By: Musue N. Haddad, MIPP
The story of Helen Keller is one we may all know. I read Helen Keller's story, when I was in an elementary school in a rural part of Liberia. If you have not read Helen Keller's story, I would suggest that before you take your child from Africa and other culturally knitted societies to be educated and raised in 'developed' countries, or "fast paced" societies, it might be helpful to read the story of Helen Keller, and or watch the film "The Miracle Worker," of Helen Keller's story. That's simply because there are some salient points about Helen's story that we must all reflect on as we make decisions about educating and raising our children. In the film version, viewers will recognize Helen Keller's s teacher, Anne Sullivan confidence that her student could learn, and Sullivans' dedication and disposition as a teacher.
In her (Helen's) biography, we learned that Helen was not only deaf and blind from an illness, but she was also spoilt and undisciplined (like most of us parent do sometimes) by her parents. Helen Keller also displayed severe temper tantrums, which may have been mostly because of her lack of language, or inability to effectively communicate. Probably out of sympathy and lack of skills, Helen Keller's parents and members of her family accommodated, allowed and fed into Helen's lack of discipline.
I first read Helen Keller's story during my elementary school's days. Yet still, every time my thoughts zoom to Helen Keller, I continue to be amazed at how she moved from being just a deaf and blind feral child to becoming a famous author, a successful activist, and lecturer. According to worldwide reports, Helen was the first deaf and blind person to earn a Bachelor of Arts degree.
Would Helen have become an author, a political activist, a lecturer without the positive outlook and higher expectation and belief of her teacher, Anne Sullivan? In Sullivan's role as Helen's teacher, she demonstrated key qualities highlighted by two great educationalists on how good teachers positively influence the lives of their students. One of the great educationalists, Bertrand Russell, said, "No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he believes to be of value," and the other, Anne Lieberman said, "Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon." In here, we didn't read that some children cannot learn and therefore those students should be isolated, or "brand named."No!
Before I delve further into what I appreciate and embrace from the story of Helen Keller, it's important to note Sullivan's disposition. Before discussing Anne's disposition, permit me to ask, "Have you watched "The Miracle Worker?" It is the film version of Helen Keller's story. The Miracle Worker visually illustrates Helen Keller's life. The story depicts Anne Sullivan's extraordinary patience and perseverance to move Helen from her world of isolation imposed by a near complete lack of language, to a world of inclusion where she (Helen) learned to communicate, blossomed, and became famous. But how did that happened? What challenges did Helen's teacher Anne Sullivan faced during the period she worked as Helen's teacher?
Over the weekend, I pulled out Helen Keller's story as a film, "The Miracle Worker," and watched it again. Though this was my second time ever, I was again touched by Sullivan's disposition - her diligence, patience, and perseverance -in teaching Helen. As I watched the film, I was touched by the empathy Anne demonstrated through both her verbal and non- verbal behaviors, combined with her professional attitudes, values, and beliefs. As I watched the story of Helen Keller unfold, and studied Anne Sullivan's role, I nodded again and again. The film reinforced my belief that in addition to subject matter knowledge, and pedagogical skills, a teacher's disposition is important for student success. A teacher's disposition brings out the best in student, and also has long-term effects on students, even after the student leaves the teacher's classroom.
"The Miracle Worker" provided me a visual sense and impression, at an even deeper level of Sullivan's phenomenal dedication as a teacher. In the movie, initially Helen's father and her brother thought Helen could not learn. Like most mothers, Helen mother was torn between her love for her child, and her role in helping Helen become successful. Nevertheless, even in the face of failures and frustrations, Helen's mother kept on hoping. Then again, in spite Helen's family doubt about Helen's ability to learn, Anne Sullivan exhibited positive-ness and she remained positive; she believed Helen Keller could learn.
The challenges of facing the family's doubt, and frustrations, as well as Anne's plan and disposition are clearly illustrated at the time of her (Anne's) arrival at Helen's home. At the time of Anne Sullivan's arrival, Helen's future was at a cross road, and contingent upon her new teacher's role, and performance. Anne was not fully aware of the challenges she would face in being Helen's teacher, but as the story unfolds, we see a manifestation of some compelling concepts: Haim G. Ginott, (a 1922-1973 school teacher, a child psychologist and psychotherapist and a parent educator) is quoted as saying, A teacher possesses tremendous power to make a child's (Helen's) life miserable or joyous." Haim Ginott continued, "I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal." In the case of Helen, Sullivan possessed the power and tools and she chose to utilize those tools and the power to see a potential beyond the superficial frustration and incongruous behavior displayed by Helen.
As outlined in the story, and exemplified in the movie, Sullivan's arrival into Helen's life was not only timely, but also critical, because Helen was now seen as a feral child, and there were discussions to confine her; a practice that is foreign in African countries, but regularly seen in 'developed' countries. Like today, most feral child/children are in 'the developed" countries are either marginalized, isolated or confined, where they experience even lesser human contact, and or have less privileges to enjoy or experience [without monitoring] everyday interaction, which are essential activities to develop and build social behavior skills and language skills. In addition to feeding into the lack of social behavior and language skills, it is well know that, in most confinement institutions today, there are increasing possibilities that residents are given Anti-psychotics drugs to curtail behaviors that are not considered "normal," or behaviors the "experts" believed can only be cured or curtailed by anti-psychotic medications or drugs. In addition, to the possibility of anti-psychotic drugs being parts of 'treatment plans' for most kids with "emotional problems and other disabilities," recent reports published in U.S based newspaper, The Washington Examiner, and other media institutions reported investigation into The Judge Rotenberg Educational Center facility. The facility, on its website, and according to school officialss,"has provided very effective education and treatment to both emotionally disturbed students with conduct, behavior, emotional, and/or psychiatric problems and developmentally delayed students with autistic-like behaviors." The investigation, according to news reports, (Court indicts founder of Mass. special-education school) is based on allegation of the administration of electric shocks to kids, and the destruction of tapes that "showed school officials administering electric shocks to two teenagers." The Washington Examiner article added, "The students, including a 16-year-old from Alexandria, were dragged out of bed in the middle of the night and hooked up to electroshock machines. The student from Alexandria was given two dozen shocks to the skin, and the other was given 77 shocks while he was restrained on a flat surface for three hours. Students from Washington, DC and the metro area are among clients of The Judge Rotenberg Educational Center.
As we reflect on Helen's behaviors, it is important to ask ourselves, "Let's assume Helen was in our schools today, would she have been given Anti-psychotics drugs to curb her inappropriate behaviors, or sent to a Judge Rotenberg Educational Center that has been in operation for quart decade, and received student at a staggering cost of $227,000.00 (two hundred twenty seven thousand dollars) per child annually? If Helen Keller had lived in our day and age, and attended our schools and taught by our teachers, would she have become the author, the political activist and lecturer she became?" How would teachers, tutors, behaviorists, and case managers responded to Helen's almost lack of language, and her temper tantrums -the behaviors we read about and saw in the Miracle Worker Film?
Given all that we have read about Helen Keller- a deaf and blind child; a child who was spoilt, 'rebellious" and prone to constant temper tantrums, how did Sullivan transform her [Helen] into being a successful activist? What are some of the fundamental challenges Sullivan faced in reaching and breaking Helen's world of darkness, or gaining the trust and confident of Helen? If you are a teacher, think about a "Helen" in your class, or a "Helen" in your school environment, and consider your thoughts, views and relationship with that "Helen", or the "Helens" that comes your way, and how they (your attitude, disposition, relationship) influence that child's or children's development and growth, and his/her future. Sullivan's role as Helen Keller's teacher speaks a lot about the importance of being taught by someone who believes in you.
From my perspective, the film from beginning to end is educational and riveting both for parents and advocates who truly believe in the successful development and growth of children - regardless of their economic status, their enunciation and background. For teachers in early childhood education, it is important to see and learn from Sullivan- her ability to look beyond Helen's behavior and see a potential, and not a child who is unreachable and unachievable. Watch Sullivan as she arrived and attempted to teach Helen to use her sense of touch/feel, and to learn to communicate using sign language. It may sound easy, but it was a challenge for both the teacher and student. Helen was uncooperative. Helen rebelled because that was what she knew. Sullivan recognized that the behaviors Helen demonstrated were behaviors she lived. Sullivan also understood that the behaviors Helen learned, adapted and demonstrated could be unlearned and replaced with appropriate behaviors. Sullivan did not begin labeling Helen, neither did she shun Helen. No! Rather, Sullivan became persistent and consistently revisited and sometimes revised her approach and strategies to reach Helen. And whenever Helen misbehaved, Sullivan saw the behavior as unacceptable, not Helen as unacceptable.
Another scene from the film that demonstrated Sullivan's high expectation of Helen is during a breakfast scene. Even though Sullivan had taught Helen to use appropriate table manners, in this breakfast scene, Helen reverted to her old ways. Sullivan was convinced that she must be alone with Helen in order to get her disciplined enough to eat with a spoon and not with her hands.
Another scene that I found emotional and touching occurred at the well. The scene at the water pump left me in tears; I found it mesmerizing! It is at that point that Sullivan's perseverance and determination is unmistakable. That is, in spite Helen's continued resistance, Sullivan persisted and did not become frustrated, otherwise the permission of frustrations would have overshadowed the moment of realization, which could only be seen on Helen's face - implicit! It was the precise instant that Helen finally understood and embraced her teacher's lesson, and messages. The teacher continued to pump water, while she pulled Helen's hand under the flowing water as she (the teacher) spelt the word "w a t e r" in Helen's palm, and then pulled Helen's hand to the water pump and spelt the word "p u m p." When that moment of realization arrived, the dark isolation of Helen's world was transposed to a floodgate of light, and the water jug fell from Helen's hand and broke! The jug broke into pieces, Helen's dark wall collapsed! Had Sullivan lost her focus, she would have missed that instant. It was an instant that was not only crucial but a ground breaking transformation: Helen was released from a world of darkness and isolation to a world of inclusion and celebration. Imagine if Sullivan had interrupted Helen's thought by expressing frustrations over her resistance, or for breaking the water jug. Sullivan did not allow Helen's resistance to frustrate her efforts and determination. Sullivan did not also allow Helen's resistance to let her emotions to rise, which would have interfere in the methods she had chosen to teach Helen. Sullivan maintained a positive outlook, and understood the importance of relationship in bringing out the best in her student(s), and that focus and relationship help her [Sullivan] to see the transformation as it took place in her student's world.
Anne Sullivan broke the chain of darkness and isolation that engulfed Helen Keller's world, because of her positive disposition, and conviction that her student could learn. Like most teachers, Sullivan's subject knowledge and pedagogical skills made the learning experience fun and meaningful. However, unlike most teachers, Sullivan was aware that relationships - what is said and not said, and the messages that are given about values and expectations - is an important tool that influence student success. In the process, Sullivan knew as a teacher, she had the opportunity and power to make Helen or mar Helen's life, but she chose the latter!
At the end of the film, I became even more convinced that Annie Sullivan went to bed every night thinking of ways to help Helen become successful. She planned, strategized and redesigned her lessons and activities to fit the needs of her student. Certainly, Sullivan's vision aligns with the famous Indian Proverb, "Every time you wake up and ask yourself, "What good things am I going to do today?," remember that when the sun goes down at sunset, it takes a part of your life with it." Sullivan undoubtedly saw the good in every child, and she was determined to make a positive difference in the lives of her student- her students before Helen, and in her role as Helen's teacher.
I wonder if there is any Anne Sullivan out there today, and if there are any "Anne Sullivan's" in our world today, are they encouraged, supported or allowed to work with the "Helen Kellers" in our schools and communities? If the Sullivans of today are not allowed to used their perseverance, patience, and dedication to help the Helens and other children, who will benefit from such dedications, disposition and miracle, let's take a step back and ask ourselves, "How many dreams are shattered in the process of isolating or confining, marginalizing and labeling of the Helen Kellers in our society today?" How many institutions are benefiting from the labeling, streamlining, confinements and the use of Anti-psychotics drugs as parts of treatment plan for the Helens who are struggling to be understood, heard and given a chance to break loose from the world of darkness to a world of celebration? Most of all, how many hands are stained in the process of shattering the dreams of children who Helens?
In raising my child, (not only my son, but all children) I am reminded of one of Helen Keller's statements about the beauty and power of education and a confident teacher. Helen Keller said, "Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. "Light! Give me light!" was the wordless cry of my soul, and the light of love shone on me in that very hour."
As a mother, a teacher and advocate, I see in every child a "gem" waiting to be unveiled, embraced and nurtured. When I see a child, I see a "bowl" waiting to be filled, when I interact with a child, I am guided by the Chinese proverb, "A child's life is like a piece of paper on which every person leaves a mark," and I see that interaction as an opportunity to make each child feel loved and unique, and that they too can become great. My desire is to "give light" not only to my son, but to each child that comes my way. I hope that my interaction and my "touch" will continue to make each child feel accepted, loved, to open a flood gate of light that will help child realize their full potential. I love children, and hope for each child that which I hope for my son.
About the author: Musue N. Haddad is a Liberian Journalist/Photo-Journalist. She holds a graduate degree from George Washington University, and has worked both at home and outside of Liberia. She received several national and international awards for her journalistic practices and human rights work, including the Nelson Mandela Award for "Best Student in Photo-Journalism," Human Rights Award from the United Nations Association of the National Capital Area (UNA-NCA), for "outstanding dedication and service towards the recognition, promotion and protection of the inherent dignity and equal and inalienable rights of all members of the human family." and Human Rights Watch Hellmann-Hammett Award, granted to writers around the world who have been the targets of political persecution. In 1998/1999, she received the Press Union of Liberia "Journalist of the Year" and '"Photo-Journalist of the Year" awards.
Thursday, May 3, 2012
Thursday, April 5, 2012
Promoting Creativity and Positive Self-esteem
On February 19, 2012, I was engaged in my usual routine when my second grade son, Michael Craddock Haddad came and gave me a work he had completed. I took the note book. I turned the page opened before me. The truth is, initially when I took the notebook from son, my attention was divided. So my first glance was done in a somewhat reluctant manner. But then my first hasty glance at the page drew my attention to the captivating subject [Science) and topic: George Washington Carver. That captivation compelled me to look again at the work. This time, I looked eagerly and intently at the work and was honestly pleased that I took the few minutes from my work to look at what this second grader had done. I was delighted for his initiative, and truly happy to see that my son was demonstrating what he had learned in such a logical manner.
Most importantly, in order to also motivate creative expression, learning and also to reinforce positive behavior, I expressed my genuine admiration for my son’s work in many ways: hugs, smiles, and verbally told him that his work was amazing, also noting his initiative and creativity. This is the work my son voluntarily did on that day:
Click image to see larger view
Most importantly, in order to also motivate creative expression, learning and also to reinforce positive behavior, I expressed my genuine admiration for my son’s work in many ways: hugs, smiles, and verbally told him that his work was amazing, also noting his initiative and creativity. This is the work my son voluntarily did on that day:
Click image to see larger view
Wednesday, March 28, 2012
Human Growth and Development - Looking Through My Teen Eyes
By: Musue N. Haddad, MIPP
How many times do we sit and begin discussing our childhood and teen years with others? Probably rarely! Well, recently, I found myself going through that herculean task. This task was imposed on me by a researcher who was analyzing how experiences in childhood and teen years influence human growth and development. While taking a journey back into my teenage years, I found myself flipping though pages containing activities, and events of my life that had become dormant over the years. The recollection of those events and memories that had become hidden and inactive in my mind was very stunning. For example, I had almost forgotten how I used to spend hours brushing my father's hair. Until recently, I never thought for a single moment that such a routine activity that I considered precious would have ever been embossed, but deeply obscured in my mind. The question then is whether I had voluntarily selected not to remember many things in my life, or that I had become preoccupied with new situations in my life and had put many things out of my mind?
