Thursday, August 30, 2012

HRE-ECE-USA thought of the day:

pardon me while I explore a thought for a moment.....

the primary means of practicing human rights education 
with young children is to support the development of the whole child 
to her fullest expression.  remaining cognizant of children's physical, cognitive, 
and social-emotional development gives us a solid foundation for the 
practice of human rights education with every individual.

we first create an environment that is truly supportive of the individual.
we understand that groups are made of people, standing together.
we develop a teaching practice that communicates this value clearly.
we expand our mind to consider the impact of our words, actions, 
and intentions on the child, and seek to be 
more inclusive of human rights
 in our teaching. We prepare 
the child by striving to instill
 a sense of self respect 
and gratitude for 
the opportunities 
this life has provided. 
we model 
awe and wonder
at the world
around us.
we encourage 
a love of learning, 
and a love for humanity,
and a disbelief 
in rationales 
that violate 
the dignity 
of others.


When this work has been done, 
we go further.









Sunday, August 26, 2012

More about weight loss.

Just a little.

I am having problems getting to the 10 pound mark, or even staying at 9 lbs.  I seem to be in denial that I cannot fudge even a bit if I want to keep losing.

I ate no cake after fellowship today. That is something right???  sigh.

Some one did give me a flyer for a two mile run fundraiser for an organization called the butterfly effect. Should I take it as a sign?

http://thebutterflyyeffect.webs.com/pumpkinrunregistration.htm

Saturday, August 25, 2012

Reflection on Kenya: "You'll Come Back Changed."



Kenya: “You Will Come Back Changed.”
By Shannon Green   August 26, 2012

I love traveling.  I like almost nothing better than seeing someplace or something I have never seen before.  When I speak with others about travel, I notice two themes consistently emerge from those conversations. The first is the notion that traveling changes a person and the second is that traveling helps a person come to know and understand more about who they are.
     Going to Kenya was my first time off the continent, and the fulfillment of a life dream. Visiting Africa had been on my wish list for 20 years.  In talking to others about my trip I heard some wonderful, personal accounts of traveling to Kenya, or living in Kenya, or being born in Kenya, but mostly I heard, over and over, spoken with firm intention, “Africa will change you.”
     I think I heard it so often, I subconsciously began preparing for some instantaneous, magical transformation that would occur upon stepping off of the plane.  At the very least, I came to believe that it was necessary to open myself completely to whatever I would find in Kenya, and I was sure there would be something magical about it.
     When we arrived, we navigated our way through Customs, gathered our luggage, and stepped out of the airport into the parking lot.  It was dark, and cool, but not cold. I remember smelling the air.  I took in the differences and the familiarities of city life, and I began to experience Kenya.
     Within a few days, we were driving for eight hours through the countryside. The beauty of that experience melted into my bones. It felt like a rite of passage. Staring out a window from the back of the bus changed me.
It crossed my mind that being in Kenya was like seeing the face of God everywhere I looked. I don’t really have a strong belief in whether there is or is not a God.  I am, however, intrigued by the science and stories of human beginnings, and to be so close to the place where human life may have begun, and where so much life has lived, was like affirming a belief in something beyond me.
It was affirmation of a belief in Africa that no more came from maps and books. Of course Africa was real, but I was seeing it with my own eyes. Africa definitely exists. It was all around me.
     The biggest change I felt wasn’t really a change so much as it was a personal revival of a desire to consciously work towards my highest self, to look more intentionally into my own heart.
I was moved by my experiences with our host family, and by my experiences teaching in the primary school. 
I was moved by the effort that every person I met gave to the fulfillment of each day’s work. I have never spent time with people, children and adults alike, who worked so hard every day. I found it exhausting quite honestly, and I wonder if I could keep up the pace for long.
I was moved by the 12 year old boy who gave up his room for me to sleep in for a week. This boy captured my heart over and over again, and brought me to tears when he said I was the best friend he ever had.
Dominic wants to be a politician when he grows up, and when I asked him to tell me what he would want to do if he were to become a politician, his answer endeared me to him even more.  After several moments of careful deliberation, he said, “I would like to bring better roads to my village.” 
Dominic was most intent on telling me about his life, showing me his animals, and was proud of his hard work.  He showed me how to make a hat out of a newspaper, and told me stories about when the old people raised Zebras like cattle but the young people have forgotten how. He told me about elephants coming down from the mountain and destroying gardens and fences, even killing a child once. 
I came to depend on Dominic as my guide and I didn’t really want to go anywhere without him. One of my favorite memories is taking Dominic to the equator for his first visit there, about a 45 minute drive from his home.
On our last night in the village, my roommate and I opened up some sodas and junk food treats for the kids and began packing up our stuff. At some point, he came into the room where I was packing, arm and arm with his cousin. They were very serious about their task and said finally, “I do have one question about Americans.” I invited his question, and he asked deadpan, “Why do Americans have so much stuff?” 
I was actually stumped for a good answer and laughed a little. He then gained confidence and gestured around my room- to my giant suitcase, to my shampoo, my conditioner, my lotion, and my bug spray. I had two flashlights, two journals, a 5 by seven portrait of my youngest son, some books, a magazine, piles of clothes, two pairs of shoes and some mud boots I had gotten on arrival, not to mention the piles of souvenirs I’d bought so far. A backpack, drawing paper, markers for the kids, bags of sweets to share, an umbrella, a rain coat, wet wipes, hand sanitizer, and who knows what else. 
Why did Americans have so much stuff?  We talked about it some, but really never came up with a good answer.
I was changed by what I learned in Kenya.
I learned a fair amount about teaching. I learned that I am extremely dependent on paper as a teacher. Without it, I am at a bit of a loss.
I learned that magic markers aren’t that fun when you don’t have nearly enough for everyone. They dry up too quickly and become nothing but trash in a land with no trash service. I learned that colored pencils would have been a better choice.
I learned that my ability to teach American Government to a group of 8th graders without extreme liberal bias is questionable at best. I learned that these same 8th graders agree unanimously that America should open its border completely to Mexico for people who want to come to America to work. I learned that the most difficult question for me to answer was when the children asked me to explain how poor people are treated in America. I learned that even educated African adults are largely incredulous at the thought of poverty existing in America at all.
I learned that my ability to manage a classroom of 59 eight to ten year olds who hold the most rudimentary of English skills with nothing but myself and a piece of chalk greatly diminishes at about the one hour thirty minute mark. I learned that my ability to fall in love with a room full of 3 to 5 year olds does not diminish despite the distance traveled.  And no matter how much I say I love all children and all people everywhere, I feel the best when I am with the youngest. 
I learned that in Africa, just like America, the youngest children have the greatest needs that most often go unmet. I learned that when I did not know what to say or do, I could sing a song and it usually sufficed. I learned that intuition about people is strong despite cultural barriers; I seemed to be able to figure out who had my best interest in mind and who didn’t pretty easily- and most people did. I was reminded that people everywhere have within themselves an ability to be generous, and strong, and loving- and most people are.

