You can raise me up: The lasting impact of a teacher’s words (A year of inspired insights #6)

February 20, 2012

I had been teaching for about three years when Bob came into my class. A retired engineer with a gentle personality, Bob had been to Mexico several times and wanted to learn Spanish.

As language teachers I think we are sometimes drawn to those students who show a natural affinity for the language. We praise them to their faces and quietly marvel at their skills in the staff room when we are talking with our colleagues.

Bob was most definitely not that student. Bob was highly intelligent. Before retirement, he had been a successful engineer for several decades. When it came to Spanish though, it was like his brain functioned in slow motion.

When it came to speaking, I wondered how a Canadian could seemingly gain a southern American twang when pronouncing Spanish. It was like fingernails down a chalkboard.

Sarah Eaton speaker presenter keynote education literacyWhat Bob lacked in natural talent, he made up for in tenacity and enthusiasm. Like Kyle, he won my professional heart with “do or die” attitude. His homework was done every day. He made up his own flash cards. He practiced the dialogues. He got extra tutoring. Bob decided that this his thing and there was no stopping him.

He’d come into class and tell me about the move he watched in Spanish over the weekend or the audio book in Spanish he had found at the library. He found the stores in town that carried Latin American products and not only did he become a frequent customer, he got to know the staff. His passion for the language and Latin American culture was effervescent and contagious.

Bob passed his first course and his second, and then a third. He spent the summers in Mexico taking immersion programs. He progressed but very slowly. The twang and choppiness of his spoken language always sounded a bit like fingernails down a chalkboard.

After Bob had made it through his basic level classes, he had a choice of what classes to take. He came to me for advice. Part of me wanted to say, “Look, amigo, you are wasting your time and your money. Seriously, you just don’t have any talent for this stuff…” but something stopped me.

I dreamed a dream

Sarah Eaton, Sarah Elaine Eaton, speaker, keynote, presenter, language, education, literacy, Calgary, CanadaMy mind went back to my high school years. I had a full slate of courses, was actively involved in student activities and had a part-time job. Some students worked so they could buy more fashionable clothes than their parents could afford. Some of the boys wanted to buy a car. Most of us socked away a few dollars to be able to go to the movies. But the thing I really saved my money for was singing lessons.

I loved to sing. I never had much confidence when it came to singing, so I never tried out for the school musical. Instead, I worked behind the scenes on the set so I could still soak up the experience. I really, really wanted to be on stage, but it would be a cold day in hell before you would ever get me up there, singing in front of people.

I knew that if I took private voice lessons and worked hard, I could do it. My plan was to take singing lessons in grade ten and eleven and try out for the school musical in grade twelve. Even back then I was a long-term planner.

I started with one lesson a week and then moved up to two lessons. I would go over to my singing teacher’s apartment, where she would sit down at her electric piano and proceed to engage me in my favorite learning experience of the week.

I was especially thrilled because she taught me songs in Italian and German. I adored learning to pronounce words in other languages. I learned how to form different sounds in my mouth, to breathe from my belly and project my voice. Those two hours were the highlight of every week.

I would go home and practice in between lessons and my confidence slowly increased.

Every year, Wanda held a recital for her students. The first year we agreed that I was not ready to participate. I still had stage fright and though you’d never know it today, the thought of being in front of an audience caused me so much stress I almost vomited.

By the second year though, I was bouncing off the walls with effervescence. I was ready. I was going to do the recital and that would help me to get ready for the auditions for the school musical. When it came to singing, a child-like delight not only filled my soul, it ran through my veins.

Sarah Eaton, Sarah Elaine Eaton, speaker, keynote, presenter, language, literacy, education, Canada, AlbertaThe day of the recital came. I had rehearsed and felt nervous, but ready. I got up in front of the audience I channeled Giordani’s “Caro Mio Ben” in such an inspired way, you would have thought I was lip synching to an archangel. It was brilliant. I was so happy I cried.

At the beginning of my next voice lesson, Wanda said we could do whatever song I wanted. Filled with confidence, I was already thinking about the school musical. I chose “Somewhere Over the Rainbow,” since I thought I might be able to use it for my audition.

She ended the lesson a few minutes early in order to debrief the recital, “So, how do you feel about how it went?” she asked.

“The practice paid off,” I said. “I wasn’t perfect, but man, it was really the best I have ever done.”

