Tuesday, February 23, 2010

Seven Coats of Paint



       You apply the first coat of paint on the wall. You step back and wonder why you see no color.  Someone tells you, “ You have only applied the first coat.  Let it dry then apply the second coat and then you will see the color.”

         Indeed, the color of the paint shows up after the second coat and even shows up brighter with the third. Such is the case with painting.  The first coat serves as a primer to prepare the surface to receive the finishing paint application.  In fact the paint industry has a special painting product called the primer engineered to bind with the material underneath while preparing the surface to adhere better with the finishing paint.  It serves as filler and water-proofing agent.  In some cases it is used to seal the wall and aid in preventing mold.  The primer can be tinted to match as closely as possible to the finishing paint to reduce the number of layers of finishing paint necessary to achieve the desired painted surface.

       How does this story relate to life? It takes multiple experiences to truly understand a lesson. 

        The first time we watch a math lesson demonstrated we watch it like a movie, a succession of picture frames passing before our eyes from beginning to end. After the demonstration, we can at least say the name of the lesson, what it is meant to teach and where it is located on the shelf.  That’s the first coat of paint.

       We approach the instructor confessing that we did not get the lesson.  The instructor gives a small group lesson along with two or three others.  With a smaller group, we cannot hide and we participate with the handling of the materials as directed by the instructor. With our second coat of paint, we now know the steps involved although we cannot remember the sequence.

        With our small group we recall the steps and write them down in our notebook.  That’s the third coat of paint.

         We then take turns practicing while the small group watches. We learn by doing and we learn by watching. That’s the fourth coat. 

       Armed with a boost of self-confidence, we teach the lesson to a classmate or to the elementary students we teach.  We learn more when we teach. That’s the fifth coat.

        We practice six more times for mastery and then ask the instructor to check us up. That’s the sixth coat.

      We look for extensions and applications in daily life, browse  through math  books for exercises and review technological tools available through the internet. That’s the seventh coat of paint. Learning with several layers of reinforcements and engagements is strong and will never be forgotten.

         Repeated exposure before buying seems to be the rule, this is the principle behind the steady stream of advertisements on TV, radio and magazines.

       Adopting a  point of view foreign to us is not instantaneous.  Modeling,  living the principles we are advocating goes a long way towards forwarding our argument than mere words.  Sometimes a novel, a movie, a story, a news item clicks a point  within us that has been heard but not listened to.  This works because when we distance ourselves  from some idea we could not agree, we see it in a different perspective. During our unguarded moment, we do not focus on ourselves and our opposition, rather, we allow ourselves to be open and listen with our heart.

        The next time we are confronted with some difficulties in life, we can relax and say, “That’s my first coat of paint.  Let me go through it and when the next one comes, I will be a little prepared because that will be my second coat of paint.”  We keep repeating to ourselves the mantra that ‘we only have difficulties in things that we still have not learned how to deal with.’ 

        We apply the primer  of preparedness for understanding only comes to a prepared mind. 

        We apply the first coat of humility with the plea to the teacher, “Teach me, I am a child and I know that I know not.”  One cannot teach a person who claims he/she already knows.

         We apply the second coat of industry for God helps those who help themselves.

         We apply the third coat of selflessness in sharing the little that we know for we live not for ourselves alone but for our fellow human beings.

         We apply the fourth coat of patience for the wheel of God grinds slow but sure.  In due time and in due season, our toil will bring fruits.

         We apply the fifth coat of faith knowing that what we sow we reap. We study, we learn.  We help, others will help us.  We give, we receive God’s bounty.

         We apply the sixth coat of a sense of purpose and ask ourselves “For what purpose?” Our purpose leads to a sense of determination and determination leads to right action in achieving our goal.

         We apply the seventh coat of oneness. We are all one. We are one with the earth and one with all creation. We brighten the corner where we are and make the world a little brighter.

         So fellow travelers, put on your cap and overalls.  Grab a bucket of paint and brush.  There is a lot of painting to do.  Happy painting.
         

