remember we have it. We only mention it when they have gotten so upset about something that the need an extreme physical release.

I hope one of these ideas is helpful to you!

More About the Author
Since my son's diagnosis we have realized that my father also has Asperger's Syndrome. He is a computer engineer, which is proof for me that my boys will be okay and that, with help, they can lead a full life.

My main focus currently has been finding ways to work with my children therapeutically at home to help them reconnect them with the world.  I am also working on helping other families in my area gain better access to information and the tools they need. My goal is to open a local shop with educational, sensory, and awareness items, including those crafted by local families and businesses.

Because so much is still unknown and so many families are affected, I think it is important to share whatever we find that helps with our children. How sad it is that so many families are handed a slip of paper with a diagnosis and not handed the rest of the information that may help awaken the amazing spirits within their children.

Related Content

Ideas for a teacher whose stepson has Asperger's syndrome? – Five suggestions from fellow teachers.

Working with a talkative student with Asperger’s Syndrome – Discussion board seeking ideas for working with a talkative student.

Autism Society of America Web site – A resource for learning more about autism and ways to support legislation and research for autism.

The Puzzle of Autism  - A resource with suggestions for dealing with behavior issues. NEA Professional Library ($6.95 for NEA members; $11.95 for non-members).

2008 Hidden Curriculum Calendar –Daily tips about unstated social rules & idiomatic expressions.

Students Take On the N-word

It was a dicey call, but NEA member Michelle Luckett (St. Petersburg, Florida) gave the go-ahead to a group of students to explore a controversial topic for their group history project: Studying the origins and use of the N-word. Five months and many spirited discussions later, she sees changed attitudes at her racially diverse urban high school.

Read more in the St. Petersburg Times article.

Working with Digital Cameras & Local Photographer

Julie Kasper, an English teacher from Catalina Magnet High School (Tucson, Arizona) is a finalist for the 2008 Outstanding Young Educator Award.

Kasper, who leads her students through project-based learning, was selected for her dedication in teaching the school's English language learners and helping them connect with the Tucson community. Working with digital cameras and a local photographer, Kasper and her students developed a photo and writing exhibit and community forum called "Home? Teen Refugees and Immigrants Explore Their Tucson." The exhibit has been showcased in public spaces around Tucson.

See the students' photos (scroll down the page).

Learn about other teacher winners.

The Association for Supervision and Curriculum Development created the Outstanding Young Educator Award in 2002 to recognize creative and committed teachers and administrators under the age of 40 who are making a difference in the lives of children. The Association will announce the winner for the Outstanding Young Educator Award March 15-17, 2008.

It Will Help You Do Better in School

Research, from the Collaborative for Academic, Social, and Emotional Learning tabbed for release in early 2008, suggests that a less rigorous focus on curriculum may help student achievement, reports Debra Viadero in Education Week.

The key is to take time out of the curriculum to teach students to manage their emotions and practice empathy, caring and cooperation, and, as a by-product, achievement could improve.

These findings and similar results from other research-based fields (like brain science) seem to be converging on the benefits of such instruction, and programs based on the concept have experienced a growing presence in schools. Illinois, for instance, has adopted standards for the social and emotional skills that K-12 students should be taught.

When researchers investigated Illinois' programs, they found that students were better behaved, more positive and less anxious than students not participating in the programs. In addition, program students earned better grades and had higher tests scores. According to Roger Weissberg, professor of psychology and education at the University of Illinois at Chicago, "the impact here is almost twice that of studies on class-size improvements."

Source: Public Education Network’s NewsBlast newsletter, December 21, 2007. Reprinted with permission from Public Education Network’s NewsBlast newsletter. The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising.

Related Links

Building Academic Success on Social and Emotional Learning: What Does the Research Say?  - Information about 2004 book on social and emotional learning. (By Zins, Weissberg, Wang & Walberg, editors)

How Do Students' Emotional Lives Affect Their Learning? - See the discussion board. Join in the discussion.

Four Easy Ways to Reduce Stress

By Karen Zauber

How do you relax at busy times of the year? And keep the kids off the ceiling? In looking for some ways to help keep everybody calm, I found four ideas that appealed to me (they're in no particular order):

Assist Somebody Every Day
This idea reminded me of my favorite commercial. My examples won't be exact, but you'll get the picture: A man picks up the book a woman has dropped. She pulls another man out of the path of a van that's backing up. He opens the door for a young man carrying boxes. A kind of pay-it-forward "tag" - I helped you. You're IT. Pass it on. Helping someone else is a good way to take your mind off you, a natural de-stressor.

Make Time to Relax
Shut off the cell phone, iPod, computer, television, and radio and enjoy the quiet for awhile. You might read a book, paint, or do other quiet activities. Or talk with friends and family. Taking time to be quiet or to be with people we care about can be therapeutic.

Have a Good Laugh
A good laugh can be a great stress reliever. It releases endorphins and other healthy hormones and takes your mind off of whatever's worrying you. A big belly laugh can even provide a bit of a physical workout. Plus laughing with kids is fun to do.

Listen to music
Music with a slower tempo promotes a calm, meditative state. Try classical and other instrumental music.

Encourage the kids around you to relax and, if necessary, teach them how. Busy times provide opportunities for you to talk about and demonstrate these simple ideas. And here's a bonus: All these strategies do more than relax you. They also put you in a positive frame of mind. Just what we need to get through the stressful times.

Related Content

Help Others – Short stories of people helping someone else and feeling good about it.

Ideas of How to Help  – Suggestions from the Help Others Web site.

Stress Management for Teachers & Students - Short articles and lessons on managing stress.

Bremerton High School Campaign Grows

Madonna Hanna says her school's Dare Not To Swear (DNTS) campaign "continues to be an incredible ride." Kids still feel they benefit from the pledges against profanity - they swear less themselves and they feel better being in an environment that's free of hostile language.

Bremerton, Washington
The idea for Dare Not to Swear came from Hanna and seniors in her Advanced Fashion Marketing class. For their final project, the students surveyed their high school's students, teachers, and parents to see how they would improve the school in three areas - respect, responsibility, and safety. The top two answers were attendance and swearing. Hanna and her students decided to work on the swearing problem by creating an anti-swearing campaign.

