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La Hora Chapina All the Healthy Schools news that’s fit to print September/October, 2008

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Content: Tricks of the Trade: New column featuring classroom management tips.

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The Cure: What would you do to treat a bee sting?

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Letters to the Editor

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Healthy Recipes: 4 Potaje, a Mexican delicacy

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By the Numbers

Did you know…

40%

rural areas.

82% of the population in 75% of that population Guatemala owns just 2% lives on less than $2 per day, including 40% livof the land. ing on less than $1 per 187 of Guatemala’s mu- day. nicipalities are predomiAs of 2007, 49% of nately indigenous. Guatemalans were suf56% of the country lives fering from chronic malnutrition. in poverty. 21% live in extreme pov- That’s down from 58% in 2002. erty.

La Hora Chapina Publisher: Sheny Huerta, shuerta@gt. peacecorps.gov Editor: Kristina Crawley, kcrawley@ gonzaga.edu Senior Reporter: Kristina Crawley, kcrawley@gonzaga. Edu La Hora Chapina is a newsletter dedicated to providing PC Guatemala volunteers with information regarding the Healthy Schools program. La Hora Chapina welcomes letters to the editor.

187

Of those living in poverty, 60% are living in

*Source: APCD Salvador Morales’ VAC Conference presentation.

Guatemala’s malnutrition rate for children under age 5 puts it among the five worst countries in the world.

The Smack Down! September 2008 has come with great news: Although some of our colleagues are late in turning in their annual reports, so far we have all your evaluations! Thanks and congratulations. *The Healthy Schools public policy keeps moving. Currently, both legal Departments from the Ministries of Health and Education have revised it and after some changes, have ap-

proved it for public presentation. The plan is to present it to the Health Commission at the Congress of Guatemala. *Fourteen Healthy Schools trainees have been invited to come in Winter 2009. All of them will be assigned to replace a current volunteer finishing in April. *I invite all of you to visit sharepoint.peacecorps.gov and log in. It’s a resource

intended to improve the communication among us. A lot of useful information is presented there and I hope it will build another bridge between us. Take care, Dr. Sergio Mack

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La Hora Chapina

Tricks of the Trade with Seño Katie

“Giving children options gives them a sense of control in what they see as a big, chaotic and confusing world.”

We all love options whether they be little or life changing: What type of clothes we wear, type of salad dressing we eat, or what the next step in our lives will be. Having these options gives us power over our lives. When someone tells us what to do, eat, or wear, we get upset and annoyed. Children are the same way. Giving children options gives them a sense of control in what they see as a big, chaotic and confusing world. Any chance you get, give kids plenty of choices. But always give them choices that are acceptable to you: Would you like to sing or play a game to start the lesson today? Or even as silly as “Eduardo, should I use a blue or green whiteboard marker today?” Giving our students op-

tions makes them believe that they are in charge of their learning, giving them ownership over what is being crammed into their heads. They think, “Wow! I did this all by myself!” From a management standpoint, if you are constantly giving kids the option, when you are firm and don’t, they will listen. Give a lot, and when needed, you can take a little. Like a bank account. Save up your funds, and you can go on vacation every once and while. Here are some examples of how to put this technique into practice: When a student is talking during your lesson, say, “You can either stay where you are and stop talking, or you can move to a different seat where you are not tempted to talk. It’s up to you.” When the kids won’t get

in line, say, “You guys can either continue fooling around and be late for snack, or get in line quickly and quietly and eat snack with everyone else. You guys decide. When you’re ready, I’ll take you outside.” And most importantly, never let them know that you’re frustrated. Kids love to see how much more frustrated we can become. Do it calmly and with a smile on your face. So try this strategy out. It has always worked for me and I don’t know what I would do without it. *Katie Noren-Yeagle is a Healthy Schools PCV living in Aguacatán, Huehuetenango. She is a graduate of Linfield College in McMinnville, Ore. with a bachelor’s degree in early childhood and elementary education.

