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Immigration reform is a moral issue My fellow Republicans, it is time for us to embrace an adequately moral solution, says Victor Medina

Time to move on?

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ince we are in the middle of Hispanic Heritage Month, it is the perfect time for we who call ourselves Republicans to take a long-overdue moral stand. Even though I’ve been a member of the GOP ever since I had the chance to vote, I often disagree with those of our party who oppose immigration reform for our neighbors in Mexico and Latin America. It is high time for our party, and our nation, to rectify the situation. Former President George W. Bush took an unpopular stand while in office, proposing a temporary-worker status to address the illegalimmigration problem. He also proposed reducing the wait time for citizenship to six months. The opposition he faced from his own party is something the GOP has yet to atone for. The issue has become so politicized that we have lost sight of the core issue: We as Americans have a moral obligation to make the freedoms we enjoy accessible to all. As an Oak Cliff resident, I, like many others, know that the characterization of illegal immigrants as malevolent hoods who scoff at our laws is incorrect. And immoral. Most only seek to provide for their families and enjoy a life that most of us were blessed to have at birth and now often take for granted. Oak Cliff is a prime example of how Latino culture can better a community, and yet too many here are forced to live in shadows and fear. We have a moral obligation to change their situation for the better. Bush once said: “Family values do not stop at the Rio Grande. … Immigration is not a problem to be solved; it is the sign of a successful nation. New Americans are to be welcomed as neighbors and not to be feared as strangers.” The recession now forcing Americans to rethink our priorities has been a reality in Mexico for years. The situation is so dire that many have no choice but to come here by any means possible to provide for families back home. Would we not disregard borders to provide for our own? Allowing temporary work visas and reducing the wait for citizenship would decrease the number of illegal immigrants, ensure that they pay taxes and follow the law, and make it easier for them to integrate into society. It is ironic that the concept of life, liberty and the pursuit of happiness is defined in our Declaration of Independence as unalienable, yet many today seek to deny those rights to “aliens.” My family has called Texas home for four generations, and yet they have seen the struggles Latinos new to this country have endured. As a young girl, my mother and her family moved to a small town near Flagstaff, Ariz. One night, their neighbor, an illegal alien who worked the nearby fields, came looking for help for his pregnant wife, who had labor complications but had been turned away at the local hospital. The wife delivered the baby, a little girl, stillborn at home. With no other options, my grandfather helped them bury her at the foot of a mountain. Nearly 60 years later, the situation is better. After all, it is illegal to deny emergency care to illegal immigrants. But working toward more positive changes should not be a Democratic or Republican position; it is a moral one. Until we realize that freedom comes without strings attached, we do not deserve to call ourselves Republicans. Or Americans.

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Why do we hesitate to forgive public blunders? asks Richard Kyle Lester

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he other day I was watching a rerun of an old show called Forgive or Forget. The basic premise of the now-canceled series is to bring on someone who has caused some sort of conflict with a former friend or relative, hear out their story and then ask the person they hurt if they’re willing to bury the hatchet. At the end of the show, a large door to the left of the stage opens. If the person who was hurt is standing behind it, it signifies that they forgive their offender. Sometimes it works out and they reconcile, but other times the pain is just too deep. The heart can only take so much. I’ve often wondered what it would be like if we took the show’s format to a new level and placed some more widely familiar names against the hurt they have caused. I’m not talking about famous criminals or divisive politicians, but something a little closer to home. Officer Robert Powell presents the perfect example. The young public servant cemented his status as “most hated man in D-FW” on March 18 when he pulled over Houston Texans running back Ryan Moats for running a red light near a Plano hospital. What followed was, by all accounts, one of the worst judgment calls in policing history. To recap, Moats was speeding to see his dying mother-in-law when he ran a red light. When Powell pulled him over in the hospital parking lot, he disrespectfully detained Moats for 13 minutes, in spite of the circumstances surrounding the traffic offense. Unfortunately, Moats’ mother-in-law passed away while Powell continued his tirade. His defense, in a nutshell, was that he was attempting to control a difficult situation while enforcing the law. It’s hard to be forgiving with a story like this. But that’s exactly what I want to challenge here.

Without a doubt, public officials are placed on a higher moral pedestal than almost all other working professionals. As Powell learned, there are serious consequences for betraying the public trust. The ability to move on, however, is what usually comes after accepting those consequences. We should all be familiar with the rest of Powell’s story by now. He resigned under pressure and faded into our memories. However, he’s now back in the news. Reporters found him in the small panhandle town of Stratford, Texas, trying to restart his career. The residents of Stratford aren’t very understanding of his past, either. Many have called him a racist or bigot, and most simply want him out of their city. He lost his job and, even worse, his dignity. It seems as if he can’t even move without the media keeping track of him. Bearing that in mind, is it realistic to think that he might do it again? I tend to think not. So if this were an episode of Forgive or Forget, could I stand behind the door of forgiveness for Powell and allow him to move on, to continue policing elsewhere? To be honest, I don’t know the answer. Powell’s incident with Ryan Moats makes me a wary citizen. But issues such as these warrant more thoughtfulness than I think we generally give them. With that in mind, I’d like to ask all of you the same question. If you were a Stratford citizen, would you stand behind the door of forgiveness for Robert Powell? Richard Kyle Lester of Fort Worth is a public administration graduate student at UNT and a Community Voices volunteer columnist. His e-mail address is [email protected].

Victor Medina of Oak Cliff is a freelance travel and sports writer and a Community Voices volunteer columnist. His e-mail address is [email protected].

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Why is our government meeting in a church? Commissioners Court is too cozy with right-wing pastor, says Bill Baumbach

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s Thomas Jefferson’s famous “wall of separation between Church and State” still relevant in modern-day Collin County? I wonder. Earlier this month, the Collin County Commissioners Court met in special session to hold a budget hearing and conduct other business. They did not meet in their new Jack Hatchell Administration Building. Instead, they went to church. The meeting was held at First Baptist Church in Melissa. I find the choice of a church troubling, when there are many other suitable government buildings in northern Collin County. And I find the choice of First Baptist

especially troubling. Since 2002, the Rev. Trey Graham has been the pastor of First Baptist. Graham, a social conservative, broadcasts a talk show on a Christian talk radio station that commingles political and spiritual themes. For example, a recent program featured a discussion of President Barack Obama’s health care plan and the upcoming race for Texas governor. Graham’s blog, Faith Talk, often includes interviews with government officials and questionnaires filled out by candidates for local office. It also takes a stand in localoption elections. During the last presidential race, Graham wrote several articles praising Sarah Palin and criticizing Obama. In 2006, Graham wrote on his blog: “As a pastor, my calling is to help others find God and find a

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place of service in God’s kingdom. My desire is to persuade followers of Jesus Christ to live for the Savior outside the walls of the church, letting their faith guide their politics. I believe our county, state and nation would be well served by having faithful Christian believers in positions of political influence.” Last year, the Commissioners Court appointed Graham their county “chaplain.” It also paid him to moderate workshops designed to formulate new mission statements. You don’t have to be a knee-jerk ACLU’er to be concerned that the Commissioners Court is meeting at First Baptist. It’s led by a political activist who advocates the election of “faithful Christian believers” and who has worked hard to influence policy on local, state and national issues. The relationship between this church and the county is becoming

too close. I would be equally concerned if the commissioners scheduled one of their meetings at the headquarters of any other political group — be it the NRA or ACORN. Graham is welcome to his political views; he has a right to them. But the county government represents all Collin County citizens, in all their diversity. It must keep its affairs separate from any church. Bill Baumbach is a Wylie resident and has previously run for a seat on the Collin County Commissioners Court as a Democrat. His e-mail address is bill@baum bach.org. A version of this column appeared on Baumbach’s blog, The Collin County Observer, www.baum bach.org.

Saturday, October 3, 2009

21A

Honor the differences among us We’re too quick to dismiss each other out of hand, says Eric Van Steenburg

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know how to make half the people reading this column immediately dismiss everything that I’m about to say. All I have to do is state my political leanings. In today’s American culture, knowing where someone stands politically allows those on the other side to ignore anything that person says, has said or will say. Suddenly, anyone who has an opinion that is different from yours is wrong. Forget the facts. Forget the history. Forget discussion, discourse, dialogue or debate. Today, the opinions of one side are categorically correct, and anyone who disagrees is just plain wrong. So wrong, in fact, that those on the wrong side can be summarily dismissed without justification. An example. Recently, Gov. Rick Perry made his first comments on the possibility that the state of Texas executed an innocent man in a case from nearby Corsicana. Perry, a proponent of the death penalty, dismissed a five-year study conducted by people who know more about arson investigations than he ever will. In his dismissal of the facts, Perry said, “I’m familiar with the latter-day supposed experts on the arson side of it.” To punctuate his dismissal, Perry made quotation marks with his fingers in referring to the “supposed” experts. Who was Perry dismissing? Just seven of the nation’s top arson experts who found no evidence that the fire was set intentionally. The author of the study, a renowned scientist, strongly accused the investigators who handled the case of misreading the evidence and basing their conclusions on a “poor understanding of fire science.” But these seven arson experts dared question a Perry political belief, so they had to be dismissed. Worse, this week, just days before a hearing was to be held on the case, Perry pre-emptively replaced three members of the Texas Forensic Science Commission, forcing an open-ended delay in the airing of the facts of the case. That sure is a lot easier than having to discuss whether an innocent man was executed. My personal favorite dismissal is reserved for those who criticize the media. Despite scores of research that has proven otherwise, a majority of Americans say the media is politically biased. According to a survey recently released by The Pew Research Center, 74 percent say news organizations tend to favor one side or the other when it comes to political and social issues. This idea of media bias didn’t become universal until the early 1970s, when President Richard Nixon created the White House Office of Communications, developed his “enemies list” of anyone who disagreed with him, and dispatched Vice President Spiro Agnew to accuse the media of liberal bias. The belief in a liberal media ultimately led to the creation of the Fox News Channel and an AM radio dial that is crowded with conservative communique´s, thus giving liberals something to dismiss as well. The ultimate loser in all this dismissing is our country. Instead of solving problems collectively by looking at differing viewpoints, listening to differing opinions and examining facts from differing sources, we dismiss anyone or anything that doesn’t automatically agree with our pre-determined position. Perhaps we could learn from President Abraham Lincoln. He filled his Cabinet with people who were opposed to him, and America survived its most precarious moment in its history. Great minds may think alike — but opposing minds make it right. Eric Van Steenburg of Dallas is the former executive director of the Friends of the Katy Trail. He is also a Community Voices volunteer columnist. His e-mail address is [email protected].

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In God’s Country Is Monday’s U2 concert in Arlington a religious revival? asks Michael Landauer

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2’s music has great meaning, not just to me, but to the world. When you say something like that out loud, it seems like cheesy fanboy gushing, I know.

But a new book by Baylor professor and lay Episcopal preacher Greg Garrett has validated my — dare I say it? — religious view of the band. Released in July, We Get to Carry Each Other: The Gospel According to U2, discusses the pressure U2 endured in the early 1980s. Three members of the band were part of a devout religious group that more or less gave them an ultimatum: You can be in a world-famous rock band, or you can be true Christians. They believed they could be both, so they left that religious community and set out on their own journey. Garrett, not a Christian at the time, scored an interview with them in 1982 but says he wouldn’t have asked them about that decision even if he had been aware of it. “I didn’t want to think about that dimension of their lives,” he told me. A lot of U2 fans feel that way even now. They appreciate the music. Maybe they even like the social justice themes in the lyrics. But they refuse to think of the band as Christian, and they certainly don’t relate concerts or listening to the music to a spiritual experience. Some evangelical Christians feel much the same way, but for different reasons. When Bono embarked on an Africa-themed speaking tour in 2007, Garrett notes in his book, some evangelicals took him to task. Who is Bono to tell Christians how they should serve God? If he were as Christian as he professes, he would attend a church. But, Garrett contends, maybe U2 is a church. To members of North Texas’ evangelical megachurches — institutions that dominate lives from Sunday worship to Friday bowling leagues — that may be hard to swallow. And to those who accuse Bono of having a messiah complex, it may seem arrogant. But what is the mission of a church, anyway? It’s roughly the same as what U2 sets out to do at a revival, um, I mean concert: “It’s to give you the tools, the energy and the inspiration to go out and change the world,” Garrett says. Maybe that’s why there was reportedly some effort to have U2 open the new Cowboys Stadium. A Billy Graham crusade opened Texas Stadium, after all. U2 was not touring at the time, but the band will be in Arlington on Monday, and it’ll be my second time to see them. My wife took me to see U2 for my birthday in 2001. They were playing an extended set of concerts in New York City just weeks after 9/11. During the encore, as the band played “One,” the names of the victims were projected into every corner of Madison Square Garden. Then, as the band played “Walk On,” firefighters and police officers solemnly marched single-file from the back of the arena and took the stage. Bono said a few words then handed the microphone to a firefighter who told the crowd about the loss of his brother. And that firefighter handed the microphone to a police officer who told of cops his

Ten spiritual lessons from U2 1. “But I still haven’t found what I’m looking for” (from “I Still Haven’t Found What I’m Looking For,” The Joshua Tree): Life is a journey, not a destination; faith is a means, not an end. 2. “Hello, hello (¡Hola!)/I’m at a place called vertigo” (From “Vertigo,” How to Dismantle an Atomic Bomb): Contemporary life is disconcerting, destabilizing; that is its nature. Don’t expect it to be otherwise. 3. “We get to carry each other” (from “One,” Achtung Baby): Our lives are for and with each other. We need each other to be who we are called to be. 4. “The goal is elevation” (from “Elevation,” All That You Can’t Leave Behind): We are seeking transcendence for ourselves, our spirits, our world.

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unit had lost. And so on, for 10 or 15 minutes. By the time the house lights came on, no one had even noticed that the biggest rock band in the world had quietly left the stage. Churches comfort the injured and the sick. They feed the hungry. They push us to act on our faith out in the world. And they give us strength when our faith is weak. In his book, Garrett shows examples of U2 doing all these things. As a Catholic, I’m not going to stop attending Mass, but the U2’s music has gotten me through some of my darkest times. When nothing else would help, the band lifted me. For the first 10 days that my wife was hospitalized with Guillain-Barre syndrome in 2003, every day was worse than the one before. As I prayed, my thoughts kept returning to lyrics from “Beautiful Day” — “What you don’t have you don’t need it now / What you don’t know you can feel it somehow.” My wife recovered, and through it all, we found ourselves focused on the mysterious beauty of life. And when things seemed most uncertain, those lyrics reminded me that we’re not meant to know all the answers. There’s no doubt that priests, rabbis and all clerics — and cathedrals, temples and mosques — all provide light for the journey of faith. But music like U2’s can put the spring in our step. Michael Landauer is The Dallas Morning News’ assistant editorial page editor for Community Opinions. This column reflects his personal opinion. His e-mail address is mlandauer@ dallasnews.com.

5. “I can’t believe the news today/I can’t close my eyes and make it go away” (from “Sunday Bloody Sunday,” War): Ignoring the brokenness we see is not an option; we are called to bring healing and hope, to help transform the world. 6. “It’s a beautiful day/Don’t let it slip away” (from “Beautiful Day,” All That You Can’t Leave Behind): We live in a marvelous creation. Pay attention to it. 7. “What more in the name of love?” (from “Pride in the Name of Love,” The Unforgettable Fire): Risk everything for love; there is no higher value. Love changes everything, including us. 8. “We need love and peace” (from “Love and Peace or Else,” How to Dismantle an Atomic Bomb): War and cruelty destroy lives and demean the human spirit. 9. “Sometimes you can’t make it on your own” (from “Sometimes You Can’t Make It on Your Own,” How to Dismantle an Atomic Bomb): It’s no shame to rely on others. We are made for companionship — especially in tough times. 10. “Walk on” (from “Walk On,” All That You Can’t Leave Behind): You can lose everything but what matters most. Don’t despair. Don’t stop believing. Don’t stop working for the healing of the world. You are never alone. SOURCE Greg Garrett, in his book, We get to Carry Each Other: The Gospel According to U2.

Social studies is no place for politics Keep partisan agendas out of public schools, says Sue Blanchette Those who control the past control the future. Those who control the present control the past. — George Orwell, 1984

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here is a fine line between education and indoctrination. Social studies teachers walk that fine line daily, determined to open their students’ eyes to a myriad of ideas while not allowing their own political or personal opinions to influence the intellectual development of their students. It is a formidable task. The foundation for this task lies in the Texas Essential Knowledge and Skills, the standards provided by the Texas Education Agency. These standards are currently under revision for the first time in a decade, and they have become the newest political football for the State Board of Education. It would be an intellectual crime to allow the personal beliefs of a few individuals to drive the standards by which our students will be taught social studies for the next decade. Texas should be the national example for sound intellectual development in social studies, not a

laughing stock. The current draft standards in U.S. history, available for review on the TEA Web site, establish a firm foundation for the education of Texas students. By and large, they provide teachers with clear guidelines upon which to build classroom lessons that prepare students to be actively involved participants in American society. Are they perfect? No. Democracy is a messy process of compromise, and not everyone will be pleased with all the standards. There are some “fine line” areas where personal and political viewpoints can move the standards from education to indoctrination. The State Board of Education needs to tread lightly in these areas.

Religious influence There is no question that Christianity influenced the development of the United States during the colonial period. Since the majority of the colonists were of European origin and since Christianity was the dominant religion in Europe at the time, it would be strange if Christianity did not play a role in colonization. It was not, however, the only major influence. The writing of such documents such as the Declaration of

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READ Blanchette’s critique that she sent to the TEA on details of the standards. educationfrontblog .dallasnews.com

Independence and the Constitution find their foundations in many sources — the Magna Carta, the Mayflower Compact, the Fundamental Orders of Connecticut, the writing of the Enlightenment. These should not be pushed aside.

Terminology If our students are to compete nationally and internationally, they must be cognizant of how the rest of the world thinks. Using terminology that is considered outdated only hurts the students of Texas. Politically charged terms like “conservative” and “liberal” have no place in state standards. A standard should be neutral. For example, teach students to identify significant advocacy groups, and allow students to see how differences are handled in a free society.

Quantity We cannot teach everything. Social studies knowledge increases daily, and choices have to be made. It

is hard to see a personal historical favorite seemingly disappear from the textbooks, but that doesn’t mean that the ideals for which that person stood are gone. By giving examples that encompass a broader base the standards provide students with a wider view of the world in which they live. The favorites are still there, just waiting for independent research. The study of social studies isn’t always pretty. There are warts in our nation’s past that should not be glossed over. This country’s greatness lies not only in its sprawling land and dynamic people, but in its recognition of the wrongs in the past and the desire of the nation to right those wrongs. Social studies standards that allow our students to examine all sides of an issue and explore the solutions will produce an educated populace with the skills to lead our country in the future. Strangle those standards with political partisanship, and education becomes indoctrination. Sue Blanchette teaches U.S. history at Hillcrest High School in Dallas and is vice president of the National Council for the Social Studies. Her e-mail address is [email protected].

Saturday, October 10, 2009

23A

Gifted kids don’t need more hours Quality of education matters more, says Lisa Virgoe

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ey, kids, stay in school! That oft-used refrain soon may have new meaning. Earlier this month, President Barack Obama and Education Secretary Arne Duncan proposed extending the school day, lengthening the school year and adding Saturday classes. Their laudable goal is to prepare the next generation for adulthood in an increasingly complex world. Is this the way to do it? For at least one group of students, the answer is no. Based on studies I have read, the dropout rate for gifted students is between 5 and 20 percent. What scourge is stealing so many of our smartest kids? Extreme debilitating boredom coupled with agile minds that can’t let them patiently wait for the end of class. If we lengthen their classroom hours, how many gifted kids are likely to stay? To understand how boredom feels to these kids, imagine making a school’s fastest runner sit in a chair next to the track all day, every day, while her teammates are racing past her. Imagine her frustration. Imagine how she’s going to feel about running after a few days of that. Most likely, she’ll walk off the field and never turn back. By dropping out, that’s what these lost gifted children do. Many of the boys leave to get a job. Many of the girls leave pregnant. But why drop out? Why not just tough it out? Forget stereotypes about gifted students. While some brilliant kids may read chapters ahead and sit up front, many don’t. Some hide at the back or sit with the rowdy kids. Keeping one ear on the lesson, they doodle or goof off, trying to stay somewhat engaged. Chapters remain unread and homework sits at the bottom of backpacks, scrunched up and poorly completed. Many gifted kids have weak time management and organizational skills. They often plan projects with such breadth that they have no hope of finishing. Bored, disorganized, dinged for too much detail and penalized for learning too quickly, some gifted kids start believing that their schools don’t want them. Add the social challenges of being smarter than peers — and some teachers — and too many gifted students simply give up. A University of Connecticut study found that 48percent of gifted kids who drop out are from homes with low socioeconomic status. Imagine how high that number will go if these kids are forced to spend an extra couple of hours a day doodling or, worse, being disruptive. The same UConn study found that many of the gifted students who dropped out spent less time in extracurricular activities than peers. If we lengthen the school day, kids will have even less time for these programs, meaning more gifted students will be at risk. For many of these kids, their after-school activities are their lifelines, their sliver of normal life. Increased class time will do more harm than good. The idea of lengthening the school day isn’t novel but a perennial favorite in education circles. The latest push comes from a venture capitalist who financed a pair of documentaries, Two Million Minutes. Each film follows a few students from the U.S., India and China through their “two million minutes” between the end of eighth grade and high school graduation. Both movies emphasize how much more time Asian kids spend studying compared to their American counterparts. But gifted kids don’t need to study more; they need to be challenged. They need difficult classes, not more class time. Can’t we encourage all students to make the most of their potential without sentencing our most brilliant to detention? To paraphrase another president, don’t leave our gifted kids behind. Lisa M. Virgoe is a resident of Lucas and a former Voices columnist. Her e-mail address is lmv@purely online.com.

