Image provided by: The Confederated Tribes of Warm Springs; Warm Springs, OR
About Spilyay tymoo. (Warm Springs, Or.) 1976-current | View Entire Issue (April 7, 1989)
SriLYAY Tymoo Warm Springs, Oregon April 7, 1989 PACE 5 American completes, continues The American Indian Dance Theatre, the First national company of American Indian dancers and musicians, has just completed over 20 weeks of touring, performing in theatres throughout this country and overseas. Two tribal members, Lavina Colwash and Dancll Tailfcathcrs, re regular members of the Theatre and appear regularly with the com pany. The fall season began with engage ments in Seattle, San Francisco, San Diego, Santa Barbara, Los Angeles, Phoenix and Tucson, fol lowed by an eight-week run at the Casino de Paris in Paris, France. In February, the group toured New England, performing at Dart mouth, the University of Massa chusetts, the University of Connec ticut and in Maine and Vermont, f rior to several shows in Florida, n late February, members of the company traveled to the Persian Gulf and North Africa for a month's tour arranged by the US Informa tion Agency performing in Yemen, Qatar, Bahrain, Algeria and Morocco. In April, dates are booked in Italy, which will be followed by taping of the company's first televi sion special produced for "Great Performances" over PBS. The company, which began in May, 1987, comprises more than 20 dancers for each tour, represent ing numerous tribes from many parts of the US and Candada. The company was founded by producer Barbara Schwei and Hanay Geio gamah, a Kiowa Delaware, who is company director and playwright and adjunct professor in theatre arts Indian studies at UCLA. arm Pride Felt ' During the past five yearsi'I have watched your children develop their skills in all areas. Parents and community members who are ac tively involved in the school pro gram share my pride in the child ren's development. However, I have also listened to some people talk about their negative impression of how the children perform at Warm Springs Elementary. Many of these people remember a time when Warm Springs Elementary child ren had much difficulty getting along with each other and their teachers. From these memories, the assumption is made that the students still have the same level of difficulty. However, the memory and the current reality are not the same. Unfortunately, these memo ries fade slowly. The students have worked very hard to become an impressive group w Utility company sponsors safety program Kid Kare is a joint program of Pacific Power and the International Brotherhood of Electrical Workers (IBEW Locals 125 and 659). Patterned after a joint effort by Commonwealth Edison Co., Chi cago, and the IBEW System Coun cil U-25, the International IBEW organization packaged the Kid Kare (Kare with a "K") concept and began promoting it last year as a program IBEW locals should dis cuss witn employers tor joint imple mentation. The idea for a Kid Kare program teVrj Vs i&J My The Pacific Power Kid Kare program insignia, which indicates that help is available, a pointed out by Harm Springs Elementary students (left to right) Jacob Harding, Trevor Hurt ado and Desiree' S utter lee. H arm Springs Elementary principal Jane Westergaard-Nimocks (far left) and Pacific Power district serviceman Joe Palmeria stand with students. Indian Dance Theatre The Theatre presents traditional American Indian dances and music. All the dances are traditional and authentic, but have been given a new focus for the theatre. In mak ing this transition, however, the integrity of the dances has not been tampered with. The company continues to build. Teacher's Because of the overwhelming suc cess of the Institute of Excellence in American Indian Education in 1988 the Institute will be repeated in 1989. For five days in June, school teachers will have an oppor tunity to explore effective practices in Indian education. The Institute of Excellence in American Indian Education is set up to provide edu cators with the most up-to-date teaching materials, information, and strategies which can be applied and used in the classroom. The Insti tute's professional staff will pro vide current state-of-the-art activi ties that are creative and practical strategies to help Native American students become successful, edu cated adults. These strategies include: Using effective instruction al techniques; Using appropriate behavior management techniques; Integrating cultural information in the basic skills; Developing lan guage proficiency; Developing ef fective cross-cultural communica tion skills; Using effective moti vational techniques; Analyzing student behavior effectively; In corporating a variety of academic disciplines in the classroom. Fifty-six educators from through out the Northwest attended the first Institute. Comments include: "I really appreciate your caring, of children. Our school goals: -THINK SMART BE CREATIVE WORK IN HARMONY WITH OTHERS AND NATURE are the basis of all instruction and supervision in the school program. Student willingly engage in confer ences with their peers to solve problems and conflicts to achieve harmony and understanding of each other's feelings and needs. Conse quently, school is a comfortable and positive environment in which teachers and students work coop eratively to maximize learning. Let me tell you about three occa sions this month, when I was reminded of just how impressive the children are. I think it is impor tant that I share these experiences with you so that you, too, can feel the swell of pride your children at Pacific was brought to the com pany by Leroy Lingren, president IBEW local 659, as well as a Pacific Power district line foreman in Med ford. Kid Kare was seen as a natu ral extension of Pacific's existing Radio Help program and the com pany readily adopted it. In operation, Kid Kare and Radio Help are nearly identical; the key to each is Pacific's two-way radio communications network which can be used to summon emergency ser vice agencies. While Radio Help is targeted at the general public, Kid Kare is aimed specifically at school V III I ' - Li . JUM I . 