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A Pig Tale
Submitted by
Pamela A. Lenz
Northwestern Elementary School
Albion, Pennsylvania
Current Position:
Assistant Principal, K-5
Past Teaching Experiences:
Instructional Support Teacher, K-5
Music Teacher, K-6
In
his book Uh Oh: Some Observations from Both Sides of the Refrigerator Door
(1993), Robert Fulghum tells the story of Norman, the barking pig.
“A kindergarten
teacher had been asked to have her class dramatize a fairy tale for a local
teacher’s conference. Following discussion and much consideration the
children settled on Cinderella, the classic rags to riches epic.
Centered around the moral that cream will rise to the top, that you may someday
get what you deserve, Fulghum states that this is “why adults play the lottery
with such passion.”
Anyway,
back to the story . . .
The teacher was pleased with the students’ choice as it was easy to stage and allowed for the adding of parts so that everyone could be in the play. After that is, except Norman.
Norman had kept himself separated from the selection process, not surprising, really, when you considered that he was a little different and often teased by his classmates. So when the teacher asked what Norman was going to be he replied, “… the pig.” When the teacher reminded him that there was no pig in Cinderella he said, “Well, there is now.” The teacher (one of those whom every good parent wants for his child), thought why not? And so it was that Norman became the pig.
Norman’s part was a walk-on in which he followed Cinderella everywhere she went. In full pig regalia, pink long underwear, a pipe cleaner tail, and a paper cup snout, his expressions reflected her triumphs and sorrows much like “some silently supportive Greek chorus.” When the prince finally placed the glass slipper on Cinderella’s foot, Norman . . . the pig …went wild with joy, dancing on his hind legs and breaking his vow of silence…by barking. Explaining that pigs don’t bark the teacher was not surprised when Norman explained that this pig barked.
The presentation was a hit.
Care to guess who received a standing ovation during the curtain call?
Of course, none other than Norman, the barking pig…the real story of Cinderella.
Commenting on this story, Fulghum explains that “the passive, helpless, waiting version of Cinderella is poison. Even God is more likely to help those who help themselves. Norman, the barking pig, is my idea of Cinderella. The teacher who recognized him is my idea of royalty.” Most powerful, though, are his final words,
"To insist on one's place in the scheme of things
and to live up to that place.
To empower others in their reaching for some
place in the scheme of things.
To do these things is to make fairy tales come true."
So, just what does Norman have to do with adults’ refusal to be good role models for their children? Everything. Although at first glance Norman appears to be one of those children who simply does not fit in, we need to ask ourselves how he came to be this way. While many of the reasons advanced will center on Norman and his perceived deficits, isn’t the truth of the matter that adults, in some way, have failed as his role models? Who sent the message that Norman wasn’t good enough to be a prince, or even a pumpkin? Who allowed Norman to be teased by his peers? Who reinforced Norman’s feeling that he just didn’t fit in? And finally, who failed to set an example that Norman could follow? Perhaps it was his parents or those of his classmates, perhaps some relatives, maybe a few of his teachers. Regardless of the specifics the answer is undeniable, somewhere along the way adults failed to establish the conditions and set the examples needed for Norman to feel unconditional acceptance.
Sometime in our lives we have each known a Norman. That special child who, despite the lack of familial role models, insists on his place in the scheme of things and truly lives up to that place. As educators having to account for test scores and achievement we want a quick fix, looking to catalogs for programs which will provide an easy prescription so that we can get on with the business of teaching facts and figures. However, many caring educators have come to recognize that such a singular method does not exist; that teaching the spirit is as important as educating the mind, and that it is up to each one of us, individually and collectively, to facilitate the circumstances that will encourage resiliency and determination in youth.
It is undeniable that most educators are nurturers. Whenever we see a child hurting it is our first reaction to want to fix the problem, to take away whatever is causing the pain and replace it with our perception of what will assuage the child’s feelings. Although done with the best interests of the child in mind it also sends the message that her happiness is dependent upon others; that she is not capable of interacting with and improving the situation and, as such, deprives her of the joy that accompanies personal accomplishment. Norman’s teacher understood this. Rather than comforting him when it appeared he had not gotten a part, the classroom environment she had created empowered him to use his resources, to draw upon his strengths to make a positive contribution to the classroom community.