A23 _ 10-10-2009 Set: 18:43:16 Sent by: jrush Opinion

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Saturday, October 17, 2009

19A

Surprised by what you can get for a dollar

Slow down and savor senior year

Maybe kids today know its value after all, says David L. McClure

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Students can’t let college admissions consume them, says Chase Wofford

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our score and a thousand or so years ago, I recall scooping up every glass cola bottle in the house and putting them all in a brown paper bag to return to the store for some spending money. I recall that the lady at the counter one time gave me an entire dollar. Really. An actual dollar. My mind raced as I made a list of what I could buy. Would it be three boxes of Cracker Jacks with their special enclosed prizes? A Mad magazine? A Duncan Yo-Yo? The possibilities were endless. That was so long ago. My, how times have changed. I walked into a Whataburger the other day. I was meeting a friend and we were going to sit down and have a Coke and solve the problems of the world. The guy behind the counter said to me, “That’s $1.72,” when I ordered a small drink. “Seriously?” I asked in disbelief. It wasn’t even served in a cold glass bottle! To order the big cup —“the urinator” — I would have had to apply for financial aid. A dollar doesn’t buy much anymore. That is, it didn’t, until one recent day. I am a teacher, and I keep a small refrigerator in my classroom. I stock it with cold burpsicola in nice metal cans. A student asked if she could buy one from me. I told her it would cost a dollar. She smiled and told me she’d be by at the end of the day on the way to her bus. Some days go on forever when you teach in the public schools. Too often, you see the ills of society reflected in the behavior of students and even some parents and co-workers. I remember that on this day I had made the mistake of reading the headlines on the computer and learned of a tragic murder-suicide that involved some younglings. I picked up the paper instead and read about a local politician that had been found guilty of padding his pockets with our tax dollars on his way to Emerald City. They sentenced him to prison, so he’s not in Kansas anymore. On this night, after football practice was over, parents would be coming in for an open house. I dragged myself into my room and plopped into a chair to catch my breath before the kids and adults arrived. I was beaten down, and I had little or no faith in the world as it was. Then I saw something that lifted my spirits and healed my heart. Sitting on my desk, folded neatly on a handwritten note, was a single dollar bill. My student had come by on the way to the bus and, finding me absent, she had helped herself to a cold can of soda and then placed her dollar on my desk. The only one in the room at the moment was this girl and her integrity. There it sat in all its glory. A single dollar bill, lying on the desktop. She had no idea what she had purchased for a dollar. She bought a truckload of faith from her teacher. She bought a boatload of integrity. She purchased all of my bitterness and then transformed it into hope, and all for the price of $1. It was sweeter than tipping up an ice-cold bottle of Coca-Cola on a hot summer’s day. Maybe the world isn’t as bad off as we think it is. Turns out, you can still get a lot for a dollar. David McClure teaches science and coaches at Faubion Middle School in McKinney. He is also a Teacher Voices volunteer columnist. His e-mail address is [email protected].

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Show your math ‘Innumeracy’ is not something to flaunt or to be proud of, says Julie Lewis

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cringe every time I hear someone say, “I’m on exit signs. Have your child calculate gas not good at math” or “I just can’t do math.” mileage when you fill up the car, or compare Honestly, how many people would joke price per ounce when grocery shopping to deterabout not being able to read? So why do people mine the best value. Discuss sales tax and how to joke about their math abilities? calculate it. How much are you really saving by I watched the primetime version of Who shopping on tax-free weekend? Wants to Be a Millionaire recently and could not By proclaiming you are innumerate, are you believe the number of people who made jokes sending the message that you cannot add or about their weak math skills. Granted, I would subtract? Are you really saying you have trouble be shaking in my boots if I setting up an equation from a were in the hot seat, but can word problem? anyone seriously imagine Everyone can do math to a Society rallies to telling Regis, “I can’t read the certain degree, so why profight illiteracy. Yet no question, so I’ll take my $100 claim that we can’t? and go home.” Should this trend continue, one seems to have a Society rallies to fight where will we hear those words problem announcing next? From our bank teller illiteracy; those who cannot read have many programs to cashing our paycheck, insurto the world that help them learn. Most illiterance agent issuing our claim they are math ate adults I have come across check, the nurse giving us hide their illiteracy, going so medication or the mechanic illiterate. far as to lie about their abilfixing our brakes? Oh, well, I ities or to rely on their chilcan’t do math. Ha ha. dren to read for them. Yet no one seems to have a It’s a scary thought, but I have heard people in problem announcing to the world that they are each of these professions make the innumeracy math illiterate — or innumerate, as some have claim. I have been quick to question their ability started saying. before allowing them to continue with services I have been a big advocate of parents being a for me. child’s first teacher. I am privileged to have a We need to hold each other accountable for student for one or two years, but a parent is the messages we are putting out about educablessed with the child for a lifetime. I like to tion. It’s time to start admitting that we are remind parents that just because students today competent people and that we can do math. are being introduced in middle school to subJulie Lewis is a /Math Intervenjects we learned in high school doesn’t mean we tionist at Lamar Middle School close the door to our influence at home. in Irving and a Teacher Voices Teach your child every day. Have them cook volunteer columnist. Her e-mail with you and show them how to double the address is 2txteachrecipe, make half a recipe, set a budget, count [email protected]. back change and understand fractions of miles

Americans are handcuffed to their health care Getting sick derails life longer than some realize, says Susan Dodia

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wenty years ago, I was diagnosed with Hodgkin’s disease, so I can now reflect on two decades as a cancer survivor. I am happy to be alive. I know I am lucky. My disease responded well to the treatments available at the time, which is, quite simply, the difference between life and death. But I must also acknowledge that surviving comes with a price. I was 24 when I was diagnosed, fresh out of college, certain that the world was mine to conquer. I was living my dream: working as an entertainment agent, booking bands around the Southwest. I was hungry, and I found the entrepreneurial challenge of commission sales to be thrilling. I was going for the brass ring. The blow to my confidence that

accompanied my diagnosis was profound, physically and emotionally. And it had a huge impact on my career. I became an indentured servant to health insurance. I went back to college to get benefits under my father’s policy. I took any mediocre job that had an HMO that would be required to cover me. After five years, I could no longer be excluded for having a pre-existing condition, so my job prospects increased somewhat. But I had lost critical time in my field, and I had to stay covered. You see, the bills and the fear don’t end with the treatment. As time has passed, the frequency of tests and follow-up appointments has declined. My worries about recurrence have dissipated. But because of the radiation therapy I received, I am in a high-risk group for breast cancer, so I have mammograms and breast MRIs annually. I take thyroid medication for life, as the radiation “fried” my thyroid. Not

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enough research has been done to establish a clear link between radiation and the acid reflux and esophageal problems I have, or the sinus infections I started getting about five years ago, but I suspect they are related. My spleen was removed, so my immune system is compromised. I don’t eat raw oysters or sashimi, because a good dose of food poisoning could kill me. I get the flu shot every year and stay current on vaccines for pneumonia and hepatitis. I stay home when I am sick, and I resent people who don’t. I get a physical each year and stay on top of all of my medications, tests, procedures and routine appointments. I go to the dentist twice a year — I had radiation to my jaw, and I want to avoid any problems that might arise. After being laid off in January, I started my own business this year, which I could not have done had I not had access to a good policy

through my husband’s company. For me, it has been a 20-year journey to return to an entrepreneurial work life. Of course, I am following the raging debate on health care reform with keen interest. I don’t know what I think about all the talk coming out of Washington. But I do know that the American dream, the ideals of opportunity traditionally held to be available to every American, is out of reach for many people — not because they lack the talent or drive, but because they have concerns about their health care. Susan Dodia of Plano is president of The Project Coach, a project management consulting practice, a graduate student at SMU, and a Community Voices volunteer columnist. Her e-mail address is [email protected].

ttention all high school seniors. I have two words of advice for you: Slow down. No, I am not talking about how you drive, although the advice applies there, too. I want to encourage 17- and 18-year-olds to slow down and enjoy this exciting time in your life. Sure, I encourage you to study hard and make good grades even if you’ve already been accepted into the college of your choice. I am a high school teacher, and I expect nothing less from my students. But some things I’ve seen and heard have me concerned. I’ve seen some of your fellow students lose sleep over college applications, worrying if they will get into this college or that. And I’m not talking about students who are going to need a miracle to be accepted into their dream school. These are some of the very best in the classroom, and if, for whatever reason, they do not get into College A, they surely will get into College B. I know, it’s easy for me to say. I am not in their position, but I was just 16 years ago. I loved my senior year. I enjoyed the process of looking for a college, but it didn’t push me to the verge of a mental breakdown. Something seems different today. Too many times I have seen students totally consumed by the fear of not getting into a specific university. I realize how fortunate I am to teach at a school where students value education so dearly. It is certainly not the case on every high school campus. My challenge for you, the overachievers who are visibly overstressed, is to cherish this time and simply enjoy the process. No doubt, selecting a college is one of the biggest decisions of your life, but it’s a choice involving more than SAT scores, class rankings and GPAs. Too often, quality schools get pushed aside because they are labeled as not as academically respected as others. But you need to know that the minute you set foot on campus, your SAT score and high school rankings become irrelevant. Not every school is Harvard or Yale, but all universities provide rigorous, challenging academics. All provide an education that will serve you for the rest of your life. Looking back at my senior year, I had a few colleges in mind, but if one didn’t work out, I was ready for a backup plan. I considered a few Texas universities and two out-of-state schools — Arizona State and Alabama. I visited both of those campuses and couldn’t say a bad thing about either. I weighed some options: Palm trees or pine trees? Road trips to California or Florida? Big city or small college town? Dry heat or humidity? Sun Devils or Crimson Tide? OK, there are more important factors than those, but don’t overlook these sorts of things. Visit a campus and see if it feels right. You’ll know the second you set foot whether it is a place for you. I ended up at Alabama and have never regretted it. I wouldn’t exchange the degree I received for one from any other school. I hope you’ll feel the same way someday. In the meantime, though, enjoy your senior year. Go to football games on Friday nights. Be loud at the next pep rally, even if you have spent three years thinking they are a waste of time. Join a club or group on campus this year, so you can make a difference before you graduate. Just don’t let the demands of college applications consume your life. You have your entire adult life ahead of you but only one senior year. Tap the brakes, and enjoy the ride. Chase Wofford of Keller is the journalism teacher and newspaper adviser at Coppell High School. His e-mail address is [email protected].

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Saturday, October 24, 2009

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The right question to ask is: Where is Spruce High headed? Lori Welch is tired of

people focusing only on problems in her school’s past

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was one of the new hires last year at H. Grady Spruce High School, where test scores had been plummeting for years and attendance and completion rates were an embarrassment. When people I meet find out I work at Spruce, they always ask how that happened. Frankly, Dallas, I don’t know. When I tell them so, some people offer their opinions: It was “administration,” “lack of funding,” “low teacher quality” or “a lack of discipline.” I don’t know how it happened, or believe me, I’d be willing to share that with you to prevent the tragedy of a reorganization from ever occurring

again. I’m baffled that the people I encounter — many whose only connection to education is that they have a student enrolled in a campus far, far away from Pleasant Grove — are confident that they know how the school declined. I’ve heard from former teachers that it was a mysterious conspiracy to close Spruce down all along, that it was the rapid population shift in the Grove, or that somehow the “good” students had been sent to other campuses and only the “bad” ones remained. I’m not at all sure about these theories, given the resources that went into keeping Spruce alive last year. What I do know is that when I first encountered Spruce’s few Advanced Placement English literature seniors, the “Spruce way” was not working. What I found were some advanced

senior students who thought missing 15 days of school wasn’t that big a deal. This will not be the case in Spruce’s future. The reorganization had to be done. Say what you will about Dallas ISD’s problems over the years, but putting Spruce into the capable hands of principal Lucy Hakemack and her hand-picked staff was a smart move. In one year, test scores rose from some of the worst in the state to some of the best in Dallas. Even attendance improved, now that we’ve stated the obvious to the Pleasant Grove community: Students who are in class every day know more. Hopefully, now that test scores have come up dramatically, we can debunk the myth that Spruce cannot be run the same way as Blue Ribbon schools.

Dogs in need People can make a difference in pets’ lives — for good and bad, says Carey Carpenter

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he first thing I noticed upon my arrival was the Kaufman County sheriff’s car parked at the entrance, screening those entering the complex. I’m not sure who they were trying to keep out: the media, the curious community, the owners or perhaps all of the above. The second thing I noticed was the sound. The cacophony arose with the simultaneous barking of hundreds and hundreds of dogs. The noise began somewhat quietly, building as cage after cage of young puppies excitedly joined in the symphony. Then I saw the vast number of cages in the holding area of a county fairgrounds normally reserved for livestock; they were stacked two high, laid out in row after row with dozens of volunteers focused on puppy care. A section off to the side held the maternity ward, where mothers had just delivered new puppies, or were patiently awaiting delivery — some with teats that were a mass of mastitis, infections speckling their chests. There was an ICU and a quarantine section made up of dogs that had bitten the handlers, labeled “fear aggressive.” This was my first time to volunteer in an animal rescue. I had offered to fill in for a friend at the rescue of more than 500 dogs and puppies nabbed from a puppy mill. Although these animals weren’t starving, neglect was evident in their matted fur, dried feces, body sores, fleas, eye and ear infections and obvious lack of interaction with humans. They had been born, raised and then abandoned, never let out of their cages. Veterinarians had already triaged the animals, examining and vaccinating every dog. They had written meticulous notes about each. On almost every animal’s papers, the disposition noted was “depressed.” The hope was that grooming and a bath would put the pups on their way to recovery. It was impossible to bathe the dogs until their matted fur was shaved off, so the groomer had to put up with the unrelenting stench. At times, the shearing had to be discontinued to photograph more neglect when the removal of hair showed a previously hidden skin ailment, infection or flea debris so thick the skin looked pep-

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More than 500 dogs were rescued from a Kaufman County puppy mill in August. Many were severely matted and suffered from infected wounds.

pered with dark dots. There was a small, apricot-colored poodle with hair matted so tightly that she whimpered when her fur was touched, as the hair pulled on her skin caused excruciating discomfort. I suspect every volunteer focused in on a pup or two who tugged at their heart strings. I fell in love with “B-63,” a sweet little female Yorkie whose mats on her coat weren’t serious enough to require an entire body shaving. Instead, I lovingly bathed her and then laid her on a table to clip the knots out of the tips of her fur. While working on her, I witnessed her amazing transformation. She visibly relaxed as my hands clipped her hair and gently and rhythmically ran my hands over her soft fur. When I returned her to her cage, she wagged her tail, jumped up a bit and started to play with her cellmate. I made it a point the rest of the day to stop by her cage between tasks, and I was always greeted with a lick on my hand and a friendly tail wag. Proof of how scarred these dogs were came when I leashed her up to take her out-

side. I carried her out, but the moment her paws touched the grass, she panicked, dug in her heels and tried to retreat back to her cage. She had never before experienced the feel of grass underneath her feet. I later learned that a judge gave custody of the dogs to animal rescue organizations. The first day the animals were put up for adoption, a line of people wrapped twice around an animal rescue building. Families patiently awaited the opportunity to offer these scared and timid little guys their first chance of real freedom, in homes where they would be loved endlessly, taught to trust the human race and have a “happily ever after” ending to a life that began so pathetically. I pray my little “B-63” learns a new meaning for normal. Carey Carpenter teaches fourth grade at Alba-Golden Elementary School in Alba and is a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

I still hear about negative episodes on the blogs, and I recognize that we aren’t perfect. But I challenge readers to name one high school where every student is on grade-level, rested, fed and ready to learn. Let me assure you of one thing about our Spruce family: It takes a special dedication to come here every day to work or to study. If there’s one thing I do know, it is that Spruce teachers come to work here because they truly love these kids. Otherwise, they couldn’t take the beating that it is and just earn a salary and go home, without ever reaching our goal of producing students who solve their own problems and who can make their lives better if they choose. This is as valuable in the Grove as it is in the rest of Dallas. Spruce is not out of the red yet,

though. Unbelievably, we inherited the dropout rate from years ago, ranking us “Unacceptable.” Being the family we are, though, we are not giving up. When you hear that it can’t be done in the Grove — or any low-performing campus — the same way it is done elsewhere, don’t listen. We’re doing it, and we’re done looking backward. Personally, I am far too overwhelmed with this important work to worry about how it got this way or why. Lori Welch teaches French and AP English literature at H. Grady Spruce High School in Dallas. Her e-mail address is loriewelch@gmail .com.

All children can be seen as Balloon Boy We watch them fly, horrified, and there’s nothing we can do but hope for a soft landing, says Ruth Marcus

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n the matter of Falcon Heene, the 6-year-old boy who stashed himself — or was stashed by his parents — in the attic while a frantic world thought he was adrift in a homemade balloon, let us stipulate a few things: That there is something presumptively wrong with people who name their children after birds of prey; that the Heenes, if this was indeed a hoax, make Jon and Kate look like Ward and June; that Andy Warhol was right, except his 15 minutes have stretched to 30 in the age of cable; that a constitutional amendment to prohibit parents from exploiting their kids on reality TV shows might be in order. But all that isn’t what really interests me. What interests me is Balloon Boy’s flight as metaphor for the process of parenting. You might say it doesn’t take much to command wall-to-wall cable coverage, and that would be a fair point. Any random freeway chase will fill up the time nicely if there is helicopter footage available in real time. Yet it is the threatened child, for obvious reasons, who truly grabs our attention: the toddler trapped in the well, the thirdgrader snatched from her bedroom, the teen gone missing — and, as my colleague Eugene Robinson tartly pointed out a few years back, the blonder the better. If you are a parent, you know — in one of those ways that you try to shove out of your consciousness, because there is no point thinking about it — that this sort of thing could happen to you. That no amount of vigilance, really, can shield our children completely from random acts of violence or fate. The ancient branch that falls at precisely the wrong time. The flu that should merely have sidelined but ends up killing. The tractor-trailer, out of control. To have a child is to know the certainty of joy tempered by the omnipresent possibility of loss.

Which gets us to Balloon Boy as metaphor. The silvery balloon hurtles through the air. It bobs, sickeningly. A child, or so we think, is inside, unseen. There is nothing to do but watch, horrified, and hope for a soft landing. This is the essence of parenting. You must send your child out into the world, even though you know she is going to get bruised. There will inevitably be the party invitation that doesn’t come, the team that isn’t made, the once-close friend who snubs. You can’t stop this; in truth, you shouldn’t if you could. In The Blessing of a Skinned Knee, psychologist Wendy Mogel describes the phenomenon of parents foolishly “trying to inoculate their children against the pain of life.” By treating children “like we’re cruise ship directors who must get them to their destination — adulthood — smoothly, without their feeling even the slightest bump or wave, we’re depriving them,” she writes. “Those bumps are part of God’s plan.” OK, but did God have to deal with a high school freshman? Accepting the plan does not answer the harder question of what freedom to allow when. I have been experiencing this recently with our newly independent daughter. I welcome this independence, yet I fear it. Can she get a ride to the restaurant with the older girls on the soccer team? No. Can she go to the party at the house of a kid she doesn’t know and he doesn’t go to her school but he’s a friend of a friend? Not unless she is willing to submit to the indignity of having me call the parents. The balloon strains against its mooring. You give the ropes some slack. Someday, too soon, you will have to let it float free. Washington Post columnist Ruth Marcus may be contacted at marcusr@wash post.com.

This country is suffering from the lost art of persuasion We’re all choir-preachers and opposition-screamers, says Mark Bowden

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e are living in a time when honest discussion is often drowned out by the noise of partisan cheerleading. But if your aim is to do something more than to draw attention to yourself and increase your ratings, if your goal is to actually move the world in your desired direction, I have a new word for you: persuasion. It is one thing to give a speech before a cheering crowd of supporters, to blog or broadcast to an eager audience of the like-minded — but it’s quite another to address someone who disagrees with you and actually change his

mind. The former is what we get from partisan mouthpieces and the latter is something of a lost art. The former is easy; the latter is hard. Hard, but not hopeless. My first encounter with the basics of this lost art was a man of my father’s generation who had begun his working life as a door-to-door vacuum cleaner salesman. I told him that sounded like a very difficult and unpleasant job, knocking on doors and trying to sell something most people already had. “Not at all,” he told me, as I recall the conversation. “It was a great job. … The challenge was turning ‘no’ into ‘yes.’ I was good at it, and I learned lessons that have helped me throughout my life.” The quick lessons he offered I

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later found spelled out in greater detail in the disciplines of classical rhetoric. Persuasion is an art. It draws on an understanding of human nature and a facility for empathy, for seeing and understanding how the other guy feels. In political argument this means acknowledging upfront whatever truth or strength there is in an opposing point of view. It’s there. Smart people disagree with you for a host of reasons, some of them good. The worst thing you can do is begin with an insult, as do so many of the e-mails I receive after stating an unpopular opinion. The salesman next would make his pitch. My old friend’s company had done an amazingly good job, he said, of preparing him for every

conceivable obstacle to the sale. “It was very rare for a customer to offer a reason not to buy that I could not answer,” he said. “If they already had a vacuum cleaner, this one was better. If they couldn’t afford it, we had easy payment plans. You name it, whatever objection they raised, I was ready.” This is the hardest lesson for advocates to learn. To persuade, you must anticipate and refute objections. It means exposing your convictions in advance to thorough, skeptical scrutiny. This is a lot harder than making emphatic statements of belief designed, consciously or not, to draw cheers from those already in your camp, which is what passes for political argument for the loudest voices in public debate.

Being persuasive is hard, because it demands you consider, even if only momentarily, for purposes of argument, you might be wrong. It requires broadening your mind. To refute opposing points of view capably (and winningly) means you must first be willing to listen to them. To really hear opposing points of view, you must make yourself open to them. There’s a catch here. Sometimes you might find that after really “hearing” an opposing viewpoint, you can’t refute it. Then you must do the unthinkable: Change our own mind. Grow. Mark Bowden most recently authored “The Best Game Ever.” His e-mail address is mbowden @phillynews.com.