Hanna's current marketing students continue to promote the campaign by selling goods. In addition to selling their official DNTS fudge, they are now selling promotional T-shirts, hoodies, and backpacks. In fact, they sold nearly a thousand dollars worth during the first week and a half the items were offered.

Community Partners
Local Candy Shoppe owners have "adopted" the anti-swearing campaign. They participate in the DNTS Fudge Flavor Contest (where students submit their own special fudges) by selecting finalists, creating the top 5 or 6 fudge flavors for the students to vote on, and then selling the winning, official DNTS fudge flavor in their store. This year, students created 64 flavors. (Read more in the Bremerton Patriot.) 

The Bremerton Patriot, a local weekly newspaper, has dubbed a portion of page 5 "the Swear-Free Zone," where they feature Dare Not to Swear advice from Hanna and her students. Hanna had asked the publisher to consider a bi-weekly or bi-monthly mention of the campaign, but he was eager to do more.

More About Dare Not to Swear

» Students Pledge Not to Swear - Teacher & students launch Dare Not To Swear.

» Anti-Swearing Campaign Takes Off - Students talk about swearing at school—before the campaign & now.

» Keeping the Anti-Swearing Campaign Alive - School activities keep students on track.

Related Article

» Roughly Speaking: Students & Abusive Language - Dealing with words that hurt.

Show Students You Care About Them

Showing students you care about them helps create a positive, supportive relationship and helps build an environment where learning can flourish. And you model behavior that you want students to learn and emulate.

Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.  -Leo Buscaglia

Ways to Show You Care

1. Listen to your students and help them express who they are and how they want to be treated. For ideas, read about and watch Lessons from the Heart (a video well worth seeing).

2. Help students show others what they want them to know about themselves, using an idea like The Art of Me.

2. Teach students ways to show they care about another person who serves the community or the country—like a fireman, policeman, or soldier. With Veteran's Day approaching, you many want to consider these ideas: Connecting Kids and Soldiers and the Butterfly Tree project.

3. Work with parents to show interest and concern for their children.

4. Improve your practice by learning something new, including getting feedback from students.

Most teachers care about imparting knowledge to students. But the best teachers also care about the relational aspect of teaching. They take time to establish a trusting and caring connection with their students, who in turn become more receptive to what's being taught. They get to know their students' interests, talents, and needs, which helps them prepare lessons and helps students feel the partnership of the learning experience.

More Lessons

» 30 Ways to Show Students You Care! - Teaching theme of the week.

» Wall of Peace - Celebrate Veteran's Day with this activity for all grade levels.

» "Bursting" Stereotypes - Balloons serve as a conduit in this lesson in which students "burst" stereotypes that unfairly label individuals or groups.

Related Links 

» Emotional Intelligence - Q&A discussion with Daniel Goleman, author of the landmark 1995 best-selling book, Emotional Intelligence. (Edutopia)

» Caring in Education - An in-depth article on caring relations as a foundation for pedagogy, by Nel Noddings.

» Caring Education - The goal of this Web site is to help bring more love, meaning, joy and competence to learning.

We Must Tell Their Stories

A time traveler visiting from the future might conclude that we worship athletes, movie stars, and singers. And, in fact, they do seem to be our heroes and role models.

While their talents are admirable, how many of these "stars" behave as heroes—helping others in need, displaying respect for other living things? Yes, of course, there are some famous people who are heroes -- and we should honor their good deeds -- but we must also recognize the deeds of everyday heroes around us.

What Lessons Do Young People Learn from Heroes?
When we tell students stories about people we admire, what are we teaching them? We're teaching them the attributes we respect and behaviors they should emulate. When we speak up about athletes (and spectators) or other "stars" who engage in criminal behavior, we remind students that these behaviors are not acceptable.

We must remember to tell the stories of the everyday heroes. People we may personally know who are doing the right thing and helping others. Here are three NEA members that you may know about, one of whom is a hero herself, and the other two who are spreading the word about the heroes around us:

• Pregnant botany  teacher Shannon Bridges (Alabama) who risked everything to save her student's life. The lesson her student, Hannah, learned: "I never knew a teacher could love a student like that." (Enterprise Ledger, March 2007)
  
  
• The men and women who serve in our military to support our country. Check out Cherie Reid's (New Jersey) Web site: Kids Thank a Veteran. Her goal is to show the men and women in the U.S. military that we care. The site also offers information and teacher activities on other topics related to patriotism.
  
  
• The peace makers who have received the Nobel Peace Prize. Retired teacher John Attig (Oregon) is promoting the Nobel Peace Laureate Project, which is erecting a Peace Park to honor the 22 Americans who have won the prize and to provide a space for quiet contemplation. The Nobel Peace Laureate Project Web site also has free educational materials for teachers about the peace makers.

Help Students Become Heroes Themselves
Help your students discover the meaning of holidays and heroes by becoming heroes themselves—by participating in these events in September and October:

» One Day's Pay – Celebrate September 11 as a national day of kindness, service, and reflection by volunteering, helping others in need, or doing something good for your community.

» Constitution Week – Promote an understanding of the U. S. Constitution during the week of September 17-23.

» Lights on Afterschool! – On October 18, call attention to the need for after-school programs that keep kids safe, help working families, and improve academic achievement.

» Kid's Care Week – During the week of October 21-27, young people focus their compassion on a specific social issue through a service project.

» Make A Difference Day – On October 27, celebrate a national day of helping others.

» National Character Counts Week – During the week of October 21-27, celebrate the six pillars of character: trustworthiness, respect, responsibility, fairness, caring and citizenship. Free lesson plans and handouts with free registration. 

Related Content

» Honor Your School and Community Heroes - Lesson ideas.

A Counselor's Perspective

Knowing her students is the secret to T'Wana Warrick-Bell's success as a counselor at Oxon Hill High School, an urban school in Prince George's County, Maryland. Students today lead different lives, says Warrick-Bell, and educators need to find out what they are like. Here are some things to consider as you try to understand your students:

1. Realize that some students are balancing between two different worlds.
   "They want to be at school because they know that's the right thing to do," says Warrick-Bell. "They want to get some guidance and learn. But it's hard to be a big man on the streets and come back into school and have someone tell him what to do. He doesn't want to look like a chump in front of his friends."
   
   
2. Be aware of where your students live.
   Seeing where students live sheds some light on their world. "I take new counselors on a field trip," says Warrick-Bell. "We ride in the students' neighborhoods. We see what their ride to school is like and how far they come. A lot of students have after-school activities and then a long ride home." In many cases, Warrick-Bell's students return to crowded apartment buildings and noisy streets.
   
