Radio Commentary
America’s schools are teaching young people how to succeed in a complex and ever-changing world.
They are helping young people look beyond the problems and find new opportunities.
The world is different, and so are our schools. In fact, schools are being transformed in subtle and not-so-subtle ways.
Many new techniques and new tools, like technology, are changing the way educators teach and students learn.
This is important if we are to compete in a global economy by using best practices to conquer modern challenges.
While schools are changing, community support and parental involvement remain key to the success of today’s students.
This is because America’s schools are everybody’s business. Their success is our nation’s best weapon against all future threats, be they economic, social, military, or strategic.
Take some time to visit a local school. See what’s going on.
Volunteer to help.
There’s no doubt that the future of our democracy and the health of our economy depend on what is happening in today’s classrooms.
Your support and assistance will make a tremendous difference.
Let’s all resolve to help.
Monday, November 30, 2015
Friday, November 27, 2015
Domestic abuse
Radio Commentary
Parents often underestimate what their children see and hear. It’s best to assume that children know everything that’s going on in the household.
This is especially the case with domestic abuse. It is estimated that 10 percent of children nationwide live in households where there are violent disagreements.
Even children who do not see violence first-hand are vulnerable to its effects. Overhearing emotional or physical abuse behind closed doors can increase a child’s risk for emotional and behavioral problems.
A child who is anxious about domestic abuse might not say anything, but is likely to act out by misbehaving at home or at school, crying excessively, or wetting the bed.
The best advice, if you are living with domestic abuse of any kind, is to get help right away.
Locally, CALM is a very good resource. The National Coalition Against Domestic Violence, at NCADV.org, also helps victims of violence.
It can also help to talk to a family or marriage therapist. It takes time to change or eliminate destructive patterns, so be patient.
You can learn to reconcile differences peacefully. The old rule that people should never go to sleep angry can be a powerful life lesson.
What’s important, for the sake of children affected by the situation, is to take the steps necessary to move forward as a family.
The safety of all involved should remain the primary concern.
Parents often underestimate what their children see and hear. It’s best to assume that children know everything that’s going on in the household.
This is especially the case with domestic abuse. It is estimated that 10 percent of children nationwide live in households where there are violent disagreements.
Even children who do not see violence first-hand are vulnerable to its effects. Overhearing emotional or physical abuse behind closed doors can increase a child’s risk for emotional and behavioral problems.
A child who is anxious about domestic abuse might not say anything, but is likely to act out by misbehaving at home or at school, crying excessively, or wetting the bed.
The best advice, if you are living with domestic abuse of any kind, is to get help right away.
Locally, CALM is a very good resource. The National Coalition Against Domestic Violence, at NCADV.org, also helps victims of violence.
It can also help to talk to a family or marriage therapist. It takes time to change or eliminate destructive patterns, so be patient.
You can learn to reconcile differences peacefully. The old rule that people should never go to sleep angry can be a powerful life lesson.
What’s important, for the sake of children affected by the situation, is to take the steps necessary to move forward as a family.
The safety of all involved should remain the primary concern.
Thursday, November 26, 2015
Giving thanks
Radio Commentary
There is an anonymous quote I’ve always liked. It says, “Without teachers there would be no other professions.”
The obvious meaning is that no one is born knowing a profession — someone had to teach practitioners what to do.
An equally important message imparted by the quote is that teaching itself is a profession. It requires just as much skill and training as any other career — maybe more so than many others.
As we celebrate this day of thanksgiving it is fitting to give thanks to the many unsung heroes and heroines in our midst, who make a difference every day in the lives of local children.
Teachers personify our society's belief that universal public education is key to meeting the challenges of a changing world.
They strive to make every classroom an exciting environment where productive and useful learning can take place and each student is encouraged to grow and develop.
Our teachers reach out to foster the well-being of each student, regardless of ability, background, race, ethnicity or religion. Teachers also motivate students to find new directions in life and reach high levels of achievement.
We are thankful for all they do, and for the support from parents, business leaders, and members of the community, that is so vital to their work. Thank you all.
There is an anonymous quote I’ve always liked. It says, “Without teachers there would be no other professions.”
The obvious meaning is that no one is born knowing a profession — someone had to teach practitioners what to do.
An equally important message imparted by the quote is that teaching itself is a profession. It requires just as much skill and training as any other career — maybe more so than many others.
As we celebrate this day of thanksgiving it is fitting to give thanks to the many unsung heroes and heroines in our midst, who make a difference every day in the lives of local children.
Teachers personify our society's belief that universal public education is key to meeting the challenges of a changing world.
They strive to make every classroom an exciting environment where productive and useful learning can take place and each student is encouraged to grow and develop.
Our teachers reach out to foster the well-being of each student, regardless of ability, background, race, ethnicity or religion. Teachers also motivate students to find new directions in life and reach high levels of achievement.
We are thankful for all they do, and for the support from parents, business leaders, and members of the community, that is so vital to their work. Thank you all.
Wednesday, November 25, 2015
Eating disorders
Radio Commentary
Media coverage of eating disorders has generally improved, but unrealistic body images continue to appear. The pressures to be thin are very great, especially for girls.
The state PTA warns that between five and 10 million Americans have eating disorders, mostly teens and young adults.
Anorexia is a fear of becoming fat, coupled with an unrealistic body image that leads people to restrict severely the amount of food they eat.
Bulimia involves bingeing and purging — eating excessive amounts of food and then forcing it out.
Eating disorders all involve preoccupations with weight and food. But they are often rooted in other issues, compensating for aspects of life that appear to be out of control.
Many young people who suffer from these disorders also have feelings of inadequacy, troubled relationships, or a history of being teased because of weight.
Parents should teach children positive and healthy attitudes toward their bodies.
Media coverage of celebrity eating issues can offer a good chance to ask your children what they think.
Be sure to point out that healthy, fit bodies don’t all look the same.
Experts say parents who are worried should communicate their concerns without judgment and without oversimplifying the issue. Express support and seek professional treatment if necessary. These issues can be serious.
Media coverage of eating disorders has generally improved, but unrealistic body images continue to appear. The pressures to be thin are very great, especially for girls.
The state PTA warns that between five and 10 million Americans have eating disorders, mostly teens and young adults.
Anorexia is a fear of becoming fat, coupled with an unrealistic body image that leads people to restrict severely the amount of food they eat.
Bulimia involves bingeing and purging — eating excessive amounts of food and then forcing it out.
Eating disorders all involve preoccupations with weight and food. But they are often rooted in other issues, compensating for aspects of life that appear to be out of control.
Many young people who suffer from these disorders also have feelings of inadequacy, troubled relationships, or a history of being teased because of weight.
Parents should teach children positive and healthy attitudes toward their bodies.
Media coverage of celebrity eating issues can offer a good chance to ask your children what they think.
Be sure to point out that healthy, fit bodies don’t all look the same.
Experts say parents who are worried should communicate their concerns without judgment and without oversimplifying the issue. Express support and seek professional treatment if necessary. These issues can be serious.
Tuesday, November 24, 2015
How parents can help
Radio Commentary
Sparking a child’s curiosity can be key to lifelong learning. Parents can help.
Make up trivia games that you can all play regularly, even when you’re on the run. Give children a chance to experiment around the house with measuring, cooking, repairing broken items, and other activities that require finding and using information.
Also, be sure to know what’s going on at school. Attend school events. Your presence will show your children that you’re interested in their school life and value it.
Ask children for detailed descriptions of what they’re studying and doing at school.
You should also help children establish a sense of ethics. Have the courage to say NO when children’s interests are not acceptable.
As children get older, continue to uphold firm, clear limits. But gradually give them more chances to make choices and live with the consequences.
It is easier to set these standards in first and second grades than in preteen years. But there are also ways to encourage preteens to stick to standards of behavior.
Teach children of all ages to say “thank you” and write thank-you letters when appropriate. Tell them stories of justice. Teach them that there is a right and a wrong way to do things.
In these areas, parents are the most important teachers of all.
Sparking a child’s curiosity can be key to lifelong learning. Parents can help.