I learned that the biggest challenge I faced in Kenya was not in “doing without.” It was not in dealing with a lack of electricity, missing running water, or using outdoor latrines.
The most difficult cultural difference for me was about space. I was processing so much new information - new sights, new sounds, new colors, new patterns, new people, that I found myself retreating to my room too often. I craved space and solitude, and silence often to the confusion of my new Kenyan family.
On my last night in the village, I wrote in my journal, “I hope so much that when I return to America, that I am able to harness the energy and motivation to keep in touch with this family, Stephen and Lucy, Dominic, Faith and Collins. I would feel good about continuing to have a positive impact on the community, and particularly for Lucy and the family.”
On my last night in Kenya, we returned to the Grace House Resort, the hotel that served as a pit stop between all of our adventures.  In the common area was a worn copy of “How to Be Compassionate: A Handbook for Creating Inner Peace and a Happier World” by the His Holiness the Dalai Lama.  After discussing the karmic nature of lifting such a book from the commons area to read on the plane with my roommate, I took it with me.
Since returning, I have looked again more often to the spiritual side of myself.  I have spent more time in meditation, more time practicing yoga and trying to internalize its messages off the mat.  I have recited mantras about giving and forgiving, about living joyfully and living skillfully. I have enjoyed so much the readings by the Dalai Lama. I have heard his call for compassion, and specifically his call for education in compassion.  He says that it is, “Our responsibility-out of love and compassion for human kind-to seek harmony among nations, ideologies, cultures, ethnic groups, and economic and political systems. As we truly recognize the oneness of all humankind, our motivation to find peace will grow stronger.”
“It is not enough to issue noisy calls to halt moral degeneration; we must do something about it.  Since present day governments do not shoulder such spiritual responsibilities, humanitarians, and religious leaders must strengthen existing civic, social, cultural, educational, and religious organizations to revive human and spiritual values.  Where necessary, we must create new organizations to achieve these goals. This is our best hope for creating a more stable basis for World Peace.”
One specific, intentional, tangible change I’ve made since leaving Kenya was opening my mind and my heart to new, challenging work that just might make the world a better place.  At the invitation of Dr. Peter Gitau, the SIU instructor who took us to Kenya, I have signed on as Co-Founder of the African International Foundation for Educational Excellence, a foundation that will seek to assist educational development in Africa through the practice of direct intervention, community development, research and assessment, educational training, and educational consultancy.
I am so excited by this for several reasons.  First and foremost, I am proud to take this step towards fulfilling a long desire to do meaningful work with the people of Africa, to fulfill my hopes upon leaving Kenya, and to continue growing as a person from my work.
There is so much for me to learn from Africa.  I am excited to be a part of an organization that hopes to work hand in hand with not only spiritual and religious organizations, but also academic organizations and researchers that seek to bring systematic and meaningful change to the educational structures in Africa and from within Africa, change that I hope with all my heart reaches back to America and brings systematic and meaningful change here, where it is surely needed.  I really do not know where my adventures with this organization will take me, but I am committed to remaining as open to whatever finds me as I was on the plane waiting to land in Kenya last May.

