Todos somos más iguales que diferentes

Hello Swain family and friends:

I hope everybody is off to wonderful 2012.  Already this new year, so many wonderful activities have been happening in and around school, and I feel honored to be able to witness all of the love and hard work that goes into making Swain such a vibrant community.  This past December, we said goodbye to eight of our friends from Guatemala, and this month’s blog – written by our Lower School Spanish Teacher, Miss Christine Parente – is a reflective piece about their time here.  Please enjoy!

“We are all more the same than we are different”

Just a couple months ago now, several brave students from Guatemala arrived at the Philadelphia International Airport, shuffled off with new families, and prepared themselves for a two month stay in Pennsylvania.  Perhaps a bit nervous and unsure, they then stepped into The Swain School and

Our cultural ambassadors and their hosts

transformed into their roles as cultural ambassadors.

I met the cultural ambassadors – Angelo, Sebas, Juanfer, Cami, Sofi, Marreh, Gabi, and Juancho – on their very first day at Swain while teaching Mrs. Monahan’s first grade class. Mrs. Coverley and Mrs. Fabiano led them into my classroom, introducing our special guests to our youngest Spanish learners. I remember Sebas smiling so big, the girls shyly giggling, and Angelo fearlessly shouting “¡Hola!” and “¿Cómo estás?” From that very first interaction, I knew their visit would be a remarkable opportunity for them, our Swain community, and for me as well.

After a few weeks, they settled in at Swain. Angelo, Sebas, Juanfer and Juancho added a great dynamic to our soccer team, while Cami challenged herself to play field hockey, a new sport for her. They showed off their Swain School hoodies and attended classes with our students – working towards developing their English language skills every step of the way.

Gabi dazzled us with her creativity and artistic talent

They continuously impressed me with their courage to try new things. Having studied abroad myself (as junior in college, not as a seventh grader), I understood the challenges they faced of living with a new family, attending a new school, and communicating in a new language. When I lived in Madrid, I worried often about people judging my Spanish, and sometimes that concern prevented me from actually speaking and practicing.

As I watched our cultural ambassadors interact with the student body, sometimes they became hesitant and nervous to speak, but most of the time, they just went for it. I will never forget Sebas and how quickly and confidently he spoke English. He never feared making mistakes. One day, Sebas explained to seventh grader Meg Bennett that he knew she was hiding something from him because well, Meg, “your face tells you all.” (We helped him with that expression afterward.)

As the weeks went on, we arranged for our cultural ambassadors – soon to be brilliant teacher’s assistants – to work with the lower school students in their Spanish classes.  They spoke Spanish with the students, they played games, and they shared about their families, schools, and traditions. Gabi, Marreh, Cami, and Juancho each constructed their own lessons and delivered them with poise and purpose. They even handed out prizes and bracelets from Guatemala.

One afternoon, Juanfer, Angelo and Sebas led a discussion

Angelo helps Calista create a Guatemalan worry doll

with Mrs. Reger’s class. They sat in front of the fourth graders and answered an endless string of questions, which sparked the most invaluable conversation among students that I have ever heard. Our Swain students began to realize that in Guatemala you can go to McDonald’s or have a burger at TGI Friday’s. They learned that some schools in Guatemala City are big and some are small, and some have bullies and others have cliques. They discovered that these three boys hang out at the mall for fun, that they play Xbox and have iPods. Juanfer explained that his father is a doctor and his mother is a lawyer. Angelo clarified to a few students that just like cities in the United States, not everyone in Guatemala City is poor, and certainly not everyone is rich. As the conversation grew, I stood back and observed as the students engaged and challenged each other.

The period ended, but I heard the dialogue continue as they rushed into the hallways. I found myself standing in my classroom and hearing the phrase, “We are all more the same than we are different,” a phrase Professor Chris Kovats-Bernat shared with our community last year during his Haiti presentation. Though the students did not quote his speech during their discussion, they certainly discovered just that.

The ambassadors were warmly welcomed at Founders Day ceremonies

November came and went and just like that I was hugging each one of them and exchanging email addresses.  I will never forget the two months they lived here and how much they taught my students and me. They taught me new ‘cool’ lingo. They encouraged me to live courageously and to make mistakes. And most importantly, they reminded me of the importance of learning from each other – whether you are a student or a teacher, you are always a learner.