This small story contains many wonderful implications for educators dealing with students whose lives lack adult role models. The beauty of its recipe is in the similarity to great-grandmother’s cooking; you take a pinch of this and add a handful of that with the ingredient amounts varying according to the situation. When necessary, you can even add extra spices to suit someone’s particular taste. Although taking far more time than buying something ready-made, the results are well worth the effort. The following paragraphs contain a list of essential empowerment ingredients. Feel free to experiment with amounts and to add anything which improves the final product.
First to be understood is that we cannot control or force anyone to change his/her behavior. This is important with regard to both the children and their role models. While obtaining the help of social service agencies and mandating attendance at parenting classes might seem the obvious way to improve situations at home, these methods are often ineffective as many caregivers have no desire to effect any long-lasting change. They will do what is prescribed to avoid legal recourse but then fall back on their old ways.
In the absence of values-based care giving, children often turn to television and popular music as a means of entertainment. Without a moral culture upon which to evaluate what they see and hear, the “values” advanced through these mediums often supplant those which can be provided by appropriate models. As with any organism, too long in an environment causes it to adapt to its surroundings in order to survive. With regard to children and adolescents, the more time spent in a values depleted environment the more likely the individual is to turn to negative behaviors which are instantly gratifying. This, then, leads directly to the second component, establishing an environment and conditions conducive to empowering children to reach their potential.
For us to best help an adolescent or child succeed, we must establish an environment and conditions which allow them to do so. While we cannot make them follow a certain course, we can create a culture which encourages them to pursue a positive path despite the inability of some adults to act as models. The first step of this journey is for teachers and other significant adults in the students’ lives to step forward as both mentors and models. The saying, “What I am speaks louder than what I say,” was never more true than when working with youth. In the absence of positive familial role models it is imperative that young people have someone they can look up to, someone whose actions are based on sound moral principles and are worthy of emulation. This can also be accomplished through the sponsorship of special programs by schools and community organizations in which older citizens and mature students act as mentors for those in need. Through working collaboratively mentors can help create a framework much like the edge pieces of a jigsaw puzzle which, once linked, provide a strong support system and guide for the students’ journeys.
In addition to modeling, youth need also view their environment as one where teamwork, openness, cooperation, closeness, and most importantly, trust prevails. They need to experience the feeling of being a valued member of the group, one whose ideas and feelings are respected no matter what the circumstances. At the beginning of the school year, before academic learning is even considered, it is imperative that teachers spend time creating such a sense of community and belonging in their classrooms. Through cooperatively established procedures the children become stakeholders in this mini society, their well-being and that of others being interdependent. In such a community students are willing to take positive risks and assert their right to learn without fear of ridicule. It also allows the teacher to model the role of guide and caring facilitator as opposed to the dictatorships which are often seen in classrooms where the teacher has little control.
We must also work to ensure that each student’s need for power, freedom, and fun is met for it is through satisfaction in each of these areas that the student is empowered to achieve (Glasser, 1990). When a young person experiences recognition for his competence he is far less likely to resort to the use of a gun as a display of power. This, coupled with decreased weapons accessibility managed through better enforcement of current laws, would significantly reduce the number of gun related tragedies while still respecting individuals’ rights.
By giving adolescents the opportunity to make choices from among several options, their need for freedom is met under the guiding eye of a caring mentor. As mentioned in Brownlee’s article about the teenage brain (1999), this acknowledges the fact that the adolescent brain has not yet matured to the point of totally independent decision-making, but that helping students to positively exercise its capacity can build the neural foundations which will serve them for the rest of their lives. Fun can likewise be achieved through the establishment of a positive environment whose hallmarks are teamwork, closeness, and trust.
The final ingredients of this plan, although intangible, are perhaps the most important. No matter what specific course is taken, all adults involved need to pour their hearts into it. They must truly believe in and have a passion for what they are doing, for it is this passion that will be felt and ignite the possibilities that lie within each young person. And when these possibilities are realized, regardless of their size, they must be celebrated; a celebration in which all involved share the exhilaration of each other’s accomplishments.
Although simple in nature, the elements of this framework have positively impacted the lives of many youth. While some have occasionally wandered from the path, its values base has served as a compass, reorienting its owner toward a desired goal. By striving to meet the students’ needs, destructive actions are replaced with the constructive, resulting in a more positive outlook for all. Its true beauty, though, lies not in its ability to make up for that which is lacking, but in its power to motivate each individual
"To insist on one's place in the scheme of things
and to live up to that place.