She looked me square in the eye and, “Sarah, it has been two years… I know you really want to do this…” She then said words I have never forgotten, bullets that ripped through my heart in an instant, “I think your energies are best directed elsewhere. You’ll never be a singer.”

Stunned, I asked, “What do you mean? I thought I did OK…”

Wanda replied, “I don’t really know how to say this kindly. This is our last lesson. You will never learn to sing. It’s time for you to go. I have another student coming.”

Shell shocked, I left. In that instant, my confidence vaporized. My enthusiasm for singing would never be the same, knowing that the teacher whom I idolized had banished me. I never tried out f the school musical. Never went back to church choir. For many years, I wouldn’t even sing the national anthem at public events. I was ashamed to open my mouth. The effects of that one day lasted for decades.

The circle of life … and learning

I looked at Bob and said, “Amigo, what class inspires you the most?”

He looked at the calendar and said, “I think this course on Mexican poetry…”

“Then take it,” I said.

Bob went on to take exactly that course, followed by many other courses. He told me once that he spent four hours a day learning Spanish. He travelled throughout Latin America, taking great pleasure in planning out each trip down to the last detail.

He lived and breathed Spanish. Spanish was to Bob what singing had been for me. Even though I had been tempted to tell him that he really didn’t have any natural talent for the language, I didn’t. I knew that what mattered most to him was the joy he got out of learning what he loved.

There can be miracles when you believe

Bob and I have kept in touch over the years. Several years after he had been a student in my class, I was walking down the hallway of our department and I heard Bob in another professor’s office, talking about an upcoming trip to Mexico.

I stopped and listened. He spoke in simple, but grammatically flawless sentences. The words flowed into sentences and the twanginess had all but disappeared from his speech. You could tell that he was not a native speaker, but it was no longer painful to listen to him. “Bob,” I thought to myself, “Happy retirement, amigo. Way to go. You’re living the dream.”

As teachers we are influenced by the idea that those with “natural talent” deserve most of our attention and admiration. We focus a little more on those people who somehow inspire us by their facility to pick concepts up easily and master new skills effortlessly.

Every now and again, you will get a student whose passion for the subject matter fuels their discipline and dedication, as they put in endless hours of practice. We can forget that as teachers, the influence we can have over our students can impact them in ways we can never imagine.

I am quite sure that my signing teacher barely remembers me. If she does, she may just roll her eyes and think, “Remember the girl with that awful voice… poor thing…” I am sure she has no idea that I sobbed for weeks and that despite a secret desire to take more singing lessons again, I have never tried. That day, I was quite literally, shamed into silence.

If I could reach higher (as a teacher)

Our job as teachers is a complex one. At the beginning of our careers we think it is about the subject matter and getting the students to learn the content. As we progress through our careers, we begin to really understand the complexity of what we are doing.   No matter what subject we are teaching, every single one of our students comes to us with hopes and fears, as well as different levels of interest and engagement.

I admit that I my own experiences influence what I say when I assert that an important aspect of our job, is to help students tap into that part of themselves that fuels their drive  and to never, ever tell them they are not good enough. Not every student is going to be a phenomenal prodigy but that doesn’t mean that they can’t be an exemplar of enthusiasm combined with disciplined practice. Being a lifelong learner is not about being sensational at everything we do. It is, in part, about having the belief that what we are learning is worthwhile and that we ourselves are worthwhile.

Sarah Eaton, keynote, speaker, presenter, education, languages, literacyIn one sentence, we as teachers can either raise our students up, or beat them down. The impact and influence we have on our students can be greater than we ever imagine. What about you? What words have teachers said to you that have stayed with you for years to come? Were they encouraging or devastating? What have you said to your own students that you think may have influenced them years after they left your class?

Henry David Thoreau wrote, “If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.” As teachers, part of our job includes giving students the tools they need to build their own dreams.

And just for the record… Today when I am driving alone in my car with the windows up and the radio on, I don’t sing songs, I own them. In my little blue Mini Cooper, I am a rock star. I can almost see it, that dream I’m dreaming...”

Related posts:

A year of inspired insights #5: When reason falls on deaf ears

A year of inspired insights #3: Servant leadership in the scullery

A year of inspired insights #2: Conversations change everything

A year of inspired insights #1: There’s a silver lining in every ambulance

My 2012 resolution project: A year of inspired insights

_____________

Share or Tweet this post: You can raise me up: The lasting impact of a teacher’s words http://wp.me/pNAh3-1fK

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


A year of inspired insights #5: When reason falls on deaf ears

February 11, 2012

There comes a point in every teacher’s career where he or she is faced with a decision that could alter a student’s future.

