A Teacher’s Guide Guatemala Kellie Clay Shiomara Larriu Margo Percevault
A Brief Look Schools
Resources Documents Sources
Table of Contents 4-13 14-55
56-61 62-74 75
A Brief Look Into
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Guatemala
Some Facts
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About the size of Tennessee Population: 14.36 million Highest infant and child mortality rates Most malnourished Rampant severe hunger Lowest life expectancy Rainy and Dry Seasons
ECONOMY
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• Guatemala is considered to be a developing country that "has one of the most unequal income distributions in the hemisphere" (U.S. Department of State, 2010) • “63% percent of the population lives in extreme poverty. In this mostly rural, agrarian country, two percent of the population owns over 64 percent of the arable land” (Hong, pg.3).
Immigration
Approximately 1 million Guatemalans live in the United States. “Estimates between 6,000 and 12,000 new immigrants arrive in the United States via Mexico each year�(Smith, 2006, pg.1).
“I came with my cousin when we turned 18, my parents didn't know until a year later. I had to escape the violence, if I had stayed I would have died.”
“We are a family no matter where we may be living in the US, Guatemala, or anywhere in the world, we will always be a family.”
Instability
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Civil War Modern day Guatemala comes from a history of violence, mainly from the Guatemalan civil war which began in the 1960’s and did not end until 1996. Although a peace agreement was made at the end of the war, violence is still a problem in Guatemala. The rural population suffered the most violence during the war. There were approximately 200,000 deaths and thousands fled the country seeking refuge. Genocide (1981-1984) Many people during this period decided to leave the country due to genocidal violence, economic and political instability, poverty, by force, or for a better life. Violence Against Women The number of Guatemalan women killed each year is on the rise. Two reasons includes: authorities fail to investigate cases, and hold people responsible for their actions and survivors are too afraid to speak up.
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Las Escuelas
P U B L I C
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March 2009: Pueblo Modelo Escuela 4th Grade Classroom Parents who are unable to send their children to a private school send them to the closet public school. Many times children who are unable to go private school, do not complete elementary school. For example, at Pueblo the breakdown of students attending (2009) was:
Pre-K&K 3 Teachers st 1 Grade 4 Teachers 2nd Grade 2 Teachers 3rd Grade 1 Teacher 4th Grade 1 Teacher 5/6th Grades 1 Teacher
97 Students 120 Students 43 Students 33 Students 28 Students 30 Students
1 Classroom 2 Classrooms 2 Classrooms (1 inside and 1 outside) 1 Classroom (Not all students have desks) 1 Classroom in a shack away from the main building 1 Classroom (Grades are combined)
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P R I V A T E
March 2010: Rayito de Luz Private Special Education School Rayito de Luz, a special education school in Guatemala is the complete opposite than public schools. Teachers at Rayito try to maximize student learning, by being the best teachers they can be. Some of the teachers mentioned how they have also “learned Braille and sign language to be able to teach all of their students.” Teachers here also extend their passion by teaching neighboring schools and communities about the importance of education for children with special needs. One of the teachers mentioned, “There are some people who end up crying during our training.” The teachers find ways in order to make their views more realistic for people without disabilities (for example: they will use blindfolds, derogatory name necklaces (where the wearer can only be called by that name), or they will tie their hands together and have their audience complete a task. These teachers have also used similar teaching techniques found in the US (some examples include: a school-wide morning meeting, sensory integrations, big books, and manipulatives).
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Rayito De Luz Left: The teacher leads the students to learning about tortugas (turtles) during a morning meeting. She then passes around the shell for all students to feels and look at closer. The girl holding the plastic turtle is blind, and she is able to share this experience by first feeling the model and then the actual shell.
Above: The teacher is working with a student by reading a sensory integration text. The teachers created this book to help students make further connections to their world through written text. There are many teachermade materials to help the students learn.
“The kids that drop out of school in Guatemala could be for several different reasons. They may have to go work in the fields to help support their families; some may work on the public transportation helping the drivers pick up the passengers. There have been kids pulled out of school to help their mothers with younger siblings, to take the fathers’ warm lunch every day in the fields, etc. Some families just may not have enough money to buy the needed school supplies. If the school requires uniforms, some families cannot afford this either, so the children therefore do not attend school.�
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Compared to public schools in Guatemala, private schools in Guatemala are more similar to schools in the US.
Public Schools in Guatemala are open from 7 am – 12pm. Schools close at this time because they do not feed lunch to their students.