To empower others in their reaching for some
place in the scheme of things."
Be someone’s fairy
godmother . . . today.
Q1 Comment on the 6-year-old with a telescope and his interest in abstract ideas. How unusual was he? Have you encountered students with similar focus and reasoning abilities? Discuss.
The story of the boy and his telescope illustrates the true wisdom and gifts of a small child. His conversation, with its straightforward analogies, reflects a simple truth unobstructed by the filters of experience which often cloud our perceptions as we age. Wonderful as the school experience may be for a child, it often acts as a funnel into which we pour our children, full of ideas, insights, and understanding. As they age we teach them “the right way” to do things, traditional means of thinking such as boys don’t cry. Like the funnel’s bowl, students’ fields of vision narrow as the years pass until their thoughts and actions become a narrow stream, standards of thought that conform to those of their elders. We rejoice when this happens, considering their educations a success, not realizing the potential cures of deadly diseases, prospects of peace, and discoveries that may have been sacrificed in the process.
Although not evident in all children of this age, I have witnessed their ability to think abstractly often enough to believe that it is an inherent quality; that its expression may lie in the listener’s ability and willingness to draw it out. So often our hurried lives cause us to be complacent with regard to our listening skills, accepting what has been said without asking “why” or becoming actively involved in the discussion. The marvels that can be experienced when we do take the time, though, are clear, as can be seen in the following.
A behavioral incident involving a particularly aggressive boy had occurred the previous day, necessitating my talking with a female classmate who had witnessed the event. Although unhappy with what he had done, she said she thought he had a good heart. When asked why, she replied that the “outside of a pineapple is all prickly, but when it’s peeled it tastes really good inside.”
Q2 Were you surprised to read that young children may be “ethically introspective citizens?” Discuss.
Having talked with many children of all ages, I have come to appreciate and look forward to their inherent curiosity, insights regarding ethics, and perceptions concerning a myriad of other issues. Listening to them has been a wonderful learning experience in the wisdom I have gained about how they view and interact with the world; information which has helped me better relate to them and their needs.
Recognizing that children possess the desire and ability to reflect on such issues should really come as no surprise. Consider the young child who is always asking her parents “why,” hoping to please the teacher by doing the “right thing,” accepting without question the existence of Santa Claus and the Tooth Fairy; this is a child whose mind is not yet cluttered by the mundane routine of daily tasks, one who is willing to think creatively, examining and accepting that which is not readily apparent.
As with many things, perhaps the issue lies not with children’s ability to be ethically introspective citizens, but with adults’ willingness to allow them to think and act in such a manner. This concept is wonderfully illustrated in the children’s book, The Art Lesson, by Tomie dePaola. Tommy loves to draw and does so with great abandon, making glorious use of color with his set of sixty-four crayons. In school he greatly looks forward to lessons with the new art teacher until, upon her arrival, he is given only one sheet of paper and told to copy what the teacher has drawn…with his eight-pack of school issue crayons. As role models and teachers we must take great care not to limit children, to reward them for copying only what we tell them; but to let them create and re-create using all sixty-four colors.
Q3 Do you agree that morality can be taught in all kinds of classes? Give examples from experience.
Considering that morality is as much a part of our daily living as breathing, we can’t help but teach it in the classroom. Even when teaching something as routine as double digit addition, a moral element is always present. From the example set by the teacher as he works with the child who "just doesn’t get it" to the youngster who is tempted to “borrow” her neighbor’s answer, morals are interwoven in every fiber of the class’ texture.
Going back to the relationship between breathing and morals, while the former is something we do without ever having been taught (much to our advantage!), our every action, reaction, and interaction is learned through life experience and instruction, both directly and indirectly delivered. Consider the teacher who patiently works with the confused child; supporting, using a variety of strategies, and encouraging along the way. Contrast this with the instructor who is impatient to get on to the next lesson, whose audible sighs of frustration and sarcastic comments convey his unhappiness to all who are present. While both may have taught the same subject matter, their actions have communicated very different lessons about respect and working with others.
Although what we do often speaks louder than what we say, there are also many opportunities for direct instruction of morality throughout the curriculum. Literature often serves as a springboard for the study of moral issues. This is illustrated by the first grade class who discussed humanity and organized a schoolwide benefit for the local food pantry after reading a story about the less fortunate. In my own music classes we often discussed issues such as ethics related to copyright laws and the courage to participate in musical endeavors despite peer pressure and the perception of sports as being the “cool” thing to do.