3 -MM 7r" Springs El tour September 19 will bctheNcwYrok City premiere of a two-week engagement at the Joyce Theatre, to be followed in October by a tour covering Calgary, Spokane, Tacoma, Los Angeles, Tucson, Minneapolis, Dcs Moines, India napolis, Chicago and into Michi gan. Institute set openness and information. You affirmed my desire to provide students an atmosphere in which to participate actively in their learn ingnot a mass production fac tory. I am deeply and sincerely grateful." Another comment reads, "A lot of useful information, good inter action between participants, well organized. I was especially touched by those who feel that the work shop has changed their way of auvy 11(19 vuailKlu mill war VI teaching. I was impresssed by the ffnrt anH .inritt, nf ih. .;;,. a vi win vvi hi vi in v vi jlu int. ers and oresentors." The cost to attend the Institute is $300 which will include materials, lodging and meals at Crimont Hall, Gonzaga University, and college credit offered through Gonzaga University. The Institute is limited to 60 school teachers, or students working on their certification. To get on a direct mailing list, please contact Joseph Coburn, Director, Research and Develop ment Program for Indian Educa tion, Northwest R gional Educa tional Laboratory. 1-800-547-6339 or (503)275-9601 within Oregon; or Raymond Reyes, Director, Indian Education Research and evaluation Center III, Gonzaga University, 1-800-533-2554. evoke. The first followed an as sembly about reptiles that the John son CMalley Committee funded. The man who presented the assembly thanked me for the opportunity to work with our students, as he found them to be an exceptional group of children. Yesterday, I received the following note from him: "I would like to thank you again for the nice reception I received from you, the students, and staff. I have seen many schools and I must say that yours is one of those that stands out." Bill McCIay Wildlife Insights After our next assembly, the "All-American Magic Show," the magician told me that he had work ed before numerous student audienc es and was quite impressed with our students' polite and enthusias- age children who are being harassed, lost, bothered by strangers or need assistance of any kind. The Kid Kare program will use the same communication vehicles as Radio Help newspaper ads, radio commercials and bill messages as well as posters in local community schools. In addition to Pacific Power's name and logo, a bright blue, green and white Kid Kare decal will be prominently displayed on all of the company's yellow ser vice trucks to help children identify them as a place to get help. t , (stt f-9 g. pui'i-m pi ' ; 7 Smith receives Outstanding Dawn Smith, a teacher and counselor at Warm Springs Ele mentary School, was named the 1989 U S West Oregon Outstand ing Teacher and will receive the award at a luncheon in Portland on Friday, April 7. The Outstanding Teacher Pro gram is part of a $20 million, five year educational initiative under way in the 14 western states served by U S West. As the U S WEST Oregon Out standing Teacher, Smith will receive a $5,000 award and is eligible for one of three paid sabbaticals to pursue educational and professional development during the 1989-90 school year. Smith will travel to Denver Colorado where she will be joined by finalists from the 13 other states to be interviewed by the U S West screening committee to select the three sabbatical awards. "We think Dawn represents all teachers and their dedication to the profession very well," stated Mar sha Congdon, Oregon Vice Presi dent and Chief Executive Officer for U S WEST Communications. Smith's proposal was uniquely tailored to the community she serves t o , . 'Z?PuW lurdtf th year paid sabbatical, she will con- . . , , t,nue Portlon? of her counseling program ana design a unique counseling education program for . the Indian population at Warm Springs. Last year's Oregon Outstanding Teacher, Barry Jahn from Sprague High School, was awarded one of the three paid sabbaticals. While on sabbatical this year, Jahn has been developing a comprehensive teacher training program involving integration of computers into the total school curriculum. The other finalists in the U S WEST Oregon Outstanding Teach er Program include Thomas from Grant High School in Portland, Sharon Burghard from J.B. Tho emeniary tic response. The third incident was 3 when a guest from a neighboring community attended our awards assembly. She found the students to be warm, polite, and attentive. She told me that it was obvious to a visitor that they are a wonderful group of student who like their school program. You can see why the staff and I feel much pride in the accomp lishments of your children. Come see for yourself. Visit your child' s classroom, or better yet, volunteer to help. All you need to do is give your child's teacher, the counselor, or me a call and we will arrange for an opportunity for you to become part of an exemplary school program. Jane Westergaard-Nimocks