   
3. Remember that many kids do not get enough guidance at home. Parents or caregivers need to provide some kind of structure, but they aren't around all the time. Children are not being taught what's right and what's wrong. So they don't know.
   
   Some students use their parents as excuses. Saying their mom doesn't care if they swear—or use a cell phone in class. Warrick-Bell says, "Teachers may hear, 'My mom gave it to me, so she thinks it OK to talk during class.' And the educator has to say, 'No, we have rules. No cell phone conversations during class. Just put them away.'"
   
   
4. Get at the underlying causes of name-calling.
   In one small high school where Warrick-Bell worked, several boys and girls had some hygiene issues. "The kids were making fun of one girl in particular, calling her names," says the counselor. "I dealt with them by meeting with a small group of boys and a small group of girls to discuss good hygiene." The students just needed some information. Working with smaller groups (fewer than 50) is the most effective, she says, and you're more likely to reach the students who need to hear the message.
   
   
5. Figure out why kids are being verbally abusive with you.
   Some kids tell the counselor that they wouldn't have been verbally abusive to the teacher if the teacher had not provoked them. In one instance, a student always waited in the hall until the bell rang before stepping into class and the teacher wanted them in their seats when it rang. The kid kept doing it and one day, the teacher closed her door to the student. It escalated situation and the kid said something.
   
   Teachers need to think about why kids are speaking out and see if they are contributing to the problem. When Warrick-Bell talks with teachers after an incident with a student, a teacher will sometimes say, "Yes I did it, but I'm tired of them getting up and walking around the room when they feel like it."
   
   No one is perfect. Sometimes you just have a bad day.
   
   
6. Remember students are human beings too.
   They come to school having a bad day too.
   
   
7. Work with other educators.
   If you have continuing problems with a student who’s being disruptive, begin by seeking assistance in your building.

• Talk with other teachers who have that student and educational support professionals who interact with the student. Find out how they are dealing with that student.
• If everyone is having a problem with the student, talk about taking some action as a group.
• Have the student talk with the school counselor
• Have the student talk with a psychologist or psychiatrist.

Get to Know Your School Counselor

Counselors are there to help students and the educators that work with them, so Warrick-Bell encourages educators to consider her a resource. "I don't think I'm a magician," she says, "but as a counselor, I have strategies. Sometimes, I'll ask to come into a classroom and talk with the students to help them in getting along with others, showing respect, or appreciating diversity." Sometimes, watching another adult interact with your students can give you new insights as you get to know your students.

________________

T'Wana Warrick-Bell is a counselor at Oxon Hill High School in Prince George's County, Maryland. And she serves as the chairperson for NEA's Counselors Caucus.

Best of the Discussion Boards

Here are some comments from educators on the Do the Right Thing discussion boards.

Teaching Consideration

There is a common denominator that crosses all societies and cultures and that is being considerate and using appropriate words around others.
–camie

I teach and integrated preschool and I feel this is where it begins. I read to the children from the beginning books that address issues about doing the right thing. I also lead by example. There are no harsh words allowed in my classroom. I let them know from the beginning no "monsters chasing others," no weapons at all (even if they are made out of a block). Bullies are removed to think of other ways to handle a situation. I cannot fight what goes on at home, but in my classroom we are kind to each other no matter what. I treat my students with respect and I expect the same in return. I try hard to remove the completion idea from all aspects of the day. I also let the parents know what I am doing and why. I get good reports from my parents and even have been told that the little ones will talk to their parents when they are not being nice. It is the best I can do.
-aimee

Add your comments

Positive Language

THE most positive word a student can hear is his/her name. I make a point of saying things like, "As Whitney said…" or "to go back to Adam's comment…" This is a way to praise and encourage a high school student without the overly obvious "Good job, Whitney" or "I like the way your worded that, Adam," which can embarrass teenagers.

Using a student's name can also work as a subtle disciplinary tool. If Mary isn' t paying attention, I simply add her name to my explanation: "To form a compound sentence, Mary, we have to use a coordinating conjunction…" Hearing his or her name brings a daydreaming student back from LaLaLand into the classroom.

Another way to use positive language is to use a student's own exact words. If I am soliciting a list of whatever, and putting this list on the board, I write down the suggestion exactly as the student worded it, even if it is long and "chewy" and I could make it more concise. Students like to see their own words up on the board.
-csanders

Add your comments

Building Community

I emphasize community and team building with periodic use of team building initiatives from "Project Adventure." Many can be adapted for use in academic subject areas, and all are useful in emphasizing the importance of each member of the group, various roles played by different individuals, fun, various levels of cooperation, competition without meanness (i.e., with a decrease in meanness), new ways to play old games. As a wise person once said, "Find out what kids like to play and then teach them using their own games." This is useful in developing many community values and virtues, and has on occasion turned an argumentative group of 4th graders playing four-square into a positive, uplifting group of encouragers.
-Ron Kennedy

Add your comments

Excerpts from Maurice Elias Interview

In an interview with The Guidance Channel, Maurice Elias of The Collaborative for Academic, Social and Emotional Learning said he considers emotional literacy to be the missing piece of modern education.

Elias talked about the skills developed through social and emotional learning:

• An awareness of and ability to recognize feelings in yourself and others
  
  
• Self-regulation of emotion
  
  
• Motivation
  
  
• Empathy and perspective taking
  
  
• Social skills needed for effective interpersonal relationships

and about abilities that make us human:

the media and the fast pace of society are actually working against the way that human beings work their best. For example, interpersonal relationships are things that can't be "surfed" and can't be "scanned." These are things that take time. You have to look at somebody for a few seconds to get some clue about how they are feeling. Yet in our current society, we're training people visually to stay on the surface, to move very quickly, and to go from place to place in fractions of seconds.

Read the entire Maurice Elias interview.

Producing Positive Changes in Behavior & Learning

School counseling programs are designed to produce positive changes in student behavior and student learning. Outcomes include increased academic achievement, improved attendance, social-behavioral skill development, individual planning, and family/community involvement.

Learn more about State Comprehensive School Counseling Programs and what different states are doing to help children succeed in school and in life.