These examples are but a few of the possibilities for the study of morality throughout the grades and in various fields of study. The key to unlocking their potential is the teacher with a vision, the ability to recognize that which is possible, and a willingness to listen and encourage.
Q4 What was meant by the phrase encountered in your required reading: “We are all moral witnesses?” Describe an instance in the classroom when you were a good moral witness.
Describing ourselves as moral witnesses indicates our ongoing, active involvement in the process of examining our personal actions in light of accepted mores and truths as we perceive them. Not only does this process involve evaluating the effect of our actions on ourselves, but also how they affect others.
A personal instance of being a moral witness happened early in my career. One day, after constantly dealing with the misbehaviors of a particular child, I had finally had it. My patience had reached its limit and, although I was ready to let him have it with both barrels, something stopped me. Instead of yelling, we talked about his behavior, the choices he was making, and how they were making him feel.
Years later I happened to see the student one day while shopping in a local store. He had recently begun his own business which was growing by the day. He thanked me for taking the time to talk with him as it had always seemed that others just yelled, taking no interest in his thoughts or what he had to say. That conversation, he said, was the model he used for dealing with his employees…and building a successful business which continues to grow in profit and customer satisfaction.
Q5 Define courage. Tell of a youngster who has had the courage to stand up for his/her beliefs/values.
Courage is acting upon one’s moral belief in the face of adversity or popular opinion, recognizing that such action may incur displeasure or the loss of acceptance by a particular group or person one holds in esteem.
As assistant director of a high school marching band, we were having trouble getting the students to return in time to play after their free time. In an attempt to remedy this, we began having those who were late repay their time by remaining in the stands while the rest of the students were given their break. Not a popular consequence for the students, some of them became quite vocal regarding their opinions about the unfairness of this practice. Over the next weeks their negativity grew and threatened to challenge both that which had been accomplished and what was proving to be a winning season.
During practice one day things came to a head at which point one of the seniors stood to speak. Although a good player, he was also known to be a rebel; respected by many of those who had been sharing their negative opinions. As he began to speak all eyes were on him, no one quite knowing what he might say. With confidence he stood, faced his peers, and said that they were in the wrong, that there was a reason for having to returning from break on time, that they had made a choice and should abide by the consequences without complaining . . . for it was their choice. He then sat down, the discussion (and problem) resolved for the season.
I use this example often when speaking with various groups. Although years have passed since that discussion, the memory of this one boy’s courage never fails to touch me and inspire me to speak up for that in which I believe.
Q6 Comment on the discussion on Courage that took place during a 4th grade history lesson, as outlined in the required reading. Share an experience where your class spontaneously engaged in a moral analysis.
Although the reading focuses on the discussion, it is important to recognize that the teacher has continually worked on creating the type of environment necessary for such dialogue to occur. Students of all ages are reluctant to share their opinions, afraid of being wrong or, even worse, made fun of for their ideas. Such uninhibited discussions, as the 4th grade class’ exchanges about courage, require the supportive environment nurtured from the year’s start by a knowledgeable teacher. Characteristics of this environment are values and respect, both for each other and the ideas being expressed, and is the foundation upon which the effective teacher builds opportunities for a true learning experience.
The discussion described in the writing appears to occur in just such a classroom. Knowing her subject matter and the nature of her students, the teacher has formulated an open ended question in which students can immerse themselves, drawing both on their knowledge of history and personal experience. Throughout the discussion the teacher employs her most effective tool; listening. She resists the temptation to constantly guide the discussion and in so doing, acknowledges the students’ roles as learners with important ideas of their own. By acting as a facilitator she allows students to engage in ethical introspection, to fuse their ideas with those of others so as to continue building their own moral foundations upon which future actions may be based.
The students respond to the learning opportunity with an enthusiasm not seen in a more traditional classroom setting. After reflecting upon what has been said they add their own ideas, forging new connections between various moral issues thereby beginning to create a depth of understanding which rarely occurs in more traditional “book learning.” By occasionally rephrasing the students’ words into questions, the teacher gently nudges them toward higher levels of thinking, a challenge which they meet with great skill and insight. The beauty of this experience is that both the academic AND moral needs of the child have been engaged, something which needs to happen more often in today’s schools.