Make up trivia games that you can all play regularly, even when you’re on the run. Give children a chance to experiment around the house with measuring, cooking, repairing broken items, and other activities that require finding and using information.
Also, be sure to know what’s going on at school. Attend school events. Your presence will show your children that you’re interested in their school life and value it.
Ask children for detailed descriptions of what they’re studying and doing at school.
You should also help children establish a sense of ethics. Have the courage to say NO when children’s interests are not acceptable.
As children get older, continue to uphold firm, clear limits. But gradually give them more chances to make choices and live with the consequences.
It is easier to set these standards in first and second grades than in preteen years. But there are also ways to encourage preteens to stick to standards of behavior.
Teach children of all ages to say “thank you” and write thank-you letters when appropriate. Tell them stories of justice. Teach them that there is a right and a wrong way to do things.
In these areas, parents are the most important teachers of all.
Monday, November 23, 2015
Find the positive
Radio Commentary
Negativity appears everywhere in media reports, because conflict makes news.
Violence and negativity also appear in movies, games, and music videos, mostly because the manufacturers consider it entertaining — and because they are rewarded financially by producing this sort of content.
This negative bombardment can give a false impression to young people that the world around them is not very positive.
For this reason, it’s important to find time to talk with children about good things.
Focus especially on what is positive in their neighborhood and their school.
Positive stories surround us if we make a point of looking for them – neighbors who’ve helped other neighbors, people who support worthy causes, and so forth.
It’s also very clear from the research that developing a positive attitude in school-age children is important to success in the classroom.
In fact, hearing positive news can help your child feel good about school in general and schoolwork in particular.
Make it a special point to share your enthusiasm about students who help out and make a difference in the community.
By holding up those young people as a model, your children may then strive to be one of them.
That’s how the chain of compassion begins, and that’s how we can help pass it along for future generations.
Negativity appears everywhere in media reports, because conflict makes news.
Violence and negativity also appear in movies, games, and music videos, mostly because the manufacturers consider it entertaining — and because they are rewarded financially by producing this sort of content.
This negative bombardment can give a false impression to young people that the world around them is not very positive.
For this reason, it’s important to find time to talk with children about good things.
Focus especially on what is positive in their neighborhood and their school.
Positive stories surround us if we make a point of looking for them – neighbors who’ve helped other neighbors, people who support worthy causes, and so forth.
It’s also very clear from the research that developing a positive attitude in school-age children is important to success in the classroom.
In fact, hearing positive news can help your child feel good about school in general and schoolwork in particular.
Make it a special point to share your enthusiasm about students who help out and make a difference in the community.
By holding up those young people as a model, your children may then strive to be one of them.
That’s how the chain of compassion begins, and that’s how we can help pass it along for future generations.
Friday, November 20, 2015
SIDS awareness
Radio Commentary
Sudden Infant Death Syndrome, known by the acronym SIDS, is a tragedy, and a mystery. Despite years of research, its exact causes remain unknown.
It is defined as the sudden death of an infant, younger than a year old, that can’t be explained after a thorough medical investigation.
In California, SIDS is the second-leading cause of death for children between 28 days and a year old. However, parents can take steps to reduce the risks.
The American Academy of Pediatrics has these recommendations:
We don’t yet have a way to prevent Sudden Infant Death Syndrome, but these steps have greatly decreased the number of deaths. If you have questions, ask your doctor for advice.
Sudden Infant Death Syndrome, known by the acronym SIDS, is a tragedy, and a mystery. Despite years of research, its exact causes remain unknown.
It is defined as the sudden death of an infant, younger than a year old, that can’t be explained after a thorough medical investigation.
In California, SIDS is the second-leading cause of death for children between 28 days and a year old. However, parents can take steps to reduce the risks.
The American Academy of Pediatrics has these recommendations:
- Pregnant women should receive regular prenatal care. They also should avoid tobacco smoke, alcohol, and illicit drugs both during pregnancy and after the birth.
- Don’t let anyone smoke in an infant’s presence.
- When it’s time to sleep, lay your baby on his back, not his stomach, on a firm surface.
- Share a room, but not a bed, with your infant, and keep all soft objects out of the baby’s sleeping area.
- Don’t let your baby get overheated while sleeping.
We don’t yet have a way to prevent Sudden Infant Death Syndrome, but these steps have greatly decreased the number of deaths. If you have questions, ask your doctor for advice.
Thursday, November 19, 2015
Joy of reading
Radio Commentary
Columbia University professor Lucy Calkins inspired a generation of teachers to help young children become better writers.
One of her books is a parents’ guide to raising lifelong learners, and it offers some very good advice.
Her basic counsel is that good things come to those who read. If children read avidly and read a lot, they will write better, spell better, they will know more, and they will care more.
For parents, it is critical not only to support reading, but also to do it the appropriate way.
She paints two different pictures to illustrate her point. In the first scenario, the parent asks a child arriving home from school if she has any homework. The child says, “Yes, I need to read.”
The parent says, “It’s good to get your homework done right away. Why don’t you go to your room, sit at your desk, and do your reading? It really matters. That’s how you get ahead — by reading.”
That’s one way to support reading. Here’s another: The parent greets the child by saying, “You’ve had a really long day at school. I bet you’re ready for time to rest and snuggle. Why don’t we each get our books and read here on the sofa? I’m in the middle of mine now.”
“I don’t know that book you’re reading. What’s it like? You are so lucky to have teachers point you to great books like that.”
The professor says that while both approaches support reading, the second conveys the message that reading is one of life’s great gifts.
And that can make all the difference.
Columbia University professor Lucy Calkins inspired a generation of teachers to help young children become better writers.
One of her books is a parents’ guide to raising lifelong learners, and it offers some very good advice.
Her basic counsel is that good things come to those who read. If children read avidly and read a lot, they will write better, spell better, they will know more, and they will care more.
For parents, it is critical not only to support reading, but also to do it the appropriate way.
She paints two different pictures to illustrate her point. In the first scenario, the parent asks a child arriving home from school if she has any homework. The child says, “Yes, I need to read.”
The parent says, “It’s good to get your homework done right away. Why don’t you go to your room, sit at your desk, and do your reading? It really matters. That’s how you get ahead — by reading.”
That’s one way to support reading. Here’s another: The parent greets the child by saying, “You’ve had a really long day at school. I bet you’re ready for time to rest and snuggle. Why don’t we each get our books and read here on the sofa? I’m in the middle of mine now.”
“I don’t know that book you’re reading. What’s it like? You are so lucky to have teachers point you to great books like that.”
The professor says that while both approaches support reading, the second conveys the message that reading is one of life’s great gifts.
And that can make all the difference.
Wednesday, November 18, 2015
Helping children navigate challenging times
By Bill Cirone
Like millions of people around the world, I watched TV coverage of the chaos and carnage in Paris with growing revulsion and dread. My heart went out to the victims and family members of those so profoundly affected by such barbarism and terror.
In a thoughtful Time magazine article on the impact of tragedies on children, columnist Belinda Luscombe pointed out that when terrible events such as the attacks in Paris happen, parents’ immediate instinct may be to shield their children from them. While this is perfectly natural, especially for preschool-aged children, it may not always be the best approach, according to experts.
She cites advice from Harold Koplewicz, president of the Child Mind Institute. “It’s very likely that your child will hear about what happened,” Koplewicz says, “and it’s best that it comes from you so that you are able to answer any questions, convey the facts, and set the emotional tone.”
When kids remain afraid despite your reassurances, psychologist Paul Coleman, author of Finding Peace When Your Heart Is in Pieces, offers the helpful acrostic “SAFE” as a toolbox for things to do when it comes to interacting with your unsettled children.
S: Search for hidden questions or fears. Parents should not be afraid to inquire what other anxieties or concerns are besetting their children, and to ask about the nature of the conversations they are partaking in with their peers. “The goal is to not assume your child is okay because it would make you—the parent—more at ease to believe that is so,” Coleman says. “Some children may not speak up about their fears or may be unable to articulate them without a parent’s willingness to ask questions.”