Last week I shared a story about Zaina, the first deaf student I taught. A few years later, another deaf student showed up in my course. Kyle was a business student. Like Zaina, Kyle was focussed and determined, with exceptional people skills. Unlike Zaina, he was not multilingual. In fact, he did not know American Sign Language.

Kyle had been sent to an oral/aural school for the deaf. He explained to me that the type of education he had received had focussed on lip-reading, using contextual clues to understand spoken language, capitalizing on any residual hearing abilities and integrating students into mainstream education. Sign language is not used in this approach.

A fourth year business student, Kyle was not excited about the prospect of taking Spanish. It was a requirement of his program and he needed the course in order to graduate. This was not uncommon for students enrolled in certain programs outside the humanities. The difference was, of course, that Kyle was deaf.

He openly confessed that his English grammar knowledge was minimal and that he struggled with concepts around language such as grammar and syntax. He was also open about the fact that he didn’t spell well.

But you could tell, Kyle was sharp. He arrived to class every day dressed like a business student. He lived and breathed business. He had excellent interpersonal skills and a keen sense of how to manage his time and his priorities. He sat at the front of the class and despite his trepidation, he was determined to succeed.

Standing by as a student sinks

Every week he would visit my office during my posted office hours to review his homework and ask questions. He stayed after class to ask for clarification on points he did not understand. He arrived at class early every day, having made an honest, sincere attempt at his homework. Kyle was the epitome of an engaged, interested student. The reality was, he struggled. He struggled so desperately, it was pitiful to watch…

He found it almost impossible to form the sounds of Spanish words. His lack of knowledge about grammar made it hard for him to figure out the mechanics of language. His spelling was worse in Spanish than it was in English. His self-confidence plummeted. Yet, he persevered.

Kyle was a straight-A student whose performance on the first Spanish test of the semester was an undeniable failure. I asked him if he had an advisor in his program who might be able to make an exception for him in terms of the second language requirement of his program.

He shook his head, “I tried,” he said. “They said no. Every student has to meet all the requirements. I even asked if I could take sign language instead, because I thought it would be really useful to me to know it. But they refused that, too. Sign language is a continuing education course, not a credit course. They said that I could take it, but it would not count towards my degree. I still had to take another language that was part of the undergraduate program.”

I sighed and nodded my head. The university was strict about its rigorous program requirements. I thought to myself, “This is lunacy.” Here was a brilliant, engaged, focussed student who, despite his most sincere and eager efforts, was unlikely to pass my course.

If that happened, he would not graduate that year. He would need to repeat the course or try a new language in order to make the language requirement of his program. If that did not work, he would need to transfer into a program with no second language requirement.

It reminded me of the helpless feeling I had as I watched my mother die a few years earlier. Then, there was nothing I could do to prevent her passing. But Kyle was still struggling and still hanging on, if only barely. He still had a chance. I felt compelled to help.

I picked up the phone and made an appointment to speak with the head of program that Kyle was registered in.

When reason falls on deaf ears

Sarah Eaton literacy education keynote speaker Canada Calgary AlbertaAfter shaking hands with the program head, I said, “I’m here about Kyle Smith”.

“He’s one of our best students,” she replied. “… A shining example of what we wish every student would be.”

“I know,” I replied. “But this second language requirement is killing him.”

She nodded. “Yes, I remember that he came to us asking if he could take sign language instead, but there is no credit course in sign language.”

I advocated on his behalf. “It is not like he isn’t trying. This kid comes to class better prepared than any other student in the class. He does all his homework. He even pre-reads the entire chapter before we start it. It is not that he is incapable of learning. He’s smart. It is that the amount of time it would take him to get all this stuff is probably ten times longer than we have in our course. Is there anything we can do about this?”

She shook her head, “I am sorry. The program requirements are very strict. We can not make exceptions for a student just because he or she is disabled. This is a business program and it is our job to prepare students for the real world. The real world does not pander to people who can’t keep up. If he wants to graduate with a business degree, he needs a minimum of a C- in this course. End of story.”

The real world does not pander to people who can’t keep up?” I asked myself. Forcing a deaf student to take a second language when he has no background in languages and questionable affinity for the subject area is hardly a reliable benchmark for his overall success in life.

