November 2008 Chalkboard by Jenny Witcher

PROJECT BRIDGE TO ACHIEVEMENT

The Chalkboard Stop Bullying and Violence: An InnerInner-City Peace Initiative Jennifer Buchta, a cohort 6 graduate and teacher at Fall Creek Academy, has achieved full funding for her project, "Stop Bullying and Violence: An Inner-City Peace Initiative." This project combines literacy and conflict resolution. Jennifer was inspired to initiate this project based on her experience in the MAT program: “I got the idea for my project after observing a fellow cohort member showcase her thesis at our research seminar. Jackie Krupinski, a cohort 6 graduate, researched the use of a peace table in a kindergarten classroom. I knew that I wanted to implement this into my classroom as soon as I started teaching summer school; however, my students were reluctant to use the peace table, and I didn't know why! I finally realized that they did not have the basic skills for conflict resolution. They did not know how to resolve their conflicts with words and sharing, rather than violence and bullying.” Jennifer chose literacy as a basis for the project, and extends this to both the students and the teachers: “I found innumerable reading resources on bullying, and I chose those for use in the class. (The students) have loved watching the (books) arrive. We open up the boxes together, so they

are well aware of what's going on in the class. I also chose resources for myself and the other teachers in my school. Teachers are ever changing and ever learning, so I knew that I needed to become more knowledgeable on conflict resolution at different stages in a child's development. Resolving conflict at the fourth grade level is much different than resolving conflict at a first grade level. I wanted to make sure that I knew various ways to resolve conflict so that I could teach them to my students.” Using the web site DonorsChoose.org, Jennifer has been able to fully fund her project. By bringing conflict resolution resources into the classroom, Jennifer has been able to educate her students in the use of peaceful means for resolving their issues: “Although my project hasn't completely met my goals, it has made a huge leap from where it was on the first day of school. My students would never use the peace table at the beginning of the year. They would tattle on one another, rather than take matters into their own hands and solve their own conflicts. After showing (it to) them numerous times and role playing different

situations, they have begun using the peace table almost daily. I am glad that they are realizing the importance of talking out their problems, rather than using violence or bullying”. Jennifer would like her students to mentor others with what they have learned. “I expect my students to be role models for others...One of the greatest things I have witnessed was two students in the class arguing out loud. Then, several of my students simply said ‘Take it to the peace table, guys!’ I want all of the classrooms in our school to be able to utilize the peace table and conflict resolution. Luckily, we have a great administration advocating for conflict resolution as a school-wide solution to student arguments.” Jennifer encourages others to make a difference in the education of our children: “Donating to a cause via DonorsChoose or offering help to a child's classroom teacher are the best things that anyone can do. Not only are we getting involved in the education of our future, but we're making sure that our future has the necessary tools to succeed in life.” Jennifer can be contacted at jennlynnadams@yahoo.com.

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Teacher Tips: From Everything ESL.net found at: http://www.everythingesl.n et/inservices/buddies.php P AI R N E W C O M E R S W I TH B U D D I E S "Buddies are classmates and cross-grade tutors are older students in the same school. The ideal situation would be to pair an older bilingual student with a same-language newcomer. During the adjustment phase, the buddy or cross-grade tutor can explain what's going on. This is a good self-esteem builder for a bilingual buddy and a new friend for the newcomer. You may want to rotate buddies so that students do not become too dependent on one person and the bilingual buddy does not miss too much work." From Judie Haynes

INSIDE THIS ISSUE: November

Calendar Indy International

Festival Thanksgiving

Diversity Culture

Corner Indianapolis

Civic Theatre Intern Profile

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November 2008 Sun

Mon

Tue

Wed

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Schedule of Events Happy Thanksgiving!

Sat 1 INTESOL Conference

Solo

Teaching

Solo

Teaching

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Teaching

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Thanks-

Teaching

giving

ü November 1 — Day of the Dead, Mexico ü November 3 — Culture Day, Japan ü November 4 — U.S. Voting Day!!

ü November 10 — Great Wall of China open to tourism, 1970 ü November 11 — Veteran’s Day

ü November 15 — America Recycles Day ü November 20 — Universal Children’s Day (UNICEF)

ü November 23 — Labor Thanksgiving Day (Kinroukansha-no-hi), Japan ü November 27 — Nobel Prize established, 1895 ü November 29— The Beatles released “I Want to Hold Your Hand,” 1963

2008 Indianapolis International Festival The 2008 Indianapolis International Festival will take place in the West Pavilion of the Indiana State Fairgrounds from November 20-23. This event, hosted by the Nationalities Council of Indiana, allows visitors to witness Indiana’s cultural diversity and engage in a cultural exchange of ideas and experiences. Exhibits and programs from the more than 50 ethnic groups living in central Indiana will include traditional dress, cuisine, music, dance, and the work of artisans. The festival allows visitors to learn about diverse cultures as well as getting to know the background of their own heritage. This year’s featured entertainment will be a performance by 7 members of the Peking Opera. A naturalization ceremony will welcome over 175 new citizens to the community. Special “School Days” are on Thursday and Friday, Nov. 20-21 from 10 a.m. to 2 p.m.; students will use a passport to travel through the exhibits and are encouraged to pay particular attention to their own cultural roots. There is special pricing available for school groups. For more information about the festival and tickets, visit http:// www.indyinternationalfestival.org or call (317) 236-6515.

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Thanksgiving Diversity Thanksgiving is a wonderful opportunity to celebrate diversity in the home, community, and classroom. It is important to remember that the first Thanksgiving feasts were celebrated by immigrants on American soil. Prior to its designation as an official holiday, American Thanksgiving was celebrated in different ways by different groups — to this day, not every family sits down to a turkey and pumpkin pie. Explore this nation’s beginnings as a refuge for diversity; research the myriad of ways people celebrate this time in our country. And, most of all, help children understand what it means to give and receive thanks. Happy Thanksgiving!