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Just forget the fancy formulas They do nothing to help administrators predict teachers’ success in the classroom, says Mark Harrington

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’ve been exposed to educational debate and discussion since I was a boy. In the 1990s my father retired after a 40-year career, and my family now has third-generation teachers enjoying the challenges and rewards of the classroom. This is my 11th year in DISD. It is my good fortune to teach at Seagoville High School, where for the past three years, my colleagues have elected me as their representative to Superintendent Michael Hinojosa’s Inside Track Committee. This May, 100 percent of my students passed the exit-level TAKS, and I was chosen by the National Endowment for the Humanities to be one of 15 teachers from the United States to spend five weeks this past summer studying at the University of London and The Netherlands Institute for Advanced Studies. Yet I recently learned that DISD doesn’t believe that I am a good teacher. Unlike some of my colleagues, I won’t be the recipient of money that is intended to attract quality teachers to low-performing campuses. Why? Because DISD has a remarkable ability. Yes, DISD has devised a formula that rates teachers on what students “should” have achieved. The end result of this formula is a rating called CEI — Classroom Effectiveness Indices. While this sounds very scientific, these ratings do not reflect what actually occurred. CEIs are no more than numbers for those who put their faith in mathematical formulas. Nowhere in the formula are adjustments made for human foibles that are beyond the control of the teacher. You won’t find a place for hunger and neglect. There isn’t a place for the youngster who found out the day before a test that she was pregnant and that the father was now involved with someone else. The CEI tells you nothing about the boy in row three who came home from school to find his dad had taken his own life. No place for that. I guess we are to conclude that these life-changing events don’t affect student performance. DISD isn’t alone in the drive for such ratings. Across the nation, those who administer our public schools are working hard to find answers about why urban school districts are failing to produce young men and women who are literate and able to compete in the global marketplace. Unfortunately, these administrators aren’t willing to tell us the uncomfortable truth: Answering that question would require us to do some soul searching that might lead us to conclude that all of us are responsible for the failure, and all of us must be part of the solution. Many times I’ve shaken my head at measures such as CEIs. Why do teachers allow those with little or no understanding of the profession to continue to review them in such punitive ways? Imagine doctors being told that every patient must be cured. How about requiring lawyers to win every case? Such expectations wouldn’t make sense, and the men and women in those fields wouldn’t tolerate such idiocy. Teachers don’t have the time or the energy to fight that battle. They’re too busy doing all they can to help our young people make it through the difficult and important formative years. This can’t go on indefinitely. Good teachers, dedicated people who want to give their lives to assist the young, will continue to leave the profession in search of careers where they are valued and treated with professional respect. Our children will be the lesser for it, and so will we. Mark R. Harrington teaches history at Seagoville High School and is a Teacher Voices volunteer columnist. His e-mail address is [email protected].

Saturday, October 31, 2009

Big D’s big turnoff

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swore I would never live vicariously though my children. I would encourage and support their interests and activities, but I wouldn’t live or die by their successes or failures. They were separate entities after all, and the umbilical cord had been cut. I kept that promise for a long time. I wouldn’t write their essays or build their science fair projects. I was unmoved by the teacher that they insisted hated them, and I watched countless soccer games without ever offering any helpful hints from the sideline. My three children have regaled me with stories over the years of who did what to whom. I always listen — it is a mother’s job — but I never jump into the fray. I counsel with a practiced attitude that conveys a sympathetic yet “this too shall pass” kind of philosophy. And then my son was a senior. And then my son was nominated for homecoming king.

Confessions of a curious TAG kid These teaching methods could be effective for more students, says Hailey Sowden

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City won the parking-ticket battle but lost the war, says E. Kyle Steinhauser

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t’s over. I quit. I persisted as long as I could, but I finally had enough. I used to roll my eyes at legends of the eternally provincial Amon Carter, the patron saint of Cowtown puffery, who would only come to Dallas as a last resort and who allegedly brought a sack lunch so he would not have to patronize any Dallas restaurants. But the Cardinal of Cowtown may have had a point. A few weeks ago, the wife and I headed out for a rare date night sans rugrats. We skipped the great restaurants in Frisco, and we drove past the Shops at Legacy in Plano, which offers virtually any cuisine and quality one might desire. Instead, we trekked to Big D. The 30-mile drive was worth it for our favorite restaurant, Monica’s Aca y Alla in Deep Ellum. Once there, I passed several neon-flagwaving men selling parking spaces for one of the ample lots along the street — so urban! A fantastic dinner, great margaritas and wonderful music ended with a $35 premium for my troubles. Not to tip the hardworking waiters. This check was made out to the ungrateful, clueless city of Dallas for a parking ticket. I have no issue with the justice of the violation. I failed to see the meter or to consider the possibility that a major city would have active meters on weekends. Every major city I have visited suspends parking meters after 6 p.m. and on weekends. But why is the city of Dallas charging for on-street parking on Saturday night in a deserted part of town? Why target people trying to give CPR to a struggling entertainment district? I have lived in cities smaller and larger than Dallas, and I have visited hundreds more. No major city makes it more difficult to visit than Dallas. The Texas-OU game makes this clear annually, whether it is parking scams or the disaster that is DART. Conversely, Austin provides ample, free street parking, and Sid Richardson’s fortune continues to provide free parking to anyone who will visit downtown Cowtown.

Meanwhile, Dallas insists on scarce and expansive parking and then wonders why downtown is dead. Zina Fernino, a spokeswoman for the city, said a study done a few years ago indicated that parking demand in Deep Ellum was light during the day and heavy during the evenings, hence the meters and enforcement. She also stated that the enforcement was a public service because it kept the restaurant and bar employees from monopolizing on-street spaces. This is a problem that seems to have escaped other cities. Rather than writing parking tickets, the city should have uniformed officers patrolling Deep Ellum to give people a sense of security and encourage visitors. Again, look west, where Richardson’s oil money also supplies private security to help keep downtown Fort Worth safe. Dallas should copy its neighbor: Provide free parking and better security near entertainment zones, and people will visit — and spend! The success of Dallas’ new Arts District projects will depend on people coming, staying and patronizing local businesses before and after seeing a performance. Many people will visit once, but the hassle of finding parking and avoiding street people may ensure that it is a singular experience. With the people-friendly suburbs building better restaurants and nicer amenities, there will be no reason to go south of Interstate 635. Until Dallas makes visiting easier, I’ll be one of those folks staying away. I no longer will suggest downtown Dallas when other friends want to go to Fort Worth. I will not pass wonderful restaurants in Collin County to patronize old favorites in Big D. If I can help it, like Amon Carter, I will avoid spending a dime in Dallas. She won the battle for my $35, but she lost my heart. E. Kyle Steinhauser of Frisco is a technology marketing manager at a publishing company. His e-mail address is ekyles@ gmail.com.

He’s my son, but these are his battles to fight Sometimes it’s hard to stay on the sidelines, though, says Lynne Sipiora

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And then 17 years of bottled up parental competition reared its ugly head. I am ashamed to say this, but I wanted him to win. I certainly had nothing against the other four nominees — they were his friends, good kids from good homes — but I really, really wanted him to win. Sure, I had always thought the whole homecoming court an archaic tradition that encourages petty popularity contests between a bunch of kids already filled with adolescent angst. What exactly does it measure, anyway? It has nothing to do with academic achievement or any special skill in any special area. Not only that, rumor had it the whole process was hopelessly corrupt — with Student Council members being bribed with Big Macs and a voting process reminiscent of a Florida election. On the other hand, what parent wouldn’t welcome their child being crowned anything? Wasn’t it a measure of effective parenting that he was so highly regarded by his peers? And wouldn’t it be a self-esteem boost

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that he could hang on to, when the inevitable day arrives and he is no longer king of the hill? The truth is, I could argue either side with equal passion. The truth is, I was preparing appropriate rationalizations for either outcome. At halftime of the homecoming game, mothers were instructed to line up with their sons and accompany them across the football field for the election results. I held my son by the arm and looked at this decent kid who, though not yet a man, was now certainly a guy. He wore a shirt, tie and jacket with high-top sneakers, and I remembered that he’d worn Velcro shoes for far longer then he should have, because teaching and learning to tie was not something either of us accomplished until he was 8. I kept my arm tucked in his, even while he flirted with the queen candidates and goofed off with the kings. Everyone laughed at something he said, and I remembered the years of speech therapy when I had to bribe him into the office each week with a new Matchbox car.

The band played, and off we marched. They called each candidate’s name along with that of his parent. I squeezed his arm, and he patted my hand, and I remembered how as a baby he would pat me on the shoulder as I carried him on my hip. The winner was announced, and I hugged my son hard. He hugged me back and headed toward his friends, while I headed back into the stands. A friend says: Every mama bird thinks hers sings the sweetest. I thought I was immune from that. Turns out I’m not. Isn’t the whole homecoming court an archaic tradition that encourages petty popularity contests between a bunch of kids that are already filled with adolescent angst? Well, isn’t it? Lynne Sipiora of McKinney is executive director of the Samaritan Inn, Collin County’s only homeless shelter. Her e-mail address is [email protected].

t my school, TAG (talented and gifted) testing started in the first grade. The first grade — before most kids know multiplication, how to prepare a bowl of cereal without spilling the milk, or even how to spell the word cereal. Yet after scoring high enough on an assessment involving an amorphous squiggle and instructions to draw something from it, I found myself whisked away with the rest of the newly minted TAG kids to a pull-out class called “Explorations.” Now, 10 years later, these kids are the high-achievers. Every one of the National Merit Semi-Finalists at my school is a TAG kid. These are students who spend most of their time in the company of other TAG kids, under the instruction of trained TAG teachers. How could a test that most of these students took in first grade so accurately predict future achievement? Was this fate of high achievement a pre-existing condition within these kids that was luckily discovered by a test and an attentive teacher, or did the TAG teaching method instill it in them? Which came first, TAG classes or the TAG kid? TAG means more than just “talented and gifted.” It is, at least in my school, a social structure, a learning style, a type of person. Whenever someone in a TAG class does something exceedingly creative or eccentric, someone will inevitably deem this action “TAG.” Interjecting opinions into class discussion is TAG. Writing a research paper as a narrative is TAG. Teachers shaving problems off assignments to keep the students from getting bored is TAG. How could a child not become creative and passionate about learning when they are put in classes where the opening activity every day is a brainteaser and where activities range from trying to fish out some trinket from a glass bottle using only a toothbrush or a vegetable, to writing a book report using geometric shapes? Now, in high school, my TAG classes involve fewer toothbrushes and more discussion. A teacher once mentioned how TAG kids tend to be more involved in their discussions than regular kids. That makes sense. We should know how to have a discussion by now; we’ve had lots of practice discussing things — literature, why the seasons change, politics, why we must discuss things at all — for ages. I went back this year to discuss the TAG system with this same teacher, and he told me something surprising and perhaps encouraging. This year, he gave the same assignment to one of his standard classes, and although many didn’t know what to do with the freedom of the project, a few of the students liked it, succeeded and, better yet, asked for more. Also, when the next TAG-ish project was assigned, more of the kids took it and ran with it with newfound gusto and motivation, into new TAG-ier territories. If this limited exposure to TAG teaching methods and projects led to even more desire to do creative, uninhibited things, maybe exposure to these same sort of activities and teaching methods over longer periods of time, say, since the age of seven, would help to form more self-motivated and passionate learners today. Now, I realize that everyone learns differently and performs differently, and a test, especially a one-day PSAT test, is no way to measure academic success or desire to learn, but it seems to me that just the general passion in a TAG class discussion shows that something is going right. Perhaps by introducing a bit more TAG-style teaching to all kids, our schools would see better results, either in testing or in the much more important sphere of real life, where creative thinking, problem solving and motivation apart from grades really matter. Hailey Sowden is a senior at Highland Park High School and a Student Voices volunteer columnist. To respond to this column, send an e-mail to [email protected].

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Should students spend more time in school? At what level of government should the decision be made about lengthening school days or adding more instruction days to the year?

Michael Hopkovitz

Hailey Sowden

Insurance Industry Pricing and Analytics Professional, Far North Dallas

Senior, Highland Park High School, Dallas

Adding additional classroom time for reading, writing, math and science are excellent reasons to add to the cost of educational services. But we’re not maximizing the educational use of the school day now.

While I do relish in the wonders of long summers, students in other countries are studying while Americans play. Still, for many kids, summers don’t end up being a time to explore, to read or to pursue non-school related activities, but three long months to forget last year’s material.

Faith Davis Johnson

Karen Kimball

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

Substitute teacher, Richardson ISD

Research-based evidence supports a correlation between higher achievement and longer instructional time for students. It seems logical that students spending more time in school, receiving quality instruction, will holistically benefit our society.

Lengthening the school day would probably be counterproductive for both students and teachers. A longer school year would do no harm but is probably unnecessary. Since our country’s beginning, all decisions about education have been the domain of the states and should remain so.

Voices: The above Voices volunteers are regular contributors to this forum.

William Olsson of Dallas: The government’s

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Homecoming: Ready or not It’s a rite of passage for mothers, too, says Elaine Kollaja of Dallas

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y daughter has a date for the homecoming dance. She is ecstatic. I am petrified. She may be old enough for this, but what about me? What, exactly, is my role in today’s exaggerated high-school social scene? I’ve checked, and Emily Post provides no guidance whatsoever on this momentous rite of passage. Too bad, because I could really use some help. To do too little will make me seem as though I don’t care, and to do too much will make me seem like a helicopter mom living vicariously through her child’s social engagement. Like so many other parenting challenges, it’s a tricky balancing act. The first question on my mind is The Mum. Who buys it, and how extravagant should it be? Mums are a very important part of the Homecoming scene, and big business for our school’s PTA. Mum Moms have been toiling for months cutting ribbon and assembling the elaborate corsages that both girls (and boys!) wear to the big game. Friends who grew up in other areas of the country seem perplexed by the hugely beribboned mum; I take it from their attitudes that our custom is a peculiarly Texan affair. I wasn’t previously aware of the cultural disparity and thought all high school girls everywhere spent homecoming day wearing corsages that make them resemble a Kentucky Derby winner. But what I personally find unusual is the trend in large armband corsages, complete with ribbons and teddy bears, for the guys. When I was in high school, a young man would rather have been boiled in oil than alight from his pickup truck sporting such an accessory. Then, there’s The Homecoming Dress. Fortunately for me, this particular detail was settled before I even knew it was an issue; I was thus saved much wailing and gnashing of teeth during hours of fruitless shopping at NorthPark Center. My daughter found the “perfect” dress and shoes during the summer and bought them with an optimistic eye toward the future. When she announced that the

WILLIAM “BUBBA” FLINT/Special Contributor

outfit was for homecoming, I was skeptical. “Do freshmen go to the homecoming dance?” I asked. She accused me of doubting her ability to land a date. But truly, I never doubted her success for a minute — her dating prospects are what keep me awake nights. Many, many things seem to start earlier now, and I clearly still have some distance to travel in catching up with the times. Finally, there’s The Pre-Dance Photo Op. I’ve seen caravans of cars lined up at neighbors’ homes around this time of year and asked myself, “Who died?” Nobody, fortunately. The traffic jam was just the dance attendees, along with their parents, gathering at one photogenic house to snap dozens of pictures in finery they’ll never wear again, with dates they may not even be talking to next week. This year, by some mysterious lottery, we have been designated as photo hosts. While I’m flattered that my home has been deemed worthy of the honor, I’m also a bit nervous.

Of course I’ll have to clean the house, and perhaps even paint the front hall. But should I serve snacks to the other parents? Cocktails? Maybe I’ll have one now. The only saving grace in this whole affair is that my daughter’s date can’t drive yet, so there’s no worry about her riding off alone with a boy who has borrowed his mom’s nice car for the big night. At this point, unsupervised car travel might actually put me over the edge. Instead, I assume we parents will be pressed into chauffeur service. At least I hope that’s what everyone has in mind. I really don’t want to have to pitch in for a limo. Not yet. We all need to save something for the kids’ weddings, or at least for the Senior Prom. Elaine Kollaja of Dallas is a graduate student in the SMU Master of Liberal Studies program. Her e-mail address is [email protected]. Visit her blog at www.scratchpaper-eck. blog spot.com.

Conquering another culture

remedy for anything that doesn’t work is “more of it!” Victor Aves of Dallas: Some students are already

spending up to 12 hours at school when you include extracurricular activities. Other countries have students coming to school in the evening and on weekends at all age levels. The decision needs to come from each individual ISD in anticipation of funds for these additional resources. What good is a federally mandated program for longer school days when DISD, for example, is not fully capable of staffing schools due to the budget shortfall? Donna Lackey of Dallas: If students require more time in school, it should be decided at the school level with the state and parents picking up the tab. Students in the DISD magnet schools don’t require year-round school. Year-round school might be necessary for some, but it will affect family time for many trying to push vacation time from work into shorter summer spans for kids. Harvey Richman of Dallas: Considering the re-

cord of the DISD administration, it may not be prudent to expose students or teachers to them any longer than necessary. Mellen West of Dallas: More time in schools is meaningless if it is not productive time. More good could be done with smaller class sizes, rigorous instruction of reading, writing, science and math combined with liberal arts, foreign language study and physical education. What level of government should make the decisions? The one that has to pay for it. Audrey Pincu of Dallas: Instead of extending the school day and year, why not take what we have and make it better? We have AP classes for the “smart” kids. Why not offer other enrichment programs for all children? If the government wants to interfere, they can provide more funding for the schools and higher teacher salaries. Cherie Bell of Dallas: Public schools should be open year-round and should have been for decades now. All the time students have off from school, and from consistent learning, is a detriment to their future and ours.

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English is more than just words, says Susan Wildburger

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n the last day of a five-week course over the summer, a multitude of feelings overwhelm me as I look at my students. I need to say something, but I wait. Then one of my students stands and says he has been chosen to speak for the class. He delivers a speech of gratitude for my efforts, my teaching, my patience and tolerance of them. He thanks me for relating to them. I proudly notice that the speech is orated in perfect tense, correct verb conjugation — that of standard American EngVoices lish, and my student chose Teacher perfect replacement words for the ones commonly used. I remember how I, too, craved for tolerance when I first came to America almost 30 years ago. As an ESL teacher, I have to relate to them; it is my duty. I share with my students how easy it is for people to put labels on them due to their

accents, and I tell them what I have learned: “An accent is not a problem unless it interferes with pronunciation.” Also, that they should talk in their own voices, not in some Americanized version of themselves. To do that, they need to understand that what they are learning is more than just a second language. They must conquer the permeating usage of a third language — the language of the larger culture — with all the typical language expressions. I was fortunate to come into this country with a broader education, cultural background and the ability to speak English (the British kind, but English nonetheless). But the language of culture is the harder thing to master. People only become aware of their culturally determined traits and values when they are directly exposed to other cultures. When people are exposed to other world views, they recognize their own sometimesmisconstrued world views, and they may become more sensitive to the ideas of others. For people in Europe, mastering more than

one language is no strange endeavor; it is daily life. Bilingual people are better able to see things from two or more perspectives and to understand how other people think. But here, being bilingual is rare and may even be seen as a negative by others. We need to be more tolerant of people who speak with accents — people who speak more than one language. I tell my students that over the years I have encountered many people who have commented on my accent during conversations, and I wonder why people feel the need to do so. As my students prepare to leave, I tell them one last thing: “Labels are just that, temporary, and they peel off after a while.” Susan Wildburger teaches English as a second language, most recently at Brookhaven College as adjunct faculty member. She is also a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

LETTERS

RAISE YOUR VOICE The Dallas Morning News is accepting applications for Community Voices, a panel of volunteer columnists who will be regular contributors to the Opinions page inside the Metro section. Voices volunteers write opinion columns every four to six weeks and are the “stars” of the weekly Sounding Off feature that appears on Sundays, in which the Voices and other readers respond to a question of the week. To get an idea of what topics Voices write about, visit dallasnews.com/voices.

Apply in four easy steps:

1. Write a little about yourself and put together a list of current and previous civic involvements. How would others in the community describe you? What is unique about your background and experience? Why should we choose you? 2. Share a previous writing sample or write something new on a current topic. A writing sample should be 600-650 words. 3. Jot down three other topics you would like to write about. 4. E-mail the application to voices @dallasnews.com. Please include your address and phone number. Deadline: 4 p.m.tomorrow.

Rename zero tolerance Re: “Schools relax rules on ‘zero tolerance’ — New state law ends policies that sometimes harshly punished good students for mistakes,” last Sunday news story. I laughed out loud at the headline in the Metro section. What happened to “zero tolerance” being exactly that: zero tolerance? Let’s just rename that policy to “whoever it happens to and how rich and/or willing their paents are to fight it” policy. Debra W. Drewry, Dallas

GET VOICES columns from across North Texas and add your own comments. dallasnews.com/voices

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Going forward, do you trust City Hall to prevent the kind of corruption involving developers that was exposed in the recent federal trial?

Susan Sanders Wansbrough Attorney, Lake Highlands Developers were in bed with local politicians long before Don Hill came along; those involved were just sophisticated enough to disguise it. Sometimes the city got some benefit, but the developers and politicians almost always reaped the biggest rewards. I don’t expect things to change, because there is no incentive to change.

Connor Mighell Junior, Cambridge School of Dallas Despite the distinct lack of checks and balances surrounding the City Council’s approval of developers, which needs to be addressed, I believe Don Hill is the exception rather than the rule when it comes to our local government. The vast majority of city officials can be trusted to do what is best for the city.