Friday, February 12, 2010

Get at the Root or Cause of Behavior



      I am responding to a question raised by a mother.
Q.  As a mother of a bright 9 year old girl, what can I do to stop my daughter from stealing and lying to me?   I have tried punishing her, taking away privileges and even spanking and nothing seems to be effective. Help.
A.    When our child lies to us, we usually interpret the behavior as solely the child’s fault.  The child has misbehaved and this should not be taken lightly.  The action has to be nipped at the bud before it becomes a more serious pattern of behavior. On top of that, we feel betrayed, our trust has been violated.  We feel hurt so our instinct is to hurt back.  We punish, we take away privileges, we even spank to hurt the child.  We find that none of these punitive treatments were at all effective.  That’s understandable.   Punishment does not work. We think it works but we are surprised that after a short while, the behavior that has been punished is back.  Moreover, the physical pain builds resentment and hatred.  Punishment, which only treats the symptom, the undesirable behavior, is ineffective.  1)Children: The Challenge

       The only cure for the behavior is to treat the cause or the root of the behavior.  We have to teach the child to understand that lying or stealing is what the child does as a means to an end, to get the recognition as an important member of the family, to be valued for the gifts that one is endowed with and to acknowledge the contributions one has done for the family.  Having failed in achieving the positive goals mentioned, we switch to pursuing  goals that are annoying, destructive, hurtful or anti-social. We need to teach alternative modes of behavior to accomplish the same end that are acceptable to family members and the community as a whole.

       Consider a situation where the sink is plugged up, the faucet is running and water overflows to the floor.  We mop and mop the floor but still find the floor as wet as when we first started mopping. Instead of constantly mopping the floor, we turn the faucet off, unplug the drain then mop the floor. By doing this sequence of activities, we find our effort in mopping the floor effective.  Without turning off the faucet, we find the job of mopping endless or our mopping effort ineffective. The analogy with behavior is that the observed behavior is the symptom, the underlying cause of the behavior is the motivation or the purpose behind the behavior. 

      To cure lying, the undesirable behavior, we need to make the child understand what may be his/her  purpose for lying. We ask, “Do you know why you have to invent these stories which are not true?”  “Would you like for me to help you?”

      “Could it be that you want attention from me  by telling  those fanciful stories or tall tales?” 

        “Could it be that you are trying to impress me with the lies you tell?”

      “Could it be that you will knowingly tell a lie to show that you can do what I don’t want you to do?”

     “Could it  be that you want  to hurt  me because you know that it pains me so much to see you lying?”

     “Could it be that you made a mistake and rather than admitting to that error, you try to cover up with a series of lies?”

      “Could it be that you are afraid to admit the truth and in your opinion admitting to a lie is less scary?”

      “Could it be that you do not see that telling the truth pays off while  telling a lie pays off?”

      Similar “could it be” questions can be constructed, observing carefully what the reaction is after each question.  As I have explained in a previous blog, the bodily reaction of a sudden reflex action, a loud laugh or twitch of the body called ‘recognition reflex’ is shown as an answer to the right question.  The tongue can lie but the body does not.

     We are not sure of the root cause of the behavior, we only can suspect based on our intuition and observation, hence we ask “could it be” questions.  We do not say, “I know why you are lying. You …..”  Asking ‘could it be’ gives the child some leeway to examine his/her motivation objectively.  This is also a sign of respect for the child that the final opinion is his or hers.  This whole series of activities leads to finding the mistaken goal for lying. Finding the cause ourselves leads to disclosing the mistaken goal to the child. Understanding why we do what we do removes the punch or power of the mistaken goal to urge us to act for the satisfaction of hurting somebody or disobeying our parents like unmasking the person hiding behind the costume. Specific steps can be taken to correct the mistaken notion the child holds subconsciously depending on what the child’s mistaken goal is.

      All behavior has a purpose.  When the goal is to please the family, the actions are also wholesome, acceptable, constructive and helpful.  If for some reason, the child does not feel accepted or not made to feel important in the family, or one is not good enough, the child adopts goals to bring attention to him/her.  Even getting punished gives the child attention.  It is better than being ignored.

      What then are we supposed to do? We first talk to the child one on one to build trust and begin the journey of understanding the cause for our behavior. A personal story can be shared. “I know I used to lie when I was nine telling the neighbors that I was treated like Cinderella by my sister.  Well, the neighbors repeated this story to my mother, which I did not count on.  I had no defense for that and discovered that it was not good to tell a lie.”

      Secondly, we make a point to meet as a family to discuss values.  Stories can be told during these meetings as a prelude to discussing values. When my son was four years old, he climbed over the makeshift desk to reach for the candy on the desk. The whole desk collapsed.  The desk was simply assembled by placing a sink cut-out on top of crates. He quickly ran out of sight.  Some time later, we told him a story about Bongo the mouse, something we just made up on the spot.  “Bongo was trying to get some candy that was way up high so he climbed up the chair and table to get to the candy. The chair fell and scared Bongo so he ran as fast as he could away from the table.” 