The Cure Comparing traditional remedies and common first aid practices in Guatemala and the States

The Bee Sting: Healthy Schools PCV Melanie Reda (Patzún, Chimaltenango) witnessed one of her students get stung by a bee a few weeks ago. Her teachers’ solution was to put sugar on the site of the sting. Common first aid knowledge in the States would suggest we should check to see if the stinger is still inside and, if so, remove it by scraping it out (never squeeze or pull). The site should then be washed with soap and water. Ice or any cold compress applied to the area will help with the swelling. Benadryl is always good to have on hand for situations like these, especially if the sting-ee is allergic. In case of a sever allergic reaction, the victim should receive professional medical care as soon as possible. *If you’ve experienced unusual or uncommon first aid practices here in Guatemala, send an email to Kristina Crawley at [email protected]. Did it seem to work? If possible, ask about the reasoning behind these practices and include that as well in your email.

September/October, 2008

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Letters to the Editor

Sarcasm unwarranted in Independence Day article Gracias por enviarme el último número de La Hora Chapina y disfruté los artículos publicados en el mismo. Sin embargo quisiera referirme al artículo de fondo de este número, “10 reasons why 15 de Septiembre Rocks”. Inicialmente me pareció divertido pero conforme iba leyendo el mismo, la risa empezó a convertirse en una sensación incómoda, me dolió un poquito y al final me quedó un mal sabor en la boca. El sarcasmo es algo que no me hace sentir bien y acostumbrado a que en la cultura de los Estados Unidos se utilice con más frecuencia que en mi país, quizá no debería sentirme así pero al final, no estuve seguro si estaba contento o resentido del contenido del mismo. Estoy claro que mucho del contenido de las razones expuestas por Usted son verdaderas y válidas, es solamente la forma de presentarlas. Me gustaría presentarle una nueva versión que yo pienso que es más constructiva y probablemente deje mejores ideas al final de su lectura, que el artículo mencionado en su publicación. Adjunto dicho texto, escrito por una CTA (Coordinadora Técnico Administrativa) de Huehuetenango y creo que puede ser otra versión del título de su artículo en mención. Gracias en adelantado por su atención, Sergio Mack Como Enseñar a los Niños a Amar a Guatemala Lic. Ema Noelia López Villatoro Para un niño, la idea de patria es de-

masiado abstracta para que la comprenda y sin embargo, el sentimiento de orgullo nacional, amar a nuestro país puede transmitirse poco a poco a través de los años. Como en todos los aspectos de la educación infantil, no hay mejor enseñanza que la que se da con el ejemplo. A continuación se dan unas sugerencias para fomentar en el niño/a el amor a Guatemala: 1. Mencione al niño con frecuencia que él/ella y usted viven en Guatemala y que se sientan orgullosos de ser guatemaltecos/as/as. 2. Evite hacer críticas y comentarios despreciativos de nuestro país. 3. En su aula mencione todos los días algo bueno de Guatemala y de los guatemaltecos/as. 4. Tomando en cuenta el grado de comprensión de los estudiantes, explíqueles el significado de cada uno de los símbolos patrios y colóquelos en un lugar especial en su aula. 5. Siempre póngase de pie al escuchar el Himno Nacional y solicite que se descubran la cabeza. Trate de enseñarles y hacerles comprender su significado. 6. Hable con frecuencia de nuestro rico pasado cultural, quiénes fueron y quiénes son los descendientes de los mayas, qué ciudades fundaron y qué conocimientos aportaron al resto del mundo. 7. Cuando tenga oportunidad visite templos mayas, museos, siendo cuidadoso que las visitas sean breves y que no

cansen al/la estudiante. 8. Identifique edificios o monumentos en su comunidad que tengan algún significado histórico y trate de dar una explicación sobre ellos que el/la estudiante pueda comprender. 9. Festeje lo mejor posible el día de la Independencia, hable al niño/a sobre su significado, de nuestras tradiciones, de la caminata cívica y del por qué es necesario mantener un espíritu festivo en esos días. 10. Mostrar siempre un gran respeto frente a nuestra bandera y cantar canciones escolares en su honor. 11. Enséñele al/la estudiante a aceptar las diferencias culturales y respetar la diversidad de nacionalidades. 12. En el estudio de historia nacional hable del pasado como del presente del país, elabore una lista de todo lo bueno que poseemos y colóquela en un lugar visible de la escuela o aula. 13. Trate de cultivar las tradiciones gu atemaltecas, siéntase orgulloso/a de ellas. 14. Organice actividades de crecimiento personal, pues de ello depende asumir actitudes positivas en beneficio propio y colectivo. 15. Enseñe a los estudiantes a enterarse de las leyes de nuestro país y ser respetuosos de las mismas. 16. Retome los momentos cívicos y de preferencia que el/la estudiante los organice, conduzca y desarrolle con la orientación del/la docente.

