Minnesota Prairie Roots

Writing and photography by Audrey Kletscher Helbling

Trying to sort through educational options February 16, 2011

Filed under: Uncategorized — Audrey Kletscher Helbling @ 8:54 AM
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I’M UNCERTAIN WHETHER I should admit this given I could be labeled as a “bad parent.” But I’ll risk criticism.

I am weary/tired/exhausted from trying to figure out every detail that goes into educating today’s child.

Can you blame me? I’ve had children in school for 20 years.

So…, given that, I felt a sense of relief last Thursday evening when my husband and I walked into Faribault High School to help our 17-year-old register for his last year of high school. I’m not sure why we had to be there, except to sign the registration paper. Our son knew, for the most part, what classes he wanted. He input the information into a media center computer without our assistance and questioned aloud why he couldn’t register online from home. I wondered too.

His Dad and I waited and pulled a few books from the library shelves. I scanned the magazine shelves—O, the Oprah Magazine; People; and periodicals about cats and dogs. I yawned, more than once. I was tired and really hadn’t wanted to venture outside on such a brutally cold winter night.

But I am the parent and this was required of me, to be here. I also had questions about AP classes, PSEO, SAT, PSAT and CLEP. Acronyms. So many. So much to consider and decide regarding my son’s education.

I’ve been pushing him to earn as many college credits as he can in high school. I know he’s capable and I also know he won’t get as much financial aid as his sisters given we have only one dependent now.

If all goes as planned, meaning he scores well on Advanced Placement tests, successfully completes several college classes and passes College Level Examination Program tests, my son should have a good semester of college behind him when he graduates from high school.

But we’re still trying to sort through the process, and it’s like panning for gold.

© Copyright 2011 Audrey Kletscher Helbling

 

The President’s speech: salmon, Sputnik and nation-builders January 26, 2011

Filed under: Uncategorized — Audrey Kletscher Helbling @ 10:17 AM
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President Barack Obama in Minneapolis in September 2009.

DID YOU LISTEN to President Barack Obama’s State of the Union address? And, if so, what did you think?

I can’t exactly put my finger on it, but the whole speech seemed more lackluster than your typical Presidential annual summary, although Obama certainly tried.

Political commentators attribute the noticeably subdued reaction among attendees to the fact that Republicans and Democrats sat jumbled together rather than each party in its distinct spot. I agree that one would be more hesitant to strongly react to a Presidential statement when seated with members of the opposite party than when sitting with your own crowd.

On to the speech…Obama tried to convince Americans numerous times that our nation is now on the road to economic recovery. “The economy is growing again,” he said at one point.

I see some glimmer of that, but I don’t think the current situation—with the unemployment rate hovering around 9.5 percent—is quite as bright as the President believes.

“America still has the largest most prosperous economy in the world,” Obama told us. Right or not, I don’t know. I hope he’s right, but I’m no economist.

He offered encouraging words: “The future is ours to win…but to get there we can’t just stand still.”

President Obama outlined steps to move our country forward via innovation, investment in education, rebuilding America and controlling spending.

His call for clean energy and improving our infrastructure with a high-speed rail system are nothing new. I’ve heard this all before and, although the ideas are good, I question whether independent “I-love-my-car” Americans will embrace electric cars and high-speed rail. Geographically our country is much larger than nations with successful lightning-speed rail systems. And how, exactly, will this be funded?

“Innovation is how we make our living,” the President said as he defined his first step in building a stronger country.

ONE OF HIS MORE MEMORABLE QUOTES: “This is our generation’s Sputnik moment.” Sputnik, for those of you who haven’t a clue, was the first earth-orbited artificial satellite launched by the Soviet Union in 1957. I thought America had its moment when we landed on the moon.

I liked the President’s statement that “…the winner of the science fair needs to be celebrated,” although I find it odd that he compared such recognition to Super Bowl winners. I’ve long thought those who excel in academics deserve the same recognition as those who excel in sports. But I doubt you’re going to change an entire society’s attitude. I mean, will local newspapers devote a whole section to academic achievers like they do to athletes? I wish they did, but it’s not going to happen.

When addressing the topic of education, Obama called for Americans to treat teachers with the same level of respect as teachers in South Korea, who are called “nation-builders.” Yikes. That word choice really, really bothers me. That, in my mind, produces an image of students in uniforms and teachers drilling science and math into students’ heads. I’m sure the President did not mean it that way, but that was my honest, first gut reaction.

As the President discussed streamlining government and curtailing government spending, he informed us that salmon—yes, the fish—are regulated by two government agencies. That drew audience laughter and certainly made the point that reform is needed within government operations.