      Upon hearing the story, our son volunteered, “That was me trying to get the candy on the desk.”

       During the  family meeting, we brainstorm, making a list of what  the  family needs to work on so that we can work better.  A list is written.  We ask which of the items listed deserve to be discussed and worked on first.  The group asks for a consensus. Having selected on the topic, we ask for concrete examples of how we can reflect the desired value. We adjourn the meeting with a reminder for the next meeting the following week.  Important items on the meeting are recorded on a notebook. The meeting only lasts for 20 minutes.

       Working as a whole  family is recommended  because we do not want to single out the misbehaving child.  This also gives an educational opportunity for all. This also gives a forum for gathering as a family to bring cohesiveness and give support to whoever needs support at that time.

       The following  week, we ask for reports and applaud each effort made  towards the week’s goal.  Trying is even better than not being aware of the value we are working on.  We ask for a consensus if we stay on the same goal for the week or move on to the next topic.  When there are no problems to discuss, the family can plan fun things to do like a vacation, an outing, a concert, a delicious meal, a fun project or even taking portraits or making videos.  Just getting together, exchanging jokes, stories, anecdotes, quotations, poems, original compositions or any such activity bring family unity.

          Through family meetings, we understand:-
1)    a)  why we do things that we do which are annoying to others to get attention.
2)    b) why our stubbornness make our parents feel challenged with their authority to                                
           show  them  they can’t make us do what they want us to do (need for power)
3)    c) why we hurt their feelings ( need for revenge)
4)    d) why our actions reflect our feeling that we are not good enough (feeling of 
           inadequacy)
5)    e) why when we are not given due recognition for the good that we do, we gain
n d      significance by doing the wrong things 2) Maintaining Sanity In The Classroom:   Classroom Management Techniques

      In conclusion, lying or stealing is only a symptom of a deeper cause of feeling insignificant, inadequate or not being loved.  We do not feel a deep sense of family, of  belonging, so we feel dissociated from our family to think of going against our family values or even hurting them.  As parents, we do not add insult to injury by punishing the doer.  Rather, we embrace the child as a victim of our own neglect. 

      A story is told that Gandhi’s son one day had his daughter drop him off to do errands while she brings the car to the shop to be fixed.  She would pick him up once the car is fixed. The daughter went to a movie and got engrossed with the story that she forgot the time.  When she came to her senses, it had been four hours since she dropped the car off at the shop.  She picked up the car and then picked up her father.  She quickly made up stories why she was late, ‘it took a long time for the car to be fixed.’  The father contradicted her story saying that he had called the shop and it had been fixed two hours earlier. She was silent. She offered her father a ride home.  The father said to her, “No, I will walk home so I can think what in your upbringing caused you to lie to me.”  He walked while the daughter drove slowly beside him, keeping pace with him.  From that day on, she never lied again.

     We do not blame the misbehaving child. We start doing the appropriate action ourselves with love.  Love will show us the way.  With love comes understanding.  With understanding comes right action. With the combination of understanding and right action with love, we make the family happy once more and the child whole again.  Happy Valentine’s Day.
Maintaining Sanity In The Classroom: Classroom Management Techniques                                                             Children: The Challenge

Maintaining Sanity In The Classroom:    Children: The Challenge 
Classroom Management Techniques

Saturday, January 30, 2010

It's a Small World




It's a world of laughter, a world of tears.
It's a world of hopes, it's a world of fears.
There’s so much that we share
That it's time we're aware
it's a small world after all

CHORUS:
                                    It’s a small world after all
                                    It’s a small world after all
                                    It’s a small world after all
                                  It’s a small, small world.

There is just one moon and one golden sun
And a smile means friendship to everyone.
Though the mountains divide
And the oceans are wide
It's a small, small world

(chorus)
     