School counseling programs are an integral part of the entire educational experience. The Wisconsin Model Academic Standards for Developmental Guidance cover the three domains of academic development, personal/social, and career development. These standards help answer the question "How are students different as a result of the school counseling program? See  Wisconsin's Standards for School Counseling Programs.

Students Are Creating a Butterfly Tree

New Jersey middle school science teacher Cherie Reid, designer of the Kids Thank a Veteran Web site, has launched a new project through her site to honor every soldier lost in the Iraq war. The new project is called "Butterfly Tree."

Across the nation children are creating butterflies to fill the branches of the Butterfly Tree. Each butterfly lists the name of the fallen soldier and his age.

The goal of this Web site is to show the men and women in the U.S. military that we care. The site also offers information and teacher activities on other topics related to patriotism.

Learn more about the Butterfly Tree project and how you can participate.

Washington Post Article Summary

There's been a fundamental change in family life, and it has played out over the years in Patricia Dalton’s office. Teachers, pediatricians and therapists like her are seeing children of all ages who are not afraid of their parents. Not one bit. Not of their power, not of their position, not of their ability to apply standards and enforce consequences.

In the Washington Post, Dalton describes how she has seen small children call their parents names and tell them they are stupid. She has heard adolescents use strings of expletives toward their parents. Her assessment: Not only are the kids unafraid of their parents, parents are afraid of their kids!

Many parents these days don't expect their children to contribute much around the house, although they do expect them to achieve outside the house. They have strong beliefs about what makes children successful and happy-ever-after, and underpinning those beliefs is the concept that they -- the parents -- are all-important in this quest.

Such parents believe that self-esteem is the key to lifetime success, and to this end they compliment their children a lot. They are egalitarian, and they believe families should be democracies. Needless to say, they don't give orders. They believe that children will do things when they are ready to do so. They ask their child politely if he or she will do something and are surprised and dismayed when the response is "no."

It's as if parents have rewritten the Fourth Commandment to read, "Honor thy children." And, boy, are they paying for it. When a teacher, pediatrician or therapist suggests that perhaps these "parenting" behaviors are not helping but in fact causing harm, such earnest parents can be hard to convince. They don't want to have to hear that their New Age concepts for raising kids not only do not work, but actually are prescriptions for disaster.

Read the Washington Post article.

Reprinted with permission from the Public Education Network’s NewsBlast newsletter. The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 79 local education funds working to improve public school quality in low-income communities nationwide.

Subscribe to PEN Weekly NewsBlast. 

What Can I Do?

Educators want to do the right thing by the children in their lives, but sometimes they need another perspective on a problem.

What would you say to this experienced teacher?

I would like to learn more about addressing issues with my 14-year-old stepson, who has Asperger's Syndrome and recently seems to have developed Oppositional Defiant Disorder (ODD). We live in a rural, rather isolated area, so it's hard to find someone experienced to talk to.

We don't have any influence over what happens when he is with his mother and her husband, but I am becoming increasingly frustrated at his aggressiveness in our home. His father has told him this will not be tolerated, so now he has resorted to other "passive-aggressive" methods.
 
I welcome any suggestions as to how to help him learn to become part of normal family and to function in society.
 
His moods switch on and off. I feel he is a ticking time bomb.

What can I do?

Your advice

K. A. (9/27/07) said:
My daughter has ASD and ODD as well. I think you have a great list of ideas here. Do you have a parental support group? Even if it's online, it's better than nothing.
I read The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (Ross W. Greene) and highly recommend that way of dealing with issues. In my part of the country, it's tough to get counseling, but do it! I am trying to find someone who thinks as I do. We have seen so many others...and rewards/punishments don't  work.

Good luck.

J. Lill (9/18/07) said:
Our state's Department of Family and Children provided some counseling services for us. Hurry to avail yourself of them, as services seem to end at age 16. I'm now looking ahead to after high school and lobbying for support from mental health agencies.

Best of luck. Realize you can only do what you can do. It is almost like a grieving process. "It is what it is" are the words I live by. As your stepson gets older, you'll find there are a lot of people out there facing these types of problems. A club we never wanted to join - but at least they understand and don't judge. Hang in there.

Tamara da Silva (9/17/07) said:
First of all, I commend your strength and determination.

As a special education teacher (Autism and Asperger's), I have several ideas that might help:

It would be ideal if you could set up joint counseling with your husband's ex-wife and her husband, since your stepson spends time with them. As you know, change is very difficult for children with Asperger's, and your stepson is experiencing a lot of change living in two different homes with two different lifestyles (a situation that is difficult for any child).

If such counseling is not possible, get support for your husband, yourself, and your stepson. Take care of yourself and find ways to communicate respectfully among yourselves.

It's developmentally appropriate for 14-year-olds to be searching for individual identity, so it's essential that you set clear expectations and consequences for your stepson. Communicate verbally and display visuals or picture schedules representing those expectations. Use statements such as: "My expectations are … The way that looks is… It sounds like... Your choices are…"

It’s best to start with generalized statements.

We will all treat each other with respect.

My expectations are that when you talk to me, you will remain in your own space and not invade mine, we will keep our voices at indoor volume, and we will use kind words. If either of us needs time to sort through our thoughts and emotions, we will walk away and come back together when we can honor each other with respect.

It's a good idea to have terms such as "passive aggressive" clearly defined and written out so that when you feel that your stepson is acting that way, you can point out the behavior and show how it fits that description. Other terms that you might want to spell out are: assault, aggressive, respect, boundaries, and personal space.

P. Ralabate (9/12/07) said:
Talk with your child's special ed teacher and find out how he or she deals with his behavior at school. There may be a behavioral specialist or school psychologist who can offer specific suggestions.

Check out online resources, such as the Autism Society of America Web site and the book The Puzzle of Autism, a good resource with great suggestions for dealing with behavior issues. The book is available from the NEA Professional Library ($6.95 for NEA members; $11.95 for non-members).

A. Primavera (8/30/07) said:
So much depends on how much help you can avail yourselves of. My son is 16 and has Asperger's and Oppositional Defiant Disorder (ODD). Much of the moodiness has reached heightened proportions during his puberty.

Most of our help is through services on his IEP. We have an autism consultant in our home for two hours each week - we had to fight to get this in place. Another valuable asset has been the assistance of a service coordinator through East End Disability Associates. We live on the east end of Long Island, but I am sure agencies like this exist in other parts of the country.