Private schools in Guatemala are open from 7am -3pm. Because parents are paying for their children’s education, schools are able to afford feeding lunch to the students. Parents tend to be more involved in their child’s education. Private schools also tend to have more resources available to their students than public schools.
Suggestions Be aware of our students. Students come in with different experiences and knowledge. Students may require time to adapt to a new school schedule (different times). Parents should be made aware of the school day. This will also prevent parents from dropping students off late or expecting students home earlier. Understand some parents may be more “involved” than other parents. Give tours to new parents and teachers about the school day and programs in the school. Do not just tell the parents about the different activities and programs - allow them to visit and see what they provide student and parents with (EX: Extracurricular activities, afterschool care, tutoring, supports, etc). Ask parents about child’s previous education and previous teaching methods they have experienced. Explain your philosophy, and how you run your classroom.
M I L E S T O N E S
“In Guatemala, parents do not put their newborns or infants on the floor, because the ground is dirty.� Children coming from Guatemala may need constant support and practice to enhance their development.
Explain to parents typical milestones in the US for children. Demonstrate techniques to parents in order to help them work with their children.
Above: Alexa weighs 12 pounds at 18 months Below: HIM Volunteer, Margo Percevault, is talking to Adiel, a loving boy, who is unable talk or walk due to severe malnutrition.
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M A L N U T R I T I O N
The Nun who runs Centro Nutricional in San Jose, Guatemala shows volunteers images of before and after pictures of children who have been or currently are living at the center for treatments from malnutrition.
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There is a high percentage of people in Guatemala who experience malnutrition within their lifetime. It is important to work with parents and children on a healthy nutritional diet throughout their lives if you suspect an unhealthy diet within the family. It is important to focus on what and how much people should be eating. A way to help parents would also be to provide a resource with locations in the community where they can save money on nutritional foods. Another idea is to break down their expenses to see how much money they are spending on unhealthy versus healthy foods.
S P E C I A L
E D U C A T I O N
Volunteer Teachers’ Reflections: Teaching in Guatemala “After visiting one of the special education schools, we shared PECS strategies and materials to be used with students that are non-verbal. She was brought to tears. It was humbling to me, there is so much we take for granted.” “The teachers at Rayito de Luz were full of energy and happiness. However, the teachers at Nuevo Dia didn't seem like they wanted to be there.” “Often times, when children have special needs they are tossed to the side – there are very few places in Guate for students to go to to receive special education.” “The things that most shocked me were the lack of supplies and how so many children with special needs are basically discarded.” “One of the things that I found most upsetting was the fact that no one thinks twice about students with disabilities going to school here in the United States. They go pretty much just like every other kid. There it is a luxury to even go to school let alone have a school that will take you if you have a disability.”
Be aware of parents’ feelings towards special education; build a trusting relationship with parents. Explain to parents the resources available to children with disabilities in the United States. Give parents an overview of IEP meetings prior to the meeting and what might be said as well as what insight they can provide about their child. Schedule the IEP meeting when the parents are available, and enter the meeting with the family.
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S P E C I A L E D U C A T I O N
S u g g e s t i o n s
Collaborate and guide parents with strategies for helping their children when they are not at school. Use resources available to parents on an everyday basis. Use appropriate terms and language so parents understand. Have a specific method for constant communication.
B E H A V I O R
“I was shocked by how relaxed things were. How some kids were just off playing and no one was really watching them. They were very independent and doing their own thing, when maybe they should have been in class.” “Guatemalans have a collectivistic culture; they are expected to behave.” So, when working with students from Guatemala, be clear that students may not have experienced behavior management strategies. Explain to students your expectations Explain and post classroom rules Find a strategy that works for this student and stick with it Find out student interests and motivation Develop a Behavior Intervention Plan if needed Provide extra supports in both languages “A weakness for [Guatemalan teachers in Guatemala] is the lack of a good training program in education, in particular prior to beginning of their career.”
M A N A G E M E N T
G R A D I N G “Students in Guatemala are not graded like the students in the United States. They do have homework, and some projects. However, in Guate the students are tested two to three times a year on ALL of the material at the end of each marking period.”
IN GUATEMALA A 91-100 (Excelente, Excellent) B 80-90 (Muy Bueno, Very Good) C 51-79 (Bueno, Good) F 1-50 (Reprobado – Fail)
S Y S T E M
To Do:
“I was what you would call an ‘Astudent’ in Guatemala City, here [United States] they made me hate school. As soon as I came, I was placed in an All-English classroom where I stayed for one year. My dreams of going to college and becoming a doctor were crushed.”