A: Act. This point may seem elementary, but it warrants emphasis. It is vital that parents maintain their normal routine and activities, from wake-up to homework to bedtime rituals. But it can also be a great opportunity to impart on them the value of doing small things for friends, families, and neighbors. “It is a good time to have them do kind things for others,” says Coleman. Whether it’s helping an elderly neighbor down the steps or doing something for a stranger, those acts can remind them “that there are kindnesses in this world,” despite what the headlines might suggest. In so doing, parents can mitigate the feelings of helplessness their children may have.
F: Feel feelings. “Let them know their feelings make sense,” says Coleman. “Saying ‘There is nothing to worry about,’ teaches them that you may not be the person to speak to about their fears.” Allowing children an opportunity to talk about what’s going on in their heads can help them organize the chaos, and it also allows parents to demonstrate patience and compassion.
E: Ease Minds. Once children have talked through the range of their uncertainties, it is time for parents to allay their concerns further by reminding them of all the people who endeavor to do good, regardless of the circumstances. “Reassure them that there are good people trying to help others and prevent future attacks,” says Coleman.
Coleman’s advice here puts me in mind of an anecdote from the late Fred Rodgers for times like these. In Mister Rogers' Parenting Book: Helping To Understand Your Young Child, Rogers recalls an admonition his mother imparted on him when he would see, read, or hear about something unsettling in the news. “Look for the helpers,” she told him. “You will always find people who are helping.”
Rogers went on to say that this reminder from his mother proved to be a repeated source of comfort and consolation to him—especially in times of great unrest or disaster. There are indeed helpers all around us, as witnessed by the focused, selfless actions demonstrated by the first responders to the terror in Paris.
While continued coverage of these awful events can become an emotional drain, it is important to underscore that nearly all experts agree: the top priority for parents should be allotting extra time to their children. “The best thing you can do as a parent is be available,” says Koplewicz. “Just spending time with them and reassuring them that an event like this is unusual can make a huge difference.”
Like millions of people around the world, I watched TV coverage of the chaos and carnage in Paris with growing revulsion and dread. My heart went out to the victims and family members of those so profoundly affected by such barbarism and terror.
In a thoughtful Time magazine article on the impact of tragedies on children, columnist Belinda Luscombe pointed out that when terrible events such as the attacks in Paris happen, parents’ immediate instinct may be to shield their children from them. While this is perfectly natural, especially for preschool-aged children, it may not always be the best approach, according to experts.
She cites advice from Harold Koplewicz, president of the Child Mind Institute. “It’s very likely that your child will hear about what happened,” Koplewicz says, “and it’s best that it comes from you so that you are able to answer any questions, convey the facts, and set the emotional tone.”
When kids remain afraid despite your reassurances, psychologist Paul Coleman, author of Finding Peace When Your Heart Is in Pieces, offers the helpful acrostic “SAFE” as a toolbox for things to do when it comes to interacting with your unsettled children.
S: Search for hidden questions or fears. Parents should not be afraid to inquire what other anxieties or concerns are besetting their children, and to ask about the nature of the conversations they are partaking in with their peers. “The goal is to not assume your child is okay because it would make you—the parent—more at ease to believe that is so,” Coleman says. “Some children may not speak up about their fears or may be unable to articulate them without a parent’s willingness to ask questions.”
A: Act. This point may seem elementary, but it warrants emphasis. It is vital that parents maintain their normal routine and activities, from wake-up to homework to bedtime rituals. But it can also be a great opportunity to impart on them the value of doing small things for friends, families, and neighbors. “It is a good time to have them do kind things for others,” says Coleman. Whether it’s helping an elderly neighbor down the steps or doing something for a stranger, those acts can remind them “that there are kindnesses in this world,” despite what the headlines might suggest. In so doing, parents can mitigate the feelings of helplessness their children may have.
F: Feel feelings. “Let them know their feelings make sense,” says Coleman. “Saying ‘There is nothing to worry about,’ teaches them that you may not be the person to speak to about their fears.” Allowing children an opportunity to talk about what’s going on in their heads can help them organize the chaos, and it also allows parents to demonstrate patience and compassion.
E: Ease Minds. Once children have talked through the range of their uncertainties, it is time for parents to allay their concerns further by reminding them of all the people who endeavor to do good, regardless of the circumstances. “Reassure them that there are good people trying to help others and prevent future attacks,” says Coleman.
Coleman’s advice here puts me in mind of an anecdote from the late Fred Rodgers for times like these. In Mister Rogers' Parenting Book: Helping To Understand Your Young Child, Rogers recalls an admonition his mother imparted on him when he would see, read, or hear about something unsettling in the news. “Look for the helpers,” she told him. “You will always find people who are helping.”
Rogers went on to say that this reminder from his mother proved to be a repeated source of comfort and consolation to him—especially in times of great unrest or disaster. There are indeed helpers all around us, as witnessed by the focused, selfless actions demonstrated by the first responders to the terror in Paris.
While continued coverage of these awful events can become an emotional drain, it is important to underscore that nearly all experts agree: the top priority for parents should be allotting extra time to their children. “The best thing you can do as a parent is be available,” says Koplewicz. “Just spending time with them and reassuring them that an event like this is unusual can make a huge difference.”
Children’s contract
Radio Commentary
The future of any society is bound tightly to how it treats its children.
A contract created for American children promises the following:
The future of any society is bound tightly to how it treats its children.
A contract created for American children promises the following:
- We promise to consider children’s well-being first in evaluating health and welfare reforms or other national policy.
- We promise to ensure that all children get the basics they need to grow up healthy.
- We promise all children a chance to achieve their potential, and we encourage parents to help by becoming active partners in their children’s education.
- We promise to reduce children’s exposure to violence — on TV, on our streets, and in our homes.
- We promise to help families stay together and help young people understand the rewards and responsibilities of parenting.
- We promise to help working families stay out of poverty.
- We promise to support families by making sure that education and job training are available to people of all means.
- We promise to provide young people with places to go and things to do that will help them act responsibly.
- We promise to support all children’s healthy development.
- We promise to hold our elected leaders accountable for safeguarding the future of America’s children.
Tuesday, November 17, 2015
Solving problems
Radio Commentary
Decision-making and problem solving are important skills to teach your child.
Talk with children about challenges they encounter. Helping them create a list of possible responses to a variety of situations can be a great learning tool.
Set up “what if” scenarios when children tell you how they might handle or deal with certain situations or problems. Brainstorm strategies and options as you show them how to take steps to tackle an obstacle.
It will allow them to feel confident about solving a problem or making a difficult decision.
Be sure to follow through when you are confronted with a problem and show your children the approach you use. Tell them about the tough decisions you have to make.
Realizing that everyone faces similar experiences makes children feel less frightened and helps them become better prepared.
When you’ve handled something you never thought you could, you really feel stronger and more self-confident. This is what really builds self-esteem.
Young people who experience these feelings are much more willing to face new challenges with confidence.
Remember: Don’t just handle problems for your children or make their decisions for them.
Teach them the decision-making skills they’ll need to solve problems on their own. This is an important skill that will last a lifetime.
Decision-making and problem solving are important skills to teach your child.
Talk with children about challenges they encounter. Helping them create a list of possible responses to a variety of situations can be a great learning tool.
Set up “what if” scenarios when children tell you how they might handle or deal with certain situations or problems. Brainstorm strategies and options as you show them how to take steps to tackle an obstacle.
It will allow them to feel confident about solving a problem or making a difficult decision.
Be sure to follow through when you are confronted with a problem and show your children the approach you use. Tell them about the tough decisions you have to make.
Realizing that everyone faces similar experiences makes children feel less frightened and helps them become better prepared.
When you’ve handled something you never thought you could, you really feel stronger and more self-confident. This is what really builds self-esteem.
Young people who experience these feelings are much more willing to face new challenges with confidence.
Remember: Don’t just handle problems for your children or make their decisions for them.
Teach them the decision-making skills they’ll need to solve problems on their own. This is an important skill that will last a lifetime.
Monday, November 16, 2015
Fellowship lesson
Radio Commentary
The 25 lessons for life written by Marian Wright Edelman could be a syllabus for everyone’s schooling.