The Long Conversation

I’ll be brief.

Recently, I attended a conference around the topic of building safe and inclusive classrooms.  Some professional workshops are better than others, and frankly this one was not as dynamic as it could have been, but for me the take away was the value of the long conversation.

We live in a time of text messaging, fast food, and instant access.  It seems that it is always about the 4G, the latest and greatest gadget, and the 30-minute meal.  Most of us can now access information on our phones in less than 10 seconds, and the amount of email we all receive can be mind-boggling.

We all know and appreciate the benefits of instant access, but we must take care not to let that quick fix mentality creep into our approach with children.  There is nothing wrong with attempting to solve problems quickly, but when it comes to children the quick fix is short lived.

Even at this conference I attended, many attendees simply wanted to fold down the issues we were discussing and wrap them in nice bows.

Life is not about little boxes and neat wrapping paper.

As we search for greater understanding in a complex world, it is imperative – from teachers to parents to administrators – that we always keep in mind our true role as mentors and teachers.  All human being are complex, but this complexity is two-fold with children and adolescents because their brains and decision-making abilities are not fully developed.  It’s time to introduce ourselves once again to the long conversation.

Simply stated, there is no substitute for rolling up your sleeves and spending time talking with young people.  They need our guidance, they need our advice, and they need for us to impart wisdom and confidence.  We never know when these times may occur – in the middle of class or at 5:30 in the morning—and as adult role models it is up to us to hold off on the phones, get down at their level, and spend some real time processing and dialoging.

This is the shared work of schools and households, and this is the real work of teaching.  It is easy to shut down an issue or a problem with a quick ‘no’ or by simply taking away a valued possession from a child.  This approach is sometimes appropriate, but real change with children comes through shared problem solving.  Dialogue, deep thought, time, and collaboration must be present for relationships to develop and flourish.

Our students are the ones who will solve many of our global problems, and to give them a fighting chance at this we must be sure we are raising socially and emotionally healthy human beings. The best educators and parents are aware of what is happening with kids, and they know just when to strike up a conversation.  Embrace this cause, and remember that the real answer to conflict that arises among and within students is often found through a good ole’ fashion talk around the table.

We know these things as educators and parents.  As the craze of the holiday season begins to rise, be alert for the times when the long conversation is needed.  It’s what future generations deserve.

We Are All “Drum Majors”

Pluralism is my new favorite word.

Yes, that’s right – I do have a list of favorite words.

In fact, here are my top five:

•  pluralism
•  integrity
•  engagement
•  diligence
•  reconcile

By definition, pluralism is a condition in which numerous distinct ethnic, religious, and cultural groups are present.  Or, it can be a condition in which minority groups participate fully in the dominant society.  Or, said again in a different way, it is the consideration of various legitimate ideas.

Anyway you define it, it’s the thought that different peoples and ideas can coexist in the same time and space—ideally with peace and prosperity.

Lately, this idea seems to be all around us at

Our Guatemalan friends and their hosts

Swain.  Our celebration of Peace One Day in September, eight Guatemalan students entering our community in mid-October, and concentration camp liberator  Leon Bass speaking to our seventh and eighth graders are just a few examples that come to mind.

This energy surrounding the importance of diversity and multiculturalism was strongly felt on our stage at our recent Founder’s Day celebration.  Eighth grader Sara Edgar gave the keynote address, and she opened her speech by asking all of us to close our eyes and imagine that everybody in the world is our neighbor:

Sara encourages being a good neighbor

“Some of you may have imagined the ‘modern idea’ of a neighbor where slight nods or small waves are exchanged every once in a while. The neighbors I imagined, the kind that I want to talk about today, are the ones that stop and talk when they see each other.  They have a mutual sense of caring. Neighbors like this take a step back from their own busy lives and gain perspective on the importance of connection to other people.”

Sara’s speech, delivered with great poise and confidence, encouraged us all to imagine a future when people from all walks of life treat each other as true neighbors.  It’s a powerful idea, and it reminds us that even in the dark days of conflict and war, “hope springs eternal.”