As I started my trip back into time, the information and images recovered were amazing. Frankly, some images were blurred, but several trails and events about my childhood, my teen years and my life began to unfold gradually. I completely recaptured the local woven chair my late dad and my late mother usually sat in. The recollection was vivid and emerged as if I had picked up the chairs and stood before a gigantic mirror. My mind played this interesting games with me - I found myself standing in front of shelves and furniture in my childhood home looking at pictures, jars, tables, and the layout of the environment where my late dad sat when I brushed his hair.
While reflecting on that singular event, some of the daily routines started to take place in my mind, including the time of the day my father would take his lunch break from chores, and I would run to my mother. Thinking of those moments made me laughed: it's like I was a spider trying to grab the "lion's share' of both my Dad's and my Mom's world. How they cope with my child like behavior and my childish expression of my unsorted love to both of them is something I wish I could ask them.
Reflecting on my teenage years brought me tons of memories about my childhood. The journey into my past was filled with sorrows, pains and happiness a journey that was truly rewarding. It felt like opening an encyclopedia - my own encyclopedia that sketched out just about everything about my life as a child, and my teen years.
As I discussed a few of these thoughts with a friend recently, the person thought my experiences and feelings would make for a good article. At first, I brushed the idea aside, but later, I realized that perhaps, just perhaps, such an article might stimulate some brainstorming- maybe stir up more memories, including my war experiences, my life as a refugee, and my life in exile - away from my home, my friends and families. Truly, from the moment I started writing this material, my mind has been flooding with a lot of important scenes that I have ignored over the years. Even now, as I try to reflect on my childhood years, I realized that though I may have grown up in a rural setting, I experienced a lot of wonderful things that helped shaped my life. A tomboy, I enjoyed sports, and was mostly captain of the girls sports team. As captain or member of a sports team, partaking and winning a very competitive game was always considered some of my best days. My hometown friends, school mates and team mates would jubilate and talk about our experience on the field for days and weeks ahead.
Then again, within my family circle, some of the best moments I cherish are when my father would take me to visit his friends in Zorzor city or to one of the towns and villages on a market day. While on those trips to Ziggida, Bui, or Fissebu markets, among others villages and towns or just visiting my dad's friends, my father would sometimes place me on his lap during the drive and sing songs to me. I still relish those beautiful moments to see and feel his gentleness, the beautiful smile on his face and the sootiness of his voice. But then again, when I was with my mother, some of the best things were when she took the time to tell me stories about her life and her family. I quite remember looking profoundly at my Mama's face as she stared deeply, while narrating those true life stories. Though I remember a few oral histories my mother handed down to me, I have not succeeded in recalling some of the many things she said. However, the moments she shared these stories were captivating: the closeness, the trust and calmness on her face.
Outside of sports and my family, one of the best things that happened to me was passing the junior high West African Examination Council Examination. My passing the regional exam meant being promoted to the 10th grade, but it also resulted to my school maintaining its status as a junior high school. Prior to my passing the West African Examination Council (WAEC) exam, my school was one of those placed on a critical list of losing its Junior High Status if it failed again to justify its capability to maintain a junior high status. I remembered that day when a delegation from the school was visiting my father. On that day, I was out, and had received the call to immediately return to my father. The tone of the message was quite alarming. My hands became sweaty. It was one thing to get on the wrong side of my late, dad, but quite another to consider the idea that I would be scolded. I hated being reprimanded in public or in the presence of others. On the other hand, the thought of being literally scolded is always dreadful. So I went to my dad with tears ready to flow from my eyes. When I arrived, I was again confused to see a high delegation from the school seated. You can only imagine my thoughts. The school I was attending at that time was newly elevated to a junior high level. The entire first batch of 9th graders who sat the West African Exam the previous year failed the test. During the second year, that is the year that I was among candidates for the West Africa Exam; was the final chance the school had to maintain its status as a junior high school. That is, if all of us had failed, the status of the school would be immediately dropped to that of an elementary school. As a new student, I was not aware that the school was facing such challenge. Few months after the Examination, some high profile officials from the educational system visited my family: the Regional Educational officer, the school's principal, vice principal and some teachers. The visit was to inform my parents that I was the only student who had passed the Examination; and that my passing had saved the school from being sliced to an elementary level.
As a lively person, the County Educational Officer at that time, Mr. Clinton was even more jovial than ever. The school's principal, Mr. Flomo and other staff of the school went into all the "nitty gritty" of my work, but I was still 'thawing out' the fear and apprehension brought about by my father's stern call. However, my passing the ninth grade meant I would have to relocate to another school to complete high school. That relocation would mean leaving the "nest" of my parents, and leaving my friends.
However, visiting my hometown and childhood friends were trips I anxiously looked forward to during vacations. I also enjoyed exploring the bushes, and playing in the rivers and creeks, carrying water on my head, and trying hard to learn to fish using the traditionally woven fishing net. Unfortunately, fishing was a skill that I failed to acquired, simply because I feared being bitten by reptiles that I strongly believed were hiding in unclean rivers and creeks. I would join the fishing expedition, but would jump out of the river or creek when it became unclear or muddy.
Another wonderful experience of visiting my hometown that I keep reflecting on, even today is that my friends and I would pick up life and activities from where we had left off without recognizing that we had been apart for several months. Isn't that interesting!
As I reflect on my life as a child and then a teenager, I am grateful for my development. My experience as a journalist, a teacher and a parent have given me the ability to assess how our parents, families and caregivers play important roles in our development, and social advancement. Personally, my caregivers were my parents, and family members. My parents were strict, but loving. They taught me many things, including the value of honesty, the importance of maintaining my reputation, and that education is the key to success. Those lessons and skills helped me to remain hopeful in the face of trials and temptations, and were values that helped me survived the senseless war that engulfed our country, and resulted to the deaths of over 250,000 persons, and the displacement of over one million persons.
My mother always told me in order to be successful; I needed to learn to be independent, and also dependent.
Now you may be asking how can one learn to be independent, and still learn to be dependent? Quite frankly, when my mother urged me to learn to be both independent and dependent, her idea at that time seemed farfetched. Then as I grew up, all I thought about was learning to be independent, and her idea became even more implausible and mind-boggling. Under other conditions, I would have chased Mama's idea from my mind, but apparently, as little as I was, my confidence in Mama was deeply unwavering, and that faith secretly nudged me to hold on to Mama's concept. That is why, later in life, I fetched Mama's idea about being independent, and learning to be dependent. I realized that in order to survive, we must learn the necessary skills that will make us independent. However, to be successful, we must learn to be dependent and well as independent. That dependency attitude doesn't mean we must depend on others for survival or depend on others to be successful. It simply means learning to be a part of a team, and learning to work with others- collaboration, networking, people's skills because we live in a world, and among people from different cultures and background. Many years after leaving my Mama's cradle, I returned again to visit. We sat again and reflected on things of old: learning to cope with challenges, and being independent and learning to be independent. We talked about these things, not in isolation, but as we revisited circumstances that brought about these lessons. This time, I became the moderator, and then the analyst. My mom was the single audience. My Mama would begin the lesson with, “You remembered that time......" and I would continue the story, bring out the challenges, the experience I acquired, and how the skills learned have proven to be valuable. During the moment of reflection, I saw my mom's face light up, apparently in approval of my recognition of concepts that are practical to real life situations. Those are moments I hold proudly in the palms of my hands, and store in my heart, and will always cherish the moonlight reflection on my Mama's face when she smiled.
When I was away from my parents, my mother always encouraged me to see my absence as a learning process. When I came to my mother crying about being battered, she urged me to be patient in going through the period. Her words echoed whenever I am faced with situations and they served as a cushion and energizer: "Musue, bear patience. Remember that you are there for a reason. Just do what you have to do and then later in life, after you have learned and moved on, you will not face those difficulties and challenges." My mother saw life as an education that begins from our birth. Those days when my mother uttered those words, I would assumed she was either not listening, or was taking lightly what I was saying. However, I would listen to her 'phrase," but would still ask, "Ma please pray so that it will not happen again." Then she would take me into our favorite prayer ritual. She assured me and would begin praying that I would travel on the road to success, peace and happiness. Such affirmations while sitting close to my mother or sitting on her lap would transport me on a golden road, and sometimes to a paradise. We would reflect on my great, great grandmother, whose name I had become familiar with, even though I never saw my great, great grandparents, or my grandparents.
Over the years, people keep asking me several questions about my life. One question remains at the pinnacle: Who is or are your role models or your mentors? I find it quite impossible to provide a two worded response to the question. In truth, unless the question has to do with a particular issue, I may attempt to provide at least two names as my mentors or role models, but deep down, I muttered the names of other persons, including my parents. As the Chinese proverbs states, I strongly believe, A Child's life is like a piece of paper on which every person leaves a mark." My life is shaped by many persons and numerous events. In all of the stages and events in my life, many persons played one or more roles that influenced events or shaped my life. As a result, I looked deeply at my life whenever I'm asked about my role models or mentors. My mentors are people who have lead me through an important phase or phases in my life. My mentors include friends, teachers/lecturers, relatives, and people I met at places, or while at the cross roads in life. I see mentoring as a great responsibility and require a deep understanding of issues, and admiration and indisputable desire to help those they purposely or unknowingly mentored. As I realized, mentoring encompasses all that a situation requires and even when I just followed my mentor, if I didn't reach my goal, I found myself a few steps away from my goal. Another important experience I learned about mentoring is that, sometimes mentors do not lead us to any goal but they selflessly teach us the way of life. To each person(s) who have held my hand, or pointed me in a direction, I am grateful. While a few of my mentors may try to discount the impact they made on my life, I see all teaching and learning processes- whether big or small, short or long as enormous, because they positively touched my life and made a positive difference in my life. It is that positive touch that I hope to share with many others. Each of my mentors played his/her role at different points, based on what was happening in my life at that time, and sometimes, continue to guide me. My first role models and mentors are my parents, though whenever I didn't understand their insistence, like most teenagers, I would become stubborn, but deep within, I admired and loved my parents very much, and I knew that they loved me too. My parents also knew that I loved them too!
From my parents, I learned about the power of love and the importance of hope and the value of faith. I understood from my parents that love is important. Looking back at my past, my parents believed that expressing unflinching love is vital to nurturing a child's development, building a relationship, communicating and understanding the child, and also allowing them to be creative. I also learned that though it is important to love a child, it is also important to discipline a child. Discipline is a way to teach a child that there are barriers in life that we must recognize and respect. In addition, discipline teaches a child rights from wrongs, so that they can grow up to be productive and responsible citizens. Another important lesson I learned from watching my parents was their ability to cope with challenges in their individual and collective lives. Though they came from different backgrounds, in spite the trials and challenges they faced, they never gave up on life. I guess that experience helped shaped my life and do have a bearing on my own view and attitude about life.
My experiences during my childhood, and teen years genuinely helped shaped my life in many ways. If asked whether there's anything I would want to change about my teen years, my response would be an unsteady "No." I would probably want to always be in the presence of my parents, while on the other hand, I will embrace my teen years, and the twists and turns I experienced that helped me learned a lot of valuable lessons about life. The experiences in my childhood and teen years provided me valuable insights, and continue to guide me into being who I am today. I am confident that the events from those years will continue to serve as guiding light for the days, years and life ahead. I must admit that some of the experiences in my late teen and adult years are painful. Those experiences include the senseless war in my homeland, Liberia; my life as a refugee during the war - being away from my families, and then losing my parents while in exile, are experiences that words are inadequate to express. Although my father did not live to see my work, my mother saw some aspects of my work. However frightened it was, my Mama did not in any way discourage me from pursuing the things I believe, and doing what was right, in spite the daring challenges in promoting human dignity. She encouraged me to persevere, and not to compromise. My Mama's conviction and subtle support, in spite her fear for my safety, continue to be a driving force in both my professional and personal life.
Today, as I sit back and look through the eyes of my teen years, I long to have one more chance to climb the trees that stood gallantly on the land I grew up, waiting to take me for a ride. I want to feel the soft, dark soil on the land where I was born between my toes. I want to play with the dogs, chase the chickens, and run among the shades provide by the trees. I want to bite through one of the freshly harvested fruits from the land on which my navel string was buried. While I may go on wishing and yearning, I know that it is almost impossible to have those dreams and wishes fulfilled. That's simply because my family heirloom and all documents, and all materials of our past, including documentation of my parents' land is one of the casualties of the senseless war that engulfed my homeland. As a result of the war, all documentations to prove that my parents owned the land were destroyed, and some persons took advantage of the absence of the documentation, and resold the land.
After several years of being away from home, I look back on my life, my childhood and teen years with mix emotions: the desire to have just one more time to sit on my dad lap, brush his hair and hear him sing to me; and to sit with my mother as she again take me thorough our story telling rituals- reminding me of my heritage, and her positive affirmations that I will walk on the golden road to success. As I look through the eyes of my childhood, and teen years, and how those years influenced my growth and development, it is my hope that parents, caregivers and families will inspire the childhood and teen years of those in their care. I also hope to instill in my son and all children the values I learned from my parents, and my mentors. Research and experience have proven that the first years are the best! That's simply because, childhood and teen years greatly influence a child's psychological, social, emotional and overall growth and development. The experiences from childhood and teen age years can have an impact on a person's view and outlook of life.
About the author: Musue N. Haddad is a Liberian Journalist/Photo-Journalist. She holds a graduate degree from George Washington University, and has worked both at home and outside of Liberia. She received several national and international awards for her journalistic practices and human rights work, including the Nelson Mandela Award for "Best Student in Photo-Journalism," Human Rights Award from the United Nations Association of the National Capital Area (UNA-NCA), for "outstanding dedication and service towards the recognition, promotion and protection of the inherent dignity and equal and inalienable rights of all members of the human family." and Human Rights Watch Hellmann-Hammett Award, granted to writers around the world who have been the targets of political persecution. In 1998/1999, she received the Press Union of Liberia "Journalist of the Year" and '"Photo-Journalist of the Year" awards.
How many times do we sit and begin discussing our childhood and teen years with others? Probably rarely! Well, recently, I found myself going through that herculean task. This task was imposed on me by a researcher who was analyzing how experiences in childhood and teen years influence human growth and development. While taking a journey back into my teenage years, I found myself flipping though pages containing activities, and events of my life that had become dormant over the years. The recollection of those events and memories that had become hidden and inactive in my mind was very stunning. For example, I had almost forgotten how I used to spend hours brushing my father's hair. Until recently, I never thought for a single moment that such a routine activity that I considered precious would have ever been embossed, but deeply obscured in my mind. The question then is whether I had voluntarily selected not to remember many things in my life, or that I had become preoccupied with new situations in my life and had put many things out of my mind?