I thanked the program head for her time and left, angry. I realized that this was more about the program directors choosing to stick to their bureaucratic guns than it was about ensuring the success of their students. If there had been no other indicators of success, I might have agreed with her. But here was a straight-A student, with experience working in business, with great people skills, and that keen sense of determination and focus that is hard to actually teach anyone.

By that point, I had taught over 1000 students in my career. For me, there was no question in my mind that Kyle was going to be a success in life.

Paying it forward

I returned to my office and sat down to process what had just happened.

My mind was taken back a few years to my last semester of my undergraduate program, when I had been hit by a car. I missed the first month of the semester as I recovered from the accident. I returned to classes, determined to do whatever was necessary to graduate.

The words of my Spanish professor rang in my head, “You will get through this. I’ll do what I can to help you. Don’t worry about the grades. Just work hard,” she said.

She believed in me and my abilities at a time when my self-confidence was failing and my future was still uncertain. Her confidence in me lowered my anxiety and propelled me to work harder than I had worked before. At a time in my life when I needed it most, a teacher believed in me.

In that moment, I understood what she was really saying. The sub-text was, “You are safe here. Trust me. I am not leaving your side. You will succeed. I won’t let you fail.”

I sat back in my chair. Almost fifteen years had gone by since that conversation. I had never forgotten it. I knew that it was time to pay it forward.

Doing the right thing

I understood that the situation with Kyle was different from the situation when I was a student. This time would involve a bigger risk on my part. I did something that I had never done before, and have never done since. I adjusted the rules, in order to do the right thing.

Leadership and business guru, Peter F. Drucker said, “Management is doing things right; leadership is doing the right things.” Assigning grades is one of the management or leadership functions of a teacher. We assess, evaluate and ultimately assign a number or letter grade to each student that goes on his or her permanent record as an indicator of performance.

I already had permission from my own department head to make Kyle exempt from the listening exams. I had permission to re-organize the percentage of marks for the remainder of his work so that they would add up to 100% for his final mark. We reconfigured the percentage so that writing counted towards his final grade.

Since I already had permission to adjust the distribution of marks for the work he did, I made one other adjustment that I knew would ensure his success.

This was a subjective element of grading that allowed us as instructors to award marks based on class participation. It was our way of preventing students who were not really engaged from getting an A if they never came to class. If a student never showed up to class and only came to write the tests, got 100% on all the tests, but got a zero for participation in the course, the best grade he or she could end up with would be a B+.

The saying goes that 80% of success is showing up in life. So, if a student never showed up, it was impossible to get 100% in the course. It may seem sneaky, but that’s how it was.

Kyle demonstrated evidence of “showing up” in every possible manner. He had perfect attendance at class. He showed up having made a sincere stab at completing his homework. He stayed after class to ask intelligent clarifying questions. He came my office hours every week religious for extra help. At one point, he had hired a tutor to help him, but the tutor had no idea of how to help a deaf person learn a language and it didn’t work out.

Kyle did everything within his power to “show up”.

Since there were no grades awarded for discipline, focus or homework completion, I made a strategic decision to increase the percentage of his participation mark.

Risky business

There are rules and regulations in institutions for a reason. They set the standards that guide our professional behaviour. We are obliged to act in ethical ways that demonstrate an understanding and respect for the traditions and honour of our profession. Individual faculty members are required to abide by the rules established by the institution.

But what happens when the rules do not fit the situation? We have a choice. We can play by the rules or we can break them. (Yes, re-writing the rules can count as breaking them.) If you break the rules, you can be fired. That is part of “the real world” that my colleague in the business program was talking about.

Was I willing to risk it all for one student, whom I had known for a semester? The thought of it left a big knot in my stomach. I wanted to vomit. I could lose my career over this. It was like playing Russian roulette with my own future.

Inspired insight: Use deep reflection and analytical thinking to drive a tough decision

I reflected more deeply. Would I want to look myself in the mirror every day, knowing that I had upheld the bureaucratic rules, knowing that Kyle was all but doomed to fail my course and that was very likely to change the trajectory of his career? (Do things right, according to the rules).

Or did I want to take a chance on a student who was almost guaranteed to succeed in business and in life, but possibly risk my own career to do it? (Do the right thing).

I had a deep sense of not wanting to look in the mirror years later and ask “What if?”