Shared experiences: PCV finds solution to a common problem I just got the latest La Hora Chapina and thank you for your work on it. I enjoyed your comments about your service (Letter from the Editor) since some of the challenges are the same that we all have. I am a first generation volunteer and thinking about

how the second person will fit into my site. I wonder if she will think that I didn't teach them anything because my teachers still just open up the book and tell their students to get out their workbooks while they dictate. Ugh! I'm glad you realize that the first volunteer did try

to give them other options. All of my schools that had two Healthy Schools books have lost one. I told them to copy the one they had, but they didn't do that anymore than they prepare their lessons due to the million and one excuses you mentioned. So I went to Cobán to a

cheaper copy place and made several copies of the book which I then sold to individual teachers at Q18 apiece. If they have their own, then there will be no blaming others for losing it. Saludos, Tia Huggins

La Hora Chapina

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Letter from the Editor

Learning to learn: heeding the advice of others On one of our last days of Field-Based Training our group had the opportunity to talk with Healthy Schools volunteers from the 2009 group, who were just about to complete their first year of service. It was basically a mix-and-mingle, get-real -answers-to-your-questions kind of session, and there was one piece of advice that kept coming up: don’t get your hopes up too high. Especially during the first year, everyone kept saying, try not to have grandiose expectations of making phenomenal progress with your schools. It takes time, they added, to gain that all-important “confianza” and to figure out how to work with your teachers. I remember thinking, “Yeah, okay, maybe that’s how it is for other people, but with my schools it’ll be different.

I’m gonna kick ass in the first year.” Once I’d received my assignment, my confidence skyrocketed. I was working with second-generation schools. They already knew the drill. This was going to be a breeze. You can stop laughing now. Anyone who has read my last two columns (or any Healthy Schools Peace Corps Volunteer, really) knows that was a pipe dream to say the least. This year has been filled with ups and downs, big frustrations and small successes. But live and learn, right? In that spirit I’d like to learn from you all, and this time I promise to “hacer caso” to what you say. I want to hear about your successes and failures so far during your service (we can keep the failures anonymous if you like). What’s worked for you and what hasn’t? Got any good project management tips? Figure out a foolproof way to NOT motivate your teachers? Or vice versa?

Remodeling Along those lines, you’ll notice a new column in this edition of La Hora Chapina: Tricks of the Trade with Seño Katie by HS PCV Katie Noren-Yeagle (Aguacatán, Huehuetenango), which will focus on classroom management tips you can use or pass on to your teachers to make sure your kids are involved, paying attention and getting the most out of their health lessons. Melanie Reda (Patzún, Chimaltenango) suggested another new feature called The Cure, examining the difference between Guatemala and the United States when it comes to traditional remedies and common first aid practices. Finally, I’ve decided upon a new design for the newsletter now that my computer has been outfitted with the latest (and totally un-pirated) version of Windows, which includes Microsoft Publisher. Enjoy. Peace out, Kristina Crawley

Healthy Recipes Potaje 1 lb. pork (lomo), cut in cube-size bites 3-4 chorizos 1 cup lentils, white or red beans 1 plantain, peeled, whole 1 whole carrot, peeled 1 guisquil, peeled, quartered and seed removed 2-3 squash (guicoy) whole 1 chopped green pepper ½ lb. tomatoes, sliced thin 1 med. onion, chopped

1 Tbsp achiote paste 2-3 Tbsp vinegar or sour orange juice Salt to taste If using white or red beans, sort out dirt, those with holes or shriveled and wash them at least three times. Put in water covering them by 1 inch and leave overnight. If using lentils, just sort and wash. Add vegetables to beans. Mix achiote and vinegar or orange juice until achiote is liquidy. Add to vegetables and beans. Cook in pressure

cooker for 40 minutes. Without a pressure cooker, cook for 1.5 hours and then check that meat and beans are done. This makes a lot, but is very nutritious and a good way to use local vegetables and ingredients. Contributed by: Tia Huggins La Hora Chapina is always looking for new healthy recipes. Please email yours to Kristina Crawley at [email protected].

Quote of the Month “No one made a greater mistake than he who thought he could only do a little and did nothing.” — Edmund Burke