      
     My introduction to the song "It's A Small World" was not through a visit to Disneyland or Disney World.  I first saw the song published in the Instructor magazine, notes, lyrics and piano accompaniment.  I played it and liked it.  I taught it to my class of 3-6 year olds.  To my surprise, they already knew the song from watching "The Wonderful World of Disney." From that point on I just followed the child sense in me.
     When I visited Disneyland, I was so happy to see a long-play record.  The music shows how the same melody can be made into variations to reflect different lands, countries or cultures.  From that point on I was hooked on the theme of multicultural education.  
     I wrote a proposal for a summer camp for preschoolers with cultural enrichment as its main activity.  It was approved and 20 children enrolled.  Parents usually send their children to other camps to give them other types of experiences during the summer before starting school again in the fall. The interest for this topic was obviously high to choose this over outdoor activities. The summer camp was for six weeks.
     In the classroom I set up corners of the room to reflect a cultural setting mostly suggested by pictures and zig-saw puzzles. For Japan, a poster showing cherry blossoms decorates the wall.  I collected names of boys and girls from friends so children can pin them on as their identity for the day. I placed some bamboo poles with leaves on one corner. A mat to represent tatami covers the area and a low tea table sits on top of the tatami.  On the table sits a vase with a twig with cherry blossom we made.  Activities in the corner include wearing a kimono, bowing to one's partner before drinking "tea."  After the tea ceremony, the pair bow to each other, hung the kimonos and leave the area so others may have their turn.  
     Several individual activities can be pursued in the main classroom:  origami, flower arrangement, making tissue cherry blossoms on a twig, fit together a 30-piece zig-saw puzzle, coloring a Japanese flag, coloring the map of Japan, color a Japanese scene, looking at story books, playing "Sakura" with the bells, dressing up a cardboard doll with fabric and/or tissue paper.  During group activity time, we walk on the line to the music of "Sakura," take turns at twirling the umbrella in different positions while the music plays, listen to a story and dramatize it where possible.  At the end of the week we cook tempura and eat. 
     The same formula was followed for the other countries chosen. Whatever has been introduced stays for the remaining time of the camp. Children are free to revisit each area and repeat activities learned the week before.  Parents brought artifacts to share - dolls, costumes, fan.  At the end of the camp, everyone came in international costume and we all had a feast with the parents who brought in ethnic food.
     Several years later, I suggested to the Board of Directors as a fund-raising project, to sponsor a Children's International Festival. We would invite past students as well as current ones.  The response was overwhelming.  Tickets were sold to the guests. The auditorium was decked up with flags hung from the ceiling, food brought in by parents was served.  Each class performed one folk dance of a country of their choice and guest entertainers danced or sang. It was so successful that it became a school annual event.  Once I left the school and founded my own, I started the tradition of celebrating Children's International Festival. The Festival was an avenue to bring the community together, to showcase each class, to learn more about another country and just to have fun as a school.
     Going beyond the song and dance routine, the festival conveys a deeper meaning to me.  Let's go back to the song, let's read the first verse:

It's a world of laughter, a world of tears.
It's a world of hopes, it's a world of fear.
There’s so much that we share
That it's time we're aware
it's a small world after all

     Turn to your neighbor and ask: 
     What makes you happy? Sad? Afraid? Hopeful?

    Let's compare notes.  We are happy about the same things, sad about the same things, concerned, fearful about the same things and hopeful about the same things.  People all over the world are just like us. We have the same basic needs:
     Physical needs - food, clothing, shelter, warmth, health,
            light, safety
     Emotional/Social needs - to be accepted, to feel kinship or      
            sense of belonging, to see beauty
     Mental Needs - need to know, understand, communicate, 
            to be challenged
     Spiritual needs - to believe in something greater than                                 
            oneself, self realization, to lead a significant life.


    Let's read the second verse:  
                             There is just one moon and one golden sun
                            And a smile means friendship to everyone.
    Though the mountains divide
And the oceans are wide
It's a small world after all.


     It is quite meaningful to realize that the moon I see while I'm in Miami is the same moon I saw while I was in Fatima.  We belong to the same solar system, see the same sun and the same moon.  Although we are one planet, the geography is such that we are separated by mountains and rivers and oceans.  These natural barriers isolated us from one another so that we developed our own language and unique ways of living, our culture. From unity we have diversity. We may differ in the way we look, the color of our skin, the way we eat, dress, worship, - we bear in mind that not one color is superior to the other,  not one religion is truer than the other. We are all one, it's a small world after all. 