I firmly believe that when we are faced with the impossible choice between doing things right, and doing the right thing that ultimately, it is more honorable to do the right thing. The price you might pay for doing so is ultimately less than the price you pay, in terms of your self-respect, ethics and integrity, for not doing so.

I had significant evidence that Kyle was going to make it. He had a solid track record of stellar grades, he showed up in every possible way and he had those intangible qualities such as people skills and determination, that never officially get factored into students’ grades. My own deep reflection, coupled with the evidence of success that this student had already demonstrated, ultimately led me to analyze the risk and decide that it was worth it.

Kyle received a passing grade in Spanish. And he worked harder than any other student in the class for what would turn out to be the only C- on his transcript. The grade broke his straight-A record, but we both knew how much it was really worth. He graduated from his program and has gone on to work for major multi-national companies.

Looking back, I could say that it wasn’t just Kyle who was deaf, it was also the institutional bureaucracy…. a system that did not care to listen to or take into account all the possible factors that contributes to a student’s success.

Peter F. Drucker also said, “The best way to predict your future is to create it”. As teachers, we have the opportunity to help our or hinder our students in the creation of their own futures. There are times though, when doing so is risky business.

When have you been faced with the choice between “doing things right” and “doing the right thing”? What struggles did you face? What did you ultimately decide, and more importantly, why?

Related posts:

A year of inspired insights #4: How teaching Spanish to a deaf multilingual student opened my eyes

A year of inspired insights #3: Servant leadership in the scullery

A year of inspired insights #2: Conversations change everything

A year of inspired insights #1: There’s a silver lining in every ambulance

My 2012 resolution project: A year of inspired insights

_____________

Share or Tweet this post: A year of inspired insights #5: When reason falls on deaf ears http://wp.me/pNAh3-1ei

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


A year of inspired insights #4: How teaching Spanish to a deaf multilingual student opened my eyes

February 2, 2012

It was two days before the semester began. I was sitting in my office preparing for class when the phone rang. I looked at the call display and saw that it was the department head calling me.

“Hello?” I answered.

“Hi, Sarah. I just wanted to give you the head’s up that you have a student with a disability in your class this semester.”

We get at least one student with either a physical or learning disability every semester, so this was nothing new. As instructors we were used to working with the disability resource centre on campus to help accommodate students with “learning needs”, as they were called.

“OK…?” I queried, wondering why this situation warranted a phone call.

The department head hesitated and said, “She’s deaf.”

I had taught a blind student once, but never a deaf student. I was a bit baffled. There are four primary skills in language learning: reading, writing, speaking and listening. I wondered how I was going to handle the latter two with this student.

The department head continued, “She would like to come to see you today if that is OK?”

“Sure,” I said. “Thanks for letting me know.” I went back to my course preparation, wondering how in the world I was going to teach a deaf student Spanish.

Little did I know at the time that Zaina would be the first of two deaf students I would encounter in my career and that experience later lead to project work in the area of Deaf  Literacy.

But at the time, I was apprehensive and unsure of what to do.

First contact

An hour later, Zaina showed up at the door, accompanied by her cousin, Hiba. She beamed a smile and waved hello. I smiled, waived back and motioned for them both to come into the office and sit down.

My first surprise was that Zaina was multilingual. Her native language was Arabic and she was also fluent in English, French and American Sign Language (ASL). Spanish would be her fifth language, she said, but it would be her first time taking a language course as part of her post-secondary education. She was very focused on doing well in school and so, had asked Hiba to enroll in the course with her.

Hiba, who was also multilingual and fluent in ASL was as interested in learning Spanish as she was in helping her cousin succeed.

Zaina, explained that she had been born deaf and had a cochlear implant, which allowed her to hear to some extent. She said if she did not understand something that Hiba could translate it from English in to ASL for her.

I said that since it was a second language class, that most of the class was to be taught in Spanish, though I began to understand that I would need to change things up a bit for this situation.

Learning from my student

I confessed that I had never taught a deaf student before and that I would rely on her to tell me what she needed.

She asked for 3 things. “First,” she said. “We’d like to sit at the front of the room so I have a clear view of you and can watch you as you are teaching. Would that be OK?”

A student asking to sit at the front of the class? Heck, yeah! That would be easy.

“Second,” she said. “It will help if I can see you while you are talking.” She said that she found it difficult when teachers would write on the board and speak at the same time.

