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T.E.A.M. Year in Review. Roll the Dice with Special Needs Students. |
(Ray will be
a presenter at our next TEAM Conference, February 18th & 19th, 2005.)
THE PEBBLE PROJECT: Other than the high speed photography on the Discovery Channel, have you ever truly observed a complete metamorphosis? If you have been blessed with children, we have all noticed that effect over time. But have you ever observed a complete, significant change in a one week period? I have been honored and blessed to do that each year in my guidance office at Barrington High School. Our junior/senior project "To Make a Difference" touches the lives of others and the ripples from our work touch many we will never meet. After all is said and done we are all more alike than different. We are all related. I want to challenge students and people to make a "Copernican" shift in their thinking. I want to show ordinary people (and many at-risk students) that they can live from their heart. The supernatural hides in plain view. Life is too confusing or complicated for those who can't really see what is before them and what road they must take to become whole. We need to connect the seen with the unseen. They must look deep inside their heart, but for many it's a big place, unknown, and as a student said, "You can get lost in there." Their trip, the journey inside, is easier without the excess baggage. The burden of anger, bitterness, and unforgivingness is seen as too high of a mountain to conquer. Doubt, worry, confusion, depression, condemnation are all layers to be peeled off until we get to the heart. We need to help those students find the strength to face the challenge in something bigger than them. Knowing what I know (and as an honorable offering to the people who have shaped my life), I feel a personal responsibility to pass on this knowledge to those who seek it. I accomplish this through an initiative I coordinate through our guidance office. ********************************************* In my attempt as a counselor to help students find balance in their life over the past 24 years, common threads appeared in almost all cases.
The purpose of this article is to show what genuinely committed students can accomplish with the proper guidance and direction. A few years ago, I began an initiative from within our guidance department that challenged students to "make a difference in the lives of others." I traveled with 20 students to the poorest Native American Reservation (Lakota) & Tribal High School in the United States (more later). My desire to take on a project of this magnitude finds its basis in the following philosophy: Parts of my life have been unexplained as in specific details, but I have had a value that we are all put on this earth to do good. I have held this value close, and a combination of circumstances (synchronicity) has led me to this place here and now. The time is right for a project of this nature, and I encourage other schools to become involved. As a counselor, I try to encourage students to live a life of significance and service. I work diligently to model this goal every day. My reasons
that underlie the development of this project include the following:
A wise woman once told me that a measure of a man and the society in which he lives can be examined by how he treats six distinct groups: 1) Those in the dawn of life, the children; 2) those in the dusk of life, the sick and infirmed; 3) those in the twilight of life, the elderly; 4) those on the brink of life, the indigenous cultures; 5) the life givers, the women in all cultures; and 6) those who can teach and guide us through life, the animals. Twenty students from Barrington School District #220, a unit district which combined students from Barrington and surrounding villages/townships with students from Carpentersville. Our year long project involved collecting food, clothes, and basic need supplies. Our mission was to bring these needed items to those in needs on the reservation and for the tribal schools. In addition, the students wanted to produce a documentary to highlight the positive things happening at the Crow Creek Tribal School, where the students and teachers face some severe obstacles. The Crow Creek Reservation is listed as the poorest county in the United States. There is an 80% unemployment rate, 63% alcoholism rate, and a 27% homeless rate. In addition, its suicide rate among Lakota males age 15-24 is five times higher than the world average. CCTHS is a weekly boarding school with referrals from surrounding tribal agencies. Some students are transported from reservation housing while a small faction returns home on weekends. Approximately 10-15% arrive at the school from reservations in Montana, North Dakota, Wyoming, Oregon, Washington and Northern California. Students are abandoned, neglected, or are from families unable to care for them and desire a better life with positive opportunities. Many others have been raided by their grandmothers and find a safe haven at Crow Creek. The metaphor, "They always eat good on Fridays" takes on a special meaning when attempting to understand the students' availability for learning. Barrington/Carpentersville students observed firsthand the conditions on the reservation and in the tribal high school and dorms. Our students make a difference, if for only a few days and we hope to continue the connection. Our documentary project will bring a greater awareness to the issues facing tribal schools across the county. The change in our students was dramatic, even when we open the doors on our first day. The learning experience will last with them forever. Stories and legends form White Buffalo Calf Woman to reservation Frogs, to the Pain of Catholic Knees, all surfaced, with a distinct message. The role of the "Elk Dreamer" and story of "If I Live to Be Big" gave heartfelt insights into the lives of a proud nation of people. As I observed and interacted, I was reminded that we are all more different than alike. Mitakuye Oyasin... The concept behind what I do in the counseling office lies in the philosophy of the Servant-Leadership Model: It goes about making people around you grow as persons, to be healthier, wiser, freer, and more autonomous and facilitates greater levels of maturity. It's a mature worldview that chooses service over self-interest. It involves a genuine willingness to be influenced by those you serve. In education today, there is a cry for hope amidst confusion, strength amidst stress, a sense of comfort with increasing levels of ambiguity, relationships amidst dysfunctionality, joy amidst hardship and loss, etc., etc., etc. People don't want heroes, they want someone who cares; they don't want charisma, they want authenticity. The servant-leader wants to enlighten people's awareness, raise their consciousness, and expand their attitude. The concept finds its roots in the qualities of a 14th century philosopher, Vincent DePaul. It has been revived in modern day by a variety of people including Dr. Martin Luther King who commented: "Life's most persistent and urgent question is: "What are you doing for others?" The servant-leader is a servant first. It begins with a natural feeling that one wants to serve, to serve first. They choose to take the journey of deep insight into self, to fully understand themselves and effective leadership emerges.
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Listening: receptively, intently and respectfully to what others have to say and not say Empathy: Acceptance of others and having sincere empathy for them. Healing: Learning to heal is the most powerful source for transformation and integration. Seize the opportunity to help make others “whole” by willingly addressing broken spirits and recognizing that the search for wholeness is shared by all. Awareness: Self-awareness has the ability to strengthen individuals. It aids the many understanding layers involved in ethics and values. A servant-leader chooses to view situations from a more integrated, holistic position. Persuasion: Seek to convince rather than coerce. Effective at consensus building. Leaders recognize that reliance of persuasion, not on personal authority is an approach which tap entheos (authentic spirit) rather than enthusiasm (which can be fake). Conceptualization: The ability to think beyond day-to-day reality. Servant/leaders nurture other’s capacity to work outside their usual frame of thinking. They continually encourage others to share ideas, even if a bit unusual. They recognize that ideas are often the first indicator of someone’s desire to belong and participate. Foresight: The ability to see the probably outcome or situation. They combine lessons from the past, realities of the resent and likely future consequences. Stewardship: is about holding something in trust for the greater good of society. Commitment to the Growth of People: A strong belief in the intrinsic value of people. Building Community: Able to identify ways of commendation, recognition, and achievement. (The information listed above that pertains to the model is directly from Robert Greenleaf) As one examines the model, it speaks loudly to those of us involved in education whether it’s been in the classroom or the guidance office. This is exactly what many of us do in our day-to-day dealing with students in schools. What can you do to have students make a difference in the world? The options are endless. We need to step outside the regular “norm” of school: “field trips” and become difference makers. Our students will learn so much more from service-learning options. We have the power to assist them from the chrysalis stage to the beauty of a butterfly. All they need is the direction and support. You will be amazed at what they will accomplish. Sometimes, all we need to do is stay out of their way: just supply roots and wings: roots for stability and groundedness, and wings to explore the beauty of life. Good luck!! ------------------------------
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