Principal Learning life's lessons John and Paul are little kids in elementary school. And they are neighbors. One each of them mis behaved, and their parents sent them to their rooms. For Paul, being sent to his room was a pun ' ishment. For John it was a conse quence. What's the difference? Both sets of parents did exactly the same thing. The difference between conse quences and punishment involves attitutdes and feelings. Paul's par ents led him to feel punished by sending him to his room with anger. His parents implied, "Go up there and learn your lesson!" And you can bet that when Paul sat in his room, his little head was filled with angry thoughts towards his parents and worse yet, a poor self-image was building. On the other hand, when John 's parents said, "Go to your room" they spoke without anger. Their implied message: "We don't want to be around you, but you might enjoy yourself." They might have said, without sarcasm, "Go keep youself happy company." There are many examples of consequences. An elementary school child who had neglected his homework recently had to go to school early to get the work done; he had to take the junior high bus, which arrived at 6:30 a.m., instead of his regular 8: 1 5 a.m. bus. Another child recently brought home a note ; Irom his teacher, who wrote. "No heavy thinking needed," meaning the kid had a good day at school and could watch TV at home. One child who regularly forgot his trumpet practice found that the instrument was sold. Recently a parent relying on consequences reminded the child that he was causing heran"energydrain"which could be replaced w hen the child did extra chores around the house. mas Junior High School in Hills boro, Samuel Robinson from Crater High School in Central Point, and Bivcrous Anderson from Harriet Tubman Middle School in Portland. The Oregon selection committee included: Dr. Ethel Simon-Mc-Williams, co-director, Northwest Regional Educational Laboratory; Barbara Carey, director of pro grams. Associated Oregon Indus tries Foundation; Victor Merced. TTfWl I P .-- f T: if . I i If t'r ,7 : I Warm Springs Elementary counselor Dawn Smith was recently selected US WEST Communications Oregon teacher of the year. News The kid ruefully stated, "There's one thing I never want to do, and that's cause my mom an energy drain!" So we see that consequences are not designed to make the kid feel sad, bad, inadequate or wrong. Consequences are designed to make the parent feel better! In summary, the major differences between con sequences and punishment include: Consequences make children think about their actions rather than about how bad they feel about themselves or others; Experiencing consequences, kids who get mad almost always get mad at them selves. (That's good!); Consequen ces often, luckily, occur naturally to children, and parents do not have to artfully impose them. Al most every action brings its own reward (or naturally occurring consequence). Long-time school principal Jim Fay states it simply: "Punishment hurts the kid from the outside in, and consequences help the child realistically hurt from the inside out!" Right on, Jim! Help your child Please, help your child realize the most important reward for their efforts: Feeling good about ac complishments; School work be comes easier; Life becomes more interesting. Volunteers needed Classroom teachers are always looking for volunteers to help one day each month with the record keeping aspects of this program. If WSE Calendar April 7 3rd quarter ends, early 14 Self-manager activities 14 Report cards go home 21 Kite flight 25 First grade students to Bear Springs 26 Spring music program, WSE gym, 1 :30 p.m. 28 Self-manager activities 28 April awards assembly, citizen's awards, 1:30 p.m. May 2-5 12 16 17 18 19 26 29 31 CAT Tests Self-manager activities Second grade classes to Bear Springs Third grade classes to Stevenson's Pond Fourth grade classes to He He Butte Warm Springs Art Fair Self-manager activities Memorial Day holiday No school May awards assembly, 9:00 a.m. Teacher Award executive director. Oregon Coun cil for Hispanic Advancement; Tim Griffin, executive dircctor-GLS marketing. U S WEST Communi cations; Bill I.indcman, vice presi dent student services. Central Oregon Community College; Janice Ebcrly, small business owner, Eugene Springfield; and Bill Prows, manager of educational relations. U S WEST Communica tions. you have an hour each month to spare, please call M r. Bel veal, or let your child's teacher know you are interested. Thank you for partici pating in this exciting new pro gram! District budget proposal The proposed budget for 1989 90 has been developed to maintain esisting program. The District anticipates funding from three major sources: federal funds which come under Impact Aid, state funds which is the Basic School Support Fund, and the local property tax. The proposed spending for 1 989 90 includes requests for two addi tional classroom teachers, one at Warm Springs Elementary School and one at Madras Elementary School. National Children's Dental Health Month February is once again recognized by the Warm Springs IHS Dental Clinic as national Children's Den tal Health Month. A limerick con test for children grades 5-8 was one of the activities focusing on dental care. Miss Anderson and Mr. Phil lips' fifth graders submitted the fol lowing limericks to the IHS: There was a young lady named Ruth Who had a big sweet tooth She liked to eat candy She kept chocolate handy Her tooth did not last through her youth! Tiffiney Henry Continued on page 8 of activities dismissal i