He proposed a freeze on annual domestic spending for the next five years.

“Our government spends more than it takes in,” Obama said. “That’s not sustainable.”

You think? And how did we get there?

Numerous times the President called for Americans—and specifically politicians—to work together. “We are part of the American family,” he said. “I believe we can, and must, work together.”

Yet, he recognized that differences will always exist and that such differences are part of the foundation of a democracy. “We will argue about everything,” Obama said. I appreciated that the President emphasized that point, that freedom of speech point.

“I know there isn’t a person here who would trade places with any other nation on earth,” our nation’s leader said toward the end of his speech.

Then he cheered one more time: “We do big things.”

And finally: “The state of our union is strong.”

IF YOU HAVE THOUGHTS on the State of the Union address, I’d like to hear them. What did you like or dislike? What did you believe or disbelieve? And how would you describe the state of our union?

© Copyright 2011 Audrey Kletscher Helbling

 

Back to school for tired teens January 3, 2011

Filed under: Uncategorized — Audrey Kletscher Helbling @ 10:25 AM
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JUST WHEN YOU THOUGHT the celebrating had ended, along comes today, Festival of Sleep Day.

I don’t know about you, but I could sure use some extra sleep. I never get enough. I blame that on aging and the necessity to get up nightly to pee, which disrupts my sleep.

But I don’t want to make me and my sleep issues the focus of this post. Rather, I want to highlight the topic of teens and sleep.

I made some interesting observations during the holiday break, when my 16-year-old son didn’t have to get up early and out the door to school. He was pleasant, actually pleasant. No crabbiness, for the most part. No disagreeable personality, for the most part. And, he willingly assisted with household tasks without resistance and complaining.

I liked, really, really liked, the teen who has lived here for the past 10 days or so. (That’s not to say I don’t like/love my boy. I do. But those of you who are parents of teens will understand exactly what I mean.)

So when this morning arrived and my son had to roll out of bed for his first day back at classes, I wondered which boy would greet me. It was the tired, I’m-not-happy-to-be-awake-this-early son. No surprise there given my high school junior stayed up late last night doing homework, although he said, “Not that late, mother.” I know what that means.

Let’s just say that he left his homework until Sunday, despite my strong, very strong, suggestion that he work on it earlier in the week. I’m going to derail again here and ask, “Why do teachers assign homework over holiday break?” Honestly, are they working on work when they’re on vacation? Maybe. My guess would be most likely not.

ANYWAY, BACK TO THAT SLEEP TOPIC. To my son’s credit, he slept in only until 10 every morning of break except for the first day and the last two days. Typically, he would slumber as late as he wished, which would be until about noon. But this time, this vacation, he set his alarm for 10 each morning and I give him credit for that self-discipline.

His dad and I have, for a long time, encouraged him not to sleep in so late, especially on weekends, because that just throws off his whole sleep cycle. He never understood that, up until now.

Based on my teen’s mood and sleep pattern, I’m convinced that, for him at least, starting school at about 9/9:30 a.m. would be a better physical and psychological fit. I’ve read and heard repeatedly that teens would do better with that later school day start. I can’t cite those sources right off the top of my head, but if you research the topic, you’ll find the studies to back up that statement. (Or just come and live at my house for awhile.)

I’m not holding my breath waiting for a change in high school start times locally. I don’t think that will happen, and certainly not in the next 1 ½ years, when my 16-year-old would benefit.

Once my son is off to college, I expect he won’t take too many 8 a.m. classes. But that’s OK. Then he can adjust his schedule to his natural sleep patterns and needs. Even without the teenage factor, he’s more of a night person, than a morning person.

That brings me full circle back to today and the Festival of Sleep Day celebration. I have no idea where this fest originated and had not heard of it until yesterday. But I think I’ll celebrate this afternoon by, maybe, taking a little nap.

© Copyright 2010 Audrey Kletscher Helbling

 

What should we discuss at parent-teacher conferences? October 20, 2010

Filed under: Uncategorized — Audrey Kletscher Helbling @ 8:19 AM
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AFTER THREE KIDS and 20 years of attending parent-teacher conferences, I realized Monday evening that my husband and I are in the home-stretch. We have only three more conference sessions before our son, our youngest, graduates from high school in 2012. Yeah.

It’s not that I dislike conferences. It’s just that I feel such meetings are not always as productive as they could, should, be. Our kids have done well in school, so grades have not been an issue. We are thankful for that. Teachers have always offered high praise for our children. We are thankful for that. Our kids have always been respectful and well-behaved. We are thankful for that too.