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Exceptional neighborhoods This weekend’s Oak Cliff home tour will reveal them to you, says Debra Witter

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recently wrote a column about the glories of Oak Cliff. My piece was in response to what another Community Voices columnist had written, which I felt was unduly negative about Oak Cliff and the involvement of its residents in helping improve their neighborhoods. I got some interesting responses. Most of them were very positive, but one guy really took me to task. He didn’t use these words, but in essence accused me of being a shallow yuppie who needed to get out of my privileged enclave and see the real Oak Cliff. He also challenged me to write about Oak Cliff without talking about the Bishop Arts district, hills and trees, diversity, etc. — what he called the Oak Cliff cliche´s. I have to admit that really stung, as I thought it was an unfair reading of what I had written. My first reaction was just to ignore it, but instead I e-mailed him back and, with as much restraint as I could, told him just that. I’m really glad I did. Turns out he is the president of one of the neighborhood associations in west Oak Cliff — a charming neighborhood but one that is still

very much in transition. He and I had a nice (electronic) dialogue about the frustrations that had caused him to respond the way he had — mostly the constant struggle to get attention from the city of Dallas on code enforcement issues. He talked about how sometimes he just wanted to live somewhere neat, clean and easy, where constant vigilance wasn’t required. I sure hope he sticks it out, because people like him will determine whether the Oak Cliff that I know and love — the neighborhoods of North Oak Cliff and, yes, the booming Bishop Arts area — becomes a truly representative image of the face of Oak Cliff to the rest of the city. The Old Oak Cliff Conservation League is a nonprofit umbrella organization for 23 neighborhood associations covering nearly 10,000 households. Their Web site says they work “to promote Oak Cliff to the wider community as an exceptional place to live.” I like that characterization. “Exceptional” can mean “superior,” but also can mean “rare” or “deviating from the norm.” I think that applies well to the neighborhoods that are part of the league. But don’t just take my word for it. This weekend is the league’s annual home tour. This year’s tour has taken pains to highlight some of the neighborhoods that don’t get quite so much attention.

For example, the Beckley Wood neighborhood will be featured for the very first time in the tour’s 35-year history. The tour organizers also wanted to focus on smaller homes that have been transformed by their owners, not just the grander homes in Kessler Park and Winnetka Heights. You can get more information at ooccl.com. Going on the tour is a great way to see Oak Cliff — not just the homes themselves, but these neighborhoods I’ve been talking about. As you drive (or bike) between the houses, you’ll see beauty, and you’ll see challenges. You’ll see that much has been accomplished in Oak Cliff, and that much remains to be accomplished. My critic was right — those of us who live in the neighborhoods that have made it, so to speak, cannot ignore the bigger picture. Nor can we afford to be complacent about our own neighborhoods. Reclaiming a neighborhood that has been allowed to deteriorate is a long, slow process, and one that requires vision, patience and stamina. Unfortunately, a neighborhood can be destroyed much more quickly and easily. All it takes is doing nothing. Debra Witter of Oak Cliff is an attorney and a Community Voices volunteer columnist. Her e-mail address is debra [email protected].

Customizing the classroom Candace S. McAfee

Faith Davis Johnson

12th-grade A.P. U.S. Government teacher, Skyline Center, Dallas

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

I think Mayor Tom Leppert has some good ideas about accountability and ethical standards. I trust him. The defendants’ claims of innocence when they have you on tape — unbelievable. Do they think we are stupid?

I do believe City Hall is on the right track. The Mayor and City Council members seem to work well together and appear to have the best interests of the citizens of Dallas in mind. The renovations in the Arts District are an indicator that funding is being aligned in the appropriate places.

Voices: The above Voices volunteers are regular contributors to this forum.

Betsy Whitfill of Dallas: Like many people, I’m losing the trust I’ve had in government at all levels. Dallas City Hall is no exception. I would like to see more critical thinking among council persons and a view to the greater good for the whole city, rather than putting money over everything. Dallas needs to be a place in which people want to live, not just work and make money. Cathy Doyle of Dallas: This is the perfect opportunity for our City Council to pass an ethics bill with teeth in it, and I certainly hope they take that opportunity. Unfortunately, this “pay for play” has been a way of life in South Dallas politics for some time. I wonder if it will really change unless a real outsider is elected there. And how would he get himself elected? Bob Dewberry of Dallas: These convictions should scare the bejabbers out of any officeholder considering felonious actions, so this was a good week — not a bad one. We can expect a higher degree of honesty as a result of the trial. I feel those convicted are far from representative of our political environment. Janice Schwarz of Dallas: Not really. A large part of the problem is the low salary paid to City Council members. When you have a full-time job at a lousy wage, it is tempting to use your power to improve your lot. Roy H. Kinslow of Dallas: It will happen again. The players will be careful for a while, but the same forces are in place to allow it to happen. New faces will come on the scene who will not have a fresh memory of the Hill, Fielding and Lipscomb events, and they will have the hubris to think they can be cleverer and not get caught. The 14-1 system lends itself to this sort of thing. A strong mayor system would be even worse.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

Those with learning differences deserve change, says Kristy Gudmundsson of Dallas

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have always loved school. I am an eager participant in class discussions; I always do my homework; and I study hard for tests and quizzes. My efforts have generally been rewarded, so school and I have a pretty good relationship. But last week I got the chance to see school through the eyes of students who have very different educational experiences than my own: students with learning differences. My two cousins recently moved to Dallas. One has ADHD, the other has dyslexia, and both began attending the Shelton School this year. So far, the school, which specializes in teaching students who have learning differences, has been great for them. Every year the school hosts a learning difference simulation night where they invite parents and guests to come experience what it is like to have a learning difference. At the simulation, the Shelton teachers provided us with a variety of exercises designed to replicate the challenges students with learning differences face in a typical classroom. We were made to read aloud passages that had all the words written backward to simulate dyslexia. While watching only our own hand’s reflection in a mirror, we had to copy some text. This simulated

motor sensory issues. We were also asked to follow a set of instructions while distractions were played from a tape player to simulate audio processing difficulties. I was amazed at how much more difficult these complications made each task, as well as how much concentration each task required. In the dyslexia simulation, I had to focus so hard on just reading each word correctly that I was unable to answer simple comprehension questions about the passage. I cannot imagine how frustrating it must be to deal with such obstacles in class every day. Not only is every assignment a struggle, but you could work for hours on something and still not get it right. It must be exhausting. As part of the simulation, the teachers treated each “student” in the room as a student might be treated in a standard classroom. When the exercises were completed incorrectly (as most of them were), we were chastised and told to pay more attention. It is no wonder to me now why so many students, many of whom have these learning differences, grow to dislike or even blow off school. For most people, it is easier to claim not to care than to try and show weakness. There’s been a lot of talk lately about reforming our schools. Americans are falling behind other parts of the world academically, so some think we should lengthen the school year or decrease the student-to-

teacher ratio. The real problem is that so many American children do not enjoy school, so they are not motivated to do well. But making classes easier or more challenging is not the answer. Instead, schools should more aggressively separate students based on learning style so that each student learns in the most productive way possible. My cousins found exactly the type of classroom setting they need at Shelton, which is a perfect fit for them. But not everyone has access to or can afford such an education, so public schools should learn from schools like Shelton and offer better solutions to children with alternative learning styles. Students would be taught the same material, but those with learning differences would receive the individualized approach they need. If more students felt confident in the classroom, more students would be motivated to try their best. In America we believe that a person can achieve anything he sets his mind to. Let’s give our schools the ability to enable students to succeed. Kristy Gudmundsson is a junior at Hockaday School in Dallas and a Student Voices volunteer columnist. To respond to this column, send an e-mail to voices @dallasnews.com.

Going places with DART Bus and rail improvements keep it strong, says John Guilford of Oak Cliff

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hen I first moved to Dallas 20 years ago, there was a continual argument about what DART should be: a bus company or a regional transportation network. I remember going to the State Fair of Texas in 1995 where they had a mock-up of a DART train that you could walk through. I remember thinking that the metroplex was at a crossroads in its development. In my North Texas lifetime, DART has managed to become both a bus and train network and has done so quite successfully. Most urban planners will tell you that mass transit needs a high density to really thrive. With the exception of the commuter bus routes that DART runs from cities like Glenn Heights, Rowlett and Farmers Branch, DART’s greatest successes are within the boundary of, say Loop 12, where the density is the highest. I am a DART rider. I live in Oak Cliff and work in North Dallas. I take a train and a bus almost daily. I have a stepdaughter who takes the DART train to and from school downtown every day. I routinely use DART

to take side trips on the way to and from work, or even to go to lunch. I am fortunate in that I have the option to use DART or to drive. However, many people do not. One recent morning, I noticed a young man in a motorized wheelchair on the train. He moved and spoke with great difficulty, but his smile and sheer determination were inspiring and contagious. As we approached Union Station, the driver helped him cross onto the small elevator that lowered his wheelchair onto the ground. I can imagine that without the services of DART, life for people with physical handicaps such as this man could deteriorate into an isolated, immobile existence. Another of the enhancements that DART has made recently has to do with bicycles. There are now bicycle racks on the front of buses. It has been my experience that if the weather is halfway decent, there is a bicycle on these racks about every five or six buses. In addition, the new train cars have racks for bicycles. This is the best of both worlds: You can take DART to get through the heavy traffic areas, then jump on your bike when you get to White Rock Lake or the Katy Trail. This year, for the first time, we can take the DART train to the State Fair of Texas. It will drop us off right at the front gate.

Fair visits and convenience for special groups of people is one thing, but for many people, DART is the difference between having a job and being unemployed. One of the bus routes I often take goes up Preston Road, from downtown to North Dallas. At about 9 in the morning, this route is jammed with eager, energetic women making their way up to wealthy North Dallas homes where they work, apparently as nannies and cleaning ladies. I venture to say that without DART along Preston, many of these jobs would be difficult to fill. There is always a lot of conversation about how DART could be better than it is. Frankly, it is hard not to compare our DART to a city like Chicago or New York, where the subway system is mature, extensive and well-used. It is important to realize that DART, especially DART rail, is still a very young system. It’s just a teenager. And as with children, the more we invest in them now, when they are developing, the more productive they will be when they grow up. John Guilford of Oak Cliff is an engineer and a Community Voices volunteer columnist. His e-mail address is [email protected].

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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What North Texas politician do you trust the most?

Susan Sanders Wansbrough Attorney, Lake Highlands Angela Hunt is the only local official I trust. She truly seems to have the community’s best interests at heart. The more the mayor and other council people oppose her, the less I trust them.

Connor Mighell Junior, Cambridge School of Dallas Rep. Jeb Hensarling’s strong stand on cutting government earmarks and lowering taxes for all citizens has certainly earned my respect. He does not get involved in extraneous matters, but stays focused on eliminating unnecessary and irrational spending.

Candace S. McAfee

Faith Davis Johnson

12th-grade A.P. U.S. Government teacher, Skyline Center, Dallas

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

I trust Tom Leppert, and I trusted Lee Jackson when he was county judge and Alan Walne when he was on the city council. I have high standards for elected officials and their public stewardship and not too many meet my standards. I have helped some candidates get elected and deeply regretted my decision to help.

Sen. Royce West has been a formidable champion of the constituents of his district. His work in bringing the University of North Texas system to the southern sector, providing meaningful internships for young people through the Conrad project, and speaking at Career Day programs are statements of his commitment to education.

Voices: The above Voices volunteers are regular contributors to this forum.

Susan Scott of Dallas: The ones that have yet to run for office and be elected, or at this point, maybe Kinky Freeman. Sharon Pedevilla of Dallas: Former mayor Laura Miller. She called it as she saw it and was criticized as a result. Ellen Raff of Dallas: I trust Angela Hunt from City Council, because she has been willing to break from the “group think” that seems to dominate under Mayor Leppert. I also like Carol Kent, my representative to Austin, because she keeps in touch through e-mails and updates, and she is open to feedback. Thelma S. Clardy of DeSoto: I trust State Rep.

Helen Giddings. Donna Lackey of Dallas: It’s really sad that too many run on an agenda and can’t be trusted. Even though the candidates need our vote, they seem to be owned by those with money who give to their campaigns. Ed Weymouth of Addison: John Carona. He seems to be ethical and works in the best interest of the citizens of Texas. I do not always agree with him, but, then, I do not always agree with my wife, either. Martin Greenberg of University Park: None Kurt Freeman of Dallas: I trust Jeb Hensarling; he gives a straight answer to questions without trying to run a game on us. Beverly Lowry of Dallas: I would elect State Rep. Dan Branch to any office he seeks. Bob Dewberry of Dallas: Rep. Will Hartnett. He is smart and effective in Austin and he represents us, responds to us and informs us well. Alan Kazdoy of Dallas: Don Hill. I am sure that everything he does from now until his sentencing will be strictly kosher. Roy H. Kinslow of Dallas: U.S. Rep. Sam Johnson without a doubt. He’s been there, done that and has the scars to prove it.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

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Teaching teenagers Yes, there are heartwarming moments, says Victoria John of Dallas

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hen I tell strangers I teach middle school, they respond with praise or pity. They either call me a saint and tell me there’s a special place in heaven for me — or they say I’m crazy and a glutton for punishment. “How do you deal with all those raging hormones?” “Young teenagers are disrespectful and unruly.” “They are belligerent and rebellious.” The comments echo the ancient orator Cicero’s words regarding corruption during the Roman Republic: O tempora o mores — translated as, “Oh the times! Oh the customs.” Too often, the news today regarding teenagers is negative. However, experience has taught me that when you seek the best, you find it. It’s not always easy, but teaching middle school students is most worth it. As a Latin, drama and musical theater teacher at Lakehill Preparatory School in Dallas, I enjoy variety each day. As individuals, my students are insightful, interested, motivated and full of rewarding surprises. As a group, they cooperate with respect and eagerly volunteer for significant community service projects, including a monthly trash cleanup at White Rock Lake. Recently an eighth-grade Latin, drama and musical theater student brought his

prized cowboy hat, a special gift from his grandfather, to my classroom for safekeeping prior to his performance. I thought back on the four years I had known him, and a kaleidoscope of his unique qualities swirled into view — joining younger students at lunch just because he enjoyed their company, sharing heartwarming family stories, offering math tips to a friend in the hall between classes. Moments of kindness, respect, honesty and tolerance. As he turned to leave, I called his name and shared, “You are such a neat and thoughtful young man. I have really enjoyed knowing and teaching you.” He turned, and with his familiar smile responded, “Thank you. I love Latin and drama.” He paused and added, “It’s because of you. You make it fun.” “Oh the times! Oh the customs.” In drama class, a first-time performer walked hesitantly onto the stage to present a pantomime for 19 of his peers. Reaching the center, he looked at his audience and froze as he quietly mused, “So this is what stage fright is.” He then launched into one of the best pantomimes I have ever observed. It even brought to mind the exceptional skill of the famous mime artist Marcel Marceau. With creativity and humor, this student morphed into a prehistoric man attempting to start a fire. He communicated the essence of his story through silence and well-executed movement. It was

amazing. His supportive classmates responded with a standing ovation. How many people spend a Friday afternoon being entertained by talented young people? “Oh the times! Oh the customs!” Last year the seventh- and eighth-grade drama class performed a one-act version of Shakespeare’s A Midsummer Night’s Dream for the annual winter program. The actress playing Quince had been reluctant to perform her character as directed. When she finally complied at the performance, she experienced audience revelry and applause. Later, she shared: “Ms. John, at first, I didn’t want that part. But I didn’t complain and gave it my all. Now I’m so glad I had the part of Quince. I really enjoyed it and learned a lot!” “Oh the times! Oh the customs!” These are not isolated cases. I have taught at Lakehill for 10 years, and students still surprise me. In the words of American composers George and Ira Gershwin, “Who could ask for anything more?” Victoria John is a middle school Latin, drama and musical theater teacher at Lakehill Preparatory School in Dallas. She is also a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

Give an animal a second chance Adopt a pet from a shelter today, says Cynthia Herschkowitsch of Dallas

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t happened again this year, as it has so many times before: A student came running into the school where I teach, gingerly carrying a kitten. He thought it had been attacked by a dog and, thinking its leg was broken, wrapped a makeshift bandage around its tiny rear leg to give it support. Since its injuries didn’t seem life-threatening, I secured it in the storage room of a very accommodating colleague until my classes were over. During lunch, I e-mailed my old friend Jonnie England and asked for advice. She, in turn, forwarded my appeal to her animalrescue network. Within an hour, I had two offers of help — one from a local organization that uses a foster network and promotes adoptions on its Web site and at pet shops; the other from a shelter that offered to take the kitten immediately. In the meantime, I drove the kitten to my vet in Farmers Branch for an assessment. Two X-rays and $161 later, we had the diagnosis: a broken pelvis and possible nerve damage, causing the right rear foot to knuckle under, injuries more consistent with being hit by a car than a dog attack. For the rest of the week, I dutifully gave the kitten his medicine, changed his litter box and played with him to ensure that he was socialized for his eventual new family. I also talked to volunteers from the two organizations that

had offered to help. The lady from the shelter offered such a glowing description of the facility, its volunteers and its adoption program that, on Saturday, I prepared my little broken kitten for the trip. I was expecting kitty nirvana. But from the moment we entered the shelter, I knew I wasn’t going to leave him there. The smell was terrible, the litter boxes were full and cats were everywhere. I’ve never seen so many cats. They all seemed healthy, well-fed and happy, but I was shocked by their sheer numbers. In the isolation room, I quickly realized, these cats in here are actually sick. My little guy is just broken. A big, beautiful, blind cat was nosing around my carrier. My heart melted. The shelter manager told me that if I left my kitten there, he would develop an upper respiratory infection. I said that I would foster him, so they took pictures to display on their Web site. I cried all the way home, grieving for all of those beautiful cats who, because they are older, are probably going to spend their lives in this no-kill shelter, rather than in loving homes. How does this happen? It’s certainly not the shelter’s fault. The people are hard-working, unbelievably dedicated and understandably overwhelmed. I also know that a variety of catastrophic events have coincided to make

their job harder than ever: the flagging economy, hurricanes in recent years and a spate of seizures from puppy mills. So now, I’m fostering the little broken kitten that I am calling “Cassidy,” as in “Hopalong.” He seems to be improving. He is eating and playing; he only drags his foot when he gets tired. But I am still agonizing over the animals in our shelters. When I asked the shelter manager if they needed volunteers, she said, “We have plenty of good volunteers.” What about donations? “Donations are up, too.” “What do you need, then?” “Adopters,” she said, “Adoptions are way down.” So, if you have room in your heart and your home, please go to your local shelter, and say, “Give me the oldest animal you have, or the one that’s been at the shelter the longest, or the blind one or the kitten with the broken pelvis. I want to give an animal a good home and a second chance at a happy life.” They all have sad stories. It’s up to us to write their happy endings. Cynthia Herschkowitsch teaches at South Oak Cliff High School in the Dallas ISD and is a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

Thank you for reading this column We all need to express our gratitude to others, says Daley Epstein of Dallas I began my first day of work in Washington, D.C., the same way I ended it, with a trip along the Red Line. That day, just an hour after I disembarked from my train, the Red Line crashed and killed nine people. As I heard the news, I realized: There could have been 10. It hit me how grateful I was to be alive. Gracias, thanks, todah, merci, danke, thank you. Whether one word or two, it’s not hard to say and does not take much time. However, today’s fast-paced society just can’t seem to find the time to voice gratitude. Appreciation says a lot about a person’s character. It shows a lack of self-absorption and recognition for others’ thoughtful actions. But too often we fail to display such an admirable trait. As I walk out of a public building, I hold open the door for the person right behind me. Since the place is bustling, a few more people follow behind and walk through the opened door. Before I know it, 20 or 30 people have exited. How many thank you’s

do I hear? Perhaps one. On a good day. The next night I am out to dinner at my favorite Italian restaurant, enjoying warm ravioli covered in marinara. Every few minutes, the waiter walks by and inconspicuously refills my water glass. Barely noticing, I continue to converse with my friend and enjoy the meal. It is only after I am at home, reading in my pajamas that I realize: I should have thanked the waiter whenever he refilled my glass. Perhaps it is a sense of entitlement that takes the words “thank you” out of our vocabulary. We take for granted deeds that are actually acts of kindness, assuming that things should be handed to us on a silver platter. Most of us need a reality check: We are fortunate in so many ways and fail to properly recognize and express our gratitude. Another sign of inadequate gratitude is the lost art of thank-you notes. With the evolution from paper to electronic, much writing is becoming obsolete. Yet, thank-you notes retain their sophistication and significance. After receiving a gift, it is still proper etiquette to sit down and scribble down a few appreciative thoughts. Yes, this does take more time than saying thank you, but it

really isn’t that challenging. I don’t pretend to be a devotee of thank-you notes, but I do recognize that they are meaningful. It seems ironic that those who do exhibit gratitude aren’t exactly considered role models. Both at the beginning and at the end of a performance, the audience hears the words, “Thank you for coming; I hope you enjoy/enjoyed the show.” If performers can extend common courtesy, why can’t we? Have we reached such a low point that the only time we express gratitude is when we are acting? I hope not. It is time for us all to abandon our egotistical ways and take a second to think and thank. Parents, friends, teachers — they all deserve our gratitude. We need to become more proactive and turn those two words into a habitual saying. People really do welcome another’s gratefulness. Everyone likes to be appreciated. Daley Epstein is a senior at Yavneh Academy of Dallas and a Student Voices volunteer columnist. To respond to this column, send an e-mail to voices@dallas news.com.