Make Grading Clear o To Both Students and Parents How They Are Graded Projects Homework Tests Effort Progress Current Grading System Meaning
“In Guatemala, parent-teacher conferences take place after students take a cumulative test (2-3 times). The parents of all the students meet with the teacher at the same time, where the teacher speaks to the parents. The teacher then distributes student grades to the parents. Parents respect the teacher, and do not speak out against anything the teacher has to say, since many parents did not complete many years of formal schooling.�
P A R E N T - T E A C H E
What To Do: Establish trust Know the best medium for communication Inform parents how they can become involved in their child’s education Inform parents ahead of time how conferences are run Allow parents opportunities to talk about their children and the curriculum If parents cannot meet during the time slot or at the school, meet with parents at their home when they are available Trusting translators & knowledge of dialects Use language appropriate for parents to understand Provide transportation if needed by parents Remind parents to meet with the ESL teacher if receiving ESL services
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C O N F E R E N C E S
I N V O L V E M E N T P A R E N T
“Since classrooms tend to be cramped, and parents tend to have limited education in Guatemala, many parents do not become actively involved.”
“I try to help my children with their homework, but they are learning in ways I have never learned before.”
“Education is not necessarily a priority [in Guatemala]. However, in the places I went to, I think that basic survival is.” What To Do: Provide parents with resources/training on the curriculum Plenty of options for getting involved inside and outside the classroom Allow parents to visit the classroom Translated Homework & Documents Parents can help in Spanish Understand family values, needs, and desires Encourage continued use of their L1 at home
July 2010 Volunteers distribute oil, flour, and corn to families affected by Hurricane Agatha in Guatemala in “Tent City.� Children are also collecting these items for their families.
C O M M U N I T Y
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A member of the community volunteers at Rayito de Luz, a special education school in Guatemala. He visits and interacts with the children throughout the school day.
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“The communities in Guatemala were strong and perseverant. The people are kind and wonderful. I cannot say enough great things about the people of Guatemala. Although they may not have a lot of ‘things’ and often are missing necessities, they are happy.”
Guatemalans value their family, friends and communities tremendously. This is a great resource for teachers to know. Explain to parents and students how the classroom and school is another community Provide ways and examples on how parents can become involved (in the classroom, home, and community) Create projects which involves the community Be aware of community events, resources, current events and provide information to students and parents Be understanding to family and community needs Use the community as a resource for help within the classroom (translators, aides, support, lessons, etc) Be flexible, students may have a hard time with due dates; since family or community needs may take precedence over school work.
“Community seems very important and strong in Guatemala. People seem to take care of one another. In Guate they have stronger family relationships, especially with extended family.”
“I know some very basic Spanish, so I did face a language barrier to a degree. However, I was persistent in trying to speak the language and the people there were patient in trying to speak to and understand me. Since there was the language barrier I used tons of gesturing, facial expression and attempting to find similar Spanish words, oh and tons of modeling!”
“At times I felt that this was a great barrier to my ability to communicate with the children. It is hard to teach when communication is limited. As time went on, I found that a lot can be communicated through gestures and pictures and, of course, the universal language of ‘play’.”
“I would attempt to be more aware of how the materials are being presented. Teaching is primarily languagebased. If there is limited English, it is important to infuse the instruction with pictures, diagrams, and demonstration. I would begin to learn the language to help with the transition.”
Language Barrier
Reflections: Teaching in Guatemala
“The children speak the language of the world; play and laughter.”
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L a n g u a g e
B a r r i e r
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S u g g e s t i o n s
Translator (Human or computer; Google Translate will actually say the word you are looking for. You will have to be careful when using the computer because it is not always accurate). Pictures, Video, Posters, Displays, Media, Graphic Organizers Modeling, Practicing, Group, Partners, Individual, Repetition Authentic learning for the students Relate to prior knowledge/culture Incorporate aspects of SIOP lesson plans as much as possible Focus on all aspects of English proficiency; reading, writing, speaking, listening when teaching students Gestures, Body Language, Tone of Voice, Pacing, Wait-time Allow students to do work in Spanish and then try doing it in English (a way to get ideas down on paper) Allow the use of the first language, teachers may become more familiar with common phrases, or cognates. Record sessions, or collect work and allow someone to translate later that day.