As much as Sara’s words impacted our community, so did the words of Leon Bass.  Mr. Bass, who was constantly told he wasn’t good enough as an African-American growing

Mr. Bass shares his story

up in a racially charged America, urged our students to be “drum majors for justice.”  From Martin Luther King Jr.’s Drum Major Instinct speech of 1968, this reference asks Americans to be first in love, generosity, and moral excellence:

“We all have the drum major instinct. We all want to be important, to surpass others, to achieve distinction, to lead the parade. … And the great issue of life is to harness the drum major instinct. It is a good instinct if you don’t distort it and pervert it. Don’t give it up. Keep feeling the need for being important. Keep feeling the need for being first. But I want you to be the first in love. I want you to be the first in moral excellence. I want you to be the first in generosity.”

As we creep toward Thanksgiving, take stock of how you are treating your neighbors.  Make a list of your favorite words, and check your drum major instinct.  More importantly, have a dialogue with your children regarding what it means to be a champion of pluralism.

At Swain, we strongly believe in asking students to think critically about ideas, to empathize with others, and to fill their reservoirs with tolerance and hope.  We believe these principles will build problem-solving skills that will sustain and unite future generations.

As Leon Bass said: “You are good, and so is the other guy.  Love is the answer.”

Celebrate pluralism at Swain, and be proud to be a part of school that values the riches it can bring.

There’s No Place Like Home

This past weekend our family took a ride to Ithaca, NY, where I grew up.  Since graduating from high school, I went away to college and have not lived in Ithaca since.  As a family, we make it back to our hometown two to three times per year.  My parents still live in the house where I spent the latter half of my childhood, and each trip back I find myself wandering through my old room – glancing at pictures, books, and old clothes.  Looking out my old window onto the yard where I hit thousands of rocks with a stick into the woods, the memories of my time as a child and teenager always come back to me in vivid color, eliciting strong emotions.

There is something about a hometown visit that centers you.  Home can mean lots of things to lots of people, but the idea of home certainly brings a sense of connection and stability to our lives.  Childhood memories are strong because the people and events that were crucial to our formation as individuals dominate those memories.

This brings to mind the concept of school as home.  Of course, nothing can ever take the place of a home or family unit, but children do spend a significant amount of time in school during their growing years.  Indeed, as I think back to my schooling, people and events flood to mind, and it seems like those memories will be etched on my brain for eternity.

Just like a home, great schools – among other functions – create memories for children that will last a lifetime.  I distinctly remember in fourth grade playing the old computer game Where in the World is Carmen Sandiego, and there is no doubt that game helped foster my love of history and social studies.  At different points in our schooling, adults and mentors recognized our interests, and they took time to foster those interests and created opportunities for learning.  In short, they gave us lasting memories that later serve as a force of stability and nostalgia in our lives.

Classroom experiences, school functions, and interactions with teachers and classmates without a  doubt create memories that will last a lifetime.  It is so important that schools recognize this and work to create these opportunities for kids.  We are shaping the lives of people for years to come, and at Swain we understand this and take this responsibility seriously.

This year marks our 82nd year of operation as a small, non-profit, independent day school in the Lehigh Valley.  We are a solid, grounded institution in the Valley, but walk the hallways even for fifteen minutes and you will see that we are far from institutional-like.  From Founder’s Day, to the third grade wax museum, to enjoying Asian cuisine in fifth grade, to annually reading To Kill a Mockingbird in eighth grade, the list of events that create memories for a lifetime is long.  Join us this year in celebrating school life and partner with us to celebrate the old and indoctrinate the new.  Join us in creating memories that will shape our leaders of the future.

Thank you for a tremendous start to the 2011-2012 academic year.  We are pleased to work with your children on a daily basis, and we look forward to a year of collaboration, growth, and lifelong learning!

Book Recommendation

Where Men Win Glory, by Jon Krakauer.  Author of Into Thin Air does it again with this stirring account of Pat Tillman, a professional football player who left nine million dollars on the table to serve in the military.

Universe of Responsibility

This past week, I participated in a five-day seminar titled: The Holocaust and Human Behavior.  This is one of many courses offered by Facing History and Ourselves, a non-profit international educational organization that has trained educators in over 80 countries.  Facing History’s mission is to “engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry.”  This coming school year, for the third year in a row, we will be teaching this curriculum to our eighth graders during one of our afternoon exploratory courses.

Teaching is not always about solutions; it’s about opening doors.  Make your students’ understanding messier, and leave them with questions that are different than the questions they started with.