As I started my trip back into time, the information and images recovered were amazing. Frankly, some images were blurred, but several trails and events about my childhood, my teen years and my life began to unfold gradually. I completely recaptured the local woven chair my late dad and my late mother usually sat in. The recollection was vivid and emerged as if I had picked up the chairs and stood before a gigantic mirror. My mind played this interesting games with me - I found myself standing in front of shelves and furniture in my childhood home looking at pictures, jars, tables, and the layout of the environment where my late dad sat when I brushed his hair.
While reflecting on that singular event, some of the daily routines started to take place in my mind, including the time of the day my father would take his lunch break from chores, and I would run to my mother. Thinking of those moments made me laughed: it's like I was a spider trying to grab the "lion's share' of both my Dad's and my Mom's world. How they cope with my child like behavior and my childish expression of my unsorted love to both of them is something I wish I could ask them.
Reflecting on my teenage years brought me tons of memories about my childhood. The journey into my past was filled with sorrows, pains and happiness a journey that was truly rewarding. It felt like opening an encyclopedia - my own encyclopedia that sketched out just about everything about my life as a child, and my teen years.
As I discussed a few of these thoughts with a friend recently, the person thought my experiences and feelings would make for a good article. At first, I brushed the idea aside, but later, I realized that perhaps, just perhaps, such an article might stimulate some brainstorming- maybe stir up more memories, including my war experiences, my life as a refugee, and my life in exile - away from my home, my friends and families. Truly, from the moment I started writing this material, my mind has been flooding with a lot of important scenes that I have ignored over the years. Even now, as I try to reflect on my childhood years, I realized that though I may have grown up in a rural setting, I experienced a lot of wonderful things that helped shaped my life. A tomboy, I enjoyed sports, and was mostly captain of the girls sports team. As captain or member of a sports team, partaking and winning a very competitive game was always considered some of my best days. My hometown friends, school mates and team mates would jubilate and talk about our experience on the field for days and weeks ahead.
Then again, within my family circle, some of the best moments I cherish are when my father would take me to visit his friends in Zorzor city or to one of the towns and villages on a market day. While on those trips to Ziggida, Bui, or Fissebu markets, among others villages and towns or just visiting my dad's friends, my father would sometimes place me on his lap during the drive and sing songs to me. I still relish those beautiful moments to see and feel his gentleness, the beautiful smile on his face and the sootiness of his voice. But then again, when I was with my mother, some of the best things were when she took the time to tell me stories about her life and her family. I quite remember looking profoundly at my Mama's face as she stared deeply, while narrating those true life stories. Though I remember a few oral histories my mother handed down to me, I have not succeeded in recalling some of the many things she said. However, the moments she shared these stories were captivating: the closeness, the trust and calmness on her face.
Outside of sports and my family, one of the best things that happened to me was passing the junior high West African Examination Council Examination. My passing the regional exam meant being promoted to the 10th grade, but it also resulted to my school maintaining its status as a junior high school. Prior to my passing the West African Examination Council (WAEC) exam, my school was one of those placed on a critical list of losing its Junior High Status if it failed again to justify its capability to maintain a junior high status. I remembered that day when a delegation from the school was visiting my father. On that day, I was out, and had received the call to immediately return to my father. The tone of the message was quite alarming. My hands became sweaty. It was one thing to get on the wrong side of my late, dad, but quite another to consider the idea that I would be scolded. I hated being reprimanded in public or in the presence of others. On the other hand, the thought of being literally scolded is always dreadful. So I went to my dad with tears ready to flow from my eyes. When I arrived, I was again confused to see a high delegation from the school seated. You can only imagine my thoughts. The school I was attending at that time was newly elevated to a junior high level. The entire first batch of 9th graders who sat the West African Exam the previous year failed the test. During the second year, that is the year that I was among candidates for the West Africa Exam; was the final chance the school had to maintain its status as a junior high school. That is, if all of us had failed, the status of the school would be immediately dropped to that of an elementary school. As a new student, I was not aware that the school was facing such challenge. Few months after the Examination, some high profile officials from the educational system visited my family: the Regional Educational officer, the school's principal, vice principal and some teachers. The visit was to inform my parents that I was the only student who had passed the Examination; and that my passing had saved the school from being sliced to an elementary level.
As a lively person, the County Educational Officer at that time, Mr. Clinton was even more jovial than ever. The school's principal, Mr. Flomo and other staff of the school went into all the "nitty gritty" of my work, but I was still 'thawing out' the fear and apprehension brought about by my father's stern call. However, my passing the ninth grade meant I would have to relocate to another school to complete high school. That relocation would mean leaving the "nest" of my parents, and leaving my friends.
However, visiting my hometown and childhood friends were trips I anxiously looked forward to during vacations. I also enjoyed exploring the bushes, and playing in the rivers and creeks, carrying water on my head, and trying hard to learn to fish using the traditionally woven fishing net. Unfortunately, fishing was a skill that I failed to acquired, simply because I feared being bitten by reptiles that I strongly believed were hiding in unclean rivers and creeks. I would join the fishing expedition, but would jump out of the river or creek when it became unclear or muddy.
Another wonderful experience of visiting my hometown that I keep reflecting on, even today is that my friends and I would pick up life and activities from where we had left off without recognizing that we had been apart for several months. Isn't that interesting!
As I reflect on my life as a child and then a teenager, I am grateful for my development. My experience as a journalist, a teacher and a parent have given me the ability to assess how our parents, families and caregivers play important roles in our development, and social advancement. Personally, my caregivers were my parents, and family members. My parents were strict, but loving. They taught me many things, including the value of honesty, the importance of maintaining my reputation, and that education is the key to success. Those lessons and skills helped me to remain hopeful in the face of trials and temptations, and were values that helped me survived the senseless war that engulfed our country, and resulted to the deaths of over 250,000 persons, and the displacement of over one million persons.
My mother always told me in order to be successful; I needed to learn to be independent, and also dependent.
Now you may be asking how can one learn to be independent, and still learn to be dependent? Quite frankly, when my mother urged me to learn to be both independent and dependent, her idea at that time seemed farfetched. Then as I grew up, all I thought about was learning to be independent, and her idea became even more implausible and mind-boggling. Under other conditions, I would have chased Mama's idea from my mind, but apparently, as little as I was, my confidence in Mama was deeply unwavering, and that faith secretly nudged me to hold on to Mama's concept. That is why, later in life, I fetched Mama's idea about being independent, and learning to be dependent. I realized that in order to survive, we must learn the necessary skills that will make us independent. However, to be successful, we must learn to be dependent and well as independent. That dependency attitude doesn't mean we must depend on others for survival or depend on others to be successful. It simply means learning to be a part of a team, and learning to work with others- collaboration, networking, people's skills because we live in a world, and among people from different cultures and background. Many years after leaving my Mama's cradle, I returned again to visit. We sat again and reflected on things of old: learning to cope with challenges, and being independent and learning to be independent. We talked about these things, not in isolation, but as we revisited circumstances that brought about these lessons. This time, I became the moderator, and then the analyst. My mom was the single audience. My Mama would begin the lesson with, “You remembered that time......" and I would continue the story, bring out the challenges, the experience I acquired, and how the skills learned have proven to be valuable. During the moment of reflection, I saw my mom's face light up, apparently in approval of my recognition of concepts that are practical to real life situations. Those are moments I hold proudly in the palms of my hands, and store in my heart, and will always cherish the moonlight reflection on my Mama's face when she smiled.
When I was away from my parents, my mother always encouraged me to see my absence as a learning process. When I came to my mother crying about being battered, she urged me to be patient in going through the period. Her words echoed whenever I am faced with situations and they served as a cushion and energizer: "Musue, bear patience. Remember that you are there for a reason. Just do what you have to do and then later in life, after you have learned and moved on, you will not face those difficulties and challenges." My mother saw life as an education that begins from our birth. Those days when my mother uttered those words, I would assumed she was either not listening, or was taking lightly what I was saying. However, I would listen to her 'phrase," but would still ask, "Ma please pray so that it will not happen again." Then she would take me into our favorite prayer ritual. She assured me and would begin praying that I would travel on the road to success, peace and happiness. Such affirmations while sitting close to my mother or sitting on her lap would transport me on a golden road, and sometimes to a paradise. We would reflect on my great, great grandmother, whose name I had become familiar with, even though I never saw my great, great grandparents, or my grandparents.
Over the years, people keep asking me several questions about my life. One question remains at the pinnacle: Who is or are your role models or your mentors? I find it quite impossible to provide a two worded response to the question. In truth, unless the question has to do with a particular issue, I may attempt to provide at least two names as my mentors or role models, but deep down, I muttered the names of other persons, including my parents. As the Chinese proverbs states, I strongly believe, A Child's life is like a piece of paper on which every person leaves a mark." My life is shaped by many persons and numerous events. In all of the stages and events in my life, many persons played one or more roles that influenced events or shaped my life. As a result, I looked deeply at my life whenever I'm asked about my role models or mentors. My mentors are people who have lead me through an important phase or phases in my life. My mentors include friends, teachers/lecturers, relatives, and people I met at places, or while at the cross roads in life. I see mentoring as a great responsibility and require a deep understanding of issues, and admiration and indisputable desire to help those they purposely or unknowingly mentored. As I realized, mentoring encompasses all that a situation requires and even when I just followed my mentor, if I didn't reach my goal, I found myself a few steps away from my goal. Another important experience I learned about mentoring is that, sometimes mentors do not lead us to any goal but they selflessly teach us the way of life. To each person(s) who have held my hand, or pointed me in a direction, I am grateful. While a few of my mentors may try to discount the impact they made on my life, I see all teaching and learning processes- whether big or small, short or long as enormous, because they positively touched my life and made a positive difference in my life. It is that positive touch that I hope to share with many others. Each of my mentors played his/her role at different points, based on what was happening in my life at that time, and sometimes, continue to guide me. My first role models and mentors are my parents, though whenever I didn't understand their insistence, like most teenagers, I would become stubborn, but deep within, I admired and loved my parents very much, and I knew that they loved me too. My parents also knew that I loved them too!
From my parents, I learned about the power of love and the importance of hope and the value of faith. I understood from my parents that love is important. Looking back at my past, my parents believed that expressing unflinching love is vital to nurturing a child's development, building a relationship, communicating and understanding the child, and also allowing them to be creative. I also learned that though it is important to love a child, it is also important to discipline a child. Discipline is a way to teach a child that there are barriers in life that we must recognize and respect. In addition, discipline teaches a child rights from wrongs, so that they can grow up to be productive and responsible citizens. Another important lesson I learned from watching my parents was their ability to cope with challenges in their individual and collective lives. Though they came from different backgrounds, in spite the trials and challenges they faced, they never gave up on life. I guess that experience helped shaped my life and do have a bearing on my own view and attitude about life.
My experiences during my childhood, and teen years genuinely helped shaped my life in many ways. If asked whether there's anything I would want to change about my teen years, my response would be an unsteady "No." I would probably want to always be in the presence of my parents, while on the other hand, I will embrace my teen years, and the twists and turns I experienced that helped me learned a lot of valuable lessons about life. The experiences in my childhood and teen years provided me valuable insights, and continue to guide me into being who I am today. I am confident that the events from those years will continue to serve as guiding light for the days, years and life ahead. I must admit that some of the experiences in my late teen and adult years are painful. Those experiences include the senseless war in my homeland, Liberia; my life as a refugee during the war - being away from my families, and then losing my parents while in exile, are experiences that words are inadequate to express. Although my father did not live to see my work, my mother saw some aspects of my work. However frightened it was, my Mama did not in any way discourage me from pursuing the things I believe, and doing what was right, in spite the daring challenges in promoting human dignity. She encouraged me to persevere, and not to compromise. My Mama's conviction and subtle support, in spite her fear for my safety, continue to be a driving force in both my professional and personal life.
Today, as I sit back and look through the eyes of my teen years, I long to have one more chance to climb the trees that stood gallantly on the land I grew up, waiting to take me for a ride. I want to feel the soft, dark soil on the land where I was born between my toes. I want to play with the dogs, chase the chickens, and run among the shades provide by the trees. I want to bite through one of the freshly harvested fruits from the land on which my navel string was buried. While I may go on wishing and yearning, I know that it is almost impossible to have those dreams and wishes fulfilled. That's simply because my family heirloom and all documents, and all materials of our past, including documentation of my parents' land is one of the casualties of the senseless war that engulfed my homeland. As a result of the war, all documentations to prove that my parents owned the land were destroyed, and some persons took advantage of the absence of the documentation, and resold the land.
After several years of being away from home, I look back on my life, my childhood and teen years with mix emotions: the desire to have just one more time to sit on my dad lap, brush his hair and hear him sing to me; and to sit with my mother as she again take me thorough our story telling rituals- reminding me of my heritage, and her positive affirmations that I will walk on the golden road to success. As I look through the eyes of my childhood, and teen years, and how those years influenced my growth and development, it is my hope that parents, caregivers and families will inspire the childhood and teen years of those in their care. I also hope to instill in my son and all children the values I learned from my parents, and my mentors. Research and experience have proven that the first years are the best! That's simply because, childhood and teen years greatly influence a child's psychological, social, emotional and overall growth and development. The experiences from childhood and teen age years can have an impact on a person's view and outlook of life.
About the author: Musue N. Haddad is a Liberian Journalist/Photo-Journalist. She holds a graduate degree from George Washington University, and has worked both at home and outside of Liberia. She received several national and international awards for her journalistic practices and human rights work, including the Nelson Mandela Award for "Best Student in Photo-Journalism," Human Rights Award from the United Nations Association of the National Capital Area (UNA-NCA), for "outstanding dedication and service towards the recognition, promotion and protection of the inherent dignity and equal and inalienable rights of all members of the human family." and Human Rights Watch Hellmann-Hammett Award, granted to writers around the world who have been the targets of political persecution. In 1998/1999, she received the Press Union of Liberia "Journalist of the Year" and '"Photo-Journalist of the Year" awards.
Tuesday, March 6, 2012
Africa and America - How Does Culture Impact Teaching
Are you a teacher? Have you taught before? Did you teach in Liberia, Africa or in the United States? If you were from Africa, and then became a teacher in the great United States, you probably have been asked, not once not twice, not thrice, but many times about your philosophy of teaching. Coming from Africa, initially, when I heard people asking others about their teaching philosophy, I would hold my chin in wonderment at the idea of having a sort of well-designed, and highly favorably perfect teaching philosophy. Many days, I asked whether an effective teacher in the great United States was defined by an appealing philosophy of teaching. But then again, being an African who was in exile in the great United States, who was I to ask about "what makes a effective teacher in an American school system," that is celebrated by many in Liberia, Africa, and some in the great United States.