There is a Web site called Oasis (Online Asperger Syndrome Information & Support) that is full of good links and readings. If you haven't yet read The Curious Incident of the Dog in the Night-Time (a novel by Mark Haddon, told from the point of view of an autistic 15-year-old), do. It will give you a bit more understanding of how your stepson thinks - which leads directly to how he acts.

Suzanne E. (10/27/07)
You and your family are dealing with a very complex issue. Use the resources you have developed (and those you continue to develop) to make Toolboxes for your stepson, your husband, and yourself.

 

As one who had a stepfather, I would say, try to never use the word "stepson" if possible. As a teacher of students with ASD (Autism Spectrum Disorder), I would suggest making a few specific rules, displaying them visually, and having very clear behavioral expectations and consequences - both the positive and the negative.

As far as tools, work with the experts to find what works for your son.

 

A very good age appropriate sensory diet will most likely be very helpful. You can google that and get all kinds of suggestions. Try "ASD sensory diet" and/or speak with a knowledgeable occupational therapist. 

What would you advise?

Tell us a problem you're facing.

Join this discussion with another teacher: Ideas please for working with this student with Asperger's Syndrome

What Can I Do?

Educators want to do the right thing by their students, but sometimes they need another perspective on a problem.

What would you say to this first-year teacher?

Shawn runs around my middle school classroom like it's a track. Janyce shouts "I hate you and I hate this class." How can I handle them and teach the other kids in my history class? This is my first year of teaching (after a successful year of practice teaching where I was praised for helping improve the student test scores) and I work hard at planning lessons that are engaging and interactive. Yet, I can't make progress with these students disrupting class.

What can I do?

Your advice

R. Walker (8/30/07) said:
My guess is that your kids know you're a rookie and they're testing you. Both behaviors are disruptive and must be dealt with immediately. Here's what I recommend:

1. Remove a student from the classroom as soon as he or she becomes disruptive. Be consistent if the behavior continues. Try to have a quiet conversation with the student, away from others, and see if you can find out what's really going on. If you do get some information, see if you can act on it. If not, let the student know that the outbursts will not be tolerated and that there will be consequences in the future per school policy.
   
   
2. Communicate with the parents. Since it's so early in the year, you probably don’t know yet if there is parental support for either of these kids, but parents can demand changes from their kids, as they have tools to reinforce their demands (loss of privileges like cell phones, iPods, etc.). 
   
   
3. If you can't get parental support, talk with administrators. Running around the classroom can be dangerous and can put you and the school at legal risk.
   
   
4. Assign lunch detentions. These hurt because kids value their time with their friends.  

R. Fernandez (8/15/07) says:
Your students may just be looking for attention. There are various ways that students try to get attention. We need to communicate with the ones who might unconsciously be in need of affection or approval. 

What would you advise?

Tell us a problem you're facing.

Beyond the Big & Little Screens

Everyone is talking about heroes these days. And not just the ones who show off their superhuman powers in television shows and movies. But also the heroes who inspire us by stepping up to the challenge to do the right thing. Like the Rutgers girls' basketball team, who exhibited grace under fire from a talk show host's verbal abuse. And the heroes who

• Make the most of their natural gifts through discipline and focus. Like scientists, artists, and athletes.
  
• Serve and help others. Like educators, doctors, nurses, and firefighters.
  
• Do volunteer work. Like young people helping older citizens or collecting money to remove landmines.

People today are looking for heroes who are positive role models, who show us the best of human nature. These role models uplift us and instruct us how to live a more positive, purposeful life.

How can you help students recognize the heroes around them? You might begin with a discussion of "What is a hero?" Here are some quotations you could use as conversation starters:

How important it is for us to recognize and celebrate our heroes and she-roes!
     —Maya Angelou

Without heroes we're all plain people and don't know how far we can go.
     —Bernard Malamud

The hero is the man who lets no obstacle prevent him from pursuing the values he has chosen.
     —Andrew Bernstein

A boy doesn't have to go to war to be a hero; he can say he doesn't like pie when he sees there isn't enough to go around.
     —Edgar Watson Howe

I believe it is the nature of people to be heroes, given the chance.
     —James A. Autry

After you discuss the quotations, have the students write their own description of what a hero is or a description of one of their heroes. These exercises can form the bases of future lessons on doing the right thing.

Studying heroes reminds us that we, too, can help make the world a better place, a place where excellence of mind and body can prevail.

Related Links

Everyday Heroes in Action - Why we must tell their stories.

The Face of Courage – Alabama member risks her life to save students.

Heroes and Icons – The top one hundred heroes and icons. From Time Inc.

CNN Heroes – Dorine Kenney collects donations for soldiers from an elementary school class.  (video 2:56 min)

HIN Focuses on Online Safety

Today's generation of students has the world at its fingertips, but the wide world of the Web can be a mixed blessing for their teachers and parents. From social networking overload to privacy and safety issues, how can you keep your kids safe online without clipping their wings?

The NEA's Health Information Network (HIN), Sprint, and the National Center for Missing and Exploited Children have joined forces to educate parents, teachers, and students about online safety. Delegates to NEA's national Representative Assembly (July 2007) shared their own suggestions for the classroom and at home.

In the Classroom. "Educate children about Internet dangers and take appropriate steps to protect them," says New Jersey Internet teacher Sue Jaysnovitch.

• Enforce your school's Acceptable Use Policy, which outlines appropriate ways to use school computers.
  
  
• Report any risky behavior or findings to school authorities (e.g., kids posting private information to social networking sites).
  
  
• Show students how to look up their names online periodically. If anything damaging is posted, have them inform their parents and/or the local authorities.
  
  
• Teach students not to believe everything they read online. "Many of them take Wikipedia as the gospel truth," says Jaysnovitch.
  
  
• Promote technology-friendly curricula.

At Home. "To promote safe surfing online, be vigilant," says Theresa Dudley, a Maryland teacher and parent.

• Put the computer in a common area where it's easier to monitor.  
  
   
• Block inappropriate sites with Web filters and explain why these areas are off-limits. Also tell your children why they should exercise caution online so they understand you're not arbitrarily making rules.
  
  
• Did you know that LMIRL means Let's Meet In Real Life? Well, your kids do. That's why it's critical to make rules for Internet usage, such as never meet anyone in person you met online and don't give out personal information.