I replied, “Well, that’s just bad teaching, regardless of whether your students are deaf or not.” She nodded in agreement.

“Lastly, it will help if I can ask you about things I do not understand. Would that be OK?”

Again, this seemed like a no-brainer to me. Zaina explained though, that she had previously had teachers who got impatient if she asked for clarification during the class. I replied that it would be helpful, in fact, if she did ask questions as we went along.

Within a few moments I figured out that Zaina was very much in charge of her own learning. She demonstrated self-awareness, discipline, high levels of interest and engagement and self-regulation. She knew what she needed and was not shy about asking for it.

Adapted learning (and teaching)

As a result of Zaina’s being in my class, here are actions I took:

More “prepared” visual aids. Previous to that point, I had incorporated visual notes and explanations spontaneously into the class. With Zaina there, I prepared more PowerPoints so that the visuals could stand alone as an explanation. It turned out that other students loved them, too.

I stopped moving around the classroom. I used to circulate around the classroom during  a lesson, talking as I went. Sometimes, I even taught for a few minutes from the back of the room. With Zaina in my class, I made sure to remain in her range of vision at all times.

I paid more attention to what I was saying. As a trained speaker and Toastmaster, I learned to become aware of the “um”s and “ah”s in my speech. With a deaf student I focussed on using precise, concise language.

I asked her what made sense for her. I knew that I was venturing into uncharted territory. I asked her to help me, help her. The end result was a collaborative approach to learning that proved successful.

I opened myself up to trying new things. I knew I had some teaching techniques that worked well, regardless of the group. At the same time, I was not so stuck on what had worked in the past that I was not willing to risk trying something new as we went along.

Inspired insight

Working with Zaina made me realize that no matter how hard I tried and how much I prepared, I would never know exactly how to teach every single student 100% of the time. There are some teachers who are deeply convinced that their techniques are superior to others’ techniques. They will say with seductive (if not a little dogmatic) charisma that their methods are really amazing.

In the early years of my teaching career, I listened to a few teachers like that. I even tried to be like a couple of them. They were so convinced of their methods that it was nearly impossible not to be seduced by their unwavering belief in themselves.

Working with Zaina, and other students I have had since then, showed me that it is impossible for a teacher have all the answers. In fact, thinking that you do have all the answers means that you necessarily are not willing to consider other ways of doing things. Being a leader or a teacher or a role model does not mean figuring out the one right way to do things and then convincing others that your way is right. For me, at least, it means a constant and unrelenting search to learn more techniques and strategies and adopting the practice of “resilient adaptability” in my professional practice. That means being resilient enough to deal with unexpected challenges and adaptable enough to figure out new solutions as you go along.

How about you? How have people you have worked with prompted you to try things differently, open yourself up to new ways of doing things and improve your own professional practice? What worked? What didn’t?

Related posts:

A year of inspired insights #3: Servant leadership in the scullery

A year of inspired insights #2: Conversations change everything

A year of inspired insights #1: There’s a silver lining in every ambulance

My 2012 resolution project: A year of inspired insights

_____________

Share or Tweet this post: A year of inspired insights #4: How teaching Spanish to a deaf multilingual student opened my eyes http://wp.me/pNAh3-1do

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


The wisdom of your story: Storytelling resources for teachers

January 27, 2012

Storytelling is a practice that dates back centuries. Sometime in the last 20th century however, its use in the classroom began to diminish, but researcher, Melanie C. Green, reminds us that “stories are a powerful structure for organizing and transmitting information, and for creating meaning in our lives and environments”.

How-to articles and resources

Storyteller.nethttp://www.storyteller.net/– This site has a sub-page called “Articles” with dozens of links and resources

Storytelling: How to tell a tale – by LibrarySpot.com – http://www.libraryspot.com/features/storytellingfeature.htm – This article goes over the essentials, and learning the art of storytelling. It also has links to a variety of other resources.