As president of the Children’s Defense Fund, she wrote the book for her own children, but they truly stand the test of time for all.
One lesson, for example, cuts to the heart of many of our nation’s problems.
She writes: “Remember, and help America remember, that the fellowship of human beings is more important than the fellowship of race and class and gender in a democratic society.”
She writes to her children: “Be decent and fair and insist that others be so in your presence.”
She asks how long our nation will take before it understands that its ability to compete and lead in the world is bound as tightly to its poor and nonwhite children, as it is to its white and privileged ones.
When it comes to building a decent and just America for all our children, Edelman says:
“We are not all equally guilty, but we are all equally responsible.”
Certainly these are important words for all children to hear and absorb, and important thoughts for the adults who impart this powerful message.
The 25 lessons for life written by Marian Wright Edelman could be a syllabus for everyone’s schooling.
As president of the Children’s Defense Fund, she wrote the book for her own children, but they truly stand the test of time for all.
One lesson, for example, cuts to the heart of many of our nation’s problems.
She writes: “Remember, and help America remember, that the fellowship of human beings is more important than the fellowship of race and class and gender in a democratic society.”
She writes to her children: “Be decent and fair and insist that others be so in your presence.”
She asks how long our nation will take before it understands that its ability to compete and lead in the world is bound as tightly to its poor and nonwhite children, as it is to its white and privileged ones.
When it comes to building a decent and just America for all our children, Edelman says:
“We are not all equally guilty, but we are all equally responsible.”
Certainly these are important words for all children to hear and absorb, and important thoughts for the adults who impart this powerful message.
Friday, November 13, 2015
Day of Farm Worker set for Dec. 6
News release
The arduous work of the agricultural worker will be celebrated during the Day of the Farm Worker, a free event sponsored by the Santa Barbara County Education Office’s Migrant Education Program and its community partners, from 10 a.m. to 3 p.m. on Sunday, Dec. 6 at the Santa Maria Fairpark.
This family event will provide attendees access to free medical, dental and vision exams, physical activity and healthy meal demonstrations, recreational activities for children, and free clothes and books. Community agencies will provide information on education, nutrition, legal, and community services available. Food will be available for purchase.
“We all benefit from the wonderful gifts agricultural workers provide to our own families: meats, vegetables, fruits, dairy, seeds, nuts, grains, eggs, and much more. It is fitting that we pay tribute to their hard work and accomplishments,” said County Superintendent Bill Cirone, whose office coordinates the event. “Local businesses and organizations also benefit from the products and services consumed by agricultural workers and their families,” he said.
The Migrant Education Program is a national program that provides educational, health, and social support services to eligible children and young adults from birth to 21 years old. In 2014-15, California had more than 103,000 migrant children enrolled in its 20 regions. Region 18 serves Santa Barbara and San Luis Obispo counties, which are home to more than 2,200 migrant children and young adults. Information about whether a child qualifies for services is available by contacting the regional office in Santa Maria at 922-0788, or by asking a Migrant Education Services Specialist at the Day of the Farm Worker event.
“Our nation’s economy depends on the agricultural industry,” Cirone said. “We hope the community will join us in paying tribute to the workers of this vital industry.”
For more information, call the Migrant Education staff in Santa Maria at 922-0788.
The arduous work of the agricultural worker will be celebrated during the Day of the Farm Worker, a free event sponsored by the Santa Barbara County Education Office’s Migrant Education Program and its community partners, from 10 a.m. to 3 p.m. on Sunday, Dec. 6 at the Santa Maria Fairpark.
This family event will provide attendees access to free medical, dental and vision exams, physical activity and healthy meal demonstrations, recreational activities for children, and free clothes and books. Community agencies will provide information on education, nutrition, legal, and community services available. Food will be available for purchase.
“We all benefit from the wonderful gifts agricultural workers provide to our own families: meats, vegetables, fruits, dairy, seeds, nuts, grains, eggs, and much more. It is fitting that we pay tribute to their hard work and accomplishments,” said County Superintendent Bill Cirone, whose office coordinates the event. “Local businesses and organizations also benefit from the products and services consumed by agricultural workers and their families,” he said.
The Migrant Education Program is a national program that provides educational, health, and social support services to eligible children and young adults from birth to 21 years old. In 2014-15, California had more than 103,000 migrant children enrolled in its 20 regions. Region 18 serves Santa Barbara and San Luis Obispo counties, which are home to more than 2,200 migrant children and young adults. Information about whether a child qualifies for services is available by contacting the regional office in Santa Maria at 922-0788, or by asking a Migrant Education Services Specialist at the Day of the Farm Worker event.
“Our nation’s economy depends on the agricultural industry,” Cirone said. “We hope the community will join us in paying tribute to the workers of this vital industry.”
For more information, call the Migrant Education staff in Santa Maria at 922-0788.
Volunteer code
Radio Commentary
Volunteers make a huge difference in our public schools.
If done correctly, volunteering can provide invaluable help for students who are struggling. It can provide an extra set of hands, eyes, and ears to teachers who are working hard to meet the needs of all students.
To help volunteers do their job better, the state PTA created a code of ethics that includes the following items:
These items are good practices for all volunteers to keep in mind as they strive to make a difference for children.
And that, of course, is the bottom line for all of us.
Volunteers make a huge difference in our public schools.
If done correctly, volunteering can provide invaluable help for students who are struggling. It can provide an extra set of hands, eyes, and ears to teachers who are working hard to meet the needs of all students.
To help volunteers do their job better, the state PTA created a code of ethics that includes the following items:
- While I may lack assets my co-workers have, I will not let this make me feel inadequate, and will still help develop good teamwork. My help is valued and important.
- I will find out the best ways to serve the activity for which I’ve volunteered, and will offer as much as I can give, but not more.
- I must live up to my promise, and therefore will be careful that my agreement is so simple and clear it cannot be misunderstood.
- I will work with a professional attitude because I have an obligation to my task, to those who direct it, to my colleagues, to the students for whom it is done, and to the public.
These items are good practices for all volunteers to keep in mind as they strive to make a difference for children.
And that, of course, is the bottom line for all of us.
Thursday, November 12, 2015
2015-16 Care for Our Earth grants application deadline
News release
What do implementing a youth bicycle program, planting a drought-tolerant garden, and using solar kits to measure energy have in common? Envisioned by Santa Barbara County teachers and funded by Care for Our Earth grants, those environmental service projects were among dozens last year that showed local students the importance of saving energy, cutting traffic and pollution, and conserving water. Teachers — of grades K-12 — are again encouraged to apply for this year’s $300 Care for Our Earth grants.
Sample projects might include:
The grant program is a collaboration of the Santa Barbara County Education Office Teachers Network, Santa Barbara County Air Pollution Control District, the Santa Barbara County Water Agency, Pacific Gas and Electric Company, and Southern California Gas Company. Applications for 2015-2016 are due on Nov. 20 and can be found at www.teachersnetwork.sbceo.org.
Additional information about the Care for our Earth Grants for Teachers can be found at http://www.ourair.org/resources-for-teachers/#Care-Earth. For more information about how to apply, or for suggestions on project ideas, contact Steve Keithley of the Santa Barbara County Education Office at 964-4710, ext. 5281, or by email at skeithley@sbceo.org.
What do implementing a youth bicycle program, planting a drought-tolerant garden, and using solar kits to measure energy have in common? Envisioned by Santa Barbara County teachers and funded by Care for Our Earth grants, those environmental service projects were among dozens last year that showed local students the importance of saving energy, cutting traffic and pollution, and conserving water. Teachers — of grades K-12 — are again encouraged to apply for this year’s $300 Care for Our Earth grants.
Sample projects might include:
- a review of a school’s energy bills and a presentation of findings/recommendations
- a school-wide transportation survey to identify areas of greatest potential/solutions for greater efficiency
- an evaluation of water consumption at home to identify ways to reduce usage
The grant program is a collaboration of the Santa Barbara County Education Office Teachers Network, Santa Barbara County Air Pollution Control District, the Santa Barbara County Water Agency, Pacific Gas and Electric Company, and Southern California Gas Company. Applications for 2015-2016 are due on Nov. 20 and can be found at www.teachersnetwork.sbceo.org.