The course took place at Teachers College on the campus of Columbia University, and it was a great experience on many levels.  First, it felt really good to be a student again.  Working with three very dynamic instructors, the course covered, among other topics, issues of identity and membership, the rise of the Nazi Party, the Holocaust, and the choice to participate.  Grappling with ambiguity is what being a student is all about, and I thoroughly enjoyed the experience of exploring ideas, raising questions, and confronting assumptions.

We need to create an environment where students feel safe to explore complex issues in their lives and in the classroom.

In addition, working with 40 very smart adult learners was stimulating and challenging.  Listening to and conversing with folks immersed in difficult conversations is a rich experience that is hard to otherwise simulate.  Once again, I was reminded about how varied people are in this world.  Not only was the class full of people from all different backgrounds and beliefs, but also the power of the ideas presented during our discussions pushed my boundaries.  On many occasions, I was challenged by the comments of other folks, providing me with the same experience we hope to create at Swain.

This history plugs into our lives because it’s about choices.  How am I behaving and what are the consequences of my choices?  It’s the universal themes of blind obedience and the decisions of bystanders that will always be relevant in our conversations with kids.

Ultimately, the Facing History curriculum is about teaching what it means to be human.  Although this course is rooted in the complex history of the Holocaust, the history is the vehicle for understanding ourselves and how people interact with each other.  This fall, I have the great pleasure of teaching this course to our eighth graders, and I am excited for the journey.  It is a powerful opportunity to help students discover who they

Fun in New York

are and to understand that their choices and the way they treat others have a profound impact on community life.

This whole experience is about decision making, choices, and human beings accepting, learning, and conversing with each other.

Please be in touch if you would like to learn more about Facing History and how we teach it at Swain.  The link to their website is in the first paragraph. Thanks for reading, and have a wonderful weekend!

*The excerpts in italics scattered throughout this piece are various notes that I took during the course.

Selected, referenced reading from the course (all adult reading):

A Mosaic of Victims and The World Must Know, both by Michael Berenbaum

Ordinary Men, by Christopher Browning

A Matter of Obedience; the Stanley Milgram Experiments – VHS

Reflections on Switzerland

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Dear Swain School Families:

Welcome to the first edition of our new blog site. As the digital age moves forward at the speed of lighting, I hope you will find this format more convenient and less intrusive than the “old school” e-newsletter.

As is always the case in late July, it seems like the summer days are vanishing faster and faster. I hope your family is enjoying every moment of this time off from school.

For my family, we just returned from our third summer in Chateau d’Oex, Switzerland (two hours east of Geneva), working for The American School in Switzerland.

This year, 39 middle school students from 15 different countries (including one of our own eighth graders from Swain) attended a month-long boarding school experience in the Swiss Alps.

The view from our apartment

In the mornings, students took classes in either English or French, and in the afternoons, students participated in sports or embarked on cultural excursions. This year, I was a dorm parent, sports counselor, middle school problem solver, and driver extraordinaire. Kristen served as the Director’s administrative assistant.

We love this experience for many reasons. Just like any family that goes on vacation (in our case a working holiday), spending time together on a daily basis – without the pressures of work and school – is a gift to cherish. Summer is also a time of great fun, and – just as I challenged our students to do this summer – we had a tremendous amount of fun exploring Swiss culture.

In addition, working and living with students and teachers from around the world is an experience that never grows old. It is simply fascinating to watch individuals from 15 different countries eat, play, and study together. For middle school children, exposure to different languages, customs, and ideas is crucial to their development as global citizens. Thirteen- year-olds may not be able to fully understand the cultural and social norms that exist in different countries – such as the fact that it is considered rude to speak quietly in some parts of Iran (for fear that people might think you are talking poorly about them) – but exposure to different ideas broadens horizons and opens minds.

Ultimately, the goal of global education is to help children and adults understand that there are multiple avenues to approach life. There are so many ways to solve problems, and raising children who can approach issues from multiple perspectives gives our society a chance to create a more sustainable, peaceful existence. Is there a more just cause than developing children who can engage in serious debate and participate in finding solutions in a respectful, dignified manner?

I hope you have enjoyed this inaugural edition of News & Notes – blog-style. Enjoy the remaining days of summer, have fun with your family, discover something new, and read a great book!

Book Recommendation
The Fountainhead by Ayn Rand. A monumental work about choices, love, and integrity.