Storytelling Lessons, lesson plans and activities

Storytelling – Oral Traditions (lesson plan for grades 4-6) – by Teachers’ Domain – http://www.teachersdomain.org/resource/echo07.lan.stories.lporaltrad/

Storytelling – ProTeacher.com – This site is a collection of links to other resources, including lesson plans and activities – http://www.proteacher.com/070163.shtml

Professional organizations

National Storytelling Network (U.S.A. ) http://www.storynet.org/

Research articles

Storytelling in Teaching – by Melanie C. Green, published in APS Observer – http://www.psychologicalscience.org/observer/getArticle.cfm?id=1562

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Share or Tweet this post: Storytelling resources for teachers http://wp.me/pNAh3-1bo

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


A year of inspired insights #2: Conversations change everything

January 13, 2012

So there I was, in Spain for the summer, about to take part in my first ever study abroad, language immersion experience. The Spanish embassy gave away a limited number of scholarships each year to different countries. There were a few hundred students in the program, from all over the world. I was one of two Canadians selected that year. I thought I was prepared for the immersion experience. I was wrong.

A lesson in humility

On the first day, all the students took a placement test. I had just graduated with an honours degree. I had good grades, despite having been hit by a car a few months before graduation. I was confident that I had done well on the placement test.

There were 18 different levels of classes. When I saw that my placement test determined that I would be in level 17, I thought, “It isn’t the highest level, but I guess I can live with the second highest level. Some of these Europeans seem to speak the language pretty well, so there are some people here who are better than me.”

As it turned out, level 17 was the second lowest level. Level 1 was the highest.

I was starting to realize that there were many things I did not know.

Living in an international student residence

Students were divided by nationality, gender and faith in the residences. While my classmates were from Europe and the Middle East, I was in an all-female residence with other young women from North America, Europe and Christian and Jewish areas of the Middle East.

The only language we had in common was Spanish. We found that if we wanted to make friends we had a choice: only associate with other people who spoke our first language (in my case, English) or try to make friends in Spanish.

The result was a linguistic hodgepodge – people ended up communicating however they could, in whatever language they could. We communicated what we could in Spanish and helped translate for each other in whatever language we could… English, Danish, French, Arabic or whatever we had to help each other understand and bridge our linguistic and cultural gaps.

Friendships with foreigners

I quickly developed friendships with English girl, a couple of Danish girls who lived in the same residence and two fellows from Jordan. Having grown up mostly in Canada, I had been immersed in multiculturalism since birth. I thought nothing of chatting with people from other cultures. I had an open mind.

Salim and Imad were the two Jordanians in our circle of friends. Salim was in my class and Imad was in the class of one of my Danish friends who was much more fluent in Spanish. We toured the city, went for coffee and helped one another with our studies and mostly, tried to practice our Spanish language skills together.

Struggling together, bridging the gulf

It was July of 1992. In the scope of world events, the Gulf War was still fresh in everyone’s mind. I remember the day earlier that year when they announced the war. As I watched TV, I thought, “But, there wasn’t supposed to be a war in my lifetime. World War II was supposed to be the war to end all wars. Isn’t that what our parents fought for?” But the Gulf War happened and I was pinned to CNN through most of it, just like everybody else.

In Spain that summer, I had developed friendships with people from “that part of the world”. These were good people. We had shared experiences. We struggled together to learn Spanish and cope in a culture we were not familiar with. The bond that develops when you struggle side-by-side with someone, through an experience that is both your own and shared is unlike any other bond. You can not explain it because to do so would mean explaining the depths of your vulnerability, your fears, your hopes, your dreams and the very process of living. It is hard to explain the process of living, which, if it is done right, includes some struggle.

Near the end of our program, after a few weeks of gaining language skills and solidifying friendships with the people who had come together in our social circle, I summoned the courage to ask Salim about the button he wore every day on his lapel. It was a photo button showing Saddam Hussein’s face.

I was curious about why anybody would wear a button of Saddam Hussein, especially someone who I’d come to call “amigo”. It was strange, really.

After all, Saddam Hussein was a maniac. But Salim wasn’t a maniac…. I just didn’t get it. When I asked him about it, he said, “Mi heroe. Ayuda a mi gente,” he said. We both had horrible Spanish. It took a few tries before I could wrap my head around what he was saying: “He’s my hero. He helped our people.”

From there, the conversation took off, in broken Spanish. We discovered each other’s point of view, the perceptions we had gained from the media, and our stereotypes about each other’s part of the world. It was an amazing conversation that I have never, ever forgotten. It shattered my stereotypes, challenged my world view and got me deeply engaged in a discussion I never dreamt I would ever have.

The conversation took place on the steps of the Muslim students’ residence. The Muslim students were segregated to accommodate their dietary needs and to provide for quiet at regulated prayer times. The males lived on one side and the females on the other.