An event quite similar to that outlined in the required reading happened as my 4th grade music class prepared for the musical production, Tall Tales and Heroes. Filled with heroes from our country’s past, one of the students asked why there were no sports heroes mentioned in the musical. That simple question launched us into a discussion of what makes someone a true hero; a dialogue that lasted the rest of the period and involved even the quietest members of the class. Although the details have faded over the past thirteen years, the faces of those students and the emotion I felt as they spoke will be with me always.
Q7 How is a good person described at the end of the required reading involving A Bronx Tale?
A good person, as described in the reading, is continually self-monitoring his every deed, evaluating it in light of the values and moral bases which are the foundations upon which all of his actions are based. The good person is particularly sensitive to signals sent from both his conscious and unconscious selves, those that confirm the appropriateness of a behavior as well as those that sound an alarm indicating the necessity for further thought. In especially difficult situations the good individual questions his decision prior to acting; this ensures that it is not self-serving but in the best interests of all involved. Finally, despite any temptations, societal pressures, and less than pleasant outcomes which may result, the good person does not just think about, but acts upon his resolve.
Q8 What should a teacher do when she/he sees a student trying to get another student in trouble or somehow disrupting the class?
On the first day of school it is vital that the teacher set the stage for the year to come, prior to the seed of such an incident even being planted in a student’s mind. By greeting the children positively and enthusiastically, showing an interest in them as individuals, and working with them to establish mutually acceptable procedures and consequences, the potential for negative incidents is greatly reduced. Although taking the time to establish such a community may delay the start of academic instruction, its benefits may be seen in increased cooperation and learning with fewer difficulties as the year progresses.
The first thing a teacher needs to do in a disruptive situation is to maintain a calm presence, refraining from the sarcastic comments and the loss of temper which can be such a common response. A quick assessment of the situation is then in order during which the teacher draws upon his understanding of children and the reasons they behave in certain ways. Into this assessment the teacher must inject his knowledge of the student; her background, her likes and dislikes, friends, anything which may be happening in her life. Although maintaining calm and assessing the situation may be immediately accomplished by many, only the teacher who has taken time to establish rapport with the students has the tools necessary to positively resolve the situation.
Based upon the teacher’s assessment and previously established procedures, s/he acts, always looking for the simplest non-confrontational means of resolving the incident. The teacher who has built a relationship of mutual trust and respect can often do this through simple eye contact or a gesture of the head. Should the disruptive behavior continue the teacher calmly progresses through the established procedures; procedures designed not to be punitive but as experiences through which the student can learn to better their actions and responses. Throughout this continuum it is important that the teacher interact with the child as privately as possible without argument or raised voices. By doing so the teacher sets an example of moral integrity and lets the student experiment with improved behaviors while concurrently allowing her to save face.
While the busy life of a classroom is not conducive to the teacher abandoning his lesson to privately conference with a student, it is important to take time later to listen to his needs and concerns. So often it is not WHAT was discussed, but the fact that a teacher was willing to take the time to listen that makes the difference. Other school staff members, a counselor or favorite teacher, may also be invaluable resources in talking with and listening to the student. By working together in a manner that preserves the dignity of all, everyone . . . most importantly the student . . . wins.
Q9 The Harry Singer Foundation pilot project, Dream Machine, White Hats and Problem Solvers are based on the premise that students have the capacity to act responsibly, interact with adults in the community, and make mature decisions. In light of the article by Shannon Brownlee regarding the development of the teen brain, do you think the Foundation may be giving teens too much credit?
It would almost appear so, until you read two short segments within the article’s text. The first states, “The brain’s capacity for growth through adolescence may also indicate that even troubled teenagers can still learn restraint, judgment, and empathy,” while the second reads, “Kids who exercise their brains, in effect, by learning to marshal their thoughts, to measure their impulses, and to understand abstract concepts, are laying the neural foundations that will serve them for the rest of their lives.” These excerpts indicate that, despite brain research indicating otherwise, teens can be guided by caring adults in developing the positive attitudes and values necessary in creating a more humanitarian society. Dream Machine, White Hats, and Problem Solvers is a wonderful example of the type of healthy exercise in which teens may become involved to build the neural foundations necessary to create a more giving, compassionate world.
Q10 If you think your students are capable, will you engage a group in one of our pilot projects? If not, why not?
As I am always looking for worthwhile experiences which will benefit our students throughout their lives, I would eagerly anticipate any which would be age appropriate!