However, later when I joined the teaching profession, I had to answer this question; not once, not twice, not thrice, but many times. In fact, I became so accustomed to being asked this question, that I probably had an "elevator ride" response waiting to dish out. An "elevator ride" chat or response is a 'one minute' concise response used to grasp the attention of someone or sell an idea. Born in Africa, raised on the dark soil, taught by teachers who also "helped raised me up" because of our culture and practices that it takes a village to raise child, it tickled me to put down on paper my teaching philosophy. Well, it took me awhile to pretend to detach my innermost desire to empower kids, and bring in my African or sacred belief that "each child is a gift from God, and it is our duty to positively impact their lives, and treat them as God's little one, "while drafting my philosophy. The wonderful teaching philosophy is one that must be built on academic theories. However puzzling, I knew that it was the order of the day. As the saying goes, 'when you live in Rome, you must learn to act like a Roman," so there I was carefully crafting a winning teaching philosophy, and then learning to summarize it into an elevator pitch, or catch phrase used to sell an idea or marketing product.
The "elevator" pitch or chat is definitely not something I developed. No, no! It is a strategy I learned from the Founder and then Director of [New York] Columbia's University Human Rights and Advocacy Training Program, Dr. Paul Martin. Dr. Paul Martin, a human rights advocate, a teacher and lecturer would look directly in my eyes and say with his typical American intonation, "Musue, imagine that you walked to an elevator and meet someone who's also ready to get on the elevator. The person will be stopping on the 2ndfloor, which will take approximately a minute. That means you have just one minute to chat with this person; and that one minute to get the person interested in your idea or your project?"
When Dr. Martin gave me that exercise, I had to really sit and do my homework. The homework didn't take a day, or two. Frankly, it took me weeks. I couldn't stop asking myself, "How do I condense Human Rights situations in Liberia and West Africa to a one minute pitch, but yet keep it captivating to grasp the attention of human rights groups, and international stake holders?'Truly, that was an enormously whopping assignment. Many days I would stand before a mirror and practice for hours - trying to get the idea, the flow, and the jargons. I must admit that I failed many times, and found myself running back to my desk to edit, rewrite and then vice versa. If this exercise went on for weeks at home, you can imagine how many times I stood before the mirror, and the number of times I found myself running back and forth in my room like a lone soccer player.
However, after completing what I had thought was the 'finest" 'elevator ride' selling pitch, I passed my colleagues, many from Africa, and some from Europe, and I walked briskly into Dr. Martin's office without any prior appointment. I then demonstrated what I had prepared. A practical teacher, Dr. Martin didn't take a pen or pencil, neither did he take a chalk; but he stood there and said again, "That is good, but you can make it better Musue." I asked him, "How?" Dr, Martin asked me to look at the various human rights challenges in Liberia and West Africa. We started verbally listing some of what were then the most crucial that reflected on many aspects of human rights issues. The issues I looked at included the infamous September 18, 1998 incident that led to the killing of opposition politician, Madison Wion near the great United States Embassy in Monrovia in 1998, the 1997 killings of Samuel Dokie, his wife, sister and cousin by members of Charles Taylor's security forces. Also in 1998, there is the incident of Market woman Nowai Flomo who was considered, " "Disappeared," in spite reports that she was killed by members of Taylor's security forces, the incarnation of political persons, including Charles Breeze, Gbai Ballah, among others. The discussion also included the implications of these issues on the West African sub-region. Let me add that this discussion was taking place in 2000, and therefore did not include the beating of Cllr. Taiwan Gongle's or the arrest and torture of journalist Hassan Bility's and other incidents that occurred after early 2000, but the skills learned from Dr. Martin and other staff at Columbia University were instrumental in helping me contribute to drawing international attention to subsequent violations including Gongloe's, Hassan Bility's and the imprisonment of The News Newspaper editorial staff, among others.
On the day on the brainstorming exercise, Dr. Paul Martin asked me questions rather than give me answers. Those questions helped me to dig deeper into myself, and look beyond the surface of each incident and issues that were occurring in my homeland Liberia. Whatever responses I provided, he didn't critically assess my responses. Rather, he asked additional questions. He also told me, "Let me hear your thoughts, "adding, "Think aloud." My responses and thoughts led to more and more questions. When I prepared to leave Dr. Paul Martin's office, he was still seated on his computer desk calmly, and with a thin smile on his face. I turned around looked at Dr. Martin and for a moment, I thought, "here's a man who's caring nature reminds me of my people and my culture. But here he sits, and so much involved in my life, and the lives of my colleagues, including those from Rwanda, the Democratic Republic of Congo, Ghana and other areas. Yes, he wants freedom in my homeland Liberia, and on all countries on the African Continent and other countries around the world." My momentary pause might have caught the attention of Dr. Martin, but as he is always, he didn't abruptly interrupt my concentration. My concentration was broken by a sound of the keyboard. I then tilted my head in the direction of Dr, Martin, and asked in my innocent tone, "Dr. Martin, why are you so tolerant, and patient with me. I have taken up a lot of your time." Dr. Martin moved his hands from the key board, and said, "That is why I am here. I know you can do it Musue. The next time you are in class, or you come into my office, you will have the elevator ride selling pitch." I felt truly motivated by his response supported by his expression.
A day later, I sat in Dr. Paul Martin's class. Surprisingly, I was quiet, and for my classmates, and colleagues, and even my teachers, that was "far from typical." I watched my colleague from Rwanda and the Democratic of Congo as they tried to take their wars and conflicts from the continent to the classrooms on Columbia University. Dr. Paul Martin, Holly Bartling and other staff at Columbia University didn't chastise them for openly or privately fighting one another, or blaming one another for the conflicts in their individual countries. I guess, I was too much concerned, or overwhelmed by my own burdens- the conflicts in Liberia. I also was seriously thinking that I could just complete my programs, open my big mouth about Liberia, and then pack up and return home, and be warmly received and applauded by Charles Taylor and his people for studying, making fine speeches, and my great presentations at panels and conferences, and my excellent networking skills with human rights organizations and policy organizations. In my busy-ness, I didn't take the time to lecture with both of my colleagues about their disagreement that had become awkwardly personal. On that day in class, both my colleague from Rwanda, and the Democratic Republic of Congo were at it again- though indirectly, but they somehow send responses to one another while responding to questions. At the end of the class, as usual, students gathered around Dr. Martin and other staff. As we walked out, I asked Dr. Martin, "Why did you decide to get into human rights teaching?" Dr. Martin's response was illustrative, catchy, but concise. When I asked that question, little did I know that one day, I would also be asked similar question.
While I may not be standing before a classroom, I consider myself a public educator. When I taught, that's when I stood before a classroom, and even today, when asked about my teaching philosophy, I think about the path that leads me to teaching. That's simply because, my philosophy of teaching is closely tied to my educational experience, occurrences in the real world, and my world, and who I am. Throughout the years I met effective teachers who pushed me to go beyond what I believed I was capable of doing and achieving. Also, I met teachers and other persons who made assumptions of what I was not capable of doing based on who they believed I was. However, I learned from both situations. The teachers who believed in me and others who doubted my capability - they helped shaped my teaching philosophy.
Educational Theories
As I reflect on teaching and learning and teachers, I think about a few educational theories, including Abraham Maslow theory of Human Motivation. "The fact is that people are good, if only their fundamental wishes are satisfied, their wish for affection and security. Give people affection and security, and they will give affection and be secure in their feelings and their behavior." [Maslow, Abraham]. When I read this quote by Abraham Maslow, it reinforced my belief that each and every child has the potential to bring something unique and special to the world. This concept is and remains the foundation of my education philosophy - both for the classroom, and in my public education undertakings.
As a teacher and an educator, I reflect on Maslow's quote and his notion of a hierarchy of needs: deficiency needs that people must meet in order to move on to growth needs that are never met, but rather expanded with experiences. I believe that a teacher should consider the needs of students, realizing that though deficiency needs is at the bottom of the pyramid, it provides the foundation for the growth needs of students. As I look at Maslow theory, I asked myself whether our illiterate parents and grandparents were actually subconsciously schooled about these theories, and therefore ensure that children from the community were fed, and taken care of before leaving home for school? I therefore have implicit belief that learning and motivation are interdependent, and the first step in guiding students and people in discovering who they are, and helping them develop their potentials.
Some of the questions that come to mind when I think about Maslow's theory about needs: How can someone who hasn't experienced hunger, poverty, or separation from family because of war successfully relate, or motive such child to learn? How can someone who lived under the wings of their parents, sleep in comfortable bed, eat sumptuous meals three times a day, have extra cash in their bank accounts, and carry credit cards that hold thousands of dollars, teach kids who are profoundly impoverished? I wonder how someone far from my culture and background, or someone who hadn't had the experienced I had as a child, would have taught me or view me in a school in the great United States? If that teacher found it hard to 'reach me,' would they have outright-ly written me off, or considered me un-teachable? These are questions that are yet to be considered in determining who's a good teacher in the great United States, or analyzing finely written Teaching Philosophies that are the first steps in recruiting teachers.
Unlike the great United States, in most African societies, the living and life styles of teachers are known in the community. The teachers are active member of the community, and therefore a part of everyday living in the community. Parents and students see and interact with their teachers on almost a daily basis. The teachers are not only available, but they are accessible to parents, and family members, as well as students. This "community' living, which is also reinforced by societal culture enables the teacher to understand the needs of his/her students, as well as help the student feel "comfortable' in the presence of his/her teacher. While there may be some disadvantage(s) to this concept, in many ways, it provides a human side to the teaching and learning process.
While there are divergent views on Maslow's theory, I believe that students do learn better and participate more when their basic needs are met, or understood. To breakdown this concept, ask yourself, "Is it possible to teach a child or someone who's hungry, cold, ill, disappointed or homeless?" If even as a teacher or educator, you cannot provide the student, or person, or people food on a daily basis, if you show genuine empathy to the student, or person, that compassion or understanding might motivate the child or person to come to school, participate, and learn. The student will say to others or to themselves: My teacher understands, or my teacher is with me. Teaching is not a job; it is a responsibility that requires some forms of relationship. For me, a teacher is one who is respectful, understanding, approachable, and supportive. The way I interact with students and people demonstrate my respect for them. For example, I never say anything derogatory to my students or people I interact with. I do not attempt to use my students or others (or any of their work) to demonstrate poor example. I illustrate understanding by listening to their needs, even if I am unable to comply or supply those needs. The reason for my outlook is obvious, when a child or person feels safe and comfortable, and motivated, I can then begin to assist or motivate that student to discover their strengths, and help them build on their weaknesses. When a student feels that he is understood, he or she can feel comfortable and motivated to express their own opinions and nurture their own ideas, they can become relax and lighten up to their environment.
Aside Maslow's theory, there is also another universal theory - The use of Multiple Intelligences theory, which also draws on the motivation of students' talents, thus helping teachers construct self-motivating educational experiences. Through creating educational experiences based on natural talents and gifts, I realize that I can increase the opportunities whereby students can become actively engaged in learning experiences that are interesting and responsive and motivational. The practicality of this theory is that "all human beings have strengths in certain areas, and that or those strength(s) can be used to motivate learning and in teaching certain skills. The practicality of this theory is that the teacher must appreciate the students' intelligences, whether the intelligences is at odd with their own practices. Imagine that you had the opportunity to teach the late American Musician Michael Jackson or the late Liberian musical star Tecumsey Roberts a mathematical skill. Which intelligence would you opt to use in teaching the musical star: would you use the Logical-mathematical intelligence or Musical intelligence? Of course, Roberts' talents as a musician would make it easier to teach him math using his musical intelligence. On the other hand, it may take you forever to teach singers MaYatta Zoe, Fatu Gayflor or Zaye Tete reading skills by using their Naturalistic intelligence. It doesn't take a scientist to know that though the singers possessed some Naturalistic intelligence, which has to do with classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. but their strength lies in their musical (intelligences) skills. Therefore, to motivate learning, using their Musical intelligence (using reading notes to teach them songs, or asking them to use reading materials to write songs, and dance rhythms) would not only suffice, but proved successful. Using the naturalist intelligence would be motivational for those who have demonstrated interest in farming, gardeners, agriculture and related areas.
It is therefore important to note that the use of Multiple Intelligences also draws on the motivation of students' talents, thus helping teachers construct self-motivating educational experiences. Through creating educational experiences based on natural talents and gifts, I realized that I can increase the opportunities whereby students can become actively engaged in learning experiences that are interesting and responsive and motivational. Over the years, I also learned that every (school and public) classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. That is why, I find Howard Gardner's theory that each individual manifests varying levels of different intelligences, and thus each person has a unique "cognitive profile." The use of the "cognitive profile" proved successful when I worked as a classroom teacher, and it has become relevant in my public education activities.
In order to be effective, each teacher must recognize that their role must include giving students the tools with which to cultivate their own area of knowledge. To accomplish this goal, I teach to the needs and intelligences of each child so that all learners can feel capable and successful. I present instructions that will include the interests of the students, and make learning relevant to life. I incorporate themes, projects, group work, individual work, and hands-on learning in order to make students active learners. In showing my students how to become responsible for their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves, and to encourage creativity.
Real World Connection
Making real life and real world connection is also another important component of teaching and learning. Linking learning to activities and events in the world community has proven to help students become caring and active members of society, which can be achieved if one is tolerant of the views, the racial and other background of others. My vision in teaching and learning is to create an environment- whether in the classroom or a public arena - where we can learn to embrace our differences as the core of what makes life so interesting, make each person feel important and make a positive difference in the life of others. It has been established that education and information are ways for people to be empowered with the ability to accomplish things, and to contribute meaningfully to society. Personally, lifelong learning, and teaching have provided me the opportunity for continual learning and growth.
After many years, I sit back and reflect on Dr. Paul Martin's response to my question that cold day in the year 2000, when I asked him, "Why did you decide to get into [human rights] teaching?" As I look back, I can proudly say, "Dr. Paul Martin made a positive difference in my life." Not only did he use the Multiple Intelligences theory, he also used Maslow's and a series of other theories in teaching and empowering his students, including me to find our strengths; he and his energetic staff at SIPA building guided us on various ways to use our skills and knowledge to promote our work, and our societies. Most importantly, Dr. Martin built a relationship with each of his students, and made each feel exceptionally special to their home countries, to Columbia University campus, and to the world around them. His encouragement remains alive in me, and it is that positive touch that I endeavor to share with others, including my own son in my teaching and learning; it is an intrinsic part of my teaching philosophy-whether teaching in the classroom or the public arena.
About the author: Musue N. Haddad is a Liberian Journalist/Photo-Journalist. She holds a graduate degree from George Washington University, and has worked both at home and outside of Liberia. She received several national and international awards for her journalistic practices and human rights work, including the Nelson Mandela Award for "Best Student in Photo-Journalism," Human Rights Award from the United Nations Association of the National Capital Area (UNA-NCA), for "outstanding dedication and service towards the recognition, promotion and protection of the inherent dignity and equal and inalienable rights of all members of the human family." and Human Rights Watch Hellmann-Hammett Award, granted to writers around the world who have been the targets of political persecution. In 1998/1999, she received the Press Union of Liberia "Journalist of the Year" and '"Photo-Journalist of the Year" awards.