Culture Corner: Benefits of Nap Time and Its Impact on ESL Learners This month’s culture corner was contributed by Joey Hamstra, a cohort 7 intern.

As a teaching assistant in a kindergarten classroom, my fiftyminute break shortly after lunch was always a time to rest the mind. Lost in a novel or listening to music, my mind and body could rest and recharge for the afternoon. My students also had nap/rest time built into the school day. Why do we lose nap/rest time as we transition into elementary school? Medical/biological reasons for nap/rest time The basic keys to human health are diet, exercise, and rest. The human biological clock runs on two set cycles every day; these cycles have corresponding dips-periods when rest is needed or ideal. During the school day, one of these natural dips occurs shortly after lunch. Options for nap/rest time 1) Classic nap/rest time: The teacher reads a book like Charlotte’s Web for 10-20 minutes while the class sits on the floor or comfortably at their desks; lights/window shades are lowered or turned down. (Alternative: students read books of their own selection under same conditions.) If a class can handle it, the teacher can try to stage a real

naptime. With students comfortably on the rug/floor or remaining in their seats and desks, play appropriate music with lowered light and windows shaded for 10-20 minutes. 2) The meditation nap: This is not a sleeping nap, but it gives students the feeling of renewal that they get after a short nap. A meditation nap is conscious quiet rest time. Plan for the nap to last 10-20 minutes. Start by leading a couple of stretches to relax the muscles and body. Next, have the students take 10 deep breaths with eyes closed and sitting upright in chairs. Tell the class to empty their mind. They can do this by mentally repeating one word or phrase such as "empty the mind", "peace", or “calm”. As thoughts enter their minds, tell them to treat the thoughts like clouds passing by; don't grab hold of them. Tell the students to keep coming back to their repeated word or phrase. At the end of the nap, tell the students to open their eyes, take a couple of deep breaths, and repeat the beginning stretches. Impact of rest on ESL/ELL and native language speakers School is a stressful place for all of our students. On a daily basis, our students are asked to learn more, prove what they have hopefully learned previously, and be able to apply all of it when

tested. This pressure is doubly hard on English Language learners because this entire process of learning and applying said learning is largely conducted in a new and different language. Fatigue and mental exhaustion can easily set in as the brain teeters on the edge of overload. Sleep in class is a common occurrence. Reduce this stress; plan for a nap during the school day and let your students and their brains slow down and recharge. Sources for article 1) The Inner World of the Immigrant Child by Cristina Igoa 2) http:// www.beinghealthynaturally.co m/helpfulinsights/ nappingisgoodforyou.htm 3) http:// www.msnbc.msn.com/ id/23301456/

Now Showing at Ever Teaching, Ever Learning, Ever Changing

Indianapolis Civic Theatre:

Project Bridge To Achievement Marian College School of Education 3200 Cold Spring Road Indianapolis, IN 46222 Fax: (317) 955-6448

Newsletter Contact List Cheryl Hertzer Chair, MAT Programs 317-955-6087 chertzer@marian.edu Patricia Stewart EDU Administrative Assistant 317-955-6089 pstewart@marian.edu Jenny M. Witcher Assistant to the MAT Chair 317-955-6095 jmwitcher@marian.edu

Readers, this is your newsletter. We welcome any contributions you wish to make. If you have a news item, a suggestion or a correction, please contact Jenny M. Witcher by phone or email. If you are a mentor or student and would like to volunteer to be profiled in subsequent issues, or if you would like to contribute a “Teacher Tip,” please contact Jenny, Patricia Stewart or Cheryl Hertzer. Thank you for your interest and participation!

Through November 16, 2008. For more information and to purchase tickets, call 923-4597 or visit the web site at http://www.civictheatre.org/. Indianapolis Civic Theatre is located on the Marian College campus at 3200 Cold Spring Road.

Intern Profile: Elizabeth Dobbs Elizabeth Dobbs, a cohort 7 intern, was born in Indianapolis and raised in Monrovia, Indiana, where her parents are both teachers. Elizabeth’s mother is the elementary school’s music teacher, and her father is the high school’s art teacher. As a matter of fact, Elizabeth was a student in both their classes! After graduating from college, Elizabeth worked at Hawthorne Community Center as the Kindergarten Coordinator for one year, Early Childhood Coordinator for two years, and as the Summer Art Counselor. Prior to joining the MAT program, Elizabeth worked as an Executive Assistant. Elizabeth’s choice to become a teacher is based on her desire to be a presence in the progress of the community: “I want to help mold society and

our future. Through teaching, I hope to influence and inspire children.” Elizabeth chose Marian’s Master of Arts in Teaching program because of its emphasis on English as a New Language and for its impressive presence in the community: “After working at Hawthorne, I realized that I belong in a school environment with ENL students...I also chose Marian for its reputation. I had witnessed Marian’s teacher program a couple of times at Hawthorne and was impressed. My friends who have attended Marian have all spoken very highly of the college.” Elizabeth enjoys working with the School of Education’s experienced professors. She says, “I have learned a large amount in the small amount of time. This experience has been

incredible.” Outside the classroom, Elizabeth has a busy personal life: “I have been married for 3 years in October to my wonderful husband, Andrew. He is the ‘I.T. guy’ at Monrovia High School, and the soccer coach. We have 2 dogs, a black lab named Nala, and a Jack Russell/ Corgie named Gary. My hobbies include drawing, painting, decorating, camping, hiking, cooking, and running.” We are glad that Elizabeth chose to join Marian’s Master of Arts in Teaching program, and wish her the best now and in the future!