Letters

As a former fourth-grade teacher at the Lac Courte Oreilles Ojibwas School in Hayward, Wisconsin, I thoroughly appreciated this outstandingly accurate information ("Native Education: Bitter Past, Hopeful Future," spring 2004). Native Americans are a truly kind, honest, friendly, and hard-working people. I learned many wonderful life lessons from them in Hayward that I have incorporated into my own educational philosophy and teaching. Thanks very much for the article.

Jan Gleason
District Reading Specialist
School District of Mishicot
Mishicot, Wisconsin

First Language and the Whole Student

Having taught many English language learners, I understand the importance of maintaining a student's first language and how beautiful it can be to enjoy children speaking [in their] native language. How great it is to teach with the body, spirit, and mind. Keep it up! ("In the Language of Our Ancestors," spring 2004).

One Student at a Time

Please understand that I am not minimizing Kara Briggs and her pain ("Slipping Through the Cracks," spring 2004). I'm sorry the system failed her, and I'm thankful she could find her strength through the powerful legacy of literature. In her conclusion she wrote: "I can't help but wonder how the Yakama girl I was, with all her academic interests, could slip through education's cracks. And if it happened to me, how many more talented Native American students are falling through the holes in America's schools every day?"

I contend that students from many different creeds, races, colors, and genders are falling through the cracks. Even in all-white schools there are adolescent people who feel like Kara Briggs felt.

We teachers must teach individuals, not classes. It could make all the difference, one person at a time.

L.R. Folkins
Coordinator
21st Century Community Learning Centers
Caldwell Public Schools
Caldwell, Idaho

Finding Inspiration

I agreed with the article ("Native Education," spring 2004) and found it very inspiring. I am a 25-year old First Nation female, and have considered many different careers. Reading this article has inspired me to look into an educational career because of the comments about "wanting to make a difference." I recently started working at the Whitehorse Youth Center and have noticed that approximately half of the youth that show up on a daily basis have dropped out of high school.

Margaret O'Brien
Part-time Youth Worker
Whitehorse Youth Center
Whitehorse, Yukon Territory Canada

Quality Reading for Professionals

I really appreciate your publication. The topics are often timely, and it's interesting to read about what others are doing in this region of the country.

We were the recipients of a Gates Foundation school grant, and in the spirit of this work I believe that it is important to provide our teachers with quality professional readings (and a quality format).

Writing as Discovery

I agree with the writing as process part [of the article] ("Focus on Writing," winter 2002). As a university teacher, I meet students every day that barely have the writing competencies to express themselves. Given this situation, I can say that teaching writing is not that easy; there is a lot more to it than teaching students to write a correct sentence. [Most] students would rather learn how to develop their piece of writing over time, and to watch their growth through the whole process of drafting, editing, revising, and so forth. Writing as a process is really the future that awaits student writers and saves them from the one-task-at-a-sitting [type of] instruction that overloads them and holds them down.

The Power of the Personal

I liked the personal stories ("So Far, and Yet So Near," spring 2000). Testimonials always hook the audience. Your seven tips on [changing your perceptions of] power can apply to all of us.

Oralia Puente
Senior Project Associate
The Council of Chief State School Officers (CCSSO)
Washington, DC

Life Lessons