However, later when I joined the teaching profession, I had to answer this question; not once, not twice, not thrice, but many times. In fact, I became so accustomed to being asked this question, that I probably had an "elevator ride" response waiting to dish out. An "elevator ride" chat or response is a 'one minute' concise response used to grasp the attention of someone or sell an idea. Born in Africa, raised on the dark soil, taught by teachers who also "helped raised me up" because of our culture and practices that it takes a village to raise child, it tickled me to put down on paper my teaching philosophy. Well, it took me awhile to pretend to detach my innermost desire to empower kids, and bring in my African or sacred belief that "each child is a gift from God, and it is our duty to positively impact their lives, and treat them as God's little one, "while drafting my philosophy. The wonderful teaching philosophy is one that must be built on academic theories. However puzzling, I knew that it was the order of the day. As the saying goes, 'when you live in Rome, you must learn to act like a Roman," so there I was carefully crafting a winning teaching philosophy, and then learning to summarize it into an elevator pitch, or catch phrase used to sell an idea or marketing product.
The "elevator" pitch or chat is definitely not something I developed. No, no! It is a strategy I learned from the Founder and then Director of [New York] Columbia's University Human Rights and Advocacy Training Program, Dr. Paul Martin. Dr. Paul Martin, a human rights advocate, a teacher and lecturer would look directly in my eyes and say with his typical American intonation, "Musue, imagine that you walked to an elevator and meet someone who's also ready to get on the elevator. The person will be stopping on the 2ndfloor, which will take approximately a minute. That means you have just one minute to chat with this person; and that one minute to get the person interested in your idea or your project?"
When Dr. Martin gave me that exercise, I had to really sit and do my homework. The homework didn't take a day, or two. Frankly, it took me weeks. I couldn't stop asking myself, "How do I condense Human Rights situations in Liberia and West Africa to a one minute pitch, but yet keep it captivating to grasp the attention of human rights groups, and international stake holders?'Truly, that was an enormously whopping assignment. Many days I would stand before a mirror and practice for hours - trying to get the idea, the flow, and the jargons. I must admit that I failed many times, and found myself running back to my desk to edit, rewrite and then vice versa. If this exercise went on for weeks at home, you can imagine how many times I stood before the mirror, and the number of times I found myself running back and forth in my room like a lone soccer player.
However, after completing what I had thought was the 'finest" 'elevator ride' selling pitch, I passed my colleagues, many from Africa, and some from Europe, and I walked briskly into Dr. Martin's office without any prior appointment. I then demonstrated what I had prepared. A practical teacher, Dr. Martin didn't take a pen or pencil, neither did he take a chalk; but he stood there and said again, "That is good, but you can make it better Musue." I asked him, "How?" Dr, Martin asked me to look at the various human rights challenges in Liberia and West Africa. We started verbally listing some of what were then the most crucial that reflected on many aspects of human rights issues. The issues I looked at included the infamous September 18, 1998 incident that led to the killing of opposition politician, Madison Wion near the great United States Embassy in Monrovia in 1998, the 1997 killings of Samuel Dokie, his wife, sister and cousin by members of Charles Taylor's security forces. Also in 1998, there is the incident of Market woman Nowai Flomo who was considered, " "Disappeared," in spite reports that she was killed by members of Taylor's security forces, the incarnation of political persons, including Charles Breeze, Gbai Ballah, among others. The discussion also included the implications of these issues on the West African sub-region. Let me add that this discussion was taking place in 2000, and therefore did not include the beating of Cllr. Taiwan Gongle's or the arrest and torture of journalist Hassan Bility's and other incidents that occurred after early 2000, but the skills learned from Dr. Martin and other staff at Columbia University were instrumental in helping me contribute to drawing international attention to subsequent violations including Gongloe's, Hassan Bility's and the imprisonment of The News Newspaper editorial staff, among others.
On the day on the brainstorming exercise, Dr. Paul Martin asked me questions rather than give me answers. Those questions helped me to dig deeper into myself, and look beyond the surface of each incident and issues that were occurring in my homeland Liberia. Whatever responses I provided, he didn't critically assess my responses. Rather, he asked additional questions. He also told me, "Let me hear your thoughts, "adding, "Think aloud." My responses and thoughts led to more and more questions. When I prepared to leave Dr. Paul Martin's office, he was still seated on his computer desk calmly, and with a thin smile on his face. I turned around looked at Dr. Martin and for a moment, I thought, "here's a man who's caring nature reminds me of my people and my culture. But here he sits, and so much involved in my life, and the lives of my colleagues, including those from Rwanda, the Democratic Republic of Congo, Ghana and other areas. Yes, he wants freedom in my homeland Liberia, and on all countries on the African Continent and other countries around the world." My momentary pause might have caught the attention of Dr. Martin, but as he is always, he didn't abruptly interrupt my concentration. My concentration was broken by a sound of the keyboard. I then tilted my head in the direction of Dr, Martin, and asked in my innocent tone, "Dr. Martin, why are you so tolerant, and patient with me. I have taken up a lot of your time." Dr. Martin moved his hands from the key board, and said, "That is why I am here. I know you can do it Musue. The next time you are in class, or you come into my office, you will have the elevator ride selling pitch." I felt truly motivated by his response supported by his expression.
A day later, I sat in Dr. Paul Martin's class. Surprisingly, I was quiet, and for my classmates, and colleagues, and even my teachers, that was "far from typical." I watched my colleague from Rwanda and the Democratic of Congo as they tried to take their wars and conflicts from the continent to the classrooms on Columbia University. Dr. Paul Martin, Holly Bartling and other staff at Columbia University didn't chastise them for openly or privately fighting one another, or blaming one another for the conflicts in their individual countries. I guess, I was too much concerned, or overwhelmed by my own burdens- the conflicts in Liberia. I also was seriously thinking that I could just complete my programs, open my big mouth about Liberia, and then pack up and return home, and be warmly received and applauded by Charles Taylor and his people for studying, making fine speeches, and my great presentations at panels and conferences, and my excellent networking skills with human rights organizations and policy organizations. In my busy-ness, I didn't take the time to lecture with both of my colleagues about their disagreement that had become awkwardly personal. On that day in class, both my colleague from Rwanda, and the Democratic Republic of Congo were at it again- though indirectly, but they somehow send responses to one another while responding to questions. At the end of the class, as usual, students gathered around Dr. Martin and other staff. As we walked out, I asked Dr. Martin, "Why did you decide to get into human rights teaching?" Dr. Martin's response was illustrative, catchy, but concise. When I asked that question, little did I know that one day, I would also be asked similar question.
While I may not be standing before a classroom, I consider myself a public educator. When I taught, that's when I stood before a classroom, and even today, when asked about my teaching philosophy, I think about the path that leads me to teaching. That's simply because, my philosophy of teaching is closely tied to my educational experience, occurrences in the real world, and my world, and who I am. Throughout the years I met effective teachers who pushed me to go beyond what I believed I was capable of doing and achieving. Also, I met teachers and other persons who made assumptions of what I was not capable of doing based on who they believed I was. However, I learned from both situations. The teachers who believed in me and others who doubted my capability - they helped shaped my teaching philosophy.
Educational Theories
As I reflect on teaching and learning and teachers, I think about a few educational theories, including Abraham Maslow theory of Human Motivation. "The fact is that people are good, if only their fundamental wishes are satisfied, their wish for affection and security. Give people affection and security, and they will give affection and be secure in their feelings and their behavior." [Maslow, Abraham]. When I read this quote by Abraham Maslow, it reinforced my belief that each and every child has the potential to bring something unique and special to the world. This concept is and remains the foundation of my education philosophy - both for the classroom, and in my public education undertakings.
As a teacher and an educator, I reflect on Maslow's quote and his notion of a hierarchy of needs: deficiency needs that people must meet in order to move on to growth needs that are never met, but rather expanded with experiences. I believe that a teacher should consider the needs of students, realizing that though deficiency needs is at the bottom of the pyramid, it provides the foundation for the growth needs of students. As I look at Maslow theory, I asked myself whether our illiterate parents and grandparents were actually subconsciously schooled about these theories, and therefore ensure that children from the community were fed, and taken care of before leaving home for school? I therefore have implicit belief that learning and motivation are interdependent, and the first step in guiding students and people in discovering who they are, and helping them develop their potentials.
Some of the questions that come to mind when I think about Maslow's theory about needs: How can someone who hasn't experienced hunger, poverty, or separation from family because of war successfully relate, or motive such child to learn? How can someone who lived under the wings of their parents, sleep in comfortable bed, eat sumptuous meals three times a day, have extra cash in their bank accounts, and carry credit cards that hold thousands of dollars, teach kids who are profoundly impoverished? I wonder how someone far from my culture and background, or someone who hadn't had the experienced I had as a child, would have taught me or view me in a school in the great United States? If that teacher found it hard to 'reach me,' would they have outright-ly written me off, or considered me un-teachable? These are questions that are yet to be considered in determining who's a good teacher in the great United States, or analyzing finely written Teaching Philosophies that are the first steps in recruiting teachers.
Unlike the great United States, in most African societies, the living and life styles of teachers are known in the community. The teachers are active member of the community, and therefore a part of everyday living in the community. Parents and students see and interact with their teachers on almost a daily basis. The teachers are not only available, but they are accessible to parents, and family members, as well as students. This "community' living, which is also reinforced by societal culture enables the teacher to understand the needs of his/her students, as well as help the student feel "comfortable' in the presence of his/her teacher. While there may be some disadvantage(s) to this concept, in many ways, it provides a human side to the teaching and learning process.
While there are divergent views on Maslow's theory, I believe that students do learn better and participate more when their basic needs are met, or understood. To breakdown this concept, ask yourself, "Is it possible to teach a child or someone who's hungry, cold, ill, disappointed or homeless?" If even as a teacher or educator, you cannot provide the student, or person, or people food on a daily basis, if you show genuine empathy to the student, or person, that compassion or understanding might motivate the child or person to come to school, participate, and learn. The student will say to others or to themselves: My teacher understands, or my teacher is with me. Teaching is not a job; it is a responsibility that requires some forms of relationship. For me, a teacher is one who is respectful, understanding, approachable, and supportive. The way I interact with students and people demonstrate my respect for them. For example, I never say anything derogatory to my students or people I interact with. I do not attempt to use my students or others (or any of their work) to demonstrate poor example. I illustrate understanding by listening to their needs, even if I am unable to comply or supply those needs. The reason for my outlook is obvious, when a child or person feels safe and comfortable, and motivated, I can then begin to assist or motivate that student to discover their strengths, and help them build on their weaknesses. When a student feels that he is understood, he or she can feel comfortable and motivated to express their own opinions and nurture their own ideas, they can become relax and lighten up to their environment.
Aside Maslow's theory, there is also another universal theory - The use of Multiple Intelligences theory, which also draws on the motivation of students' talents, thus helping teachers construct self-motivating educational experiences. Through creating educational experiences based on natural talents and gifts, I realize that I can increase the opportunities whereby students can become actively engaged in learning experiences that are interesting and responsive and motivational. The practicality of this theory is that "all human beings have strengths in certain areas, and that or those strength(s) can be used to motivate learning and in teaching certain skills. The practicality of this theory is that the teacher must appreciate the students' intelligences, whether the intelligences is at odd with their own practices. Imagine that you had the opportunity to teach the late American Musician Michael Jackson or the late Liberian musical star Tecumsey Roberts a mathematical skill. Which intelligence would you opt to use in teaching the musical star: would you use the Logical-mathematical intelligence or Musical intelligence? Of course, Roberts' talents as a musician would make it easier to teach him math using his musical intelligence. On the other hand, it may take you forever to teach singers MaYatta Zoe, Fatu Gayflor or Zaye Tete reading skills by using their Naturalistic intelligence. It doesn't take a scientist to know that though the singers possessed some Naturalistic intelligence, which has to do with classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. but their strength lies in their musical (intelligences) skills. Therefore, to motivate learning, using their Musical intelligence (using reading notes to teach them songs, or asking them to use reading materials to write songs, and dance rhythms) would not only suffice, but proved successful. Using the naturalist intelligence would be motivational for those who have demonstrated interest in farming, gardeners, agriculture and related areas.
It is therefore important to note that the use of Multiple Intelligences also draws on the motivation of students' talents, thus helping teachers construct self-motivating educational experiences. Through creating educational experiences based on natural talents and gifts, I realized that I can increase the opportunities whereby students can become actively engaged in learning experiences that are interesting and responsive and motivational. Over the years, I also learned that every (school and public) classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. That is why, I find Howard Gardner's theory that each individual manifests varying levels of different intelligences, and thus each person has a unique "cognitive profile." The use of the "cognitive profile" proved successful when I worked as a classroom teacher, and it has become relevant in my public education activities.
In order to be effective, each teacher must recognize that their role must include giving students the tools with which to cultivate their own area of knowledge. To accomplish this goal, I teach to the needs and intelligences of each child so that all learners can feel capable and successful. I present instructions that will include the interests of the students, and make learning relevant to life. I incorporate themes, projects, group work, individual work, and hands-on learning in order to make students active learners. In showing my students how to become responsible for their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves, and to encourage creativity.
Real World Connection
Making real life and real world connection is also another important component of teaching and learning. Linking learning to activities and events in the world community has proven to help students become caring and active members of society, which can be achieved if one is tolerant of the views, the racial and other background of others. My vision in teaching and learning is to create an environment- whether in the classroom or a public arena - where we can learn to embrace our differences as the core of what makes life so interesting, make each person feel important and make a positive difference in the life of others. It has been established that education and information are ways for people to be empowered with the ability to accomplish things, and to contribute meaningfully to society. Personally, lifelong learning, and teaching have provided me the opportunity for continual learning and growth.
After many years, I sit back and reflect on Dr. Paul Martin's response to my question that cold day in the year 2000, when I asked him, "Why did you decide to get into [human rights] teaching?" As I look back, I can proudly say, "Dr. Paul Martin made a positive difference in my life." Not only did he use the Multiple Intelligences theory, he also used Maslow's and a series of other theories in teaching and empowering his students, including me to find our strengths; he and his energetic staff at SIPA building guided us on various ways to use our skills and knowledge to promote our work, and our societies. Most importantly, Dr. Martin built a relationship with each of his students, and made each feel exceptionally special to their home countries, to Columbia University campus, and to the world around them. His encouragement remains alive in me, and it is that positive touch that I endeavor to share with others, including my own son in my teaching and learning; it is an intrinsic part of my teaching philosophy-whether teaching in the classroom or the public arena.
About the author: Musue N. Haddad is a Liberian Journalist/Photo-Journalist. She holds a graduate degree from George Washington University, and has worked both at home and outside of Liberia. She received several national and international awards for her journalistic practices and human rights work, including the Nelson Mandela Award for "Best Student in Photo-Journalism," Human Rights Award from the United Nations Association of the National Capital Area (UNA-NCA), for "outstanding dedication and service towards the recognition, promotion and protection of the inherent dignity and equal and inalienable rights of all members of the human family." and Human Rights Watch Hellmann-Hammett Award, granted to writers around the world who have been the targets of political persecution. In 1998/1999, she received the Press Union of Liberia "Journalist of the Year" and '"Photo-Journalist of the Year" awards.
Thursday, February 2, 2012
Celebrating An Achievement!
He is keeping his eyes on the prize. I urge my Prince to always remember that life is an education. I affirm and pray always that he find the secrets to success and travel on the golden road to success, peace and happiness.
An awesome achievement to celebrate. I say to my son, "Your future is bright and strong. You will achieve the things you hope for, and have a life of sheer delight." 