Additional information about the Care for our Earth Grants for Teachers can be found at http://www.ourair.org/resources-for-teachers/#Care-Earth. For more information about how to apply, or for suggestions on project ideas, contact Steve Keithley of the Santa Barbara County Education Office at 964-4710, ext. 5281, or by email at skeithley@sbceo.org.
Ethic of caring
Radio Commentary
An ethic of caring is worth fostering among our children if we want to live in a society that is compassionate and kind.
Research confirms what common sense tells us: the more young people value compassion, kindness, and helping people, the more likely they are to actually help out when the need arises.
That’s why it is important to promote values of caring in our communities, our schools, our families, and our congregations.
This is especially the case these days, when the media messages that bombard our young people are filled with conflicting values — violence, celebrity worship, materialism, and very little of the old-fashioned “sweet” stories young people used to hear and see at every turn.
It is unlikely a young person will develop caring values unless he or she is continually exposed to adults who model and reward them.
This includes parents and teachers, as well as a broad array of other adults and role models as well.
What’s more, it is critical that these values be reinforced in young people’s everyday lives in order to override the competing messages that surround them through music, videos, games, and television.
Though we live in a time when the country appears polarized and fragmented, the goal of fostering an ethic of caring is not impossible to achieve.
It will take a concerted effort among those who value that outcome. It is clear we ALL have our work cut out for us if we want to succeed. I, for one, feel deeply that it is worth the effort.
An ethic of caring is worth fostering among our children if we want to live in a society that is compassionate and kind.
Research confirms what common sense tells us: the more young people value compassion, kindness, and helping people, the more likely they are to actually help out when the need arises.
That’s why it is important to promote values of caring in our communities, our schools, our families, and our congregations.
This is especially the case these days, when the media messages that bombard our young people are filled with conflicting values — violence, celebrity worship, materialism, and very little of the old-fashioned “sweet” stories young people used to hear and see at every turn.
It is unlikely a young person will develop caring values unless he or she is continually exposed to adults who model and reward them.
This includes parents and teachers, as well as a broad array of other adults and role models as well.
What’s more, it is critical that these values be reinforced in young people’s everyday lives in order to override the competing messages that surround them through music, videos, games, and television.
Though we live in a time when the country appears polarized and fragmented, the goal of fostering an ethic of caring is not impossible to achieve.
It will take a concerted effort among those who value that outcome. It is clear we ALL have our work cut out for us if we want to succeed. I, for one, feel deeply that it is worth the effort.
Wednesday, November 11, 2015
Core values
Radio Commentary
Publisher Dwight Moody once said, “Character is what you are in the dark.”
In the current national climate of political attack and shrillness, it seems more important than ever to make sure our young people acquire the core values of honesty and decency.
The idea is not new. Several years ago major corporate employers rated the five employee traits that are most and least important to them.
The highest rankings were all “work ethic” items: arriving on time, not stealing, putting in a full day’s work, being reliable.
Interestingly, the lowest-rated items were academic background, knowledge and experience.
Author Rushworth Kidder reinforced these findings through his own research. He pointed to troublesome indications that adults’ ethics have been moving in the wrong direction.
Today we can cite hedge fund managers and a broad range of banking and white-collar fraud.
The good news is that a large portion of the public has noticed and seems to care.
Several schools throughout our county have been using constructive programs that provide values education.
The Anti-Defamation League’s programs, “A World of Difference,” and “No Place for Hate,” are excellent resource hubs for educators at every level. The common thread is that important values are selected, discussed, and practiced.
No single institution is responsible for the challenges that face our youth and adults today, and no one institution can solve the problems in isolation. I applaud our public schools for becoming an increasingly large part of the effort.
Publisher Dwight Moody once said, “Character is what you are in the dark.”
In the current national climate of political attack and shrillness, it seems more important than ever to make sure our young people acquire the core values of honesty and decency.
The idea is not new. Several years ago major corporate employers rated the five employee traits that are most and least important to them.
The highest rankings were all “work ethic” items: arriving on time, not stealing, putting in a full day’s work, being reliable.
Interestingly, the lowest-rated items were academic background, knowledge and experience.
Author Rushworth Kidder reinforced these findings through his own research. He pointed to troublesome indications that adults’ ethics have been moving in the wrong direction.
Today we can cite hedge fund managers and a broad range of banking and white-collar fraud.
The good news is that a large portion of the public has noticed and seems to care.
Several schools throughout our county have been using constructive programs that provide values education.
The Anti-Defamation League’s programs, “A World of Difference,” and “No Place for Hate,” are excellent resource hubs for educators at every level. The common thread is that important values are selected, discussed, and practiced.
No single institution is responsible for the challenges that face our youth and adults today, and no one institution can solve the problems in isolation. I applaud our public schools for becoming an increasingly large part of the effort.
Tuesday, November 10, 2015
Get involved
Radio Commentary
Any teacher will tell you: Children whose parents take an active role in their education usually do better in school, and seem to enjoy learning, and school, more than those who do not have much parental support.
They improve their skills and attitudes, develop self-confidence, and are generally better prepared for the future.
The difference comes from the message the child gets that the whole family is moving together toward the same goal.
The child gets the idea that education is important and what he or she is doing is valued.
Here are some suggestions for ways that parents can stay involved with their children’s schools throughout the school year.
• Continue to build a good relationship with your children’s teachers, the school’s principal, the guidance counselors, and other staff members at your children’s school.
• Take part in school activities: Be sure to go to Open Houses. Attend all parent-teacher conferences. Volunteer as an aide. Chaperone field trips. Join the Parent-Teacher Organization at your campus.
In short, do all you can to let the school know you support their mission and you’d like to help.
• Help your children make the most of their studies by making your home a place of learning.
• Show your child that you value education.
Stay involved! It can be one of the most rewarding and enriching experiences you’ll have. And as we all know, your children will be the beneficiaries.
Any teacher will tell you: Children whose parents take an active role in their education usually do better in school, and seem to enjoy learning, and school, more than those who do not have much parental support.
They improve their skills and attitudes, develop self-confidence, and are generally better prepared for the future.
The difference comes from the message the child gets that the whole family is moving together toward the same goal.
The child gets the idea that education is important and what he or she is doing is valued.
Here are some suggestions for ways that parents can stay involved with their children’s schools throughout the school year.
• Continue to build a good relationship with your children’s teachers, the school’s principal, the guidance counselors, and other staff members at your children’s school.
• Take part in school activities: Be sure to go to Open Houses. Attend all parent-teacher conferences. Volunteer as an aide. Chaperone field trips. Join the Parent-Teacher Organization at your campus.
In short, do all you can to let the school know you support their mission and you’d like to help.
• Help your children make the most of their studies by making your home a place of learning.
• Show your child that you value education.
Stay involved! It can be one of the most rewarding and enriching experiences you’ll have. And as we all know, your children will be the beneficiaries.
Monday, November 9, 2015
Call the teacher
Radio Commentary
If you suspect that your child is having a problem in school, in any area, how do you know when you should call your child’s teacher?
It might be useful to know that most teachers say they want to know what’s going on in their students’ lives.
Chances are that if you’ve noticed a problem, your child’s teacher has noticed something is wrong, too.
By working together, you and the teacher may be able to come up with a good solution for your child.
When should a parent call a teacher?
Call if you see a dramatic change in your child’s behavior — if a happy child becomes withdrawn, or a friendly child wants to be alone.
Call if your child’s grades drop suddenly, for no apparent reason.
You should also call if there’s been a change in your family. A new marriage, a divorce, or a new baby all can affect schoolwork and can indicate that other problems may follow if not addressed.
Good communication between teacher and parent can make a world of difference, and can provide the opportunity for a solution that is supported by all involved.
In the long run, your child gains the most from this type of collaboration.
If in doubt, make the call.
If you suspect that your child is having a problem in school, in any area, how do you know when you should call your child’s teacher?
