Shorewood Hills School Is A Microcosm Of The World

By Betty Pearson
Contributing writer

Madison’s Shorewood Hills Elementary School is defined by one simple statement: “Where world citizens come to learn.” Situated just west of the University of Wisconsin-Madison campus in an area where many UW faculty, staff and graduate students reside, the school boasts a student body that represents 51 countries and speaks 27 languages.

Second/third-grade teacher Darcy Wanzong – a Wisconsin native who speaks very little of any language other than English – sees the diversity not as a barrier but as an opportunity and a cause for celebration.

Teaching at Shorewood Hills, she said, means belonging to a faculty entrenched in collaborative efforts that revere differences and affirm world citizenship.

“We celebrate diversity every day,” Wanzong said. “Each teacher has contributed to a collegial effort that helps me stay excited about teaching and coming to work each day.”

Every October, Shorewood Hills holds an all-campus celebration of United Nations Day. Flag ceremonies, food, and sing-a-longs are part of the festival atmosphere. In March, the school’s largest multi-culture festival takes place. The school’s parent group invests many hours during and after school preparing for the celebration.

“These two events are unique to our school, but they don’t define us. Our festivals are larger specters of our daily focus,” Wanzong said.

The serious side of problems shared by children of the world community is also a central part of learning activities. Principles from the United Nations Declaration of the Rights of the Child are the focal point for many classroom projects throughout the year.

Wanzong’s class currently is creating books on a variety of subjects that will be sent to children in India’s communities where young children have recently been freed from performing menial, slave jobs and are now allowed to attend start-up schools. The project, a part of the Books of Hope international effort, supports the right of an education for all children.

Teaches in English

Wanzong, a 23-year veteran teacher at the school, conducts all classes in English, a language understood or spoken by most students, although 13 students in Wanzong’s class are receiving English Language Learner support. About half of her students are American-born and English-only speakers.

Wanzong has taken many classes in cross-culture learning. Every day, students are encouraged to identify objects and feelings in their native language. All students and the teacher get a basic understanding for other languages that way.

Sometimes, languages and cultures bump into one another in Wanzong's class, but not often. Most of these events are remembered with humor, even though lessons are learned.

Cultural surprises

“I'll never forget the time I made a special display on our door with a theme about ‘Our Classmates Stick Together.’ I used tape in the display and wrote the students’ names in red,” Wanzong recalled. “Imagine my surprise a week later when one of the student’s parents sheepishly approached me to tell me that in her country, writing someone’s name in red is particularly offensive.”

When Wanzong thanked the parent for this information and asked why she hadn’t shared this earlier, the mother replied that her family and the other students and their families share a deep respect for Wanzong and didn’t want to hurt her feelings. Names are no longer written in red at Shorewood Hills.

Parental involvement is an important element in the school’s success.

“Our students are taught by their families that their job is to be active learners,” Wanzong said. “My job as their classroom teacher is to be an informed, knowledgeable, sensitive, and creative educator.”

Supportive parents

Because many parents are associated with the University of Wisconsin, they value education and participate as much as possible in the education of their children. Wanzong proudly emphasized, “Everyone knows their job description and follows through accordingly.”

Children demonstrate their commitment to learning by participating in discussions, carefully completing assignments, and following directions.

The art of educating, of course, is a bit easier when everyone involved is on the same first page. Students with special needs receive assistance from within and outside of school. According to Wanzong, “As a school community, it is our challenge to identify each student’s needs and to meet them.”

A few years ago, all 2nd and 3rd graders and many parents designed a life-sized whale made of inflatable Mylar. The “balloon” whale, inflated by a large fan, filled the length and width of a basketball court. Every student contributed to the production of curriculum involving the study of this international aquatic mammal. Classes and tours were held within the whale’s body, students spent a lot of time admiring the animal and discussing its habitat, and community members were invited to participate in learning more about the whale and its value to all world citizens.

The Golden Rule

Wanzong believes in keeping classroom rules practical and understandable. “We live by the Golden Rule in here,” she said. “Conflicts are worked out in a collaborative process that gives children lifelong tools for handling interpersonal issues.”

Many of Wanzong’s former students have stayed in touch with her and e-mail her frequently. “It’s confirming and gratifying to know that you are remembered by students,” she said.

Especially when those students are from all corners of the world.

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MORE INFORMATION

• Would your school like to borrow the Mylar whale? For information, contact Darcy Wanzong at Shorewood Hills Elementary School, 608-204-1200.
• Looking for a way to bring the lives of Third World children into your classroom? Explore the Books of Hope project and other activities at www.freetheslaves.net.

Posted March 5, 2008