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions

The Dallas Morning News

A forum for readers in Dallas County

We asked our Teacher Voices …

How do you know a student will be successful? Debbie Gallagher | Computer teacher, Daniel Intermediate School, Duncanville ISD — I always

Karen Kimball | Substitute teacher, Richardson

Susan Wildburger | Brookhaven College adjunct faculty/ESL teacher — Albert Einstein

ISD — Recently I substituted in a kindergarten

tell students that two things have to be present to learn a new skill — the desire to learn and practice. If either is missing, they will not be successful. As students mature, the desire must come from within, not as a result of fear of being punished for not doing a task. I also teach a college class, and on the first day I meet with my college students, I have them fill out an information sheet telling me about themselves. I ask what they want to get from the class. One student wrote, “I expect to get an A in this class.” That student will be successful, as opposed to the student who wrote the word “nothing.”

class. It was the third week of school, and one student stood out: He entered the classroom, put his things away, and sat down at his table to complete his morning work. Throughout the day he listened, followed directions and did his work carefully and correctly. He was proud of his job as “door holder” and was always ready and in place when the class left the room. He answered questions correctly and creatively (not copying the answers of others). He was polite, kind and friendly to students, and well-liked by everyone. I may never see him again, but I am convinced he is well on his way to success — in school and in life.

once observed, “Education is that which remains after one has forgotten everything he learned in school.” Study skills are, for me, what makes a student successful. The successful student will have been taught time management and will have a routine and structure set forth by a parent. I can tell when a student comes to my class prepared, ready to exercise that vital skill of note-taking, has all the materials needed, homework ready to be turned in and an eager and sincere interest in listening. As a parent, I believe that parents who instill a sense of pride in their children and provide children with support daily produce, in many ways, successful students in the classroom.

Julie Lewis | AMI/Math Interventionist, Lamar Middle School, Irving ISD — I know

Victoria John | Latin, drama and musical theater teacher, Lakehill Preparatory School, Dallas — In

that students will be successful if they choose to not only invest their best effort, but also to develop a passion for what they are learning. Parents and teachers have to set high goals, but they must understand success should be measured simply by comparing where the student’s abilities and talents start and where they end. We are all unique individuals and have different talents and abilities. I think success is a unique combination of best effort, passion and personal growth. We must also remember that a successful outcome should be something the student chooses because it makes him or her happy and proud of their investment in the accomplishment. That will leave them inspired to achieve more.

WILLIAM “BUBBA” FLINT/Special Contributor

Candace S. McAfee | 12th-grade A.P. U.S. Government teacher, Skyline Center, Dallas — I

the words of Plato: “Good actions give strength to ourselves and inspire good actions in others.” Students prevail through the awareness and practice of three qualities: flexibility, accountability and responsibility. A flexible student adapts easily to new situations and accepts change as a positive and necessary process for growth. An accountable student learns from poor choices and builds character through increased honesty to self and others. Having been held accountable for actions, the student learns to make better choices while serving as a positive role model. A responsible student keeps agreements and, through consistency, builds esteem and self-respect. Acting with flexibility, accountability and responsibility allows the student to overcome personal challenges and achieve success.

Faith Davis Johnson | Eighth-grade U.S. Studies

can tell if students will be successful: They have a strong work ethic, take personal responsibility and are able to handle setbacks and adversity well. Life is not always easy, and there are no guarantees. Setbacks and adversity are facts of life. Unexpected life occurrences, such as a death of a parent or a family member, are difficult to overcome. Sometimes missing an assignment or not fully understanding concepts can send a student to the low self-esteem pit. If a student can overcome these challenges, he or she will usually be successful. A solid family support system is a help, but if the student is confident and possesses inner strength, he or she will be successful.

Cynthia Herschkowitsch | Teacher, South Oak Cliff High School, Dallas — You’d think, after 35

teacher, John B. Hood Middle School, Dallas —

You know that students are on the path to success when you give an assignment, and they go a step further. For example, if the assignment is to be handwritten, the student types it instead. Or if you’ve given the student a task to complete based on a lecture in class, and he or she includes analysis on a concept you haven’t covered yet — and it’s right on target. You know when they ask you to write letters of recommendation and then promptly follow up in writing, complete with an advanced “thank you.” You know when students remember what you have taught — and then use the same method to share with others what they learned from you.

years of teaching, I would be able to spot a successful student without fail. But while my intuition is pretty good, I can’t claim l00 percent accuracy. Every kid is different. Some are late bloomers and surprise you. Others come in full-throttle and then fade. But in general, I have found the following to be true: The successful students come in the first day of class, prepared to work, pencil and paper in hand. They are attentive and look you in the eye. I rarely, if ever, have to remind them to “stay on task.” I know we all have our bad days, but the successful student is one who leaves his problems outside the classroom door.

We asked our Student Voices …

What makes a teacher effective and memorable? Nandita Singh | Sophomore, Hebron High School, Carrollton — Funny and motivating

teachers with hard tests and even harder finals are always the most effective and memorable. They are able to create a relaxed learning environment for challenging subjects such as AP classes or higher-level math. If a student feels accomplished after “surviving” a hard class, he or she not only remembers the teacher, but also is thankful for newfound knowledge and confidence. These teachers also have enthusiasm and interest in what they teach. Teachers with the perfect blend of passion and interest for their job — and for the minds that they are responsible for molding — are the teachers who ultimately impact their students’ lives the most.

Kelsey McKinney | Senior, Booker T.

Brianda Reyes | Senior, South Garland High

Washington High School, Dallas — Teachers can

School — Teachers’ effectiveness is not measured

influence their students’ thought processes. An effective teacher finds a way to force his or her students to re-evaluate their ideas and really decipher what it is they believe. However, the ability to teach students does not necessarily make a teacher memorable. To become memorable, teachers must remain a real person to the students. These teachers have the ability to engage in intelligent conversations and effectively incorporate their personalities into their teachings. They do more than teach; they influence their students’ lives. Only a memorable teacher makes a connection strong enough for each student to begin applying what he or she has been taught.

by the amount of homework they give every night or how many students passed their class; it’s measured by their passion for teaching. We don’t remember the teacher who had pop quizzes all the time or the one who always gave out reading assignments. We remember the teacher who pulled us out after class to discuss why our grades were so low, the teacher who stayed after school just a little longer to help us learn the lesson thoroughly, the teacher who praised us when we did something right and did not pick on us when we did something wrong. We want — need — praise and remember the teachers who are generous with their enthusiasm, their attention, their care, their understanding.

Connor Mighell | Junior, Cambridge School of Dallas — Remember the substitute teacher in the

film Ferris Bueller’s Day Off? “Bueller? … Bueller? …” Thankfully, I haven’t experienced anything like that. Most of my teachers have been good, but those who are truly memorable have a clear, infectious passion for their subjects, like my former Latin teacher, Mrs. Gerard, who knew just about everything regarding her language and its beautiful history. She was always searching for more information. The most effective teachers I have had engage their students. This can be done without “dumbing the curriculum down,” as Dr. Hahn, my current physics teacher, has shown. He inserts interesting, relevant demonstrations into his lectures. If the material isn’t engaging, the teachers risks losing their classes, no matter how much they enjoy what they teach.

Kristy Gudmundsson | Junior, Hockaday School, Dallas — Humor. In addition to passion

and enthusiasm, a good sense of humor turns an otherwise good teacher into an outstanding one. When I think about all of my favorite teachers over the past 12 years, most of them share something significant: They made classes fun. Learning is most effective when emotions become involved, and just as acting is about connecting with an audience, teaching is about connecting with students and making them excited to come to class. Witty lectures keep students alert, engaged and eager to participate. Jokes germane to the subject make facts more memorable and interesting. While a mundane class can make even the most interesting subject boring, a fun class can make the dullest subject captivating.

Avery Hurst | Senior, J.J. Pearce High School,

Michelle Vongkeo Ashmore | Senior, Royse City High School — More often than not, great

teachers pay attention to their student’s daily lives. Most think it strange that I have some of my teachers’ private phone numbers, but it’s not only for convenience. It’s for when I need help with my own personal problems or want to let them know about fantastic news. When I read my e-mail telling me that I was going to be a Voices columnist, the very first person I told was my teacher, Mrs. Krumnow. If teachers are able to gain the confidence in their students as people, they gain it also as teachers. To those select few do we students reserve our greatest efforts.

Viviana Cruz | Junior, Newman Smith High School, Carrollton — My AP biology teacher, Mr.

Hembree, was also my freshman bio teacher. He made such an impact on me that I specifically went back to take any course taught by him. Some say he was like a college professor because his coursework was so hard, but he actually cared and remembered his students. I think a teacher who treats you like a person rather than an ID number and doesn’t underestimate you makes a great teacher.

Richardson — My favorite teachers have been the ones who truly get to know each individual child. If you are just a student at a desk, there is no way to connect with what your teacher is saying. If a teacher becomes a “friend” with his or her students, it becomes a better level for them both to learn on. It is also effective if the teachers don’t feel the need to “stoop down” to their students’ level. If students feel like we are being talked down to, it makes us want to rebel more against anything they want us to do. If we are treated as an individual on the same level as our teachers, we are more likely to live our lives as learners.

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

Should students spend more time in school? At what level of government should the decision be made about lengthening school days or adding more instruction days to the year?

Keturah Stewart

Kathleen Krumnow

Math teacher, Don Achziger Elementary, Mesquite ISD

English teacher, Royse City High School

I believe if students used the time they currently have in school efficiently, they wouldn’t need additional time. However, each classroom is different. It would be a tough call for anyone to make a statewide or countrywide decision.

Length of school days and years should be uniform throughout our country to ensure that all kids get the same opportunities to learn. Our federal government should not be involved with the process unless they are going to implement higher standards with higher pay for teachers.

Kathryn S. Pabst

Sandy Kulkarni

English/language arts teacher, Lovejoy High School

Chemistry teacher, Allen High School

Students are hard workers, but what are they working hard at? Two million minutes is the time spent in four years of high school. What is your child doing with that compared to the two million minutes of a student in China? This will be their competition once the graduation gown is packed away.

“Study time" could be measured in both qualitative and quantitative manner. Unless there are good research data supporting the exponential growth of learning, how can we decide lengthening school days will work?

Voices: The above Voices volunteers are regular contributors to this forum.

Linda Croupe of Mesquite: I believe in working smarter, not harder. Forcing students to remain in school longer does not guarantee they will learn anymore than they do now. The focus should be on training and retaining strong, charismatic, and effective teachers. Kathy Minde of Richardson: No, students should not be required to spend more instruction time at school. We expect our students to be “well-rounded,” which means they need time for school related extracurricular activities as well as church, jobs, service activities, and just time to chill. Janice Byrd of McKinney: I really like the idea of a “year-round” school where you have eight weeks on and three weeks off all through the year. It gives everyone needed breaks long enough to be restful but not so long that the kids forget what they just learned. Cynthia Stock of Garland: Students who perform well in school will do so regardless of the time spent there. Those not committed to education will find ways to fritter away the extra time.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

RAISE YOUR VOICE We are accepting applications for Community Voices, a panel of volunteer columnists who will be regular contributors to the Opinions page inside the Metro section. Apply in four easy steps:

1. Write a little about yourself and put together a list of current and previous civic involvements. How would others in the community describe you? What is unique about your background and experience? Why should we choose you? 2. Share a previous writing sample or write something new on a current topic. A writing sample should be 600-650 words. 3. Jot down three other topics you would like to write about. 4. E-mail the entry to voices@dallas news.com. Include your address and phone number. Deadline: 4 p.m. tomorrow.

The Dallas Morning News

A forum for readers in Collin, Dallas and Rockwall counties

Try mind-stretching fun Don’t tell the kids they’re learning science, says Jeri Chambers of Plano

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cience is gross. It’s boring. Why would anyone want to do science?” Words spoken by a child (hopefully not a parent), who perhaps is not experiencing an effective science classroom. It’s difficult to create an engaging science classroom. The vocabulary is intense and extensive. The amount of content to cover is expansive. The volume and coordination of materials alone requires a storage unit. Yet many teachers get up each day eager to share and inspire students to embrace science. How difficult their job can be when the community at large views science as a class to endure or a project to complete. How did science become uncool to so many? It’s through questioning and discovery that we advance as human beings. It’s through solving problems in a scientific way that we can provide food and water to the impoverished and establish sustainability. It’s through the precision of research that we truly can find the cure to cancer, the vaccine for H1N1, the protocols to overcome traumatic brain injuries. It’s through creativity and ingenuity that we learn how to be more effective caretakers of our planet. Science is not only cool, it matters a great deal. Many efforts abound trying to set norms for engaging and interactive experiences.

For the last three years, Texas Instruments, through the STEM Academy, has recognized local educators who improve student achievement in science, technology, engineering and math. In 2006, the Science Place, Dallas Museum of Natural History and the Dallas Children’s Museum merged to form the Perot Museum of Nature & Science. They are in the process of developing and building a state-ofthe-art facility in Victory Park. Local universities have UTeach programs designed to recruit and train teachers of math, science and computer science. A key to making science cool is to create hands-on science experiences outside of the classroom that inspire and motivate students. Too bad we don’t have an engaging venue for science in Collin County. Wouldn’t it be great if instead of heading to the mall or the movies, we had a place where kids both young and old could play with science? Oh, wait, there is such a place — Sci-Tech Discovery Center. After almost 10 years of research, outreach, and temporary exhibits, Collin County welcomes such a place. SciTech Discovery Center opens in Frisco this weekend. And, it’s going to be GROSS. Grossology, that is. Grossology shows off the “(Impolite) Science of the Human Body.” It is a science-

in-disguise exhibition where you’ll find the answers to many of the slimy, oozy, crusty, stinky questions you’d love to ask but maybe were too embarrassed to do so. Kids will get the chance to become a dust particle in a giant nose, create different sounds that replicate the physics of gas at the Toot-toot Center and much more. Grossology will be a part of Sci-Tech until Jan. 3. The great news is that this exhibit is just the beginning. Thanks to determination, persistence and financial sacrifice, an army of volunteers has been working to bring a hands-on science experience to kids and adults alike in Collin County on a permanent basis. Become part of the mind-stretching fun. When you have a moment and wonder what fun activity you could do with your children and perhaps their friends, try Sci-Tech Discovery Center. It’s gross. It’s cool, and perhaps it will inspire a lifelong passion for all things science. Jeri Chambers teaches fifth grade in Plano and is a Teacher Voices volunteer columnist. She has been active in planning for this facility. Her e-mail address is [email protected]. For more information, location and hours of operation please visit www.mindstretchingfun.org.

Only in Texas — the supersized Mum Despite my better judgment, I played along with tradition, says Beverly Biehl of Frisco

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ome days, I wonder just what planet I live on, but then I realize that it’s just Texas. Now that I have a son in high school, I’m finding out that there are all sorts of traditions that bear no resemblance to those of my small-town Kansas homecoming experience. My latest adventure began with a latenight quest for the mythical Homecoming Mum. I thought I had struck the jackpot when I found a pre-made one for the low, low price of…(insert choking sound here) … $75. But I couldn’t wrap my head around the concept of paying someone else to glue-gun and staple loads of streamers, crappy-do ornaments, and curled ribbons onto what can only be described as an overly festooned rosette. I was informed that even if you got the pre-made mum, you are expected to add lots of other stuff to personalize it. Apparently, the bigger the mum, the more you are loved. And because Texans like everything big, these things have taken on ridiculous proportions. In fact, I was given an important piece of advice … put a necklace on it so it doesn’t rip

WILLIAM “BUBBA” FLINT/Special Contributor

the girl’s clothing. Yep, they’re that big. And it’s not just for the girls. The boys have their own, albeit smaller, mum to wear on their arms. Because I’m a crafty gal when I want to be, I plunked down $43 and took my booty home to create what I thought would be the ugliest, most gaudy piece of fluff imaginable — in other words, perfect. A true piece of Texas art. I’m all for traditions. I just find that spending upwards of $200 on an overgrown plastic chrysanthemum festooned with 3-foot long streamers and teddy bears is rather egregious. I’m grateful that I didn’t grow up with this particular tradition. As the youngest of eight in a poor farming family, we didn’t have money to lavish on many extras. Granted, I prob-

ably would have worked extra hours in the hot summer sun, laboring in the fields to save enough to get whatever I could in order to “fit in.” I did just that for many other reasons that today seem quite trivial if I remember them at all. I began to wonder at the stress I had just put on myself. A big part of it was because I didn’t want to disappoint my son, who was really excited to give it to his girlfriend. Because this was important to him, it was important to me. Still, I constantly espouse the concept that we are all one, that what happens to a part affects the whole, and that everyone has a value that is beyond measure. So why was I curling golden ribbon into ringlets and stuffing the mum full of bling just so my son wouldn’t feel left out? I guess that goes to show you how easy it is to get caught up in the fever pitch of the masses, especially if it involves your children. And next year, I’ll plan ahead. I hear they have a whole store in Plano dedicated to these mums. Ah, Texas … gotta love it! Beverly Biehl of Frisco runs a interior decorating and feng shui consulting business. Her e-mail address is Beverly @TheIntuitive Interior.com.

Embracing my inner German

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’m half Irish, one-quarter French, and one-quarter Swedish. What are you?” “I’m German.” “What else?” “Just German. That’s all.” This conversation as a child with a classmate always made me feel like my heritage was well, boring — to be one thing and one thing alone. Being able to list a mixture of ethnicities was fascinating to me as a child. Lately, however, I’ve come to realize that, in the wonderful melting pot of the U.S., being 100 percent something is becoming rarer. Thus, I no longer think my singular heritage is boring, but unique. Last weekend I braided my hair, put on my “got gemu ¨tlichkeit” T-shirt and attended the McKinney Oktoberfest to celebrate my heritage. The polka-dancing demonstration was outstanding, with charming steps and ornate costumes. The announcer explained the men slapping themselves in a dance was to impress the women. Looked painful to me. In the dance entitled, “How the women take care of their men,” my favorite, the woman became the authority, scolding the man into submission on his knees at one point. As the men danced, beads of sweat rolled under their tasseled green felt hats, and the ladies likely welcomed the air flow as they twirled their lovely red skirts adorned with green

Oktoberfest is about more than just beer, says Laurie Lynn Lindemeier aprons. My experience was only dampened by the behavior of the pedestrians who strolled through the dance area. Had it been roped off or even orange-coned, or perhaps an actual portable dance floor provided, the situation might have been averted. A similar interruption of polka-dancing happened at the Addison Oktoberfest with folks often stumbling onto the wooden dance floor with beer steins in hand despite the repeated requests of the announcer and the polite guidance of the policemen. Could the influence of too many barley pops (my grandfather’s name for beer) possibly have altered some would-be German’s ability to follow simple guidelines? The heavy promotion of profitable beer and wine at these festivals obscures the other lovely German customs on display. The small booths of traditional clothing, crafts and food vendors were far surpassed by the numerous beer and wine counters. Ah, the American way to profit — drinking up the dollars. At the Addison festival, the heavy sour smell of beer was overpowering. Still, German bands with their traditional accordions were delightful, and the

policemen made valiant efforts to control the boisterous crowds. All that German blood running in my veins and the time I spent in Germany as a nanny makes me overly protective of the lovely polka folk dance. I had hoped to polka at the Addison celebration without beer being spilled on me or observe the Tanz (dance) in McKinney without 30 people ambling through, giving new meaning to the folk song “I love to go a-wandering.” You may say, “Don’t cry over spilled beer,” and yes, I may whine a bit about disorderly crowds, but, nonetheless, I will continue to attend Oktoberfests, search out the wurst, sauerkraut, pretzels and apple strudel, and hear a “she’s too fat for me” polka with great love for Deutschland, my German fatherland. I hope every American searches for ways to embrace his or her cultural heritage, to add to the richness of what it means to be American. Ja, ja, I am 100 percent German heritage and all-American, and as my father would have said in his low German dialect, “Alles gut.” Laurie Lynn Lindemeier of McKinney is a voice and piano teacher and part-time elementary school front office worker. She is also a Community Voices volunteer columnist. Her e-mail address is [email protected].

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

Do you trust your city hall to prevent the kind of corruption involving developers that was exposed in the federal trial in Dallas?

Jerry Walters

Faith Davis Johnson

Retired police officer, Irving

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

City hall is limited by political considerations and private concerns in preventing public corruption, even if it tried. Power and influential ways have and always will breed corruption. Public scrutiny and constant vigilance by law enforcement are the preventive tools that we must continue to use.

I do believe city hall is on the right track. The mayor and City Council members seem to work well together and appear to have the best interests of the citizens of Dallas in mind. The renovations in the Arts District are an indicator that funding is being aligned in the appropriate places.

The Dallas Morning News

A forum for readers in Collin, Dallas and Rockwall counties

Parents: Stress school more Education is no longer job only for students, says Keturah Stewart

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hen I was a kid, carefree and oblivious to the growing pains ahead, I was taught that school was my responsibility. Getting an education was my priority above everything else. I didn’t know how easy I had it. While in school, I had the privilege of playing soccer and softball, being on the drill team and in the orchestra, etc. However, if I wasn’t taking care of my responsibilities, those privileges were taken away, no matter how much money my mother spent to enroll me in the activity. I was taught to always respect adults, even if I didn’t agree with them. If I Voices was being treated in a way Teacher that I thought was unfair, I could express my concern, but always with respect. At school, I was held accountable for every action, good or bad. When grades came home, I was either praised or questioned. “What were you doing while your teacher was teaching this lesson? … Were you listening? … Did you tell your teacher that you didn’t understand? … Girl, you better get your act together, or it’s going to be

me and you.” At home, I would sit at our kitchen table, forever groaning and complaining about not wanting to do it, and my mom made me sit there until it was done. If I truly needed help, I had it. I was encouraged to study and take care of my business. Going to school was the only “business” I had. And while I was at school, going to the clinic because I didn’t feel like doing my work in class was not an option. I was told, “Girl, if I have to leave my job to come get you, and you are not really sick, you’ll wish you were sick when I get done with you.” As a teacher, I have found that the standards I was held to no longer apply to the majority of students. They are no longer held accountable for their academics or behavior. Excuses are always made for children’s behavior instead of making them responsible for their choices. I’ve heard students speak to teachers, myself included, in ways I would never even speak to a peer. Kids seem to be more defiant. I wonder daily if they talk to their parents the way they talk to us. When asked to do something at home, do they say, “No, I don’t want to,” or, “You can’t make me”? I have heard every excuse when it comes to

academics: “I’m sorry he didn’t do his homework. He had football last night, and we really didn’t have time to sit down and do it.” Really? Please tell me you’re joking. Football, drill team, cheerleading, karate, chess club, piano — whatever — should always take the back seat when it comes to your education. I am not that old. It has only been 13 years since I was in elementary school. What has happened? If kids have changed so much in just 13 years, what will it be like in 20? If it’s true that “kids are the future,” should we be afraid? Something needs to change. Unless teachers get support from home, we have to spend our time teaching students to respect themselves, to respect each other and to respect adults. Without support from home, it’s up to us to teach students that being educated increases their chances of being successful. If more people would instill these qualities in their children maybe, just maybe, we could spend more time teaching academics. Keturah Stewart teaches kindergarten at Don Achziger Elementary in the Mesquite ISD. She is also a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

Volunteering for more than a T-shirt Peggy vanWunnik

Candace S. McAfee

Administrative assistant, DeSoto

12th-grade A.P. U.S. Government teacher, Skyline Center, Dallas

I do trust my city hall to prevent that kind of corruption. DeSoto council members represent all citizens, not just residents of a particular district.