It might be useful to know that most teachers say they want to know what’s going on in their students’ lives.
Chances are that if you’ve noticed a problem, your child’s teacher has noticed something is wrong, too.
By working together, you and the teacher may be able to come up with a good solution for your child.
When should a parent call a teacher?
Call if you see a dramatic change in your child’s behavior — if a happy child becomes withdrawn, or a friendly child wants to be alone.
Call if your child’s grades drop suddenly, for no apparent reason.
You should also call if there’s been a change in your family. A new marriage, a divorce, or a new baby all can affect schoolwork and can indicate that other problems may follow if not addressed.
Good communication between teacher and parent can make a world of difference, and can provide the opportunity for a solution that is supported by all involved.
In the long run, your child gains the most from this type of collaboration.
If in doubt, make the call.
Friday, November 6, 2015
Teaching self-confidence
Radio Commentary
Self-confidence enables young people to succeed in school, but it can be difficult to acquire and even harder to teach. However, parents can help nurture those skills and reap the rewards that result.
For example, children can be taught to respectfully question some conventional wisdom. There will always be those who say that something can’t be done. Help children identify the difference between those who have real wisdom and those who are just naysayers.
Emphasize that practical knowledge is just as important as learned knowledge, because knowledge lies at the heart of self-confidence. If children know how to do something, they will be more confident in their abilities.
Teach them that effort and persistence pave the road to success.
One of the most difficult things for young people to learn is that it’s OK to fail, as long as they can get back up and try again.
Find out what your child is good at, and encourage it. Success breeds self-confidence.
In school, children are required to take every subject, even those that are not their strengths. Those courses can cause frustration. Few humans of any age can be good at everything.
So be sure to focus your encouragement on the things your children do well, and don’t dwell too much on the areas where they might fall short, as long as you know they are working hard to master their challenges.
Show them that you believe they are successful. Knowing that YOU have confidence in them will help their own self-confidence.
Self-confidence enables young people to succeed in school, but it can be difficult to acquire and even harder to teach. However, parents can help nurture those skills and reap the rewards that result.
For example, children can be taught to respectfully question some conventional wisdom. There will always be those who say that something can’t be done. Help children identify the difference between those who have real wisdom and those who are just naysayers.
Emphasize that practical knowledge is just as important as learned knowledge, because knowledge lies at the heart of self-confidence. If children know how to do something, they will be more confident in their abilities.
Teach them that effort and persistence pave the road to success.
One of the most difficult things for young people to learn is that it’s OK to fail, as long as they can get back up and try again.
Find out what your child is good at, and encourage it. Success breeds self-confidence.
In school, children are required to take every subject, even those that are not their strengths. Those courses can cause frustration. Few humans of any age can be good at everything.
So be sure to focus your encouragement on the things your children do well, and don’t dwell too much on the areas where they might fall short, as long as you know they are working hard to master their challenges.
Show them that you believe they are successful. Knowing that YOU have confidence in them will help their own self-confidence.
Thursday, November 5, 2015
Managing anger
Radio Commentary
Everybody gets angry, but you can help your child take responsibility for heading off angry outbursts.
Start by asking your child what situations seem to make him angry. He might say:
Then brainstorm alternatives with your child about how to diffuse the emotions.
Ask, for example, “If you’re losing a game and you know that can make you angry, what might you do instead?”
One technique is to help think of a few phrases your child can repeat over and over until the anger subsides, such as, “It’s only a game,” or “I can stay cool about this.”
You should also help your child practice things he can say to others to avoid a situation where he’s likely to get angry.
He might say, for example, “I have to go home now,” or “I’m too mad to talk about this right now.”
Other suggestions to help a child control anger might include listening to music, running around the yard to wear off some energy, or writing a story about the situation.
With parents’ help, most children can learn to take responsibility for managing their anger before it gets out of hand.
Everybody gets angry, but you can help your child take responsibility for heading off angry outbursts.
Start by asking your child what situations seem to make him angry. He might say:
- When I lose a game.
- When someone says something untrue about me.
- When my little brother uses my things.
- When I want to do something that I can’t.
Then brainstorm alternatives with your child about how to diffuse the emotions.
Ask, for example, “If you’re losing a game and you know that can make you angry, what might you do instead?”
One technique is to help think of a few phrases your child can repeat over and over until the anger subsides, such as, “It’s only a game,” or “I can stay cool about this.”
You should also help your child practice things he can say to others to avoid a situation where he’s likely to get angry.
He might say, for example, “I have to go home now,” or “I’m too mad to talk about this right now.”
Other suggestions to help a child control anger might include listening to music, running around the yard to wear off some energy, or writing a story about the situation.
With parents’ help, most children can learn to take responsibility for managing their anger before it gets out of hand.
Wednesday, November 4, 2015
Giving speeches
Radio Commentary
Many young people dread giving speeches. Yet students will need to make presentations and will be called upon to speak up in class and answer questions.
One tool that parents can use to help ease their children’s fear and self-consciousness is to get them interested in reading great speeches.
Words can be inspirational. If young people can envision important figures giving a speech, they may be inspired to do the same. Being an effective communicator comes from practice and having good information.
You can provide feedback to your children to help them improve their skills.
First, make sure that children know that almost everyone is uncomfortable at one time or another when having to get up in front of people. Knowing this can help reduce their stress.
Many famous speeches have sparked an interest in poetry and public speaking: Among them are The Gettysburg Address, JFK’s inaugural address, The Declaration of Independence, and speeches by Winston Churchill and Dr. Martin Luther King, Jr.
Whatever your political views or personal tastes, share your favorite speeches and sayings. Have your children read them aloud, so they can become more comfortable speaking in front of others.
The next time they have to give a five-minute speech on someone they admire for their English class, it will be much easier and more fun because they’ve been practicing. And they’ll have many more ideas.
The self-confidence that can come from speaking up and sharing information with others is invaluable.
Many young people dread giving speeches. Yet students will need to make presentations and will be called upon to speak up in class and answer questions.
One tool that parents can use to help ease their children’s fear and self-consciousness is to get them interested in reading great speeches.
Words can be inspirational. If young people can envision important figures giving a speech, they may be inspired to do the same. Being an effective communicator comes from practice and having good information.
You can provide feedback to your children to help them improve their skills.
First, make sure that children know that almost everyone is uncomfortable at one time or another when having to get up in front of people. Knowing this can help reduce their stress.
Many famous speeches have sparked an interest in poetry and public speaking: Among them are The Gettysburg Address, JFK’s inaugural address, The Declaration of Independence, and speeches by Winston Churchill and Dr. Martin Luther King, Jr.
Whatever your political views or personal tastes, share your favorite speeches and sayings. Have your children read them aloud, so they can become more comfortable speaking in front of others.
The next time they have to give a five-minute speech on someone they admire for their English class, it will be much easier and more fun because they’ve been practicing. And they’ll have many more ideas.
The self-confidence that can come from speaking up and sharing information with others is invaluable.
Tuesday, November 3, 2015
What will you choose?
By Bill Cirone
Publisher Dwight Moody once said, “Character is what you are in the dark.”
In the current national climate of political attack and shrillness, it seems more important than ever to make sure our young people learn the core values of honesty and decency.
The idea is not new. Several years ago major corporate employers rated the five employee traits that are most and least important to them.
The highest rankings were all “work ethic” items: arriving on time, not stealing, putting in a full day’s work, being reliable.
Interestingly, the lowest-rated items were academic pedigree, knowledge, and experience.
The late Rushworth Kidder, author of Moral Courage, reinforced these findings through his own research. He pointed to troublesome indications that adults’ ethics have been moving in the wrong direction.
Today we can cite hedge fund managers and a broad range of banking and white-collar fraud as examples of unethical behaviors that send the wrong messages to young people.
The good news is that a large portion of the public has noticed this gradual degradation, and seems to care.
Several schools throughout our county have been using constructive programs that provide values education.
The Anti-Defamation League’s “A World of Difference” Institute, and its “No Place for Hate” initiative in particular, are excellent resource hubs for educators at every level. The Institute “recognizes that attitudes and beliefs affect actions,” they write on their website, “and that each of us can have an impact on others, and ultimately, on the world in which we live.”