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD5SuG-ExMMIIf5lolzLElYjwePzP-uQMkNT9EGPyWT7U6ufUo97wMSpWDEQ2NZXg2by5Ma8Syr8zWp2HbBJdOSbdQk2R2ECW0hdIHb1o7CfkZsswzBOPz-n7L-0EynHq6Cui6Ng/s320/P1020035.JPG
  Making Chapati in Kenya with Lucy. 

Friday, August 24, 2012

Weight Loss Adventure: Holding Steady

After I posted last week, I reigned myself in got back down to where I had been.  I am holding steady at a new low for the third day in a row.  No vigorous exercise on the horizon, but trying to walk every where I can and eat lots of good food.

That's all I have to say.  :)

Sunday, August 19, 2012

Some of my latest paintings








and I keep on painting......

Up, down, up, down, up, down, down, down, up, down, up, up, up, down, waaayyy up.....

I have to confess, I am up at 5:36 a.m. I have been up for an hour. I am trying to get all of my ducks in a row for the upcoming semester.  I feel good about that, but I feel utterly dejected about this most recent weight loss journey.  I want to feel good about ALL THE THINGS.

I have worked out all summer, and I had been doing SOOO GOOD about watching my weight, but well you know.....then there was a cookout with friends. I mean, there was HOMEMADE potato salad.  Then there was a celebratory cookie...and then wine. and beer.  and more wine and beer...and then there was the ice cream social at my son's school, and then celebratory beers for Adam's new 48 hour film project....then there was the trip to the winery and then there was another celebratory party for Adam's new project. I mean there were HOMEMADE sausage balls and cheese biscuits and mini cupcakes .....

You get the point.

The result: progress officially reversed.  Frustration: Amplified.  Lesson: learned and learned again.

I guess I just need to hit the ground literally running today and do the best I can to START ALL OVER and try not to be too negative about it all.  I can do this.





Wednesday, August 15, 2012

First Draft: HRE Environment & Teacher Self Monitoring


Monitoring Your Own Teaching Behaviors
to Improve the Human Rights Environment of Your Classroom

 Use the following questions to help you begin the process of creating a classroom environment that supports human rights.  Answer each question over the period of a week or so while you observe and monitor your own teaching behaviors and practices.

How successful am I at treating each of my students as individuals?

Do I address each of my students by their given name?

Am I careful to use the proper pronunciation of children's names?

Have I bridged a relationship with each of my student’s family members?

Do I have at least some understanding of where each of my students fits into his or her family structure?

Do I use eye contact and touch to reassure my students of my attention and concern?

Do I physically move to my student’s level when trying to communicate with him or her?

Do I apologize when I make a mistake?

How often do I allow students to make decisions in my classroom (perhaps about what to do next, what books to read, etc)?

How do I encourage good listening habits between my students?

How do I communicate a need for silence in the classroom?

How often do I smile in my classroom?

How do I communicate to my students as a whole group when I am pleased with the levels of cooperation I see happening in the classroom?

Do my students “line-up” only when necessary? Or are students allowed to move in groups from space to space when lining up is not necessary?