I think Mayor Tom Leppert has some good ideas about accountability and ethical standards. I trust him, but the claims of innocence when they have you on tape are unbelievable. Do they think we are stupid?

Voices: The above Voices volunteers are regular contributors to this forum.

Jeff Fortney Sr. of Plano: The practices exposed at the Don Hill trial have been winked at for years at city halls across the country. The ease with which this can occur just heightens the temptation. Let’s not forget that the definition of ethics often changes for elected officials — and for some, Hill did nothing wrong — because of that different definition. Joe Benik of Allen: Unfortunately not. Developers are such an overwhelming force in local politics that it’s difficult for elected officials, even those who are honest, to stand up to them. The amount of money it takes to buy and sell local pols is but a drop in the bucket for these big developers, and I’m actually surprised that we don’t hear of this more often. I expect that part of the reason is that in many cases, everybody keeps their mouths shut. Ronald Paris of McKinney: I do trust my city officials for one reason. Because of the Dallas scandal, they know they are under a microscope to do the right thing. Judith Maibie of Garland: I’d wager that most of us voters don’t pay enough attention to the workings of government at the local levels unless we have good code and law enforcement, along with investigative journalism, in operation to root out the corruption and publicize it. Marybeth Mank of Mesquite: I do trust the Mesquite City Hall to prevent corruption. We have a great mayor in John Monaco, and he is making some great changes in our city. I strongly believe that he has Mesquite’s best interests at heart and is great at leading the City Council members to prevent shenanigans, such as those in Dallas, from occurring in Mesquite. Marc Murray of Allen: I don’t believe you can prevent the human nature of greed. Scott D. Goebel of Plano: As long as there is hu-

manity, there will be corruption. Having said that, I believe Plano city hall currently has the finest representatives anywhere — and they have earned our trust.

Ask questions. Find your cause. Work your heart out, says Hanna Jacunski

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t’s not about the T-shirt. It’s about the cause. This is the first rule of volunteering. If you are signing up with any thought about a T-shirt, then stop right where you are. Can you explain what the cause is? Why are funds being raised? What is the point of this event? If you don’t know, you need to do your homework. One of my pet peeves is volunteers who go just for the hours. The National Honor Society chapters at various schools are often filled with kids who signed up just to put it on a resume. At events, they are lethargic and unenthusiastic. This has always bothered me. Should it count if you Voices don’t care? Student I applaud those who throw their hearts into their work. They inspire and move me to do more with my life. But more and more, they are rare in volunteering circles. The second rule of volunteering comes in the form of a quote by minister and writer Clarence E. Hodges: “I have been the recipient of love and service, therefore I can love

and serve. There is great satisfaction in service to others, in seeing people and their conditions change.” This I believe: Volunteering any amount of time at any function is one of the most satisfying feelings. I truly think that if more people give it a try, they will come back for more. My friends and I help at events like the Make-a-Wish-100 bike ride and the Leukemia and Lymphoma Society’s Team in Training, and always want to sign up for whatever the next function is. These experiences give a rush of satisfaction and a wave of good karma that are infectious and addictive. I want to bottle up this feeling and save it for a rainy day. A great example is Living for Zachary. L4Z is a nonprofit organization formed after the tragic loss of Clark High School sophomore Zac Schrah to sudden cardiac arrest. The organization promotes voluntary heart screening and education, and it advocates passage of legislation to require heart screening in student physicals. This group is largely made up of students who were very close to Zac, students who have been able to turn a devastating loss into a chance to help and possibly save others. The students involved in this give me hope that the term “high schooler” might not have such

a negative, lazy connotation for too much longer. This gusto for the cause is exactly what I love being a part of. I wish that I could share this feeling with everyone. And that brings me to the third rule for volunteering: forward movement. Author and professor Jon Naisbitt defines leadership as “finding a parade and getting in front of it.” Find a cause you believe in, and then find people who will support that cause with you. Every cause needs a work force. Smiling faces, helping hands, runners, walkers, fundraisers, managers. If more students would lend able bodies and willing minds, success rates of fundraisers would go through the roof. No more sitting around, no whining, no lip service from the high school helpers. We must supply a willingness to help, a strong work ethic and leadership. But most important, we must express a sincere belief in the cause, not the T-shirt. Hanna Jacunski is a junior at Plano East Senior High School and a Student Voices volunteer columnist. To respond to this column, send an e-mail to [email protected].

From machines to ministers You learn what supports you when you’re sick, says Ed Sizemore

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he ordeal began on May 8. I underwent quadruple coronary bypass surgery. By August I had had four major surgeries, the last being a “muscle flap” and skin graft to repair the wound in my chest from the bypass. In the process, I lost my sternum (breast bone). After almost five months in the hospital, I came home just a few days ago, on Oct. 1. What did I learn from Voices this ordeal? I did not, as Community many others have, find that my faith in God had been enhanced. It was strong enough all along. However, there were several factors that helped me survive this five-month-long ordeal. There was a great deal of highly sophis-

ticated equipment. The first operating room had about $3 million worth of lighting, computers, a bypass machine and other equipment. Another factor is the staff — doctors, nurses, techs and various therapists. Leaving the hospital setting now, I must acknowledge that I had a large support group. I had the love and prayers of family and friends, including Christians, Jews, Messianic Jews and even a few Muslims, in the U.S., Canada, Europe and possibly elsewhere. It was a great comfort to know that so many people cared enough to send cards, make phone calls, visit and lift me up in prayer. I will leave to others the argument as to whether the effects of prayer are divine or psychological; I will say only that they did help and that I appreciate them. I owe a great debt of gratitude to my wife,

Barbara. This ordeal has been very rough on her as well. She kept things going at home, called frequently, visited when she could and constantly loved me, even when I was not so lovable (rather often, I must confess). Another important factor is our pastor, Mike Waits, a Southern Baptist minister (I am Jewish and Barbara is Episcopalian, but Mike officiated at our wedding, and he continues to offer good counsel). Mike suggested that I made it through all this because I do not know how to give up. Perhaps so, but Barbara puts it in simpler terms — I am a tough old bastard. L. Edward Sizemore of McKinney works in sales and is a Community Voices volunteer columnist. His e-mail address is [email protected].

Bob McIver of Garland: I trust the Garland city hall and council to not have corruption. I believe they have controls in place to prevent it.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

Get other voices columns from across North Texas and add your own comments. dallasnews.com/voices HOW TO SEND A LETTER TO THE EDITOR

Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

What North Texas politician do you trust the most?

A forum for readers in Collin, Dallas and Rockwall counties

Reality vs. California dreams I’ve learned to appreciate job security and a sound economy, says Darrin Swartz-Larson

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Connor Mighell

Beverly Biehl

Junior, Cambridge School of Dallas

Feng Shui consultant, Frisco

Rep. Jeb Hensarling’s strong stand on cutting government earmarks and lowering taxes for all citizens has certainly earned my respect. He does not get involved in extraneous matters, but stays focused on eliminating unnecessary and irrational spending.

I’ve known Frisco Mayor Maher Maso for years prior to his election, and he’s a savvy politician who knows how to get what our city needs. The man’s commitment to our city’s tax base while promoting family-friendly activities is amazing.

Art Fleming

Nancy L. Ruder

IT systems engineer, Double Oak

Preschool and art teacher, Plano

Even though I am not a Dallas resident, I listen to Angela Hunt. I know that she is controversial, but I truly believe that she has the best interest of the city and its residents at her core.

I wouldn’t let any of them watch my purse while I went to the ladies room. State Sen. Florence Shapiro has earned my respect, though. She is a tireless worker for the children of Texas.

Voices: The above Voices volunteers are regular contributors to this forum.

Sallie Henry of Frisco: I trust Sam Johnson more than any other North Texas politician, but I do not totally trust him. My daddy always told us when he asked us a question, he wanted the truth, the whole truth and nothing but the truth. I rarely feel I’m getting that from any politician, especially the ones in North Texas. Jeff Fortney Sr. of Plano: The only person I trust serving in City Halls today is the unnamed Elected Official. The one who you don’t read about in the papers, whose sole ambition is to serve those who voted for them, and one who isn’t consumed with the next election or the next highest office. They are out there, somewhere. I just can’t name one. Bob McCullough of Allen: Probably the only

politician I would trust is the one who I vastly differ with politically. Laura Miller has spent a good majority of her life rooting out corrupt practices when she was with the Dallas Observer. Political views aside, if she found my wallet, I can bet my bottom dollar she would get it returned to me.

bout halfway through our year in California, I saw a body floating in the waves near the beach a few blocks from our house. The waves were gently carrying the man toward the shallow water and then pulling him back out beyond the rescuers’ reach, over and over again. Apparently he had been dragged out to sea by a rip current. I stood on the bluff watching the firemen try to pull him from the surf. It didn’t feel right to just walk away, as if it didn’t matter that someone was slipping away from his life. People paused all along the bluff, quietly trying to figure out what happened. There was a surf kite, the surfboard that goes with it and a small pile of his things on the beach — his keys and wallet, perhaps, things that would soon be called “personal effects” and handed to someone with a heavy heart. A special beach rescue team eventually arrived and pulled him to the shore, but it was too late. A T-shirt used as a pillow during the mouth-to-mouth attempts was placed lightly on his face, and the people on the bluff slowly started to move on, the vigil over. I had been walking by the beach that day hoping to feel something in the ocean’s crash and whisper, its eternal rhythm, which would ease my worried and

Stephen D. Spotswood of Plano: I wouldn’t trust a Texas politician any further than a camel can spit on a Texas sidewalk. Fred Yarbrough of Frisco: The most trusted North Texas politician has to be Sam Johnson because he does absolutely nothing. Prissy Wisnewski of Plano: I trust Carol Kent, who was just elected in November 2008 to serve as the state representative for District 102. She is a big supporter and volunteer of public education, and all three of her kids graduated from public school. Toni Andrukaitis of McKinney: We have a new, active mayor in McKinney. He is very involved in all aspects of city politics and charities as well as cultural and social activities around town. Mayor Brian Loughmiller is doing a great job. I trust him implicitly. Marc Murray of Allen: None. I believe they all have their own self-serving agendas to different degrees. They are beholden only to lobbies, PACs and personal gain. Scott D. Goebel of Plano: Former Plano Mayor Pat Evans was the most trustworthy politician on the planet. Whatever she said you could take to the bank. When voters disapproved of something, she changed direction to truly represent Plano.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

worn-down self. We had moved back to our home state after nearly a decade in Texas, and, with each passing month, we seemed to be further and further from where we wanted to be at this point in our lives. Up until then, each move seemed to walk us forward on life’s path: apartment to first house — an old bungalow down the coast from San Francisco with indoor-outdoor carpet in the kitchen — to our nearly new place in El Paso with incredible views of the Franklin Mountains, to our large, modern house on a double fairway in McKinney, where we sank our roots deep into the Texas prairie. When we first walked into the place we rented in California’s Half Moon Bay last July, we tried to be upbeat. This was a voluntary move, after all — a promotion for me and a chance to be near family and friends again. We laughed about the dorm-sized rooms, opened the windows to let out the funky, stale smell, and started to settle in. We knew it would be an adjustment to scale back our lifestyle, but we didn’t know the U.S. economy would tank at the same time, leaving us with an unsold house in Texas, a derailed career for my wife and public schools for our daughter that were more pink slip than blue ribbon. Whatever had been propelling us along our path seemed to downshift, sputter and stall at the western edge of our world. By the time I saw the body floating in the Pacific that late winter day, I was wondering if we’d ever get our lives back on track.

You can’t see rip currents when you wade into the ocean. Everything looks fine, like any other day at the beach. But if you get caught in one, you suddenly feel your feet losing their grip on the gravelly sand and your body being sucked out to sea by a powerful force that can swallow you and drown you quickly, especially if you fight it. The way to survive, they say, is to swim parallel to the shore until you’re out of the undertow and can make your way back to land. The water looked fine when we decided to move back to California — a little choppy, but not dangerous. We jumped in and swam out a bit, and before we knew it, we were far from the shore. No matter how hard we tried, we just kept getting pulled further and further out. Somehow we remembered to swim parallel to the shore. My wife finally landed a part-time job, we rented out our house in Texas, and we squeezed our budget even tighter to stay afloat. We made our way back to shore in late July, arriving in Texas exhausted and grateful for another chance at the Lone Star life. We were finally — finally — back on our path and back with friends who never once made us feel foolish for trying the California dream one more time. Darrin Swartz-Larson of McKinney is a former Community Voices volunteer columnist. His e-mail address is darrinslarson@sbcglobal. net.

Playing ‘rock, paper, scissors’ It’s more than a game. It’s a fun way to decide, says Jeri Chambers of Plano Rock, paper, scissors. One of the fascinating behaviors of children is their ability to mediate and solve their own conflicts. At our neighborhood school, for example, the physical education department models one very effective strategy: “rock, paper, scissors.” Most people are familiar with the game. At our school, if students can’t decide who won a close Voices game or need to decide a Teacher dispute, they immediately stand back to back and put out a hand, palm up, and go through the drill: “rock, paper, scissors — shoot” to see who wins. What makes the process fascinating is how it translates beyond the gym. At recess, who gets the swing first? Rock, paper scissors. In

class who does an errand for the teacher if two students volunteer? “Rock, paper, scissors.” At the end of one school year, a parent sent me a gracious letter complimenting our school for the way the children interacted on Field Day. Evidently, he witnessed a heated discussion between two students over who got the ball next. There they went, back to back, “rock, paper, scissors — shoot.” He appreciated the climate that allowed students to take ownership of their conflicts without adult interference, and he longed for that same collegiality with adults. Years ago, my husband and I used “rock, paper, scissors” to decide whose turn it was to change diapers. We have even used it to decide who takes the dog out. Recently, a friend and I were trying to decide who should pick up for carpool late one night. While on the phone, I suggested that we play “rock, paper, scissors.” The first time, we both had paper — a tie, and a do-over. After recommitting to honesty, we did it again. I got paper. She got scissors. I got carpool. I’ve even used it to determine more serious

disputes. Another fifth grade teacher and I were standing in the hall when another teacher approached with an attractive black jacket. It seems that she was cleaning out her closet, no longer wanted it and thought one of us might. We both wanted it. We first decided to see who it fit better. That choice was inconclusive; it looked great on both of us. We decided to solve it the “rock, paper, scissors” way. When the stakes are high, one game is not sufficient; best two out of three is preferred. I lost this one, too. The odd thing is that losing this game is no big deal. Sure, there’s disappointment, and I have witnessed losers proposing best three out of four or four out of five. But in the end the conflict is resolved, and players move on their happy way. I must admit, though, I still covet that jacket. Jeri Chambers teaches fifth grade in Plano and is a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

LETTERS

Ronald Paris of McKinney: The North Texas

politician I trust the most is Florence Shapiro. She was my high school speech teacher, and all educators can look to her for how to lead by example.

The Dallas Morning News

Children need accountability Re: “Parents: Stress school more — Education is no longer job only for students, says Keturah Stewart,” last Sunday Teacher Voices column. I, like Stewart, think being held accountable for every action is the way to teach a child responsibility. My son has been teaching for more than 15 years, and as each year passes, it is more difficult for him to find hope for the students and their futures. The word I keep hearing is “defiant.” The students have little or no respect for teachers, parents, each other and themselves. No teacher should be disrespected. I fear parents have lost control, because they are more interested in pleasing the child and having the child like them. It starts young. I see little kids talking back to their parents daily as the parents try to bargain, plead or beg to try to gain control. Parents make excuses constantly why their child is out of control and unable to do what is expected. I told my sons if they got in trouble in school, they were in big trouble at home. Without parent support, it is hard to see how the business of education can succeed. School administrations and teachers are now held hostage to the demands of these overprotective helicopter parents. Education is the key to a successful life in business and living in the real world. The dumbing down of education to meet the needs of those who do not want to learn weakens society and the education system as a whole. I applaud teachers, and I appreciate all your hard work in the classroom.

WILLIAM “BUBBA” FLINT/Special Contributor

The children of today will be the leaders of tomorrow, and unless parents are willing to make education a priority, the future is to be feared. Joanna Harkins, Fairview

Where are the recycling bins? My kids, ages 5 and 3, went to Celebration Park in Allen recently. We saw the ground littered with aluminum cans and plastic bottles.

We looked for the recycling bins to dispose of them properly but found none. If we are supposed to be and teach our children to be earth-friendly, where are the city’s recycling bins? We picked up the littered recyclables and disposed them at our neighborhood WalMart in McKinney instead. Please provide more recycling in parks and common places so that we may keep our earth clean the way it has been given to us. Catherine Casterline, Anna

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions

The Dallas Morning News

A forum for readers in Collin, Dallas and Rockwall counties

We asked our Teacher Voices …

How do you know a student will be successful? Kim Barnes | Head of Early Childhood, Greenhill

Kathleen Krumnow | English teacher, Royse City

School, Addison — Sometimes there is a spark.

High School — I know a student will be

Sometimes there is an attitude. Sometimes there is a demonstration. Often, the student is a problem-solver. A student who takes a failure or mistake in stride and devises a solution that will move him or her forward will succeed with the situation at hand or in the future. Students who present perseverance and creativity as they solve a problem become students who can see varied facets of an issue. These problem-solvers engage others either to reflect ideas or to solicit physical help or brainpower. Reflection plays a big part in these students’ lives as they seem to constantly build on the challenges they have conquered or even at which they have failed.

successful when I get support from his or her parents. Too often, parents tend to set their high-school kids free. Free from attending “Meet the Teacher Night,” free from checking report cards, free from curfews and, as a result, free from accountability. When these kids reach adulthood and actual freedom, they will not have the required foundation to take care of themselves. So, when a parent calls or e-mails me just to check on a child, I think, “Lucky kid. You will know what true freedom means.”

Jeri L. Chambers | Fifth-grade teacher, Plano —

Knowing a student will be successful comes down to one word: belief. It starts with the parents. Parents who have an unbridled belief that their child can and will succeed are the foundation. The next step comes from the student. Students who believe that they can do it, even if it means some work and diligence, will find success and learn to leverage that success to even greater success. The icing on the cake comes from the teacher. A teacher can build confidence and belief in her students. Faith in positive outcomes trumps curriculum and teaching strategy any day. A smart child does not necessarily a successful student make, but when a belief “team” is in place, the sky’s the limit.

Faith Davis Johnson | Eighth-grade U.S. Karen Kimball | Substitute teacher, Richardson

Studies teacher, John B. Hood Middle School, Dallas — You know that students are on the path

ISD — Recently I substituted in a kindergarten

class. It was the third week of school, and one student stood out: He entered the classroom, put his things away, and sat down at his table to complete his morning work. Throughout the day he listened, followed directions and did his work carefully and correctly. He was proud of his job as “door holder” and was always ready and in place when the class left the room. He answered questions correctly and creatively (not copying the answers of others). He was polite, kind and friendly to students, and well-liked by everyone. I may never see him again, but I am convinced he is well on his way to success — in school and in life.

to success when you give an assignment, and they go a step further. For example, if the assignment is to be handwritten, the student types it instead. Or if you’ve given the student a task to complete based on a lecture in class, and he or she includes analysis on a concept you haven’t covered yet — and it’s right on target. You know when they ask you to write letters of recommendation and then promptly follow up in writing, complete with an advanced “thank you.” You know when students remember what you have taught — and then use the same method to share with others what they learned from you.

WILLIAM “BUBBA” FLINT/Special Contributor

Tim Greenwell | Freshmen World Geography Sandy Kulkarni | Chemistry teacher, Allen High School — What is real education? I don’t think it

teacher, Flower Mound High School, Lewisville ISD — Students will be successful when they are

is merely getting good grades, but it is mainly about learning skills to apply that knowledge to our real lives. While teaching, when I hear questions like “why” and “how” from a student, I sense that the student is intellectually stimulated. Those unexpected curious questions signal presence of a vision. They tell me that students are able to relate what they learned with practical cases. I notice that successful students have a goal in their mind and vision for the future. What they need is simply building an action plan. If teachers provide them with an insight, I can see “success” marching with those students.

aware of their capabilities and limitations and work to move forward beyond those self-recognized levels. You can see it in their body language, hear it in their voices and experience it by the confidence they exude. Likewise, if these traits are lacking, it does not always mean they are shy but rather do not necessarily possess a strong enough sense of self-awareness. It should also be noted that being an overachiever or a suck-up does not equal success. Success requires initiative and effort, focus and drive, responsibility and commitment.

Mark R. Harrington | History teacher, Seagoville High School — As a history teacher and a

historian, I’ve never given much import to the writings of Nostradamus. Divining what is to come has never been our strong suit. Similarly, I’ve never given much credence to those who claim they help us connect with our supposed past lives. Despite all our yearnings, we have the here and now — no more. For these reasons I find it hubristic to label a student. There are valedictorians living under freeways. There are F students running successful companies. As teachers, it is incumbent on us to provide opportunities for success. We should leave the future in God’s hands — and maybe the astrologers’.