Foreign students were not allowed in the residence, so if we wanted to visit, we did so on the steps of the building. Some nights there would be students out there with guitars, singing. Other times, there were groups of students chatting and studying. That night, a small group of us talked about war, terrorism, our heroes and our opinions, stereotypes and attitudes.

By the end of the night, none of us had actually changed our opinions, but we did learn a lot about each other and about ourselves, as we gained perspective, listened and shared.

Despicable me

Through the course of that conversation that night, I got another surprise. I had been puzzled about why none of the Jordanian girls would speak to me. They’d speak to my European friends, but not to me. When we went to visit with our friends on the steps of their residence and sit outside talking, the girls would move away from me. I had no idea why.

That night, armed with the courage fueled by an open conversation, I asked Salim and Imad what was going on. They looked away sheepishly.

In the same way I had stereotyped people from a certain part of the world, based on information that I had learned from other sources, so too, had my Jordanian female counterparts. But in their eyes, I was the reprehensible one. It finally came out that they thought I was promiscuous.

Me? Promiscuous? Excuse me?! Where in the heck did they get that idea? I was raised to be proper and respectful, not some tramp.

I was, however, a Canadian first. That summer there was a drought in Spain and the thermometer hit 40 degrees Centigrade. I was melting.

I wore Bermuda shorts and sleeveless T-shirts and sandals to class. My shirts did not have “skinny straps”, they were just sleeveless. My shorts were not “hot pants”, they came to just above the knee.

In the opinion of my Jordanian female classmates, I showed too much skin. I was shameless. They were comfortable in their head-to-toe covering and did not want to associate with someone who “dressed like a prostitute”.

Needless to say, none of them had experienced the harsh, cold climate I was used to. Nor did they seem to understand that I was struggling in the heat.

It was 40 degrees. That’s almost half way to boiling. Humans aren’t meant to be boiled. We are not even meant to be half boiled.

To be honest, I expect that most of those girls had never actually seen a prostitute, either.

The power of conversation

Unlike the boys, the girls we met were unwilling to engage in conversation. The question that started our dialogue about the Gulf War, our values and ultimately, our stereotypes of one another, was “Why?” I took a leap and asked “Why do you wear that button on your lapel?”

There was a willingness to ask, a willingness to answer and a willingness to listen. I learned a lot that night… about the Gulf War and what it meant to these people who had become my friends, about how other people perceived me and the culture that I come from and about what it means to be human.

The Jordanian girls were not willing to ask me why I wore shorts or had sleeveless shirts. I guess I can’t blame them, really. Who wants to have any kind of deep conversation with a prostitute?

As it turned out, I would end up doing just that a number of years later, but that is a story to be saved for another day.

A life transformed

After returning home, I decided to return to university to study Spanish, which my family didn’t really understand, to say the least. I was the first person in my family to graduate from high school. Graduating from university was an even bigger deal. That I had been accepted into a Master’s program in English was off the charts.

So when I came home from Spain and said, “Actually, I’m not going to grad school, at least not just yet. I’m going to spend a year doing nothing but learning more Spanish,” that did not go over very well.

Suddenly I went from being the big family success story to a “flop about” who had no proper job. A university graduate is someone to be proud of. A “professional student” is a drain on society. My family all but wrote me off that year.

What I couldn’t explain was… why. Like the Jordanian girls, members of my own family were not open to having a conversation.

Immersed in change

My life had changed. I had changed. The immersion language learning experience in Spain had changed me. My head had been blown open. I don’t mean that in the sense of someone whose head is literally blown open by a bomb or something, but intellectually, everything I thought I knew had been shattered.

I had not just been immersed in a new language. I had been immersed in change and in challenge.

That is what is hard to explain to people who have never immersed themselves in another culture or another language… That it isn’t really about the language at all. What changes us is not the verbs or vocabulary that we learn. It was not the grammar that we cram into our brains so we can pass a final exam.

It the connections we are able to make with other human beings because we can communicate with them. We reach out. They reach back. We meet somewhere in the middle. When we retreat back into ourselves again, we have seen a bit of the world differently. Then we re different. Forever. Changed.

Just like our communicative abilities when we are learning a new language, our thoughts and assumptions are jumbled and are not very fluent. As we understand the world more deeply, so we understand ourselves more deeply. We begin to know what we do not know.

Related posts:

A year of inspired insights #1: There’s a silver lining in every ambulance

My 2012 resolution project: A year of inspired insights

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


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