Go to the  NEA Health Information Network to sign up for the bNetS@vvy bimonthly newsletter on Internet safety and check out the NCMEC's site, Net Smartz Workshop for more tips and NSTeens for comic book-style characters that model safe online practices. 

Helping Them Succeed

How can a teacher help youngsters with emotional problems learn? According to Henley and Long (2003), teachers and caregivers should be sensitive to the warning signs of developing emotional problems. Then, they should use the following strategies to help students overcome their emotional barriers to learning:

1. Make learning relevant

2. Help students establish positive peer relationships

3. Teach behavior management skills

4. Identify and deal with depression

5. Support activities that foster feelings of competence, strengthen social relationships, and bolster self-efficacy

6. Help students cope with stress 

7. Instill hope

The authors stress: "More than anything else, troubled youth need to know their lives can improve....When teachers provide a refuge from the 'bad' in a student's life, they inspire hope and help students see that the past is not necessarily a prelude to the future."

To learn more, read "Helping Children With Emotional Problems Succeed" by Martin Henley and Nicholas Long (Classrom Leadership 2003) on the ASCD Web site.

Share Your Story
If you've helped children with emotional problems, please write us about your experiences. We'd like to share them on this site. E-mail NEA editor.

Related Links

» Life Lessons Through Sports - Teacher Steve Meyer creates activities that foster feelings of competence, strengthen social relationships, and bolster self-efficacy.   

» Conflict Resolution Programs - Reduce aggression and enhance learning. (Book excerpt)

» Behavior Contracts - A simple contract stating expected behaviors and rewards for appropriate behavior can help students change negative behavior.

» Mentor Groups for High School Students - The purpose of the Mentor/Advisor Program is to promote school success and resiliency for all high school students, including those at high risk of emotional and behavioral difficulties.

Survivor Speaks of Hope & Holocausts Today

By Nadine Simpson

Some speakers get a standing ovation after a moving presentation. Henri Landwirth has been known to get hugs—from every member of the audience.

Landwirth, who is a Holocaust survivor, goes around telling his story to as many people as possible in the hope that one day, the hatred that caused him unimaginable abuse and suffering at the concentration camps will no longer exist.

"It's an extremely important time for me to speak about the terrible problems we are facing," he said. "Throughout the world we have Holocausts right now."

Inspiring Others to Act
After one of his appearances, students at Florida Community College of Jacksonville were motivated to start a student group, Helping You Pursue Equality (HYPE).

"I'd never met a Holocaust survivor," said student Jeremiah Guyette, one of the founders of HYPE. "My sister met Elie Wiesel and I thought it was fascinating. I thought it'd be great to meet [Henri]. HYPE stemmed from a reaction of students and teachers who attended."

Soon after its creation, HYPE became a part of Landwirth's Hate Hurts project and assumed that name. On the project's Web site, visitors can find tools to help teach about the Holocaust and the hatred we face today.

Sandalwood High School history teacher Patrick Nolan (Jacksonville, Florida) met Landwirth at one of his presentations. Nolan, who has been studying the Holocaust for years, was inspired by Landwirth to develop a semester course devoted to it.

"I wanted to have at least 25 students in the class," said Nolan. "What I got were 45 students, and several other students have told me they're interested in taking it next year. I might end up teaching it twice a semester!"

Being Responsible for Each Other
For Guyette, becoming involved with Hate Hurts has been a life-changing experience and also one that has given him high hopes for humankind.

"You don't need to go out and save the world in a day, but maybe the one kind word you said or even the one unkind word you didn't say will touch someone,” said Guyette. "It's like that effect where a butterfly flaps its wings on the other side of the world and then a hurricane shows up over here. We're responsible for each other and we forget that.”

That's just the inspiration Landwirth is trying to spread for as long as he is able to. "Soon, there will be nobody around [who lived through the Holocaust] and they'll have to learn from books. I'm 80 years old. I'm running out of time." he said.

Landwirth uses any means necessary to impart his story and his message to everyone he comes in contact with, even in as simple a form as a hug.

"With one audience, 400 or 500 students were present, I said 'We do not hug each other enough!’ And at least 100 students, if not more, lined up and I hugged them all for an hour and 15 minutes," said Landwirth.

"Now I tell everyone to hug, and if I see you, you'll get a hug from me," he said laughing.

Related Links

Hate Hurts Web Site—Learn more about Henri Landwirth’s experience and about the pledge he asks visitors to take. Lesson ideas and other resources are also available on the site.

Community Collaborations—Florida Community College story about Henri Landwirth’s message of forgiveness.

Begin Now

We all have the power to make someone's life better.  By extending a helping hand. Offering a kind word. Giving them a smile or a nod of acknowledgement.  We must begin with young people. First, by demonstrating care and respect. Then, by giving them opportunities to do the same.

It's at times like these--after the horrific acts on April 16th of a young man who was a loner, who had been bullied in high school--that we must reconsider how we treat one another. The gunman at Virginia Tech had severe mental problems, but the events of that day can serve as a reminder that we are all in this together. And we need to help each other along the way.

Here are some articles with a few of the many different ways we can help our students:

• Maintaining a Safe Environment - Keeping school free from threatening words & actions.
  
  
• A Lesson in International Understanding - By building schools, students from Buffalo build bridges to Afghanistan.
  
  
• Providing a Support Group - Teacher reaches out to students.
  
  
• Creating Community in Your Classroom - Seven ways to help your students feel connected.
  
  
• Activism & Service Learning - California teachers honor students & groups.
  
  
• Life Lessons Through Sports - Developing confident, independent kids.
  

Join the Exchange of Ideas 

Submit a tip.

Submit an article (500 to 700 words) about strategies you use. 

Suggest a topic you'd like to see covered here.

California Teachers Honor Students & Groups

A third grader and his classmates organized a newspaper, sold copies for a quarter, and donated the proceeds to their school's science and music programs, which had been slashed in budget cuts.

A high school student who has lived in foster homes advocated for passage of legislation to improve the rights of foster youth.

Both students were among the individual students and groups honored by California Teachers Association Peace and Justice Caucus Youth Activism Awards, a tradition now three years old. The caucus's purpose is to encourage more students to get involved, to get more kids to say, "I want to do something about the issues that affect me and people around me. I can't just sit back and complain."