We asked our Student Voices …

What makes a teacher effective and memorable? Michelle Vongkeo Ashmore | Senior, Royse City High School — More often than not, great

teachers pay attention to their student’s daily lives. Most think it strange that I have some of my teachers’ private phone numbers, but it’s not only for convenience. It’s for when I need help with my own personal problems or want to let them know about fantastic news. When I read my e-mail telling me that I was going to be a Voices columnist, the very first person I told was my teacher, Mrs. Krumnow. If teachers are able to gain the confidence in their students as people, they gain it also as teachers. To those select few do we students reserve our greatest efforts.

Brian Brown | Senior, Plano West Senior High

Brianda Reyes | Senior, South Garland High

School — A good teacher is someone who shows

School — Teachers’ effectiveness is not measured

he or she cares. Someone who wants to see you succeed. Someone who knows your name after the first day. These teachers are not there just to teach, but also to help you learn. If you can’t learn something the way they are teaching it, they’ll take the time to make sure you do more than just know it; you understand it. They’ll come early and stay late if that’s what it takes to help you. They will not only be able to, but they want to engage in a conversation with you. Good teachers are people I can talk to about anything. People I trust. Teaching isn’t their job; it’s their passion. It’s what they were born to do.

by the amount of homework they give every night or how many students passed their class; it’s measured by their passion for teaching. We don’t remember the teacher who had pop quizzes all the time or the one who always gave out reading assignments. We remember the teacher who pulled us out after class to discuss why our grades were so low, the teacher who stayed after school just a little longer to help us learn the lesson thoroughly, the teacher who praised us when we did something right and did not pick on us when we did something wrong. We want — need — praise and remember the teachers who are generous with their enthusiasm, their attention, their care, their understanding.

Alexandria Hudson | Senior, Rockwall High School — I have had my fair

Ana K. Molina Brea | Sophomore, Jasper High School, Plano — Trying to overcome

share of hateful, grouchy, pompous teachers. But for the past four years of high school, my lively, encouraging, creative English teachers have been the highlight of my school day — mainly because they have treated me with respect. My junior year especially, I felt like Mrs. Melissa Nelson managed to balance classroom management with friendship and a genuine interest in my life. Good teachers will drop everything to help you when you struggle. She showed that she wasn’t at school just to make money. She took what was required to be taught in AP English III and showed us how it would apply to everyday life. Good teachers teach for the future.

bewilderment in the classroom can be like to trying to find a four-leaf clover in a patch of hundreds — after a while, people stop looking. But Ms. Darden, my ninth-grade biology teacher, broke through using the element of surprise. She would enthrall us in her lectures about chloroplasts and ribonucleic acid with shocking comments that made us laugh and kept us all ears, hanging on her words. Maybe more teachers should teach with astounding style. In the rare times when our interest started waning, Ms. Darden always surprised us. Her flamboyant mneumonic devices aided us on tests. Even a year later, I can recall all eight characteristics of life, and I do not think that I will forget them anytime soon.

Brennan Tanksley | Senior, McKinney Boyd High

Sneha Raghunathan | Junior, Plano Senior High School — A memorable teacher inspires students

School — Out of all the unforgettable attributes

my teachers have had, only one seems to stand out as a dominant factor: the ability to transcend the professional bounds that so many teachers have grown accustomed to. Through compassion and understanding, my best teachers were able to secure their places in each student’s memory forever. Without this uncommon personal factor, school begins to feel more like an obligation than the privilege that it is. The ability to build relationships with students and become more than just a teacher in the eyes of their pupils permanently engraves them in their students’ minds. That ability, above all others, is what makes teachers able to effectively do their jobs while securing their place in each student’s life for years to come.

Avery Hurst | Senior, J.J. Pearce High School, Richardson — My favorite teachers have been the

ones who truly get to know each individual child. If you are just a student at a desk, there is no way to connect with what your teacher is saying. If a teacher becomes a “friend” with his or her students, it becomes a better level for them both to learn on. It is also effective if the teachers don’t feel the need to “stoop down” to their students’ level. If students feel like we are being talked down to, it makes us want to rebel more against anything they want us to do. If we are treated as an individual on the same level as our teachers, we are more likely to live our lives as learners.

to think out of the box. Rather than teaching students rote facts, an effective teacher encourages students to discover a subject by themselves. An effective teacher also answers all her students’ questions, even if they are repetitive or obvious. She doesn’t mind explaining things over and over again. The most memorable and effective teachers know their students, and are able to adapt to each student’s abilities. My most memorable teachers were the ones who were always enthusiastic about teaching and made me enthusiastic about the subject. Even if students already know the subject, a good teacher finds a way to make the class learn something new every day. And they do all of this while respecting students and their intelligence.

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

Should students spend more time in school? At what level of government should the decision be made about lengthening school days or adding more instruction days to the year?

Viviana Cruz

Tim Greenwell

Junior, Newman Smith High School, Carrollton

Freshmen World Geography teacher, Flower Mound High School, Lewisville ISD

Students should be allowed to tailor their days; some are better suited in a classroom and others in an off-campus location such as college-out and internships. Spending too much time in school and not getting real-world experience holds us back.

A longer school day would have to include a different approach than our current structure by providing a balance between something of strong interest to the students and something that is educationally sound.

Kim Barnes

Debbie Gallagher

Head of Early Childhood, Greenhill School, Addison

Computer teacher, Daniel Intermediate School, Duncanville ISD

The school day needs to be re-evaluated from a developmental perspective instead of a time perspective. Ensuring strong programs that spiral and challenge, yet allow children to have a childhood, might be a better focus. While national guidelines and state input should be provided, school districts know their communities and should be the ones able to make best judgments.

The answer to improving our education system is not a longer day or a longer school year. The answer is really very simple — smaller classes. If all teachers had 20 students or fewer in their classrooms, so much more could be accomplished. I know this takes money, but if you want the answer, that’s it.

Voices: The above Voices volunteers are regular contributors to this forum.

H.G. Manning of Salado: I do not know if the

school day should be lengthened or not. Certainly, it is a topic worthy of discussion. However, I do know it should not be a mandate made upon the states by the federal government. Glee Huebner of Dallas: There are many good reasons to lengthen the school day. It would allow more time to concentrate on learning each subject and it would be helpful to working parents. There are also many reasons to have year-round school. We could fully use the facility, it would allow less time for children to get into trouble during the summer, and we could work in more short vacation breaks, giving much needed time to rejuvenate both children and teachers. Claire Mayer of Little Elm: Students in no way, shape or form should be spending any more time in the classroom. This is a matter of quality not quantity. We need to remember that public schools are in the profession of educating youth, not raising children. Shirley Jackson of Arlington: More time spent in school should be beneficial to most students. It seems they have too much free time on their hands and utilize that time in unwise activities. Mary Anne Markley of Carrollton: No to more days. No to longer days. Time is needed for: sports, Scouts, band, drill team, dance and music lessons, clubs, volunteer work, etc. And what about kids who have to work after school to save for college? Or help out at home? And what about the teachers? Time to breathe? Think? Plan?

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to communityopinions@dall asnews.com.

The Dallas Morning News

A forum for readers in Dallas, Denton and Tarrant counties

Small town nostalgia My world was larger than in the big city, says Michael Hopkovitz “Well, I was born in a small town. … Oh, those small communities.” — Small Town, John Mellencamp

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allas is my home now, but I was born in a small Texas Hill Country town, and spent much of my childhood there. My parents, eastern European immigrant survivors of the Holocaust, were hardly typical Texans, but our family fit right into the Germanic/Hispanic town’s character. Our neighbors on one side had two boys my age, Edward and Johnny, my constant companions. The lady who lived on the other side in a much larger house could have been middle-aged, but to us, she was a scary old lady. We never, ever went in her yard, convinced that she was an evil witch who would do terrible things to us. My house had big pecan trees in the back yard. In season, we would collect nuts, take them “downtown” and sell them for 5 cents a bag to everyone we could find. This would provide plenty of money to go to the fountain at the town dairy plant and get whatever ice cream dish we wanted. Or we would take in a double feature at the town’s only movie theater and sit in airconditioned comfort for an afternoon.

We spent long days in the playground at the town park, or swimming in the public pool. Sometimes, we would take our bamboo fishing poles to a pond and debate whether Superman or Aquaman could catch more fish. Other times, we hung out at the American Legion Hall, where the retired veterans would tell us war stories over their beers. I also would “help out” at my father’s small business, no doubt getting in his way. My primary job was the twice-daily trips to check the post office box. Fortunately Winns’ five and dime was right by the post office. I could dawdle there for a long time, going through complex mathematics of how I could divide a nickel among the entire aisle of penny items. At night, our attention went to star-filled skies unimpaired by light pollution and the wondrous lightning bugs we would chase. At the end of these long days of play, my mom was always waiting for me, with freshly baked treats to eat while she kissed away whatever boo-boo’s I accumulated during the day and listened to my adventures. I also learned some unpleasant things. About German immigrants who didn’t want their kid playing with a Jew. That if you throw rocks at a beehive, you get badly stung. That you can fall and hit your head if

you run across wet stones in a stream. That in a small town, the police know the parents and address of a lost 5-year-old and will let him run the siren on the way home. Eventually we moved to the big city. Our new house had air conditioning, which beat the heck out of our box fan at the old house, but my days of taking off in the morning and just going wherever I wanted had come to an end. Too much traffic, too many people we didn’t know, too many ways for me to come to harm, and no pecan trees or fishing ponds. In our small town, I felt as free as the wind. I cherish my memories of that time, and every few years, I revisit the places of my childhood. That small town is no longer small, and my father’s old store is now one antique shop among many. Perhaps that life I experienced doesn’t exist anywhere except in memories like mine. If so, that’s a shame. Oh, those small communities. Michael Hopkovitz of Dallas, inside Denton County, volunteers with several Jewish nonprofit groups and is a Community Voices volunteer columnist. His e-mail address is mikespolitics @att.net.

The gift of hospice It’s a concept that eases the pain of dying, says Shirlene Lucy

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f you had the option to know when you are going to die, would you want to know? Hospice is a concept that can come close to giving you that gift, so you can accomplish things before you die. Not the trips or the job-related things, but renewing old friendships, making things right between you and that estranged family member, telling your children you love them one more time, and giving away your stuff in time to see the recipients enjoy using it. I had a friend dying of kidney cancer who wrote her own obituary. Hospice wasn’t even available in this country 40 years ago. In 1842, Jeanne Garnier introduced the concept at Dames de Calaire in Lyon, France, having been inspired by a patient there. But it wasn’t until 1974 that Florence Wald, the “mother of American hospice,” organized the first one here. Now there are more than 4,700 hospices in the United States. Before my dad died seven years ago, his doctor recommended hospice. I found that just as there are differences in the quality of restaurants, hospitals or widgets, so it is for hospices. Hospice isn’t a place, but a concept. It can

be at an inpatient facility such as a hospital, but most people opt to remain at home. A definition of hospices would include the fact that they do not treat the patient medically, but only provide palliative care, meaning that they keep the patient as comfortable as possible until he or she passes away. Here are some things I learned during my dad’s experience with hospice: First, to be placed in the care of hospice, the patient’s doctor has to certify that he or she believes the patient is within six months of dying; it doesn’t always happen that way, however. After the family contacts a hospice, a social worker visits the family wherever the patient is. This person explains how hospice works and offers the family assistance in filling out the stack of papers necessary to sign up. She will tell the family that hospice attends to the emotional and spiritual needs of the terminally ill patient, provided by a team of experts including doctors, nurses, pharmacists, social workers, chaplains and volunteers. Hospice care is not expensive. In fact, it is covered by Medicare, which pays for everything except certain supplies. Therefore, the patient and his or her family do not have to

worry about finances at this critical time. During my dad’s experience, I learned a couple of very important things. If you are unhappy with a situation or a caregiver, call the hospice office and ask for a manager or other official. If the issue can’t be worked out, you have the right to dismiss that hospice altogether and hire another one. Don’t be timid if you think that is called for. Also, do not make sweeping promises to the patient. Instead, say that you promise that you will make the very best decision under the current circumstances that you can. Going on hospice is something we would all rather not think about. But if you ever obtain the services of one, you could learn that this can be one of the most compassionate decisions you can make in life’s journey for you or your loved one. The gift of hospice is about dignity and quality at the end of a terminally ill person’s life. Shirlene Lucy of Carrollton is a retired portrait photographer and Community Voices volunteer columnist. Her e-mail address is shirlenelucy @msn.com.

Inching toward the metric system It’s a must for keeping up in science and math, says Nandita Singh of Carrollton

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ing Henry died Monday by drinking chocolate milk. For some people, this statement makes no sense. For others, this is the metric system. It’s a pneumonic device to remind people of the prefixes used in the metric system. For example: Kilometer, Hectometer, Decameter, Meter, Decimeter, Centimeter, Millimeter. When I entered my sophomore chemistry class this year, I believed I was fully aware and familiar with the metric system. That was until my chemistry teacher kindly stated that “King Henry should have died” and then asked us if we could tell her how many centimeters were in a meter. The response was one long and drawn out silence from a room full of students who could not believe that the clever acronym for the metric prefixes had failed us. While I struggled with my conversions homework that night, I began to wonder whether the metric system was even all that practical. We use feet, gallons and

RAISE YOUR VOICE We are accepting applications for Community Voices, a panel of volunteer columnists who will be regular contributors to the Opinions page inside the Metro section.

yards every day; they haven’t failed us yet. But by the time I finished my homework, I not only had a grasp of the metric units, I realized that it was a pretty practical system. If we can understand that there are 100 cents in one dollar, then we can understand the entire metric system. The silly little tricks and phrases we learn in elementary school really just instill an irrational fear of all things metric in a student’s mind. Kids are not drawn to a field if they do not even understand its language. The metric system is the universal language of math and science. Students in every other developed country utilize the metric system. Therefore, when they develop an interest in math, physics or chemistry they are able to parse it with full confidence To close the gap between the students in America and those of other rapidly advancing countries such as China and India, we need to level the playing field. The metric system is the accepted measurement standard in the world. Science is teeming with liters, meters and grams. If we begin to teach our students the metric system from day one, there would

Apply in four easy steps:

1. Write a little about yourself and put together a list of current and previous civic involvements. How would others in the community describe you? What is unique about

your background and experience? Why should we choose you? 2. Share a previous writing sample or write something new on a current topic. A writing sample should be 600-650 words.

not be a major struggle for them when they reach their chemistry class in high school. It is about time that we as a nation embrace the metric system and allow ourselves to enter the 21st century. If we want to bring America’s students back on top of math and science, the first step is to make it easily accessible and comfortable. Although moving to a completely metric system in America seems like an insurmountable hassle, it is the key to restoring our global credibility in math and science. Americans can be viewed as narrow-minded and unaware. The metric system is a pragmatic, easy-to-learn and adaptable system. If students and future generations can compete, communicate and converse in metric units, we will restore America’s status as the most advanced nation in the world. Nandita Singh is a sophomore at Hebron High School in Carrollton. She is also a Student Voices volunteer columnist. To respond to this column, send an e-mail to voices@dallas news.com.

3. Jot down three other topics you would like to write about. 4. E-mail the entry to voices@dallas news.com. Include your address and phone number. Deadline: 4 p.m. tomorrow.

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

Do you trust your city hall to prevent the kind of corruption involving developers that was exposed in the federal trial in Dallas?

Jerry Walters

Faith Davis Johnson

Retired police officer, Irving

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

City hall is limited by political considerations and private concerns in preventing public corruption, even if it tried. Power and influential ways have and always will breed corruption. Public scrutiny and constant vigilance by law enforcement are the preventive tools that we must continue to use.

I do believe city hall is on the right track. The mayor and City Council members seem to work well together and appear to have the best interests of the citizens of Dallas in mind. The renovations in the Arts District are an indicator that funding is being aligned in the appropriate places.

Peggy vanWunnik

Candace S. McAfee

Administrative assistant, DeSoto

12th-grade A.P. U.S. Government teacher, Skyline Center, Dallas

I do trust my city hall to prevent that kind of corruption. DeSoto council members represent all citizens, not just residents of a particular district.

I think Mayor Tom Leppert has some good ideas about accountability and ethical standards. I trust him, but the claims of innocence when they have you on tape are unbelievable. Do they think we are stupid?

Voices: The above Voices volunteers are regular contributors to this forum.

Sharon Barbosa-Crain of Irving: It does not require “city hall” to stop corruption, and developers are not the sole cause of such. The Dallas defendants’ actions were against criminal law. Personal honesty controls law-breaking — that, and a healthy fear that alert people will notify the authorities of what they observe. Cleatius Copeland of Roanoke: Yes, I do trust the people in the City of Roanoke government. How can you not trust a government lead by a person named “Scooter”? Do I always agree with them? No. But I have found they are approachable. If I ever decide that I can’t trust them, I will be part of a process to vote them out of office. Vickie McKillip of Carrollton: No one is immune to getting caught up in corrupt practices given the right mix of opportunity, desperation and/or greed. While there is no current hint of local scandal, political power and fallible human nature make uneasy bedfellows. If temptation knocks on the door often enough, someone will answer sooner or later. E.B. Pope of Lancaster: Sadly, not at all. I think

corruption is built in and unavoidable. All of the people in city government seem to be looking out for themselves the most. Stephen Matthews of Bedford: I trust city hall, regardless of the city, less than I trust officials on the national level. The back-scratching good ol’ boy network seems to be more prevalent at the local level. Jill Wallace of Flower Mound: I live in Flower Mound and I do trust my mayor and city council to do what is in the best interest of the citizens they represent. They have proven themselves to be worthy of their office, and their hard work has been beneficial for our citizens and community. Jim Dyer of Carrollton: I know some of our council members, and I also personally know the mayor, and I have found them to be upstanding citizens. I feel if one of them should deviate from the straight and narrow the other council members would report it.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

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A forum for readers in Dallas, Denton and Tarrant counties

Pencil in some play time Forget overscheduling! Focus on what’s underscheduled, says Kim Barnes

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emory zoom — Three children (8, 6, 4) joyfully mix dirt, leaves, sticks and water as they pat and decorate their creations and place them into the imaginary oven. They talk vividly about the aromas arising from the box beside them. Memory zoom — Six teenage boys come trotting down the alley. It’s impossible to tell who is who because slick red mud is dripping from every crevice of their clothing and bodies. That park will never have any grass! Memory zoom — Ten kids under age 6 are busily work at a water Voices trough. One has learned Teacher to lodge a stick in the faucet to ensure water flow is uninterrupted, while others arrange cove molding to engineer water flow to three different areas. They are careful to avoid the dams just constructed by others. Childhood memories. What are your three favorite? Do they involve structure? Do they involve adults or adult organization? Was there a specific objective or goal for you to achieve? Do any of them center around play? Think back to children when children

were in charge of their time, or at least a good portion of their time. They were wondering, exploring, discovering. They were problemsolving. They were creative. The children I described created their own personal education. They role-played cooking — looking for just the right ingredients and temperature for the perfect pie. Teenagers kept each other in line as they established the rules of a football game. Little ones learned to engineer and collaborate. Overscheduling has become a buzzword popular in parenting books and even reflected in Student Voices columns. Each day young children move from school to music lessons to multiple sports practices and games. In Revolution in the Bleachers, Regan McMahon cites a survey of children aged 3 to 12 conducted by the University of Michigan. Taken between 1981 and 1997, this survey concluded that free time had declined 12 percent, playtime had dropped 3 hours per week, unstructured outdoor activities decreased by 50 percent, structured sports doubled from 2 hours 20 minutes to 5 hours 17 minutes and after-school study time increased by 50 percent. Add in seven hours of school, and it’s time to go to bed. Forget overscheduling! Let’s look at each child’s day from the perspective of what is underscheduled — free, undirected play and down time.

This time to reflect and regenerate and to make choices and have control over those choices provides opportunities to problemsolve and try out solutions. Children work out social issues via reflection and role play; without the play, issues are worked out through physical aggression or ailments. Lack of down time may be the reason a child zones out in front of the television. It may be the origin of the chronic stomachache or “my head hurts.” Is your normally happy, easygoing child becoming consistently mopey or whiny? Check out his schedule for the underscheduling of free play. With the emphasis on what is underscheduled in a child’s day, overscheduling may evaporate and parents may find the stress of their schedule may have some evaporation as well. Of course, focusing on the play and reflective time may bring forth those two little words that bring terror to the hearts of many parents and teachers: “I’m bored.” Celebrate those moments. And reply, “What are you going to do about it?” Kim Barnes is the head of early childhood education at Greenhill School in Addison and a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

Exceptional neighborhoods This weekend’s Oak Cliff home tour will reveal them to you, says Debra Witter

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recently wrote a column about the glories of Oak Cliff. My piece was in response to what another Community Voices columnist had written, which I felt was unduly negative about Oak Cliff and the involvement of its residents in helping improve their neighborhoods. I got some interesting responses. Most of them were very positive, but one guy really took me to task. He didn’t use these Voices words, but in essence Community accused me of being a shallow yuppie who needed to get out of my privileged enclave and see the real Oak Cliff. He also challenged me to write about Oak Cliff without talking about the Bishop Arts district, hills and trees, diversity, etc. — what he called the Oak Cliff cliche´s. I have to admit that really stung, as I thought it was an unfair reading of what I had written. My first reaction was just to ignore it, but instead I e-mailed him back and, with as much restraint as I could, told him just that. I’m really glad I did. Turns out

he is the president of one of the neighborhood associations in west Oak Cliff — a charming neighborhood but one that is still very much in transition. He and I had a nice (electronic) dialogue about the frustrations that had caused him to respond the way he had — mostly the constant struggle to get attention from the city of Dallas on code enforcement issues. He talked about how sometimes he just wanted to live somewhere neat, clean and easy, where constant vigilance wasn’t required. I sure hope he sticks it out, because people like him will determine whether the Oak Cliff that I know and love — the neighborhoods of North Oak Cliff and, yes, the booming Bishop Arts area — becomes a truly representative image of the face of Oak Cliff to the rest of the city. The Old Oak Cliff Conservation League is a nonprofit umbrella organization for 23 neighborhood associations covering nearly 10,000 households. Their Web site says they work “to promote Oak Cliff to the wider community as an exceptional place to live.” I like that characterization. “Exceptional” can mean “superior,” but also can mean “rare” or “deviating from the norm.” I think that applies well to the neighborhoods that are part of the league. But don’t just take my word for it. This weekend is the league’s annual home tour. This year’s tour has taken pains to highlight some of the neighborhoods that don’t get

quite so much attention. For example, the Beckley Wood neighborhood will be featured for the very first time in the tour’s 35-year history. The tour organizers also wanted to focus on smaller homes that have been transformed by their owners, not just the grander homes in Kessler Park and Winnetka Heights. You can get more information at ooccl.com. Going on the tour is a great way to see Oak Cliff — not just the homes themselves, but these neighborhoods I’ve been talking about. As you drive (or bike) between the houses, you’ll see beauty, and you’ll see challenges. You’ll see that much has been accomplished in Oak Cliff, and that much remains to be accomplished. My critic was right — those of us who live in the neighborhoods that have made it, so to speak, cannot ignore the bigger picture. Nor can we afford to be complacent about our own neighborhoods. Reclaiming a neighborhood that has been allowed to deteriorate is a long, slow process, and one that requires vision, patience and stamina. Unfortunately, a neighborhood can be destroyed much more quickly and easily. All it takes is doing nothing. Debra Witter of Oak Cliff is an attorney and a Community Voices volunteer columnist. Her e-mail address is debra [email protected].