T E A C H E R S
Reflections: Teaching in Guatemala
A M E R I C A N
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“I taught a lesson at Pueblo in a room with no roof, 100 degree weather, dirt floor with nails and broken glass scattered throughout, and we used cinderblocks as seats. I am not completely fluent in Spanish, but my lesson was taught entirely in Spanish, and despite the environment, was one of the best I have ever taught.” ●
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“There is no comparison between the schools in Guate to schools in the US. Even schools, where supplies may be in short supply have more than the schools in Guatemala.” ●
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“Some strengths the teachers displayed were being so kind and genuinely caring about the kids. I think the biggest problem was the lack of resources. The kids wanted to be there and the teachers wanted to teach them, but that is really hard when you do not even have enough desks for your students. I was shocked most by this fact.” ●
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“My overall impression of the schools, though very dedicated, is the limited skills of the teachers. Their resources are very limited and they come into the classrooms with no training. The schools and many of the strategies reminded me of the schools here in the United States from the early 1900’s.”
RESOURCES
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When working with students and parents from Guatemala it is important to realize all students will come in with different experiences with technology and resources. Some students may have been able to work with technology, whereas most have not. Many teachers in Guatemala become resourceful and will teach using common everyday items. Students in the US have also stressed their concern with a lack of resources about their own culture in the classrooms. Suggestions Be patient when helping students with resources, we can’t assume they have had the same experience as all our students Teach both parents and students how to use the technology found in the classrooms and homes Ask students and parents what technology they have been able to use, and what technology and resources they have at home Find resources for students about their own culture Invite parents to teach the class about Guatemalan culture ●
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“The experience was life changing. Extraordinary. Things that were important before have no meaning now. Little things are much more appreciated. The recognition that I need much less than I have is very apparent. I told a group of teachers that I never again wanted to hear that they didn’t have enough “stuff”. I told them they don’t know what not enough stuff means! They didn’t like that very much.” ●
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Literature
Kristine L. Franklin & Nancy McGirr (Editors)
“I wish I knew more about Guatemala; except well the schools don’t really have resources about Guatemalan culture, tales, stories, famous people in America, nothing really. Even the internet does not have tons of information about the culture; it makes me wonder if their culture is really all that different than ours…”
Parent Notification Letter
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ESL Services
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Guide Resources A special thanks for all interviewees who have contributed to the success of our project. We could not have been able to do this without your generosity and time. We greatly appreciate being able to learn your culture through your eyes. Volunteer experiences, interviews, readings, and concepts discussed within all of the ESL classes offered at Arcadia University also contributed to ideas and suggestions for teaching practices. Carden, K. (2010). Violence against women goes unpunished in Guatemala. VCU Capital News Service, Retrieved from http://www.groundreport.com/Politics/Violence-Against-Women-GoesUnpunished-in-Guatemal_1/2919581 Davy, Megan. 2006. Migration Information Source: Guatemala: The Central American Foreign Born in the United States. Retrieved from http://migrationinformation.org/usfocus/display.cfm?ID=385 Echevarria, J, & Graves, A. (2011). Sheltered Content Instruction. Boston: Pearson. Esperanza. (2010). Guatemala-education. Retrieved from http://www.esperanza.de/eng/bildung_e.htm Gonzålez, N. (2010). Culture of Guatemala. Retrieved from http://www.everyculture.com/GeIt/Guatemala.html Guatemala-educational system-overview. (2010). Retrieved from http://education.stateuniversity.com/pages/567/Guatemala-EDUCATIONAL-SYSTEMOVERVIEW.html Hayes, C. The Guatemala Human Rights Commission/ USA, (2009). Guatemala's femicide law: progress against impunity? Washington, DC: Retrieved from http://www.ghrcusa.org/Publications/Femicide_Law_ProgressAgainstImpunity.pdf Hiller, P., Linstroth, J., & Vela, P. (2009). "I am Maya, not Guatemalan, nor Hispanic"—the Belongingness of Mayas in Southern Florida. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(3). Retrieved October 12, 2010, from http://www.qualitativeresearch.net/index.php/fqs/article/view/1361/2852 Hong, M. (2010). Guatemalan Americans. Retrieved from http://www.everyculture.com/multi/DuHa/Guatemalan-Americans.html Let's Go, Initials. (2010). Guatemala overview. Retrieved from http://www.letsgo.com/18443belize_and_guatemala-travel-guides-guatemala-%EF%BB%BFoverview-cultural_essentials-c Smith, James. 2006. Migration Information Source: Guatemala: Economic Migrants Replace Political Refugees. Retrieved from http://www.migrationinformation.org/Profiles/display.cf?ID=39 US Department of State, Bureau of Western Hemisphere Affairs. (2010). Background note: Guatemala Washington, DC: Government Printing Office. Retrieved from http://www.state.gov/r/pa/ei/bgn/2045.htm#political
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Everyone has a Different Story
Go Find It‌