At a used book stand, Michael checks the table of content of a book before making his selection. Of course, all kids can learn the basic things about books and life, but such knowledge and skills can only be acquired in a healthy loving environment. I hope to provide that environment for my son, and all kids. In our teaching and learning process, I am learning to teach my son that knowledge and wisdom are the special keys to winning what we want in life, and being who we want to be. .
On stage performing 
At a friend's birthday party
Tuesday, November 15, 2011
I Must Be Crazy About My Child
Be Your Child's First Teacher and Foremost Advocate
© Musue N. Haddad
October 2011 was an exciting month that brought wonderful new experiences, great challenges and tremendous opportunities and remarkable victories in my personal and professional life. And on the platform of both my personal and professional life, my son is the shining star! So, when there are victories, they begin with him; and when there are challenges, I am out there like a mother bird protecting her little one.
At the threshold of the month of October, we attended the 50th Years of Peace Corps celebration in Washington, DC with my sister and friend, and “Mother’ to my son, Ms. Sarah Morrison. Mrs. Morrison had been on overseas assignment, and we had not seen her for over a year. Our get-togethers as always was filled with excitement, with Michael apparently trying to “catch up” with Mrs. Morrison. My son had been in constant communication with Mrs. Morrison by way of writing a once in a while old fashioned letters sent through the United States postal system.
Another big celebration during the entry of the month, was my reunion with an old family Friend; a peace Corp family who had known my family. Presently based in New Mexico, Mary Pat Kraemer, and her husband, Rich Kraemer had worked in my hometown in Lofa county during the 70’s. The Kraemers were good friends to my parents, and had being a part of my childhood years. My reunion with the Kraemers was a celebration that was hearty and also emotional. They gave me, (Musue Haddad) a child of my people, several crafts, including woven baskets and bags, hand designed clothes, and woven materials they had received as gifts from my parents and people from my village – gifts they cherished and had preserved for several decades.
Mary Pat Kramer then turned over to my 7 year old son Michael, a 40 year-old book, published by A Doris Bank- Henries. The book contained Liberian folktales and stories, and was bought by the Kramers while on duty in Liberia. Michael was excited, and held firmly to the book throughout the evening, and has always referred to the book for evening stories.
The month of October also brought closure to the educational challenges my son faced. Having applied to Home School my son for the school year(which was challenged by his school), I already had a stimulating curriculum that includes core subjects and enrichment programs for 2nd grade. The curriculum also includes materials for areas where he needed to grow, and resources for areas where he is glowing. For example, in the home school package, there are materials to help him review skills for first grade, and work materials to challenge him in areas where he is ready to be introduced to grade three lessons. Most importantly, my heart smiles when my son begins questioning, and showing interest in his world. That because, I have no doubt, like Eleanor Roosevelt said the best gift to a child is curiosity.
Being “irrationally crazy” (Dr. Urie Bronfenbrenner’s terminology) about my son, and recognizing the setbacks and lapses in the U.S School system, (at least the ones I tried), I decided to home school my son. Since embarking on this course, I am glad I decided to assume my essential roles in the nurturing, development, and education of my son, rather than allow the state to nobly, innocently, or maliciously fill the void. Over the years, I recognized that the System is aware that those who control what young people are taught and what they experience - what young people see, hear, think, and believe - will determine the future course of the system. Therefore, rather than have my son turned into a "remote control,” to meet the needs of the system, I remain resolute in being fully involved in my son's life, and to encourage him to be creative.
As his mother, and being a teacher, I see my role in my son's life as providing him the environment to learn, grow, and being able to fulfill his God-given destiny as my foremost duty and responsibility. Abdicating that responsibility to the self-defeating public organization is not an option. In that light, I began preparing to become my child’s first teacher and his first advocate from the moment of his birth. Though my son went to a District of Columbia’s publicly funded school every day, I continued to nurture, teach and raise up my son, and not completely hand over those responsibilities to the system.
My role in my son’s life help me to monitor his activities during the period he was away from home. I monitored his acedmic performance. I also kept a watchful eye on his daily responses, and how the school’s activities and interactions impacted his life - whether negatively or positively. By monitoring my son’s activities during his school days, I became aware of the subtle and or glaringly opened threats and dangers my son and other kids faced during their hours in schools. Some of the dangers include safety issues, bullying by teachers, school staff and students, streamlining and marginalization based on stereotypes, prejudices, biases, racism. There are also the political and economic factors that can severely inhibit the development of children.
In an attempt to protect my son from those dangers, I took on the responsibility of being his advocate. As his mother, his advocate and teacher, I learned to build in protections for my son. Most of all, I also learned that it was necessary as parents and families to reclaim our roles as authors and architects of providing healthy and secure environments for our children, a role that no public school or public system can provide or replace. After making that decision and taking measures to be the lead teacher in my son’s life, our sojourn into our new life started.
Early in October, we travelled a lot, as part of our teaching and learning program. Throughout our travel, we discussed people, places, and things, and also reflected on his old school. While initially, I was concerned that my son would need a great deal of time to transition, I had carefully told him that he would be going back to his old school in 2015. Contrary to my fears, my son has become greatly involved in our community, and shown a light-hearted atmosphere to the teaching and learning processes. He is also blissfully quenching his thirst for exploring the beauty of nature – playing in the fields without constant restrictions, reading about animals and seeing animals, among other activities.
Later in the month, we were hosted by another friend and sister, MW, commonly referred to as "General." We have been at MW's home for some time, and Michael roams the home like he's the 'Commander.' But then, he's aware that General is in charge. We will be moving into our own apartment in the next few days. In our present environment, my son is engaged in community activities, and has become “the new boy on the block.” Whenever he‘s asked whether he’s returning to former school, my son runs to me pleading, “I don’t want to go back. Please let’s stay here and go back in two thousand one hundred.” His pleads provoked me and others to hearty laughter.
So what is happening in the teaching and learning of my son? A lot more than I can count. The results are overflowing, and my eyes tears with joy at the progress and overall development of my son. As a parent, who’s “crazy” (Dr. Urie Bronfenbrenner’s terminology) about my son, I am grateful to God for his blessings, and thankful to Ms. Helaine Zinaman for her confidence in me, and in advocating for my son’s best interest while he was in the public school system.
I believe that parents and families must take the full lead in the education of their children. This is important, because children need to feel the presence of “love/care’ during the teaching and learning process. Education cannot take place in the absence of compassion and empathy. A healthy environment, and confidence in a child’s potential is essential for healthy learning and development to take place. As a former teacher and public educator, I am aware that a secure and nurturing environment is provided by the experience and knowledge of being loved unconditionally, independent of how one achieves, regardless of scores on test, outer appearance, economic status, or background.
An environment free of prejudices and bias; an environment that holds some amount of affection is healthy for learning for many reasons. Psychologist Bronfenbrenner would probably agreed that such a secure “nested environment” filled with unrestricted love is the best soil in which children can develop, learn, and thrive.
In addition, Christians and those, including myself who believe in instilling moral values, and character traits in the education process, many will agree that a child in such healthy environment would experience in that environment the love of God, and, as a natural outcome of experiencing such love through significant others who are “crazy about him/her,” the child would then transfer the experienced love to others freely.
I see my son and other children as God’s homework assignment to parents. I believe that as human beings, we are incapable of creating human beings, and therefore must endeavor to not manipulate the life and minds of innocent children for whatever reasons. Therefore, I believe parents, teachers, school staff, and everyone has a moral and professional responsibility to contribute to providing a healthy environment where children can grow and thrive. Such healthy environment can be built through teaching, praise and appreciation and nurturing children to become resilient, filled with wisdom and happiness.
Another vital ingredient in raising up a child, from my experience is celebrating the child. If you, as a parent do not celebrate and rejoice over your child, who else would, you expect to celebrate that child? I guess I am my son’s biggest and loudest cheerleader. That is part of being “crazy,” “irrationally crazy” about my son. I have learned that parents should be their children’s greatest cheerleaders. Such uncompromising, unconditional love and constant celebration blend beautifully to create an environment that is healthy, and necessary for growth.
I cheer my son. I opened doors for him, and am teaching him to open doors for himself. I try to create opportunities for him to learn and grow, and guide him into exploring additional opportunities.
In the pictures below, I present to you some of my son’s work and activities:
To be successful, teaching and learning must not be limited to one or just a few approaches. In teaching my son, variety of strategies are utilized, including the Multiple Intelligence theory to motivate learning.
My son, Michael completes assignments at home
Teaching and learning is not limited to giving students worksheets. In teaching young children, teachers must encourage exploration, interactions and imagination as a way of stirring up curosity. As Albert Einstein said, I agreed that "Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world."
Play is an important component of learning and a child's development. Young children need recess and playtime. Lots of it, at the right times of the day. Withholding playtime and recess from children must not be an option in the school system.
Children need to feel accepted, appreciated and love
This is one of my son's school work at the beginning of this school year in a traditional school. Take a careful look at this, and compare to the progress he has made within the past month.
This is another of my son's school work, while transitioning from his old school.Take a careful look at this and compare to the his work during the month of October. Does environment also influence a child's mind, which is reflected in their work?
After a few weeks away from his old school, this is my son's work on October 17th.
My son's science notes in Home School.
Home School work.
Math work in Home School
Spelling in Home School
Math work in Home School
Math in Home School
Seeking the attention of Sarah Morrison. Michael is aware that Sarah Morrison is 'irrationally crazy' about him.
Mary Pat and Rich Kraemer hand over art materials they had received from my people while on duty as Peace Corps several decades ago.
A photograph of the 40 years book that the Kraemers presented to my son, Michael
I am in the back with white and black blouse. Mary Pat Kramer in purple Africa design material, Sarah Morrison (seated), Caroline, daughter of my friend Karen Lang, and Michael. Truly in the midst of family and friends.
When children receive unconditional love, they learn to embrace others and transfer the experienced love to others
Learning by exploring is important in teaching and learning. Children, like all of us are interested in the parts of the world that they believe relate to their own existence. This basic self interest must be allowed to flourish intellectually, because it can lead to a wide variety of discoveries motivated by curiosity.
Michael plays imaginary basketball. Children need substantial periods of uninterrupted time to become engrossed in their own play. During play, as we can see in this picture, Michael is using his imagination, practicing and celebrating his skills in basketball. Educators must recognize that play is a cornerstone for the education of children, because it is the one single activity that provides simultaneously for intellectual and emotional development.
The warmth of a loving hug is food for the soul. Michael and his "grandma" locked in a warm hug
© Musue N. Haddad
October 2011 was an exciting month that brought wonderful new experiences, great challenges and tremendous opportunities and remarkable victories in my personal and professional life. And on the platform of both my personal and professional life, my son is the shining star! So, when there are victories, they begin with him; and when there are challenges, I am out there like a mother bird protecting her little one.
At the threshold of the month of October, we attended the 50th Years of Peace Corps celebration in Washington, DC with my sister and friend, and “Mother’ to my son, Ms. Sarah Morrison. Mrs. Morrison had been on overseas assignment, and we had not seen her for over a year. Our get-togethers as always was filled with excitement, with Michael apparently trying to “catch up” with Mrs. Morrison. My son had been in constant communication with Mrs. Morrison by way of writing a once in a while old fashioned letters sent through the United States postal system.
Another big celebration during the entry of the month, was my reunion with an old family Friend; a peace Corp family who had known my family. Presently based in New Mexico, Mary Pat Kraemer, and her husband, Rich Kraemer had worked in my hometown in Lofa county during the 70’s. The Kraemers were good friends to my parents, and had being a part of my childhood years. My reunion with the Kraemers was a celebration that was hearty and also emotional. They gave me, (Musue Haddad) a child of my people, several crafts, including woven baskets and bags, hand designed clothes, and woven materials they had received as gifts from my parents and people from my village – gifts they cherished and had preserved for several decades.
Mary Pat Kramer then turned over to my 7 year old son Michael, a 40 year-old book, published by A Doris Bank- Henries. The book contained Liberian folktales and stories, and was bought by the Kramers while on duty in Liberia. Michael was excited, and held firmly to the book throughout the evening, and has always referred to the book for evening stories.
The month of October also brought closure to the educational challenges my son faced. Having applied to Home School my son for the school year(which was challenged by his school), I already had a stimulating curriculum that includes core subjects and enrichment programs for 2nd grade. The curriculum also includes materials for areas where he needed to grow, and resources for areas where he is glowing. For example, in the home school package, there are materials to help him review skills for first grade, and work materials to challenge him in areas where he is ready to be introduced to grade three lessons. Most importantly, my heart smiles when my son begins questioning, and showing interest in his world. That because, I have no doubt, like Eleanor Roosevelt said the best gift to a child is curiosity.
Being “irrationally crazy” (Dr. Urie Bronfenbrenner’s terminology) about my son, and recognizing the setbacks and lapses in the U.S School system, (at least the ones I tried), I decided to home school my son. Since embarking on this course, I am glad I decided to assume my essential roles in the nurturing, development, and education of my son, rather than allow the state to nobly, innocently, or maliciously fill the void. Over the years, I recognized that the System is aware that those who control what young people are taught and what they experience - what young people see, hear, think, and believe - will determine the future course of the system. Therefore, rather than have my son turned into a "remote control,” to meet the needs of the system, I remain resolute in being fully involved in my son's life, and to encourage him to be creative.
As his mother, and being a teacher, I see my role in my son's life as providing him the environment to learn, grow, and being able to fulfill his God-given destiny as my foremost duty and responsibility. Abdicating that responsibility to the self-defeating public organization is not an option. In that light, I began preparing to become my child’s first teacher and his first advocate from the moment of his birth. Though my son went to a District of Columbia’s publicly funded school every day, I continued to nurture, teach and raise up my son, and not completely hand over those responsibilities to the system.
My role in my son’s life help me to monitor his activities during the period he was away from home. I monitored his acedmic performance. I also kept a watchful eye on his daily responses, and how the school’s activities and interactions impacted his life - whether negatively or positively. By monitoring my son’s activities during his school days, I became aware of the subtle and or glaringly opened threats and dangers my son and other kids faced during their hours in schools. Some of the dangers include safety issues, bullying by teachers, school staff and students, streamlining and marginalization based on stereotypes, prejudices, biases, racism. There are also the political and economic factors that can severely inhibit the development of children.
In an attempt to protect my son from those dangers, I took on the responsibility of being his advocate. As his mother, his advocate and teacher, I learned to build in protections for my son. Most of all, I also learned that it was necessary as parents and families to reclaim our roles as authors and architects of providing healthy and secure environments for our children, a role that no public school or public system can provide or replace. After making that decision and taking measures to be the lead teacher in my son’s life, our sojourn into our new life started.
Early in October, we travelled a lot, as part of our teaching and learning program. Throughout our travel, we discussed people, places, and things, and also reflected on his old school. While initially, I was concerned that my son would need a great deal of time to transition, I had carefully told him that he would be going back to his old school in 2015. Contrary to my fears, my son has become greatly involved in our community, and shown a light-hearted atmosphere to the teaching and learning processes. He is also blissfully quenching his thirst for exploring the beauty of nature – playing in the fields without constant restrictions, reading about animals and seeing animals, among other activities.