The common thread is that important values are selected, discussed, and practiced.
No single institution is responsible for the challenges that face our youth and adults today, and no one institution can solve the problems in isolation. I applaud our public schools for becoming an increasingly large part of the effort.
An ethic of caring.
It may seem obvious, but it nonetheless should be stated explicitly: an ethic of caring is worth fostering among our children if we want to live in a society that is compassionate and kind.
Research confirms what common sense tells us: the more young people value compassion, kindness, and helping people, the more likely they are to actually help out when the need arises.
That’s why it is important to promote values of caring in our communities, our schools, our families, and our congregations.
This is especially the case these days, when the media messages that bombard our young people are filled with themes we would just as soon have our children shun: violence, celebrity worship, materialism.
It is unlikely a young person will develop caring values unless he or she is continually exposed to adults who model and reward them.
This includes parents and teachers, as well as a broad array of other adults and role models as well.
On Oct. 27 and 28, nearly 1,500 junior high school students in Santa Barbara County were provided with one such model. Former Santa Barbara resident and current sophomore at New York University Aija Mayrock addressed four separate assemblies at four different schools to talk about her experiences being bullied as a young teenager.
“I am not what happened to me,” she told her young audience. “I am what I choose to become.” With crowds the size Mayrock was addressing, there were doubtless many there with whom her compassionate, empowering message resonated. Later, she added, “I want to be who I needed when I was younger.”
It is critical that values like the ones Aija Mayrock, the ADL, and others are promoting be reinforced in young people’s everyday lives, in order to override the competing messages that surround them through music, videos, games, and television.
Though we live in a time when the country appears polarized and fragmented, the goal of fostering an ethic of caring is not impossible to achieve.
It will take a concerted effort among those who value that outcome. It is clear we ALL have our work cut out for us if we want to succeed. I, for one, feel deeply that it is worth the effort.
Publisher Dwight Moody once said, “Character is what you are in the dark.”
In the current national climate of political attack and shrillness, it seems more important than ever to make sure our young people learn the core values of honesty and decency.
The idea is not new. Several years ago major corporate employers rated the five employee traits that are most and least important to them.
The highest rankings were all “work ethic” items: arriving on time, not stealing, putting in a full day’s work, being reliable.
Interestingly, the lowest-rated items were academic pedigree, knowledge, and experience.
The late Rushworth Kidder, author of Moral Courage, reinforced these findings through his own research. He pointed to troublesome indications that adults’ ethics have been moving in the wrong direction.
Today we can cite hedge fund managers and a broad range of banking and white-collar fraud as examples of unethical behaviors that send the wrong messages to young people.
The good news is that a large portion of the public has noticed this gradual degradation, and seems to care.
Several schools throughout our county have been using constructive programs that provide values education.
The Anti-Defamation League’s “A World of Difference” Institute, and its “No Place for Hate” initiative in particular, are excellent resource hubs for educators at every level. The Institute “recognizes that attitudes and beliefs affect actions,” they write on their website, “and that each of us can have an impact on others, and ultimately, on the world in which we live.”
The common thread is that important values are selected, discussed, and practiced.
No single institution is responsible for the challenges that face our youth and adults today, and no one institution can solve the problems in isolation. I applaud our public schools for becoming an increasingly large part of the effort.
An ethic of caring.
It may seem obvious, but it nonetheless should be stated explicitly: an ethic of caring is worth fostering among our children if we want to live in a society that is compassionate and kind.
Research confirms what common sense tells us: the more young people value compassion, kindness, and helping people, the more likely they are to actually help out when the need arises.
That’s why it is important to promote values of caring in our communities, our schools, our families, and our congregations.
This is especially the case these days, when the media messages that bombard our young people are filled with themes we would just as soon have our children shun: violence, celebrity worship, materialism.
It is unlikely a young person will develop caring values unless he or she is continually exposed to adults who model and reward them.
This includes parents and teachers, as well as a broad array of other adults and role models as well.
On Oct. 27 and 28, nearly 1,500 junior high school students in Santa Barbara County were provided with one such model. Former Santa Barbara resident and current sophomore at New York University Aija Mayrock addressed four separate assemblies at four different schools to talk about her experiences being bullied as a young teenager.
“I am not what happened to me,” she told her young audience. “I am what I choose to become.” With crowds the size Mayrock was addressing, there were doubtless many there with whom her compassionate, empowering message resonated. Later, she added, “I want to be who I needed when I was younger.”
It is critical that values like the ones Aija Mayrock, the ADL, and others are promoting be reinforced in young people’s everyday lives, in order to override the competing messages that surround them through music, videos, games, and television.
Though we live in a time when the country appears polarized and fragmented, the goal of fostering an ethic of caring is not impossible to achieve.
It will take a concerted effort among those who value that outcome. It is clear we ALL have our work cut out for us if we want to succeed. I, for one, feel deeply that it is worth the effort.
Free and reduced-price meals provided in national school lunch program at one community school of the county education office
News release
Peter B. FitzGerald Community School, a program of the Santa Barbara County Education Office’s Juvenile Court and Community Schools program, announced the policy for providing free and reduced-price meals for children served under the National School Lunch Program. The school or central office has a copy of the policy, which may be reviewed by any interested party.
The household size and income criteria that follows will be used to determine eligibility for free, reduced-price, or full-price meal benefits. Children from households whose income is at or below the levels shown are eligible for free or reduced-price meals.
Children who receive CalFresh, California Work Opportunity and Responsibility to Kids (CalWORKs), Kinship Guardianship Assistance Payments (Kin-GAP), or Food Distribution Program on Indian Reservations (FDPIR) benefits are automatically eligible for free meals regardless of the income of the household in which they reside.
To apply for free or reduced-price meal benefits, households must complete an application and return it to the school for processing. Applications may be submitted at any time during the school year. The information households provide on the application will be used to determine meal eligibility and may be verified at any time during the school year by school or program officials.
Requirements for school officials to determine eligibility for free and reduced-price benefits are as follows: For households receiving CalFresh, CalWORKs, Kin-GAP, or FDPIR benefits – applications need only include the enrolled child(ren)'s name, CalFresh, CalWORKs, Kin-GAP, or FDPIR case number, and the signature of an adult household member. All children in households that receive CalFresh, CalWORKS, Kin-GAP, or FDPIR are eligible for free meals, and if any child is not listed on the eligibility notice, that household should contact their school to have benefits extended to that child.
For households who do not list a CalFresh, CalWORKs, Kin-GAP, or FDPIR case number, the application must include the names of all household members, the amount and source of the income received by each household member, and the signature and corresponding last four digits of a Social Security number of an adult household member. If the household member who signs the application does not have a Social Security number, the household member must indicate on the application that a Social Security number is not available.
Under the provisions of the free and reduced-price meal policy, the determining official(s), as designated by the sponsor/agency, shall review applications and determine eligibility. Parents or guardians dissatisfied with the eligibility ruling may discuss the decision with the determining official on an informal basis. Parents may also make a formal request for an appeal hearing of the decision and may do so orally or in writing with the sponsor/agency’s hearing official. Parents or guardians should contact their child(ren)’s school(s) for specific information regarding the name of the determining official and/or hearing official for a specific school, agency, or district.
If a household member becomes unemployed or if the household size increases, the household should contact the school. Such changes may make the children of the household eligible for benefits if the household's income falls at or below the levels shown above.
Households that receive CalFresh, CalWORKs, Kin-GAP, or FDPIR benefits may not have to complete an Application for Free or Reduced-Price Meals or Free Milk. School officials will determine eligibility for free meals based on documentation obtained directly from the CalFresh, CalWORKs, Kin-GAP, or FDPIR office that a child is a member of a household currently receiving CalFresh or FDPIR benefits or an assistance unit receiving CalWORKs or Kin-GAP benefits. School officials will notify households of their eligibility, but those who do not want their child(ren) to receive free meals must contact the school. CalFresh, CalWORKs, Kin-GAP, and FDPIR households should complete an application if they are not notified of their eligibility within 10 calendar days.