But that leaves us with a bit of a dilemma. What do we discuss at conferences?

At Monday’s sessions, I decided to focus more on our son’s future, asking about his passion for subjects, trying to get a feel for possible career choices. He’s already decided on a career in computers. But, as parents know, young adults are apt to change their minds more than once before settling on a specific career path.

Based on the input teachers gave me, my boy could succeed in many areas. He’s gifted in math and science. I already knew that. Sometimes, though, it’s reaffirming to hear from others.

I also inquired about advanced placement classes and testing. Such opportunities never existed when I attended high school, meaning I’m uninformed. If all goes as planned, my son should have college credits on his transcript when he graduates from high school.

And, yes, our conferences did include discussion about his grades, current classes and participation. I often ask teachers, too, what they are teaching because my teen certainly doesn’t inform me.

My spouse even suggested that one teacher enlighten his students by taking them on a field trip to the next-door college. He made the same suggestion to the same instructor two years ago. The educator seemed non-committal and, as we walked away, we wondered why he didn’t enthusiastically embrace an idea that seemed so clearly beneficial to students.

That all leads me to wonder, what do teachers expect from conferences?

What don’t they want to hear? A retired elementary school teacher recently told my husband that he didn’t like the accusatory “It’s your fault” words delivered by parents seeking to affix blame. In his later years of teaching, parents were becoming less respectful and more accusatory, he said.

So that leaves this whole topic open for discussion. If you’re an educator, what would you like parents to ask you at conferences? What do you want to talk about? What would you really, truly, like to tell parents?

If you’re a parent, what do you expect teachers to share with you? What would you really, honestly, like to ask them, or tell them?

© Copyright 2010 Audrey Kletscher Helbling

 

It’s OK if you don’t have pickle bumps September 23, 2010

Filed under: Uncategorized — Audrey Kletscher Helbling @ 8:00 AM
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I’LL ADMIT TO MORE than a bit of skepticism about a children’s picture book titled Pickle Bumps for Baby Dill. “What kind of book is that?” I wondered before calling the author, Bob Fulton.

Well, exactly as the title suggests, this is a story about Baby Dill, a pickle born without bumps. But that’s not all. You see, after speaking with Fulton and upon reading his book, I learned the real purpose. And it’s much more than a story about cute, talking pickles.

Fulton delivers a strong message via the Dill family and Baby Dill’s friends. The message: “It’s OK to be different.”

That’s a message especially fitting for this time of year, the beginning of school.

I would speculate that many students have, in recent weeks, felt like they don’t quite fit in with their classmates. Maybe they aren’t wearing the latest fashions. Maybe they’re in a new school, struggling to make friends. Maybe they’re shy, quiet. Maybe their hair or their skin is the “wrong” color. Maybe they’re struggling with learning.

Maybe, like Baby Dill, they wonder why they are different from everyone else.

Fulton addresses that concern, which leads the Dill family on a shopping trip for pickle bumps. In the end, Baby Dill decides, with the support of his friends, that he would rather remain bump less.

While Fulton’s story has a positive ending, I know that isn’t always reality. In real life, kids bully, tease, make fun of, pick on, humiliate—whatever words you want to choose—those who are different. For all too many kids, there are no understanding friends to stand by and support them.

A book like Fulton’s offers encouragement. “We like you just the way you are,” Baby Dill’s friends tell him. That’s a message that needs to reverberate through-out our schools, our homes, our communities.

Pickle Bumps for Baby Dill would be a good addition to any elementary school classroom or library. While aimed at preschoolers and lower elementary students, the story also appeals to 10 – 12-year-olds, Fulton says. Having experienced bullying myself while in junior high school, I applaud any efforts to help students, parents and teachers address the issue.

The college educator—he taught chemistry for 39 years at St. John’s University and The College of Saint Benedict—has even added a list of 12 questions at the end of his book to prompt discussion.

He shares, too, that his book evolved from telling stories to his grandchildren and a specific request from his youngest grandson to “Tell us a story about a pickle.”

Fulton did and then put his tale into writing in Pickle Bumps for Baby Dill, published by Pickle Bump Press. Melissa Meyer, originally from Saint Joseph, Minn., illustrated the book.

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AS A SIDE NOTE, please be aware that October is National Bullying Prevention Month. Check out the PACER Center Web site for information that can help you address bullying. Perhaps by working together, through understanding and listening and empathy, we can help reduce the bullying that is all too prevalent in our society, especially in our schools.

© Copyright 2010 Audrey Kletscher Helbling