Later in the month, we were hosted by another friend and sister, MW, commonly referred to as "General." We have been at MW's home for some time, and Michael roams the home like he's the 'Commander.' But then, he's aware that General is in charge. We will be moving into our own apartment in the next few days. In our present environment, my son is engaged in community activities, and has become “the new boy on the block.” Whenever he‘s asked whether he’s returning to former school, my son runs to me pleading, “I don’t want to go back. Please let’s stay here and go back in two thousand one hundred.” His pleads provoked me and others to hearty laughter.
So what is happening in the teaching and learning of my son? A lot more than I can count. The results are overflowing, and my eyes tears with joy at the progress and overall development of my son. As a parent, who’s “crazy” (Dr. Urie Bronfenbrenner’s terminology) about my son, I am grateful to God for his blessings, and thankful to Ms. Helaine Zinaman for her confidence in me, and in advocating for my son’s best interest while he was in the public school system.
I believe that parents and families must take the full lead in the education of their children. This is important, because children need to feel the presence of “love/care’ during the teaching and learning process. Education cannot take place in the absence of compassion and empathy. A healthy environment, and confidence in a child’s potential is essential for healthy learning and development to take place. As a former teacher and public educator, I am aware that a secure and nurturing environment is provided by the experience and knowledge of being loved unconditionally, independent of how one achieves, regardless of scores on test, outer appearance, economic status, or background.
An environment free of prejudices and bias; an environment that holds some amount of affection is healthy for learning for many reasons. Psychologist Bronfenbrenner would probably agreed that such a secure “nested environment” filled with unrestricted love is the best soil in which children can develop, learn, and thrive.
In addition, Christians and those, including myself who believe in instilling moral values, and character traits in the education process, many will agree that a child in such healthy environment would experience in that environment the love of God, and, as a natural outcome of experiencing such love through significant others who are “crazy about him/her,” the child would then transfer the experienced love to others freely.
I see my son and other children as God’s homework assignment to parents. I believe that as human beings, we are incapable of creating human beings, and therefore must endeavor to not manipulate the life and minds of innocent children for whatever reasons. Therefore, I believe parents, teachers, school staff, and everyone has a moral and professional responsibility to contribute to providing a healthy environment where children can grow and thrive. Such healthy environment can be built through teaching, praise and appreciation and nurturing children to become resilient, filled with wisdom and happiness.
Another vital ingredient in raising up a child, from my experience is celebrating the child. If you, as a parent do not celebrate and rejoice over your child, who else would, you expect to celebrate that child? I guess I am my son’s biggest and loudest cheerleader. That is part of being “crazy,” “irrationally crazy” about my son. I have learned that parents should be their children’s greatest cheerleaders. Such uncompromising, unconditional love and constant celebration blend beautifully to create an environment that is healthy, and necessary for growth.
I cheer my son. I opened doors for him, and am teaching him to open doors for himself. I try to create opportunities for him to learn and grow, and guide him into exploring additional opportunities.
In the pictures below, I present to you some of my son’s work and activities:
To be successful, teaching and learning must not be limited to one or just a few approaches. In teaching my son, variety of strategies are utilized, including the Multiple Intelligence theory to motivate learning. 
My son, Michael completes assignments at home
Teaching and learning is not limited to giving students worksheets. In teaching young children, teachers must encourage exploration, interactions and imagination as a way of stirring up curosity. As Albert Einstein said, I agreed that "Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world." 
Play is an important component of learning and a child's development. Young children need recess and playtime. Lots of it, at the right times of the day. Withholding playtime and recess from children must not be an option in the school system. 
Children need to feel accepted, appreciated and love
This is one of my son's school work at the beginning of this school year in a traditional school. Take a careful look at this, and compare to the progress he has made within the past month.
This is another of my son's school work, while transitioning from his old school.Take a careful look at this and compare to the his work during the month of October. Does environment also influence a child's mind, which is reflected in their work? 
After a few weeks away from his old school, this is my son's work on October 17th. 
My son's science notes in Home School. 
Home School work. 
Math work in Home School
Spelling in Home School
Math work in Home School
Math in Home School
Seeking the attention of Sarah Morrison. Michael is aware that Sarah Morrison is 'irrationally crazy' about him.
Mary Pat and Rich Kraemer hand over art materials they had received from my people while on duty as Peace Corps several decades ago.
A photograph of the 40 years book that the Kraemers presented to my son, Michael
I am in the back with white and black blouse. Mary Pat Kramer in purple Africa design material, Sarah Morrison (seated), Caroline, daughter of my friend Karen Lang, and Michael. Truly in the midst of family and friends.
When children receive unconditional love, they learn to embrace others and transfer the experienced love to others 
Learning by exploring is important in teaching and learning. Children, like all of us are interested in the parts of the world that they believe relate to their own existence. This basic self interest must be allowed to flourish intellectually, because it can lead to a wide variety of discoveries motivated by curiosity.
Michael plays imaginary basketball. Children need substantial periods of uninterrupted time to become engrossed in their own play. During play, as we can see in this picture, Michael is using his imagination, practicing and celebrating his skills in basketball. Educators must recognize that play is a cornerstone for the education of children, because it is the one single activity that provides simultaneously for intellectual and emotional development.
The warmth of a loving hug is food for the soul. Michael and his "grandma" locked in a warm hug
Tuesday, May 31, 2011
Who are you: A Miracle Worker or a Dream Shatterer?
The Education and Development of Children - Are Your Hands Stained?
© Musue N. Haddad
The story of Helen Keller is one we may all know, but there are some salient points about Helen's story that we must all reflect on. They are Anne Sullivan’s belief that her student could learn, and Sullivans's dedication and disposition as a techer. We learned that Helen was not only deaf and blind from an illness, but she was also spoilt and undisciplined (like most of us parent do sometimes) by her parents. Helen Keller displayed severe temper tantrums, which may have been mostly because of her lack of language, or inability to effectively communicate. Probably out of sympathy and lack of skills, Helen Keller’s parents and members of her family accommodated, allowed and fed into Helen's lack of discipline.
I first read Helen Keller's story during my elementary school's days. Yet still, every time my thoughts zoom to Helen Keller, I continue to be amazed at how she moved from being just a deaf and blind feral child to becoming a famous author, a successful activist, and lecturer. According to reports, Helen was the first deaf and blind person to earn a Bachelor of Arts degree. Would Helen have become an author, a political activist, a lecturer without the positive outlook and higher expectation and belief of her teacher, Anne Sullivan? In Sullivan's role as Helen’s teacher, she demonstrated key qualities highlighted by two great educationalists on how good teachers positively influence the lives of their students. One of the great educationalists, Bertrand Russell, said, "No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he believes to be of value," and the other, Anne Lieberman said, “Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon." In here, we didn’t read that some children cannot learn and therefore those students should be isolated, or “brand named. ”No!
Before I delve further into what I appreciate and embrace from the story of Helen Keller, it's important to note Sullivan's disposition. Before discussing Anne's disposition, permit me to ask, “Have you watched “The Miracle Worker?" It is the film version of Helen Keller's story. The Miracle Worker visually illustrates Helen Keller’s life. The story depicts Anne Sullivan’s extraordinary patience and perseverance to move Helen from her world of isolation imposed by a near complete lack of language, to a world of inclusion where she (Helen) learned to communicate, blossomed, and became famous. But how did that happened? What challenges did Helen's teacher Anne Sullivan faced during the period she worked as Helen's teacher?
Over the weekend, I pulled out Helen Keller’s story as a film, “The Miracle Worker,” and watched it again. Though this was my second time ever, I was again touched by Sullivan’s disposition – her diligence, patience, and perseverance -in teaching Helen. As I watched the film, I was touched by the empathy Anne demonstrated through both her verbal and non- verbal behaviors, combined with her professional attitudes, values, and beliefs. As I watched the story of Helen Keller unfold, and studied Anne Sullivan’s role, I nodded again and again. The film reinforced my belief that in addition to subject matter knowledge, and pedagogical skills, a teacher’s disposition is important for student success. A teacher's disposition brings out the best in student, and also has long-term effects on students, even after the student leaves the teacher’s classroom.
“The Miracle Worker” provided me a visual sense and impression, at an even deeper level of Sullivan’s phenomenal dedication as a teacher. In the movie, initially Helen’s father and her brother thought Helen could not learn. Like most mothers, Helen mother was torn between her love for her child, and her role in helping Helen become successful. Nevertheless, even in the face of failures and frustrations, Helen’s mother kept on hoping. Then again, in spite Helen’s family doubt about Helen’s ability to learn, Anne Sullivan exhibited positiveness and she remained positive; she believe Helen Keller could learn.
The challenges of facing the family’s doubt, and frustrations, as well as Anne’s plan and disposition are clearly illustrated at the time of her (Anne’s) arrival at Helen’s home. At the time of Anne Sullivan’s arrival, Helen’s future was at a cross road, and contingent upon her new teacher’s role, and performance. Anne was not fully aware of the challenges she would face in being Helen’s teacher, but as the story unfolds, we see a manifestation of some compelling concepts: Haim G. Ginott, (a 1922–1973 school teacher, a child psychologist and psychotherapist and a parent educator) is quoted as saying, A teacher possesses tremendous power to make a child's (Helen’s) life miserable or joyous.” Haim Ginott continued, "I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal.” In the case of Helen, Sullivan possessed the power and tools and she chose to utilize those tools and the power to see a potential beyond the superficial frustration and incongruous behavior displayed by Helen.
As outlined in the story, and exemplified in the movie, Sullivan’s arrival into Helen’s life was not only timely, but also critical, because Helen was now seen as a feral child, and there were discussions to confine her. Like today, most feral child/children are either marginalized, isolated or confined, where they experience even lesser human contact, and or have less privileges to enjoy or experience [without monitoring] everyday interaction, which are essential activities to develop and build social behavior skills and language skills. In addition to feeding into the lack of social behavior and language skills, it is well know that, in most confinement institutions today, there are increasing possibilities that residents are given Anti-psychotics drugs to curtail behaviors that are not considered “normal,” or behaviors the "experts" believed can only be cured or curtailed by anti-psychotic medications or drugs. In addition, to the possibility of anti-psychotic drugs being parts of 'treatment plans' for most kids with "emotional problems and other disabilities," recent reports published in U.S based newspaper, The Washington Examiner, and other media institutions reported investigation into The Judge Rotenberg Educational Center facility. The facility, on its website states it “has provided very effective education and treatment to both emotionally disturbed students with conduct, behavior, emotional, and/or psychiatric problems and developmentally delayed students with autistic-like behaviors.” The investigation, according to news reports, (Court indicts founder of Mass. special-education school) is based on allegation of the administration of electric shocks to kids, and the destruction of tapes that "showed school officials administering electric shocks to two teenagers." The Washington Examiner article added, "The students, including a 16-year-old from Alexandria, were dragged out of bed in the middle of the night and hooked up to electroshock machines. The student from Alexandria was given two dozen shocks to the skin, and the other was given 77 shocks while he was restrained on a flat surface for three hours. Students from Washington, DC and the metro area are among clients of The Judge Rotenberg Educational Center.
As we reflect on Helen's behaviors, it is important to ask ourselves, "Let's assume Helen was in our schools today, would she have been given Anti-psychotics drugs to curb her inappropriate behaviors, or sent to a Judge Rotenberg Educational Center that has been in operation for quart decade, and received student at a staggering cost of $227,000.00 (two hundred twenty seven thousand dollary)per child annually? If Helen Keller had lived in our day and age, and attended our schools and taught by our teachers, would she have become the author, the political activist and lecturer she became?" How would teachers, tutors, behaviorists, and case managers responded to Helen’s almost lack of language, and her temper tantrums –the behaviors we read about and saw in the Miracle Worker Film?
Given all that we have read about Helen Keller- a deaf and blind child; a child who was spoilt, ‘rebellious” and prone to constant temper tantrums, how did Sullivan transform her [Helen] into being a successful activist? What are some of the fundamental challenges Sullivan faced in reaching and breaking Helen’s world of darkness, or gaining the trust and confident of Helen? If you are a teacher, think about a “Helen” in your class, or a “Helen” in your school environment, and consider your thoughts, views and relationship with that “Helen”, or the “Helens” that comes your way, and how they (your attitude, disposition, relationship) influence that child’s or children’s development and growth, and his/her future. Sullivan’s role as Helen Keller’s teacher speaks a lot about the importance of being taught by someone who believes in you.
From my perspective, the film from beginning to end is educational and riveting both for parents and advocates who truly believe in the successful development and growth of children – regardless of their economic status, their enunciation and background. For teachers in early childhood education, it is important to see and learn from Sullivan- her ability to look beyond Helen’s behavior and see a potential, and not a child who is unreachable and unachievable. Watch Sullivan as she arrived and attempted to teach Helen to use her sense of touch/feel, and to learn to communicate using sign language. It may sound easy, but it was a challenge for both the teacher and student. Helen was uncooperative. Helen rebelled because that was what she knew. Sullivan recognized that the behaviors Helen demonstrated were behaviors she lived. Sullivan also understood that the behaviors Helen learned, adapted and demonstrated could be unlearned and replaced with appropriate behaviors. Sullivan did not begin labeling Helen, neither did she shun Helen. No! Rather, Sullivan became persistent and consistently revisited and sometimes revised her approach and strategies to reach Helen. And whenever Helen misbehaved, Sullivan saw the behavior as unacceptable, not Helen as unacceptable.
Another scene from the film that demonstrated Sullivan’s high expectation of Helen is during a breakfast scene. Even though Sullivan had taught Helen to use appropriate table manners, in this breakfast scene, Helen reverted to her old ways. Sullivan was convinced that she must be alone with Helen in order to get her disciplined enough to eat with a spoon and not with her hands.
Another scene that I found emotional and touching occurred at the well. The scene at the water pump left me in tears; I found it mesmerizing! It is at that point that Sullivan’s perseverance and determination is unmistakable. That is, in spite Helen’s continued resistance, Sullivan persisted and did not become frustrated, otherwise the permission of frustrations would have overshadowed the moment of realization, which could only be seen on Helen’s face – implicit! It was the precise instant that Helen finally understood and embraced her teacher’s lesson, and messages. The teacher continued to pump water, while she pulled Helen’s hand under the flowing water as she (the teacher) spelt the word “w a t e r” in Helen’s palm, and then pulled Helen’s hand to the water pump and spelt the word “p u m p.” When that moment of realization arrived, the dark isolation of Helen’s world was transposed to a floodgate of light, and the water jug fell from Helen’s hand and broke! The jug broke into pieces, Helen’s dark wall collapsed! Had Sullivan lost her focus, she would have missed that instant. It was a instant that was not only crucial but a ground breaking transformation: Helen was released from a world of darkness and isolation to a world of inclusion and celebration. Imagine if Sullivan had interrupted Helen’s thought by expressing frustrations over her resistance, or for breaking the water jug. Sullivan did not allow Helen’s resistance to frustrate her efforts and determination. Sullivan did not also allow Helen's resistance to let her emotions to rise, which would have interfere in the methods she had chosen to teach Helen. Sullivan maintained a positive outlook, and understood the importance of relationship in bringing out the best in her student(s), and that focus and relationship help her [Sullivan] to see the transformation as it took place in her student's world.