This material was adapted from:  Amnesty International. (1996). First steps: a manual for starting human rights education. Retrieved from http://www.hrea.org/erc/Library/First_Steps/index_eng.html

Sunday, August 12, 2012

Fabric of Kenya

I think there are a few folks out there out might enjoy this collection of photos from Kenya,


















Medieval Times through a Human Rights Lens

This year, as a part of my thesis work I will be helping a K-1 teacher integrate Human Rights Education into her classroom.  My goal is to help her integrate HR themes and values into the existing curriculum.

In the Spring, the classroom will be embarking on a study of Medieval Times. My task is to envision this with an HRE lens.

My first thoughts:

  • All people matter.
  • People live all over the world: really basic, but really important. 
  • Learning Geography: It is a basic memorization task, but I believe that helping children learn to name and place the continents of the globe will help them begin to visualize the world as a bigger place.


If in the first part of the year, student learns their continents, beginning a study of medieval times might allow us to broaden our views of medieval times. I think HRE asks us to take a worldview of education. 


My second thoughts:
  • What is happening all over the world during the time period referred to as "Medieval Times"?
  • For the K-1 crowd, Queens, Kings, Princesses , Princes, Knights, and Warriors might dominate the curriculum. Who gets to play these roles? What are the visual images children learn to discriminate these leadership positions? Who gets to be a queen?
  • What are the responsibilities associated with these positions?


  • What about the commoners? Peasants? Serfs?What is the appropriate picture of this aspect of history for the K-1 classroom?
  • Absolutely the medieval time period of history is RIPE for human rights abuses studies, but again, what is appropriate for kindergartners to study?


My first Actions:
  • Do internet searches for Medieval Africa and Medieval Asia. I plan to continue searching for clues to what was going on during the middle ages on all of the continents.
  • Look for books.  These two looked interesting to me> Kubla Khan; Emperor of Everything and African Beginnings. The primary goal of books like is to the balance the visual impact of history for students so that students learn to recognize alternative viewpoints on History, outside of the commonly used Eurocentric picture of History right from the beginning. I don't think we can underestimate the impact that an early influx of European -Dominated historical images has on our development.
In the mean time, I need to:
  • Continue my research and readings about Human Rights and my favorite philosophy. Reggio Emilia.  I am currently reading The Hundred Languages of Children and the First Steps guide to implementing HRE.
  • Develop a list of core values/principles in which to check your curriculum by (i.e., how does this support a belief in fairness and equality for all people? how does this take a worldview, etc...)
  • Develop a timeline and plan for observations and classg meetings.
Also, as a side note--the other theme for the year is physical science.  Brainstorming how physical science and HRE fit together is on my mind as well.

I hope to continue using this blog to brainstorm issues as they emerge.  It is nice to have a "practice" spot outside of the graduate classroom to work these ideas out.

Thursday, August 9, 2012

Hi Mom :)

Maybe I will rename this blog :) I think you are my only reader.

Just thought I'd say hi. Going shopping for Fabric tonight. Will hit the post office tomorrow morning!

Excited about my birthday present. Thanks for agreeing to make it.

Love you and see you soon.

Update: The fabric........Can't wait to use this is the backing to my new Kenya decor :) the flowers remind me a lot of the fabrics I saw women wearing in Kenya.

Tuesday, August 7, 2012

5 things on my mind

1. Making the most of family time.

2. Getting ready to teach the biggest class of my college teaching career so far: Child Development I...here I come.

3. This is my Home: A Minnesota Human Rights Education Experience and A Guide to General Comment 7: ‘Implementing Child Rights in Early Childhood’ read, rinse, repeat.

4. Losing 12 more pounds of 20 pounds total (completely caved with Mexican food and beer for two days straight...back on track miss!)

5. Finishing the complete room make over I started.............................

Bookshelf

Shannon's currently-reading book montage

The Complete Poems
Collected Poems
Kenya: Between Hope and Despair, 1963-2011
Anti-Bias Education for young children and ourselves
I Laugh So I Won't cry: kenya's Women Tell the Stories of Their Lives
How to Be Compassionate: a Handbook for Creating Inner Peace and a Happier World
Children
The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections
The Secret Garden


Shannon's favorite books »

Shannon's read-in-2012 book montage

Rethinking Early Childhood Education
Anti-Bias Curriculum: Tools for Empowering Young Children
Safari Animals
Young Children Reinvent Arithmetic: Implications of Piaget's theory (early childhood education series
Total Learning: Developmental Curriculum for the Young Child
Clinical Supervision and Teacher Development


Shannon's favorite books »
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