Other Projects Around the Country
Here are some other projects students are working on with their teachers:

» Her Students Gave Largest Donation Ever From High School Students - Their money helped clear land mines in Africa.

» Giving Back to the Community - Their field trips transformed both the students and the park.

» Learning, In Deed: Students Change Their Community  - A psychology teacher and her high school students work and learn in their community. 

» National & Global Youth Service Day - An opportunity to introduce young people to volunteering.  

What About Projects at Your School?
Are you and your students working on activist, community, or service learning projects?  Share your story.

Dealing with Words That Hurt

Are you tired of hearing students use abusive language—swearing, name calling, or threatening? How do you deal with the onslaught of hateful, hurtful words?

As educators we must help students understand what we expect of them and how we want to be treated—verbally and otherwise. In some cases, we may be the only person "teaching" them what is a respectful way to talk to another person.

Two ways we can help students learn to use appropriate language are giving them feedback on how they are communicating and being good role models by speaking to them with respect.

In this Web area, you'll find interviews with four educators about the abusive language they hear on the job. Find out what they are hearing and what they are doing about it. Read—

• Abusive Language: Is Anybody Listening?—from a science teacher in working in a suburban Maryland high school
  
  
• A Substitute Talks About Abusive Language—from a K-12 substitute teacher working full-time in an urban school district in California
  
  
• Custodian Sees More Polite Kids, Less Abusive Language—from a custodian working in a rural Illinois elementary school
  
  
• Driver Doesn't Tolerate Abusive Language —from a bus driver working with elementary and middle school students in suburban Pennsylvania  

And read three articles on the anti-swearing campaign a Washington high school teacher launched with her students.

• Students Pledge Not to Swear—Teacher & students launch Dare Not To Swear.
  
  
• Anti-Swearing Campaign Takes Off—Students talk about swearing at their school—before the campaign and now.
  
  
• Keeping the Anti-Swearing Campaign Alive—School activities keep students on track. 
   

And, finally, a couple of quotations on the topic:

I have often regretted my speech, never my silence.
             —Xenocrates (396-314 BC)

By swallowing evil words unsaid, no one has ever harmed his stomach. 
            —Winston Churchill

Related Content

No Swearing  - Students sometimes forget the difference between street and school language. What is your school policy on swearing? What do you do about profanity use in your classroom? How do you keep school language clean? (discussion board, January 2008)

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Says Adults Need to Speak Up

"You have to let children know that bad language is just not acceptable," says Pennsylvania bus driver Chuck Thompson.

Although he doesn't get a lot of bad language from his suburban elementary and middle school students, Thompson believes that part of his success comes from letting his students know what he expects and what he will tolerate. Find out more in this interview.

Swearing

How do you handle swearing on your bus?
I don't get a lot of bad language, but letting students know how I expect them to behave helps. Two things I always do are set expectations and nip problems in the bud.

I start off the school year with my expectations. We have a list of ten rules of conduct for riding a school bus posted in the front of the bus. And number two says, "Do not use profanity." On the first trip, I get to school and I stand up and say, "See these rules. I expect you to abide by them."

Any inappropriate behavior I address immediately. Whenever possible, I talk to the student one-on-one, to avoid embarrassment and aggravating the problem.

Just talking to the kids is important. Sometimes, a student will curse, and I'll let everybody else get off the bus and then the two of us go over whatever the inappropriate behavior was.

Johnny, you shouldn't have spoken that way to Sally. You know she doesn't like that and it's upsetting. It's not the right thing to do. I expect better of you.

I use discussion as an initial intervention.

I have not had problems escalate. But, I've set down the rules up front and they know I’m going to call them on it.

If I'm driving when somebody says something, I glance up in the mirror and make eye contact in the area where I think it came from. One time I wasn't sure who had been cursing, but the perpetrator, when he got off the bus, said, "Mr. Chuck, I'm sorry, I was the one who said it."

Or I'll just holler if I hear the f-word. "Hey. Yo, knock it off." It helps that they know if I hear it, I'm gonna do something.

Students know I’m not going to tolerate profanity. They might swear somewhere else, but they know they're not going to do it on my bus or around me, because I'm not going to accept it.

How do you handle name calling?
I do diversity training for NEA, so I kind of have a feel for language as it relates to gender and sexual preferences. When a middle schooler says, "He's gay."  I'll say, "Hey, come on now. Let's not bash people. We need to be tolerant of people's differences. It's okay to be different. And they give me "the look." Like where is he coming from, but I just want to plant a seed in their mind. Maybe it sounds weird now, but next year or later on, maybe it will hit them, maybe it will help them change the way they approach things.

And I guess I have a sense about these things. I was raised in a predominantly White community and I was subjected to some name calling, so I guess maybe I'm a little more sensitive to it than others. Sometimes, I'll say to name callers: "How would you like to be called that name or by language that's offensive to you?" Students need to hear adults saying these things.

How do you handle a student who is threatening you or others?
First, you have to make a quick evaluation if it's a serious threat or not.

If someone says, "I'm gonna kill you, right away you have to decide is he serious, does he have issues, or is he (or she) just being kind of a playful. If the student is really serious in the threat, I would handle it very gingerly.

Because bus drivers see students first thing in the morning, we may be the first to observe a change in a student’s behavior.

We must talk with kids about the potential problems of making threats. "Hey, that's very serious. Threatening to harm someone physically. You shouldn't use words like that because they may cause somebody to react to you by hurting you first."

My attitude about abusive language is "What you do at home and what you do elsewhere, I can't control. All I can control is what happens in my area. And hopefully my actions will help you do better in other areas of society."

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Chuck Thompson, an educational support professional, has been a school bus driver in Radnor Township School District, a suburban district in Wayne, Pennsylvania, for the past ten years. Prior to that, he worked as a bus driver and manager in public mass transit. Thompson also serves as an At Large Director on the NEA board of directors.

Thoughts from a High School Science Teacher

"Many students today are not being corrected at home for their inappropriate language," says high school science teacher Terrance Klazer. In fact, the Bowie, Maryland, teacher has a theory about young people's language in general. He thinks their choice of words, topics of conversation, and the volume at which they speak reflect their feeling that no one is listening to them.

Well, Klazer's listening. And he's letting students know what he thinks about what he's hearing.

In this interview, he discusses his thoughts on swearing, name calling, and threatening.