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or by fax (202) 690-7442 or by email at program.intake@usda.gov. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish).
USDA is an equal opportunity provider and employer. Note: The only protected classes covered under the Child Nutrition Programs are race, color, national origin, sex, age, or disability.
Further information is available from the Santa Barbara County Education Office, Mark Leufkens, Juvenile Court and Community Schools, at 967-5307.
Peter B. FitzGerald Community School, a program of the Santa Barbara County Education Office’s Juvenile Court and Community Schools program, announced the policy for providing free and reduced-price meals for children served under the National School Lunch Program. The school or central office has a copy of the policy, which may be reviewed by any interested party.
The household size and income criteria that follows will be used to determine eligibility for free, reduced-price, or full-price meal benefits. Children from households whose income is at or below the levels shown are eligible for free or reduced-price meals.
Children who receive CalFresh, California Work Opportunity and Responsibility to Kids (CalWORKs), Kinship Guardianship Assistance Payments (Kin-GAP), or Food Distribution Program on Indian Reservations (FDPIR) benefits are automatically eligible for free meals regardless of the income of the household in which they reside.
Application forms are being distributed to all households with a letter informing them of the availability of free and reduced-price meals for enrolled children. Applications are also available at the principal's office at the school.
To apply for free or reduced-price meal benefits, households must complete an application and return it to the school for processing. Applications may be submitted at any time during the school year. The information households provide on the application will be used to determine meal eligibility and may be verified at any time during the school year by school or program officials.
Requirements for school officials to determine eligibility for free and reduced-price benefits are as follows: For households receiving CalFresh, CalWORKs, Kin-GAP, or FDPIR benefits – applications need only include the enrolled child(ren)'s name, CalFresh, CalWORKs, Kin-GAP, or FDPIR case number, and the signature of an adult household member. All children in households that receive CalFresh, CalWORKS, Kin-GAP, or FDPIR are eligible for free meals, and if any child is not listed on the eligibility notice, that household should contact their school to have benefits extended to that child.
For households who do not list a CalFresh, CalWORKs, Kin-GAP, or FDPIR case number, the application must include the names of all household members, the amount and source of the income received by each household member, and the signature and corresponding last four digits of a Social Security number of an adult household member. If the household member who signs the application does not have a Social Security number, the household member must indicate on the application that a Social Security number is not available.
Under the provisions of the free and reduced-price meal policy, the determining official(s), as designated by the sponsor/agency, shall review applications and determine eligibility. Parents or guardians dissatisfied with the eligibility ruling may discuss the decision with the determining official on an informal basis. Parents may also make a formal request for an appeal hearing of the decision and may do so orally or in writing with the sponsor/agency’s hearing official. Parents or guardians should contact their child(ren)’s school(s) for specific information regarding the name of the determining official and/or hearing official for a specific school, agency, or district.
If a household member becomes unemployed or if the household size increases, the household should contact the school. Such changes may make the children of the household eligible for benefits if the household's income falls at or below the levels shown above.
Households that receive CalFresh, CalWORKs, Kin-GAP, or FDPIR benefits may not have to complete an Application for Free or Reduced-Price Meals or Free Milk. School officials will determine eligibility for free meals based on documentation obtained directly from the CalFresh, CalWORKs, Kin-GAP, or FDPIR office that a child is a member of a household currently receiving CalFresh or FDPIR benefits or an assistance unit receiving CalWORKs or Kin-GAP benefits. School officials will notify households of their eligibility, but those who do not want their child(ren) to receive free meals must contact the school. CalFresh, CalWORKs, Kin-GAP, and FDPIR households should complete an application if they are not notified of their eligibility within 10 calendar days.
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or by fax (202) 690-7442 or by email at program.intake@usda.gov. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish).
USDA is an equal opportunity provider and employer. Note: The only protected classes covered under the Child Nutrition Programs are race, color, national origin, sex, age, or disability.
Further information is available from the Santa Barbara County Education Office, Mark Leufkens, Juvenile Court and Community Schools, at 967-5307.
Preventing violence
Radio Commentary
Every school in Santa Barbara County has a campus safety plan to help ensure the protection of all young people.
In addition, prevention programs are also is use at most schools: peace education, conflict resolution, anger management, peer mediation, and lockdown drills, to name a few.
Clearly there are no guarantees that these programs can address all the concerns of educators, parents, and community members as they continue to monitor the safety of all students.
Fortunately, some basic steps can help parents provide effective support to school and community programs.
First, the philosophy of a nonviolent lifestyle begins in the home, where parents can model appropriate behavior.
For this reason, conflict at home can be used as teachable moments and discipline at home should never be physically severe.
When there is a difference of opinion in the family, provide a good example by settling those differences with words. Don’t yell, interrupt, or threaten.
If your children see that disagreements can be settled by calmly talking things through, by being persuasive, and by being respectful, they will be far more likely to settle their own differences with peers in this manner.
Local schools can provide information about effective alternative methods of child discipline, such as “time out” periods or suspension of privileges. These help children see that consequences for doing something wrong do not have to involve physical punishment.
These are not cure-alls for violence, but they help create a strong foundation for the values we hope every child will embrace.
Every school in Santa Barbara County has a campus safety plan to help ensure the protection of all young people.
In addition, prevention programs are also is use at most schools: peace education, conflict resolution, anger management, peer mediation, and lockdown drills, to name a few.
Clearly there are no guarantees that these programs can address all the concerns of educators, parents, and community members as they continue to monitor the safety of all students.
Fortunately, some basic steps can help parents provide effective support to school and community programs.
First, the philosophy of a nonviolent lifestyle begins in the home, where parents can model appropriate behavior.
For this reason, conflict at home can be used as teachable moments and discipline at home should never be physically severe.
When there is a difference of opinion in the family, provide a good example by settling those differences with words. Don’t yell, interrupt, or threaten.
If your children see that disagreements can be settled by calmly talking things through, by being persuasive, and by being respectful, they will be far more likely to settle their own differences with peers in this manner.
Local schools can provide information about effective alternative methods of child discipline, such as “time out” periods or suspension of privileges. These help children see that consequences for doing something wrong do not have to involve physical punishment.
These are not cure-alls for violence, but they help create a strong foundation for the values we hope every child will embrace.
Monday, November 2, 2015
Economics, happiness
Radio Commentary
An early goal for public education in this country was to help people become economically self-sufficient.
Our leaders felt that public schools would give all Americans the basic reading and math skills they needed to succeed in the workplace. As a result, poverty and its consequences would be reduced.
Early national leaders also saw the public schools as a “social escalator in a merit-based society.”
They thought it would enable children of humble birth to pursue financial success and improve their lot in life.
Later, as the Industrial Age introduced new occupations, the public schools offered more courses with direct vocational content.
Early proponents of public schools also saw an educational role in enhancing individual happiness.
They felt that knowledge produced people who could think rationally, apply the wisdom of the ages, and appreciate culture.
In 1749, Benjamin Franklin said: “The good education of youth has been esteemed by wise men in all ages as the surest foundation of the happiness of both private families and of communities.”
It is very important as we continue to reform and improve public education that we keep our eye on the big picture — the lofty goals our founding fathers had in mind.
An early goal for public education in this country was to help people become economically self-sufficient.
Our leaders felt that public schools would give all Americans the basic reading and math skills they needed to succeed in the workplace. As a result, poverty and its consequences would be reduced.
Early national leaders also saw the public schools as a “social escalator in a merit-based society.”
They thought it would enable children of humble birth to pursue financial success and improve their lot in life.
Later, as the Industrial Age introduced new occupations, the public schools offered more courses with direct vocational content.
Early proponents of public schools also saw an educational role in enhancing individual happiness.
They felt that knowledge produced people who could think rationally, apply the wisdom of the ages, and appreciate culture.
In 1749, Benjamin Franklin said: “The good education of youth has been esteemed by wise men in all ages as the surest foundation of the happiness of both private families and of communities.”
It is very important as we continue to reform and improve public education that we keep our eye on the big picture — the lofty goals our founding fathers had in mind.
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