LETTERS A tree to save in Colleyville There is an opportunity for McDonald’s to be a long-term steward of a historic tree and to provide a model of conservation to our community of children and the surrounding area. With a focused effort by a construction company and McDonald’s, a tree on the site of a new McDonald’s in Colleyville can thrive for another 100 years or more. Efforts made to save this tree can be a testament to today’s children and tomorrow’s adults that we actually thought through what to conserve for them. These efforts are also a great learning opportunity in a community that values education. The construction company’s arborist has recommended aeration pipes be installed with observation valves and openings to check periodically, because air to the roots is vital for all trees. Mitigation for the tree had been agreed upon as part of the deal. The tree is more than 30 inches in circumference, so the new owner has agreed to mitigate by planting 40 inches of trees, or 10 4-inch caliper trees. Large trees are rare in this area, have many valuable attributes besides providing shade, and should be preserved inside the city.

WILLIAM “BUBBA” FLINT/Special Contributor

This last post oak from the Bogart Dairy of yesteryear is needed in the center of town. Maybe the owner can now see the opportunity

and be willing to execute the recommendations of the arborist hired to help save the tree. Anne Dyson, Colleyville

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions SOUNDING OFF Comment on the following topic on our blog: dallasnews.com/opinionblog.

Sunday, October 18, 2009

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A forum for readers in Dallas, Denton and Tarrant counties

The rush to adulthood There’s value in preserving the innocence of childhood, says Viviana Cruz

What North Texas politician do you trust the most?

Peggy vanWunnik

Faith Davis Johnson

Administrative assistant, DeSoto

Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas

Although I haven’t always agreed with his tactics, and even though I generally support Republican or independent candidates, I have for a long time admired and supported John Wiley Price. He is an honorable man who is fiscally responsible and works to find common ground across party lines. He serves his constituents well.

Sen. Royce West has been a formidable champion of his constituents and is well-respected locally and nationally. His work in bringing the University of North Texas system to the southern sector, providing internships for young people through the Conrad project, and speaking at Career Day programs show his commitment to education.

Art Fleming

Shirlene Lucy

IT systems engineer, Double Oak

Retired portrait photographer and volunteer, Carrollton

Even though I am not a Dallas resident, I listen to Angela Hunt. I know that she is controversial, but I truly believe that she has the best interest of the city and its residents at her core.

Not a politician, exactly, but I admire Dallas County District Attorney Craig Watkins and the work he is doing to free innocent people who have been wrongly sentenced to years in prison.

Voices: The above Voices volunteers are regular contributors to this forum.

Jill Wallace of Flower Mound: Jody Smith, mayor of Flower Mound, would be my choice. She loves her community, supports our businesses and schools, and has worked very hard to make Flower Mound a wonderful city to live in. Her enthusiasm about our city and her pride in our community and its citizens is contagious. LeRoy Grego of Irving: Laura Miller. She should be our next governor of Texas. Troy Kelley of Irving: Kenny Marchant has demonstrated his concern for our area for 18 years in the Texas House before going to Washington. He doesn’t need the money and is a super strong person of faith and integrity. Norma Urban-Palomarez of Flower Mound:

Kay Bailey Hutchison. I don’t always agree with her stand on things, and I often believe that she’s too conservative. But I trust her to do what she says she’ll do. I know where she stands; she doesn’t waver or waffle. She is not “middle of the road,” but not usually so far to the right that I couldn’t meet her halfway. Douglas Raymond Rose of Grand Prairie: I have great confidence in our Dallas Mayor Tom Leppert. He has a business background, and I believe he is doing an exceptional job of staying on deck and guiding the wheel of the Dallas ship. Vickie McKillip of Carrollton: I trust the Farmers Branch City Council. They’ve proven again and again that they have the courage to take on difficult issues without flinching, waffling or backing down. Farmers Branch is thriving under the current leadership. Stephen Matthews of Bedford: Mayor Mike Moncrief of Forth Worth seems like a person I would trust at this point of his political career. Even though I probably don’t agree with him on most issues. Pat Justice of Flower Mound: I trust my congressman, Dr. Michael Burgess. I heard him speak at our town hall meeting in August, and he’s smart and informed. He sees it as his duty in Congress to represent his constituents the way we want to be represented.

SIGN UP These responses are from readers who have asked to receive the weekly Sounding Off question. To be added to the e-mail list, send your full contact information to [email protected].

I remember walking into my school auditorium and sitting down on hard plastic blue chairs. I remember turning to face our speakers to hear what they had to say. “This is the start of a new school year; let’s really make it count! It’s time to get to work, to try harder and do better. You are one year older, one year wiser. This is the time for you to shine as young adults, and since you are young adults, there will be zero tolerance for any insubordination. You set an example for those younger than you and before you know it, you will be adults in the workplace. Summer is Voices over; it’s time to grow up Student and act like the young adults you are.” I remember having heard this speech three times before, and this one was taking place at the beginning of seventh grade. I had just turned 12. Does anything seem wrong to anybody besides me? The words “young adult” are pretty easy to understand. I would expect maturity, responsibility, independence and integrity from a young adult. But why are

these words being applied to children as young as 9 years old? Let’s review: For the past 12 years I have been enrolled in the public school system, first DISD, then Carrollton-Farmers Branch ISD. The first time the words “young adult” were applied to me was in fifth grade, the first year of the “rigorous, no nonsense” world of Ted Polk Middle School. Most students were 11 to 13, with the exception of a few geniuses. Did they fit the criteria of young adults? Is it fair to expect that from someone going through the painful stages of pre-teenism? That’s not my only criticism of the use of those two words. The frightening thought entered my head one day that the very administrators who strived to end drug and alcohol abuse, teenage violence and pregnancy were unknowingly instilling the problems into a younger generation. My head was too lost in the clouds to notice it, but I’m sure the thought processes of many of my peers went something like this: “I’m being asked to perform as a young adult. I’m being told every day what my responsibilities are as a young adult. Heck, I am a young adult! And adults can do whatever they want!” According to government statistics, two out of five eighth graders have consumed alcohol and about 11 percent have

participated in binge drinking. Columbia University’s National Center on Addiction and Substance Abuse states that children aged 12 and up have a 14.4 percent drug abuse rate. These are sickening numbers, but there is some hope offered by Joseph A. Califano Jr., CASA chairman: “A child who reaches age 21 without smoking, abusing alcohol or using drugs is virtually certain never to do so.” These are comforting words and show we can do something to better the futures of many youth. A good place as any is how we view children, because that’s what 10- to 13-year-olds are: children. Children learn from their peers; it’s a simple fact. If only one of them has this brilliant idea of how grown up they are, they will all get it. It’s time we valued childhood and innocence, because all too soon it is gone. It is far too short to be rushed, and that’s what has been happening through our education system. Maybe after this, we can work on that suicide rate and those self-esteem issues. Viviana Cruz is a junior at Newman Smith High School in Carrollton and a Student Voices volunteer columnist. To respond to this column, send an e-mail to [email protected].

Give an animal a second chance Adopt a pet from a shelter today, says Cynthia Herschkowitsch

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t happened again this year, as it has so many times before: A student came running into the school where I teach, gingerly carrying a kitten. He thought it had been attacked by a dog and, thinking its leg was broken, wrapped a makeshift bandage around its tiny rear leg to give it support. Since its injuries didn’t seem life-threatening, I secured it in the storage room of a very accommodating colleague until my classes were over. During lunch, I e-mailed my old friend Jonnie England and asked for advice. She, in turn, forwarded my appeal to her animal-rescue Voices network. Within an hour, I Teacher had two offers of help — one from a local organization that uses a foster network and promotes adoptions on its Web site and at area pet shops; the other from a shelter that offered to take the kitten immediately. In the meantime, I drove the kitten to my vet in Farmers Branch for an assessment. Two X-rays and $161 later, we had the diagnosis: a broken pelvis and possible nerve damage, causing the right rear foot to knuckle under, injuries more consistent with being hit by a car than a dog attack. For the rest of the week, I dutifully gave the kitten his medicine, changed his litter box and

played with him to ensure that he was socialized for his eventual new family. I also talked to volunteers from the two organizations that had offered to help. The lady from the shelter offered such a glowing description of the facility, its volunteers and its adoption program that, on Saturday, I prepared my little broken kitten for the trip. I was expecting kitty nirvana. But from the moment we entered the shelter, I knew I wasn’t going to leave him there. The smell was terrible, the litter boxes were full and cats were everywhere. I’ve never seen so many cats. They all seemed healthy, well-fed and happy, but I was shocked by their sheer numbers. In the isolation room, I quickly realized, these cats in here are actually sick. My little guy is just broken. A big, beautiful, blind cat was nosing around my carrier. My heart melted. The shelter manager told me that if I left my kitten there, he would develop an upper respiratory infection. I said that I would foster him, so they took pictures to display on their Web site. I cried all the way home, grieving for all of those beautiful cats who, because they are older, are probably going to spend their lives in this no-kill shelter, rather than in loving homes. How does this happen? It’s certainly not the shelter’s fault. The people are hard-working, unbelievably dedicated and understandably overwhelmed. I also know that a variety of

catastrophic events have coincided to make their job harder than ever: the flagging economy, hurricanes in recent years and a spate of seizures from puppy mills. So now, I’m fostering the little broken kitten that I am calling “Cassidy,” as in “Hopalong.” He seems to be improving. He is eating and playing; he only drags his foot when he gets tired. But I am still agonizing over the animals in our shelters. When I asked the shelter manager if they needed volunteers, she said, “We have plenty of good volunteers.” What about donations? “Donations are up, too.” “What do you need, then?” “Adopters,” she said, “Adoptions are way down.” So, if you have room in your heart and your home, please go to your local shelter, and say, “Give me the oldest animal you have, or the one that’s been at the shelter the longest, or the blind one or the kitten with the broken pelvis. I want to give an animal a good home and a second chance at a happy life.” They all have sad stories. It’s up to us to write their happy endings. Cynthia Herschkowitsch teaches at South Oak Cliff High School in the Dallas ISD and is a Teacher Voices volunteer columnist. Her e-mail address is [email protected].

LETTERS Singley set a good example Re: “Jack Singley — Guided Irving district through two decades,” Tuesday news story. At a time when area school superintendents appear to be having all sorts of issues, it has been more than reassuring to read that Singley governed the Irving ISD for 21 years without any major problems. His death reminds us of just how unique his tenure truly was as we look at other area districts. The former Carrollton-Farmers Branch superintendent resigned after having been arrested for drunken driving, the former Lancaster ISD superintendent mismanaged funds, the former superintendent of Arlington ISD accepted speaker fees from an organization aligned with Arlington ISD, the former Richardson ISD superintendent resigned suddenly in August after only two years with the district. While no specific reasons for his sudden departure have been given, his aborted tenure followed that of his predecessor. The current DISD superintendent is presently dealing with many issues — budget problems, issues with the board — and the beat goes on. Hopefully, we will be able to use Singley as a case study of what a school superintendent should do.

WILLIAM “BUBBA” FLINT/Special Contributor

GET OTHER Voices columns from across North Texas and add your own comments. dallasnews.com/voices

Bobbie Stevens Johnson, Carrollton

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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Community opinions

The Dallas Morning News

A forum for readers in Dallas, Denton and Tarrant counties

We asked our Teacher Voices …

How do you know a student will be successful? Kim Barnes | Head of Early Childhood, Greenhill

Tim Greenwell | Freshmen World Geography

School, Addison — Sometimes there is a spark.

teacher, Flower Mound High School, Lewisville ISD — Students will be successful when they are

Sometimes there is an attitude. Sometimes there is a demonstration. Often, the student is a problem-solver. A student who takes a failure or mistake in stride and devises a solution that will move him or her forward will succeed with the situation at hand or in the future. Students who present perseverance and creativity as they solve a problem become students who can see varied facets of an issue. These problem-solvers engage others either to reflect ideas or to solicit physical help or brainpower. Reflection plays a big part in these students’ lives as they seem to constantly build on the challenges they have conquered or even at which they have failed.

aware of their capabilities and limitations and work to move forward beyond those self-recognized levels. You can see it in their body language, hear it in their voices and experience it by the confidence they exude. Likewise, if these traits are lacking, it does not always mean they are shy but rather do not necessarily possess a strong enough sense of selfawareness. It should also be noted that being an overachiever or a suck-up does not equal success. Success requires initiative and effort, focus and drive, responsibility and commitment.

Faith Davis Johnson | Eighth-grade U.S. Studies teacher, John B. Hood Middle School, Dallas —

You know that students are on the path to success when you give an assignment, and they go a step further. For example, if the assignment is to be handwritten, the student types it instead. Or if you’ve given the student a task to complete based on a lecture in class, and he or she includes analysis on a concept you haven’t covered yet — and it’s right on target. You know when they ask you to write letters of recommendation and then promptly follow up in writing, complete with an advanced “thank you.” You know when students remember what you have taught — and then use the same method to share with others what they learned from you.

Victoria John | Latin, drama and musical theater teacher, Lakehill Preparatory School, Dallas — In

Julie Lewis | AMI/Math Interventionist, Lamar Middle School, Irving ISD— I know that

students will be successful if they choose to not only invest their best effort, but also to develop a passion for what they are learning. Parents and teachers have to set high goals, but they must understand success should be measured simply by comparing where the student’s abilities and talents start and where they end. We are all unique individuals and have different talents and abilities. I think success is a unique combination of best effort, passion and personal growth. We must also remember that a successful outcome should be something the student chooses because it makes him or her happy and proud of their investment in the accomplishment. That will leave them inspired to achieve more.

WILLIAM “BUBBA” FLINT/Special Contributor

the words of Plato: “Good actions give strength to ourselves and inspire good actions in others.” Students prevail through the awareness and practice of three qualities: flexibility, accountability and responsibility. A flexible student adapts easily to new situations and accepts change as a positive and necessary process for growth. An accountable student learns from poor choices and builds character through increased honesty to self and others. Having been held accountable for actions, the student learns to make better choices while serving as a positive role model. A responsible student keeps agreements and, through consistency, builds esteem and self-respect. Acting with flexibility, accountability and responsibility allows the student to overcome personal challenges and achieve success.

K.B. Phipps | English/Language Arts teacher,

Debbie Gallagher | Computer teacher, Daniel Intermediate School, Duncanville ISD — I always

Karen Kimball | Substitute teacher, Richardson

Arnold Middle School, Grand Prairie — My hope

tell students that two things have to be present to learn a new skill — the desire to learn and practice. If either is missing, they will not be successful. As students mature, the desire must come from within, not as a result of fear of being punished for not doing a task. I also teach a college class, and on the first day I meet with my college students, I have them fill out an information sheet telling me about themselves. I ask what they want to get from the class. One student wrote, “I expect to get an A in this class.” That student will be successful, as opposed to the student who wrote the word “nothing.”

for each student who walks through my classroom door at the beginning of the school year is that he or she will be successful. Throughout the year, that success will come in different shapes and forms, depending on the student. Sucess for one student might come in the form of mastering a particular skill, while for another, it might come in the form of not being sent to alternative school for a better part of the school year. I am an advocate for celebrating the small successes with my students to encourage them to persevere as they strive for those successes that come as a result of multiple failures.

ISD — Recently I substituted in a kindergarten class. It was the third week of school, and one student stood out: He entered the classroom, put his things away, and sat down at his table to complete his morning work. Throughout the day he listened, followed directions and did his work carefully and correctly. He was proud of his job as “door holder” and was always ready and in place when the class left the room. He answered questions correctly and creatively (not copying the answers of others). He was polite, kind and friendly to students, and well-liked by everyone. I may never see him again, but I am convinced he is well on his way to success — in school and in life.

We asked our Student Voices …

What makes a teacher effective and memorable? Lade Obamehinti | Junior, Trinity High School,

Viviana Cruz | Junior, Newman Smith High

Euless — Caring is one attribute that makes a

School, Carrollton — My AP biology teacher, Mr.

Hembree, was also my freshman bio teacher. He made such an impact on me that I specifically went back to take any course taught by him. Some say he was like a college professor because his coursework was so hard, but he actually cared and remembered his students. I think a teacher who treats you like a person rather than an ID number and doesn’t underestimate you makes a great teacher.

teacher effective and memorable. A caring teacher wants to know the student as a person. The dynamic teachers in my life always cared about my goals and were willing to sacrifice to help me achieve them. The teachers who understand that have an opportunity to change a student’s life for the better. Their passion inevitably transfers to their students. A teacher with a genuine interest in who I am and in who I can become — and someone who then does something about it — is the most memorable and effective.

Brian Brown | Senior, Plano West Senior High School — A good teacher is someone who shows

he or she cares. Someone who wants to see you succeed. Someone who knows your name after the first day. These teachers are not there just to teach, but also to help you learn. If you can’t learn something the way they are teaching it, they’ll take the time to make sure you do more than just know it; you understand it. They’ll come early and stay late if that’s what it takes to help you. They will not only be able to, but they want to engage in a conversation with you. Good teachers are people I can talk to about anything. People I trust. Teaching isn’t their job; it’s their passion. It’s what they were born to do.

Nandita Singh | Sophomore, Hebron High School, Carrollton —

Kristy Gudmundsson | Junior, Hockaday School, Dallas — Humor. In addition to passion

Funny and motivating teachers with hard tests and even harder finals are always the most effective and memorable. They are able to create a relaxed learning environment for challenging subjects such as AP classes or higher-level math. If a student feels accomplished after “surviving” a hard class, he or she not only remembers the teacher, but also is thankful for newfound knowledge and confidence. These teachers also have enthusiasm and interest in what they teach. Teachers with the perfect blend of passion and interest for their job — and for the minds that they are responsible for molding — are the teachers who ultimately impact their students’ lives the most.

and enthusiasm, a good sense of humor turns an otherwise good teacher into an outstanding one. When I think about all of my favorite teachers over the past 12 years, most of them share something significant: They made classes fun. Learning is most effective when emotions become involved, and just as acting is about connecting with an audience, teaching is about connecting with students and making them excited to come to class. Witty lectures keep students alert, engaged and eager to participate. Jokes germane to the subject make facts more memorable and interesting. While a mundane class can make even the most interesting subject boring, a fun class can make the dullest subject captivating.

Connor Mighell | Junior, Cambridge School of Kelsey McKinney | Senior, Booker T. Washington

Dallas — Remember the substitute teacher in the

High School, Dallas — Teachers can influence

their students’ thought processes. An effective teacher finds a way to force his or her students to re-evaluate their ideas and really decipher what it is they believe. However, the ability to teach students does not necessarily make a teacher memorable. To become memorable, teachers must remain a real person to the students. These teachers have the ability to engage in intelligent conversations and effectively incorporate their personalities into their teachings. They do more than teach; they influence their students’ lives. Only a memorable teacher makes a connection strong enough for each student to begin applying what he or she has been taught.

Avery Hurst | Senior, J.J. Pearce High School, Richardson — My favorite teachers have been the

ones who truly get to know each individual child. If you are just a student at a desk, there is no way to connect with what your teacher is saying. If a teacher becomes a “friend” with his or her students, it becomes a better level for them both to learn on. It is also effective if the teachers don’t feel the need to “stoop down” to their students’ level. If students feel like we are being talked down to, it makes us want to rebel more against anything they want us to do. If we are treated as an individual on the same level as our teachers, we are more likely to live our lives as learners.

film Ferris Bueller’s Day Off? “Bueller? … Bueller? …” Thankfully, I haven’t experienced anything like that. Most of my teachers have been good, but those who are truly memorable have a clear, infectious passion for their subjects, like my former Latin teacher, Mrs. Gerard, who knew just about everything regarding her language and its beautiful history. She was always searching for more information. The most effective teachers I have had engage their students. This can be done without “dumbing the curriculum down,” as Dr. Hahn, my current physics teacher, has shown. He inserts interesting, relevant demonstrations into his lectures. If the material isn’t engaging, the teachers risks losing their classes, no matter how much they enjoy what they teach.

HOW TO SEND A LETTER TO THE EDITOR Letters should be 200 words or fewer and include the writer’s name, address and phone number for verification purposes. Only the name and city of the writer will be published. Letters will be edited for length, clarity and style. Send by e-mail: [email protected]. By Fax: 972-263-0456. Or by Mail: P.O. Box 655237, Dallas, Texas 75265. For more information, contact Michael Landauer, assistant editorial page editor for Community Opinions, at 214-977-8258 or [email protected].

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