Swearing

Why are kids swearing so much today and how do you handle it?
They probably pick it up at home or their parents permit it. It seems to be a peer thing. I don't think they know it's wrong.

When I've heard kids swearing, I've told them: "I'm deeply offended that you are talking like that." And they'll say, "Oh, I'm sorry, sir. I was talking to her." And I'll say, "You're talking to another human being, and talking that way is disrespectful." And they look at me as if to say, "You're lunching," meaning "you're crazy."

I haven't really had problems with swearing, but I have had students using inappropriate language. At a previous school, I offered a "lunch bunch" in my classroom—a quiet, safe environment where kids could eat their lunch and have a good time and not have to put up with a crowded cafeteria (and being cursed at and harassed).

And these kids used such language and told explicit stories about their lives—loud enough for me to hear. Several times, I would stop them and say, "Do you realize I can hear every word you’re saying?" And they would look at me and say, "Uh, yeah, and your point is?"

And I'd say, "Aren't you embarrassed about that?" And they would say, "Oh, okay. We should be embarrassed about that."

"Yes, you should be, those are personal things. You shouldn't be sharing those things with the world."

These kids want to be heard and they want to be heard by the people around them. They don't think people are listening to them. Which may be why they talk so loud and talk about things they think are cool and interesting to other people.

But nobody is correcting them. Nobody is calling them on it. No one is giving them an opinion as to why they shouldn't be using this kind of language.

Name Calling

How do you handle name calling?
When some of my African-American students were calling each other the N-word, I tried to diffuse the situation by telling them: "I am offended that you called me that." They looked at me like I was crazy and said, "I wasn't talking to you. I was talking to that person." And I said, "That's offensive to me. Many of my African-American friends have worked too long and hard to receive recognition and what you're doing and saying to this person I find distasteful."

These kids are not bad people. I think they just don't know that others are offended when they hear them talking this way.

Threatening

How do you handle a student who is threatening you or another student?
Threatening language is different. You have to make an immediate assessment of the level of threat. If it seems serious, I call security.

If I know the kids well, I will mediate. Or, I'll find someone else who has the time to mediate. And one of us will sit down and explain to the kids that even if they were jesting, it's a loaded situation.

Threatening remarks can quickly escalate into a fight. Over the years, I've seen many such situations and it's been bad. I saw a girl threaten another girl and then pull a knife. I called security and they took the knife away. Although she was expelled, she was back in school within a month.

Lessons Learned

What have you learned about tense situations set off by students using inappropriate language?
You have to be careful not to engage the student who calls you names. One student called me m-f- and I responded to it. So, he made it a point to see me every day. It became a sport to him. Unfortunately, in that school system, administrators chose to turn a deaf ear to such language.

A distraction can sometimes diffuse a heated situation. One time, I was in the hallway when two students started shouting and threatening each other, getting ready to fight. I grabbed the nearby fire hose (the glass had long been broken) and handed it to one student and said, "Here, it's for you. You need to answer it." Both kids kind of freaked out and walked away.

The most important thing I've learned as a teacher is that relationships are important. When students get to know you and trust you, you can do all kinds of things with them. If you establish a positive relationship with them, students start working with you and use peer pressure to help you. Like, when students are loud, you just stop talking and the kids will start saying, "Come on. Please be quiet. We want to learn."

We're all in this together.

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Terrence Klazer teaches chemistry and biology at Bowie High School, an urban school in Prince George's County in Bowie, Maryland. He also serves on the Human Relations Committee for Maryland State Teachers Association and last year, one of the issues they worked on was harassment in the schools.

Students Talk About Swearing at School—Before Campaign & Now

"Kids were running around in the hallways, yelling and swearing at the same time—during lunch also—but you don't hear that talk anymore," says Megan Sanchez about the effects of the anti-swearing campaign at her school, Bremerton High School (BHS) in Bremerton, Washington.

The campaign she's talking about, Dare Not To Swear, is the brainchild of BHS teacher Madonna Hanna and the students in her Advanced Fashion Marketing class. It all started with a survey asking the community—parents, teachers, and students—what improvements they would like to see in the school. Two issues emerged: attendance and swearing. Hanna and her students decided to tackle the swearing problem.

Sanchez, a senior and a student in Hanna's class, didn't always think Dare Not To Swear would work: "At our school, a lot of the teenagers swear a lot. They’re accustomed to it. It's their habit. So I just didn't think it would work. People don't like change, and for some people, not swearing is a big change in their life."

"I thought the campaign was going to backfire," says classmate Andrew Ramirez. 'I thought everybody was going to say, ‘Forget that.'  And start swearing more, but it actually had the opposite effect."

Ramirez thinks the campaign has "brought down the level" of a lot of things in the school. "There aren't as many fights," he says, or "as many people in the hall causing problems."

"The school is not as loud anymore. It's more, kind of mellowed out," says Sanchez.

Fellow senior Krystal Morse thought there would be a rebellion. She imagined kids saying, "They're trying to take away my freedom of speech, individuality, etc." But surprisingly, she says, "The majority of kids—within the first few days—got all excited about it. They were wanting it. It was amazing to see that kind of thing around here."

Another positive effect of the campaign for Morse is that she feels safer. "It's intimidating to walk through the school and all you hear is profanity," she says. "It's not something that most kids would want to step into."

Morse estimates that ninety-five percent of the students are on board. "Some don't want to be a part of it," she says, "but when they swear, others say to them, 'Well you shouldn't be swearing anyway. It offends me.'"

Find out more about the Dare Not To Swear campaign in these two related articles:

» Students Pledge Not to Swear —Teacher describes how she and her students launched an anti-swearing campaign, Dare Not To Swear.

» Keeping the Anti-Swearing Campaign Alive —School activities keep students on track.

Community's Outreach to Youth Changes Their Behavior

"I know most of the kids and their parents," says Dave Arnold, head custodian at Brownstown Elementary School, in rural Brownstown, Illinois. "I was a student here, too." Being a familiar fixture in the school helps Arnold in his work with students, but he gives credit to the adults in the community for the positive changes in student behavior he's seen over the past few years.

Here are Arnold's thoughts about students in his community and their use of abusive language.

Swearing

Do you have swearing in your school and how do you handle it?
Very little. This is elementary school, preK-6, but occasionally 5th or 6th graders will let go with something.

We correct them on the spot. I'll say "That's uncalled for. We don't use that language here." If they're persistent and go