     Let's go over the fundamental needs of people and how we meet them:
     Food - book, "Bread, Bread, Bread"  by Ann Morris.
     Clothes - book, "Hat, Hat, Hat," by Ann Morris.
     Spiritual need - book, "The Kids Book of World Religions,"
            by Jennifer Glossop
     Art - book, "International Folk Crafts," by Ginger Scribner

     The social unit whether it is the family, community or culture seeks ways to form a cohesive group.  It is for this reason that festivals are celebrated to remind us of important events in our culture - Independence Day, Passover, fiestas. Songs, stories, proverbs, poems, dances, jokes -  shared by the community strengthen group identity and succinctly state the culture's values.
     The path of an individual in one's culture is in stages: In the first stage, one is a learner, an apprentice.  During the second stage, one is an active participant, a contributor to the welfare of the community.  During the third stage, one is a teacher whose duty is to pass on values, attitudes and skills to the next generation.
       Though the mountains divide and our oceans are wide, we have bridged across these barriers.  We now have a greater opportunity to be aware of other people's culture. Our awareness of the Native American Culture awakens in us the feeling that the earth is our mother, what happens to the earth, affects us all. From our American culture, we understand that indeed this is the land of opportunity but we need to work hard to benefit.  Our value of industry and work ethic are our core values.  Thriftiness is quite obvious with the Chinese culture.  Respect for elders is found in most Asian cultures.  The sacredness of things is practiced in India. Show of affection, love of family, beauty of form, cleanliness, politeness - all these are emphasized in one culture or another.  It's not that we do not practice these values but these values are more clearly seen in some cultures.  
     What values and skills are we passing on?  How do we accomplish this task?  Is it difficult to do?  Why or why not?
     What values should we stop passing on?  Please write two values you are passing on and two you are not passing down the next generation on the card provided.
     What does the phrase "It's a small world after all" mean to you?  
     As the world gets smaller, yes, we need more food, water, clean air, space, but what the world needs more than anything is love.
     

     
     

Thursday, January 28, 2010

Remembering the Songs of the Fabulous 50's



             
          While listening to WPBT’s “Songs of the 50’s”  program, I was transported back in time to the 50's while I was taking the course on technical drawing at Mapua Institute of Technology.

      It was my freshman year at the Doroteo Jose campus in 1956. While still struggling with the rudiments of using the T-square, drafting triangles and a whole set of drawing tools, I was now faced with the challenge of drawing perspectives of a house – top view, side view, front view.

            A lecture and demonstration was given by the instructor but the subject matter was too new to me that at the end of the lecture, I had no clue how to proceed.  Then from the jukebox blasting from across the street, I heard “My Prayer” by The Platters,  an apt song to remind me that all I know at this point was how to pray.  I went ahead and looked at the small-size blueprint and tried to make sense of where to begin. The song “ Great Pretender” came through the pipe and that reminded me that I was just really pretending to understand blueprint when in fact I didn’t. 

            My classmates  were seriously working on their drawing plates  while I waited for this agony to end listening to  "Twilight Time." I had to attend make-up classes since I could not finish the project during class hours and I could only work on those plates in class.  After several weeks of sharing my frustration with whoever might listen,  I found some help. A student of my father, a sophomore at that time, lent me her finished plates.  I studied  and tried to reproduce them  at  home so I could work faster on my plate in real time at school. I earned a grade of “3” equivalent to “C” in the first semester and improved in the second semester with a grade of “2.5” perhaps equivalent to "B" minus.  With technical drawing behind me, I could rejoice with the Crew Cuts with their song “Sh Boom”  and fly with exhilaration  with Dean Martin's  “Volare” so I have nothing but sweet dreams when I go to sleep with The Chordette's  “Mr. Sandman.”

             I may not have learned about perspectives that semester but I certainly learned how to use the drafting tools and have engraved the songs of the 50’s in my mind and in my heart.  I write this note with the McGuire Sisters,  “Sincerely.”




       Golden Hits             Sh-Boom: Where Swing Met Doo-Wop and Rock N Roll            Volare: Greatest Hits           Volare (Nel Blu Di Pinto Di Blu) (1998 Digital Remaster)         Mr. Sandman (1954 #1 Billboard chart hit)          Sincerely
                   1                                   2                                  3                                   4                               5                               6


          1)  Golden Hits  The Platters (Audio CD - Dec 2, 2003)
          2)  Sh-Boom: Where Swing Met Doo-Wop and Rock N Roll  The Crew Cuts (Audio CD - Mar 28, 2006)
          3)  Volare: Greatest Hits  Domenico Modugno (Audio CD - Aug 29, 2005)
          4)  Volare (Nel Blu Di Pinto Di Blu) (1998 Digital Remaster)  Dean Martin (MP3 Download)
          5)  Mr. Sandman (1954 #1 Billboard chart hit)   The Chordettes (MP3 Download)
          6)  Sincerely The McGuire Sisters (MP3 Download)