Anne Sullivan broke the chain of darkness and isolation that engulfed Helen Keller's world, because of her positive disposition, and conviction that her student could learning. Like most teachers, Sullivan’s subject knowledge and pedagogical skills made the learning experience fun and meaningful. However, unlike most teachers, Sullivan was aware that relationships - what is said and not said, and the messages that are given about values and expectations – is an important tool that influence student success. In the process, Sullivan knew as a teacher, she had the opportunity and power to make Helen or mar Helen’s life, but she chose the latter!
At the end of the film, I became even more convinced that Annie Sullivan went to bed every night thinking of ways to help Helen become successful. She planned, strategized and redesigned her lessons and activities to fit the needs of her student. Certainly, Sullivan’s vision aligns with the famous Indian Proverb, "Every time you wake up and ask yourself, "What good things am I going to do today?," remember that when the sun goes down at sunset, it takes a part of your life with it." Sullivan undoubtedly saw the good in every child, and she was determined to make a positive difference in the lives of her student- her students before Helen, and in her role as Helen’s teacher.
I wonder if there is any Anne Sullivan out there today, and if there are any “Anne Sullivans” in our world today, are they encouraged, supported or allowed to work with the “Helen Kellers” in our schools and communities? If the Sullivans of today are not allowed to used their perseverance, patience, and dedication to help the Helens and other children, who will benefit from such dedications, disposition and miracle, let’s take a step back and ask ourselves, "How many dreams are shattered in the process of isolating or confining, marginalizing and labeling of the Helen Kellers in our society today?" How many institutions are benefiting from the labeling, streamlining, confinements and the use of Anti-psychotics drugs as parts of treatment plan for the Helens who are struggling to be understood, heard and given a chance to break loose from the world of darkness to a world of celebration? Most of all, how many hands are stained in the process of shattering the dreams of children who Helens?
In raising my child, (not only my son, but all children) I am reminded of one of Helen Keller’s statements about the beauty and power of education and a confident teacher. Helen Keller said, “Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. “Light! Give me light!” was the wordless cry of my soul, and the light of love shone on me in that very hour.”
As a mother, a teacher and advocate, I see in every child a “gem” waiting to be unveiled, embraced and nurtured. When I see a child, I see a “bowl” waiting to be filled, when I interact with a child, I am guided by the Chinese proverb, “A child's life is like a piece of paper on which every person leaves a mark,” and I see that interaction as an opportunity to make each child feel loved and unique, and that they too can become great. My desire is to “give light” not only to my son, but to each child that comes my way. I hope that my interaction and my “touch” will continue to make each child feel accepted, loved, to open a flood gate of light that will help child realize their full potential. I love children, and hope for each child that which I hope for my son.
© Musue N. Haddad
The story of Helen Keller is one we may all know, but there are some salient points about Helen's story that we must all reflect on. They are Anne Sullivan’s belief that her student could learn, and Sullivans's dedication and disposition as a techer. We learned that Helen was not only deaf and blind from an illness, but she was also spoilt and undisciplined (like most of us parent do sometimes) by her parents. Helen Keller displayed severe temper tantrums, which may have been mostly because of her lack of language, or inability to effectively communicate. Probably out of sympathy and lack of skills, Helen Keller’s parents and members of her family accommodated, allowed and fed into Helen's lack of discipline.
I first read Helen Keller's story during my elementary school's days. Yet still, every time my thoughts zoom to Helen Keller, I continue to be amazed at how she moved from being just a deaf and blind feral child to becoming a famous author, a successful activist, and lecturer. According to reports, Helen was the first deaf and blind person to earn a Bachelor of Arts degree. Would Helen have become an author, a political activist, a lecturer without the positive outlook and higher expectation and belief of her teacher, Anne Sullivan? In Sullivan's role as Helen’s teacher, she demonstrated key qualities highlighted by two great educationalists on how good teachers positively influence the lives of their students. One of the great educationalists, Bertrand Russell, said, "No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he believes to be of value," and the other, Anne Lieberman said, “Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon." In here, we didn’t read that some children cannot learn and therefore those students should be isolated, or “brand named. ”No!
Before I delve further into what I appreciate and embrace from the story of Helen Keller, it's important to note Sullivan's disposition. Before discussing Anne's disposition, permit me to ask, “Have you watched “The Miracle Worker?" It is the film version of Helen Keller's story. The Miracle Worker visually illustrates Helen Keller’s life. The story depicts Anne Sullivan’s extraordinary patience and perseverance to move Helen from her world of isolation imposed by a near complete lack of language, to a world of inclusion where she (Helen) learned to communicate, blossomed, and became famous. But how did that happened? What challenges did Helen's teacher Anne Sullivan faced during the period she worked as Helen's teacher?
Over the weekend, I pulled out Helen Keller’s story as a film, “The Miracle Worker,” and watched it again. Though this was my second time ever, I was again touched by Sullivan’s disposition – her diligence, patience, and perseverance -in teaching Helen. As I watched the film, I was touched by the empathy Anne demonstrated through both her verbal and non- verbal behaviors, combined with her professional attitudes, values, and beliefs. As I watched the story of Helen Keller unfold, and studied Anne Sullivan’s role, I nodded again and again. The film reinforced my belief that in addition to subject matter knowledge, and pedagogical skills, a teacher’s disposition is important for student success. A teacher's disposition brings out the best in student, and also has long-term effects on students, even after the student leaves the teacher’s classroom.
“The Miracle Worker” provided me a visual sense and impression, at an even deeper level of Sullivan’s phenomenal dedication as a teacher. In the movie, initially Helen’s father and her brother thought Helen could not learn. Like most mothers, Helen mother was torn between her love for her child, and her role in helping Helen become successful. Nevertheless, even in the face of failures and frustrations, Helen’s mother kept on hoping. Then again, in spite Helen’s family doubt about Helen’s ability to learn, Anne Sullivan exhibited positiveness and she remained positive; she believe Helen Keller could learn.
The challenges of facing the family’s doubt, and frustrations, as well as Anne’s plan and disposition are clearly illustrated at the time of her (Anne’s) arrival at Helen’s home. At the time of Anne Sullivan’s arrival, Helen’s future was at a cross road, and contingent upon her new teacher’s role, and performance. Anne was not fully aware of the challenges she would face in being Helen’s teacher, but as the story unfolds, we see a manifestation of some compelling concepts: Haim G. Ginott, (a 1922–1973 school teacher, a child psychologist and psychotherapist and a parent educator) is quoted as saying, A teacher possesses tremendous power to make a child's (Helen’s) life miserable or joyous.” Haim Ginott continued, "I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal.” In the case of Helen, Sullivan possessed the power and tools and she chose to utilize those tools and the power to see a potential beyond the superficial frustration and incongruous behavior displayed by Helen.
As outlined in the story, and exemplified in the movie, Sullivan’s arrival into Helen’s life was not only timely, but also critical, because Helen was now seen as a feral child, and there were discussions to confine her. Like today, most feral child/children are either marginalized, isolated or confined, where they experience even lesser human contact, and or have less privileges to enjoy or experience [without monitoring] everyday interaction, which are essential activities to develop and build social behavior skills and language skills. In addition to feeding into the lack of social behavior and language skills, it is well know that, in most confinement institutions today, there are increasing possibilities that residents are given Anti-psychotics drugs to curtail behaviors that are not considered “normal,” or behaviors the "experts" believed can only be cured or curtailed by anti-psychotic medications or drugs. In addition, to the possibility of anti-psychotic drugs being parts of 'treatment plans' for most kids with "emotional problems and other disabilities," recent reports published in U.S based newspaper, The Washington Examiner, and other media institutions reported investigation into The Judge Rotenberg Educational Center facility. The facility, on its website states it “has provided very effective education and treatment to both emotionally disturbed students with conduct, behavior, emotional, and/or psychiatric problems and developmentally delayed students with autistic-like behaviors.” The investigation, according to news reports, (Court indicts founder of Mass. special-education school) is based on allegation of the administration of electric shocks to kids, and the destruction of tapes that "showed school officials administering electric shocks to two teenagers." The Washington Examiner article added, "The students, including a 16-year-old from Alexandria, were dragged out of bed in the middle of the night and hooked up to electroshock machines. The student from Alexandria was given two dozen shocks to the skin, and the other was given 77 shocks while he was restrained on a flat surface for three hours. Students from Washington, DC and the metro area are among clients of The Judge Rotenberg Educational Center.
As we reflect on Helen's behaviors, it is important to ask ourselves, "Let's assume Helen was in our schools today, would she have been given Anti-psychotics drugs to curb her inappropriate behaviors, or sent to a Judge Rotenberg Educational Center that has been in operation for quart decade, and received student at a staggering cost of $227,000.00 (two hundred twenty seven thousand dollary)per child annually? If Helen Keller had lived in our day and age, and attended our schools and taught by our teachers, would she have become the author, the political activist and lecturer she became?" How would teachers, tutors, behaviorists, and case managers responded to Helen’s almost lack of language, and her temper tantrums –the behaviors we read about and saw in the Miracle Worker Film?
Given all that we have read about Helen Keller- a deaf and blind child; a child who was spoilt, ‘rebellious” and prone to constant temper tantrums, how did Sullivan transform her [Helen] into being a successful activist? What are some of the fundamental challenges Sullivan faced in reaching and breaking Helen’s world of darkness, or gaining the trust and confident of Helen? If you are a teacher, think about a “Helen” in your class, or a “Helen” in your school environment, and consider your thoughts, views and relationship with that “Helen”, or the “Helens” that comes your way, and how they (your attitude, disposition, relationship) influence that child’s or children’s development and growth, and his/her future. Sullivan’s role as Helen Keller’s teacher speaks a lot about the importance of being taught by someone who believes in you.
From my perspective, the film from beginning to end is educational and riveting both for parents and advocates who truly believe in the successful development and growth of children – regardless of their economic status, their enunciation and background. For teachers in early childhood education, it is important to see and learn from Sullivan- her ability to look beyond Helen’s behavior and see a potential, and not a child who is unreachable and unachievable. Watch Sullivan as she arrived and attempted to teach Helen to use her sense of touch/feel, and to learn to communicate using sign language. It may sound easy, but it was a challenge for both the teacher and student. Helen was uncooperative. Helen rebelled because that was what she knew. Sullivan recognized that the behaviors Helen demonstrated were behaviors she lived. Sullivan also understood that the behaviors Helen learned, adapted and demonstrated could be unlearned and replaced with appropriate behaviors. Sullivan did not begin labeling Helen, neither did she shun Helen. No! Rather, Sullivan became persistent and consistently revisited and sometimes revised her approach and strategies to reach Helen. And whenever Helen misbehaved, Sullivan saw the behavior as unacceptable, not Helen as unacceptable.
Another scene from the film that demonstrated Sullivan’s high expectation of Helen is during a breakfast scene. Even though Sullivan had taught Helen to use appropriate table manners, in this breakfast scene, Helen reverted to her old ways. Sullivan was convinced that she must be alone with Helen in order to get her disciplined enough to eat with a spoon and not with her hands.
Another scene that I found emotional and touching occurred at the well. The scene at the water pump left me in tears; I found it mesmerizing! It is at that point that Sullivan’s perseverance and determination is unmistakable. That is, in spite Helen’s continued resistance, Sullivan persisted and did not become frustrated, otherwise the permission of frustrations would have overshadowed the moment of realization, which could only be seen on Helen’s face – implicit! It was the precise instant that Helen finally understood and embraced her teacher’s lesson, and messages. The teacher continued to pump water, while she pulled Helen’s hand under the flowing water as she (the teacher) spelt the word “w a t e r” in Helen’s palm, and then pulled Helen’s hand to the water pump and spelt the word “p u m p.” When that moment of realization arrived, the dark isolation of Helen’s world was transposed to a floodgate of light, and the water jug fell from Helen’s hand and broke! The jug broke into pieces, Helen’s dark wall collapsed! Had Sullivan lost her focus, she would have missed that instant. It was a instant that was not only crucial but a ground breaking transformation: Helen was released from a world of darkness and isolation to a world of inclusion and celebration. Imagine if Sullivan had interrupted Helen’s thought by expressing frustrations over her resistance, or for breaking the water jug. Sullivan did not allow Helen’s resistance to frustrate her efforts and determination. Sullivan did not also allow Helen's resistance to let her emotions to rise, which would have interfere in the methods she had chosen to teach Helen. Sullivan maintained a positive outlook, and understood the importance of relationship in bringing out the best in her student(s), and that focus and relationship help her [Sullivan] to see the transformation as it took place in her student's world.
Anne Sullivan broke the chain of darkness and isolation that engulfed Helen Keller's world, because of her positive disposition, and conviction that her student could learning. Like most teachers, Sullivan’s subject knowledge and pedagogical skills made the learning experience fun and meaningful. However, unlike most teachers, Sullivan was aware that relationships - what is said and not said, and the messages that are given about values and expectations – is an important tool that influence student success. In the process, Sullivan knew as a teacher, she had the opportunity and power to make Helen or mar Helen’s life, but she chose the latter!
At the end of the film, I became even more convinced that Annie Sullivan went to bed every night thinking of ways to help Helen become successful. She planned, strategized and redesigned her lessons and activities to fit the needs of her student. Certainly, Sullivan’s vision aligns with the famous Indian Proverb, "Every time you wake up and ask yourself, "What good things am I going to do today?," remember that when the sun goes down at sunset, it takes a part of your life with it." Sullivan undoubtedly saw the good in every child, and she was determined to make a positive difference in the lives of her student- her students before Helen, and in her role as Helen’s teacher.
I wonder if there is any Anne Sullivan out there today, and if there are any “Anne Sullivans” in our world today, are they encouraged, supported or allowed to work with the “Helen Kellers” in our schools and communities? If the Sullivans of today are not allowed to used their perseverance, patience, and dedication to help the Helens and other children, who will benefit from such dedications, disposition and miracle, let’s take a step back and ask ourselves, "How many dreams are shattered in the process of isolating or confining, marginalizing and labeling of the Helen Kellers in our society today?" How many institutions are benefiting from the labeling, streamlining, confinements and the use of Anti-psychotics drugs as parts of treatment plan for the Helens who are struggling to be understood, heard and given a chance to break loose from the world of darkness to a world of celebration? Most of all, how many hands are stained in the process of shattering the dreams of children who Helens?
In raising my child, (not only my son, but all children) I am reminded of one of Helen Keller’s statements about the beauty and power of education and a confident teacher. Helen Keller said, “Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbor was. “Light! Give me light!” was the wordless cry of my soul, and the light of love shone on me in that very hour.”
As a mother, a teacher and advocate, I see in every child a “gem” waiting to be unveiled, embraced and nurtured. When I see a child, I see a “bowl” waiting to be filled, when I interact with a child, I am guided by the Chinese proverb, “A child's life is like a piece of paper on which every person leaves a mark,” and I see that interaction as an opportunity to make each child feel loved and unique, and that they too can become great. My desire is to “give light” not only to my son, but to each child that comes my way. I hope that my interaction and my “touch” will continue to make each child feel accepted, loved, to open a flood gate of light that will help child realize their full potential. I love children, and hope for each child that which I hope for my son.
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