THE COLORS OF TONGA

Another senior missionary in front of one
of our favorite flowering bushes.

There are seasons in Tonga, just like everywhere else.  That was one of the first lessons I had to learn - mangoes are not available year round, neither is any other fruit.  What?  The pineapples are finished?  Oh yes, this is an island, and since Tonga imports the highest proportion of food of any nation in the Pacific, we still have to wait until the next ship arrives to get the next shipment of milk, or wait for the rainy season to end to plant new tomatoes.

Keep in mind that the fence in front of the bush is about
6 feet high.  I love the way the bush just grew right
through the chain link.

The nice part about "winter" in Tonga is that you still get flowers, just different ones, like the yellow ones above or the purple ones at right.  I have no idea what most of them are called, but that doesn't keep me from enjoying their colors and their fragrances.  This purple bush at right is about 8 feet tall, and reminded me of some of the wild azaleas I used to see in the Shenandoah Valley of Virginia.

Flowers are planted purposefully, as well, and this amaryllis, which I photographed in March, finally succumbed to torrential rains in late  August.  The petals retained their delicate colors even after the blooms were on the ground.    This was in the garden of the LDS church across the street from us.











This picture at right shows the plantings in front of the mission office building - my favorite plant is the bush covered in tiny white blossoms.  Too bad the blossoms only lasted about 10 days.  But what  a wonderful fragrance!





And I love the way everything just grows together here.  In this picture there are at least five different plants sharing the same square foot of soil.  And they all seem to just thrive together.

The yellow leaves on the tops of plants are new growth -
the leaf comes first, then the chlorophyll! And yes, that's
a fallen coconut on the road.  They're everywhere.

The best plantings are in front of more established homes, where time has been the best ally to beauty.  I love this garden - this family has no other place than the front balcony to hang up clothes out of the rain, but the beauty of the front garden is not diminished by the realities of daily living.




And families are not shy about planting in front of their properties, either - this roadside fence is a simply a defining line between two gardens, rather than a boundary of property.





But the biggest winter surprise has been the amazing number of poinsettias here on this tropical island.  Red, white, and pink poinsettias are everywhere - some forming a wonderful hedge along the road, others just stretching up over other bushes (up to 8 feet in the air) and providing pops of red and white mixed in a hundred shades of green.

And then there are the giants.  This is another senior missionary hiding behind a leaf of kape (kah-pay), a root crop. A field of kape fills up a lot of space in a hurry!  And it invites certain senior missionaries to get silly...

The other giant leaves behind me are banana tree leaves.

The four of us snapped pictures, posing as Ninja Turtles and other such, but just so we could fit in some classics, here I am as the fairy queen from Shakespeare's "A Midsummer Night's Dream!" Tah-dah!

The greens, reds, purples, yellows, and other colors of Tonga delight the eye and serve to remind me of the endless variety of beauty in this world.  What a wonderful place - just like so many other wonderful places on this planet.  

I TRUST YOU

I am leading a course in effective teaching, and last week’s class included a discussion on making students feel safe in our classrooms.  I want to share one story shared with us during this part of the course.

I will call the student Siaosi (See-ah-OH-see).  He is in Kili’s homeroom, and she has a delightful relationship with her students.  She is definitely the boss of her classroom, but her students look forward to time in her room.  Her homeroom students begin the day with a scripture, a hymn, and a prayer.  Kili watched through the beginning of the school year (remember, school begins in January here), and after a few months, she noted that Siaosi, who is not LDS, was comfortable with the routine and began asking Siaosi to participate in the devotional routine.  He accepted, and contributed well to the good feelings in class.


Well, a while back, Siaosi missed three days of school.  When he returned, he explained that he had been in jail.  He had been waiting for a bus to school, and some boys from another school started teasing the Liahona boys, and the teasing turned to bullying, and the bullying resulted in a fight.  Even though Siaosi had been on the sidelines, he had been taken in by the police and kept overnight.  

Bringing 1200 students to school on privately-owned,  unscheduled buses means a transportation headache for anyone, even under the best of circumstances.  Throw in some teenaged impulsivity and you have an even larger problem...

A lot of students get transported to and from school in the open air!

When he was released, he walked to his home, only to find his clothing in a pile outside the front door. His mother, talking to him through a closed front door, told him she didn’t want him at home any more, because he would be a bad influence on his younger brother.  


Siaosi found another place to stay, and continued to come to school.  After a few weeks, he asked Kili for help.  “I trust you,” he told her.  After a long discussion, he picked up the telephone, and dialed his mother’s number.  “Hello, mom.  It’s me, Siaosi.  I just called to tell you I love you and I miss you.”  He hung up the phone softly - his mother had said nothing. Kili assured him that she would continue to support him, and promised him that she would help him find a way to make things better. Siaosi left her classroom encouraged by her words and actions.


A few more days went by, but then one morning Siaosi stopped in to whisper to Kili, “Thank you very much.”  No further details were given – the class was about ready to start and both teacher and student were unavailable.  But when all the classes took their lunch break at 1:00, Siaosi came back to Kili’s classroom to explain:  “I’m back home!  My mom let me come back home, and everything’s better.”

Students who feel safe in Kili’s room know that she will do everything I her power to keep them safe, physically, intellectually, and emotionally.  What does that say about effective teaching?  What can I do for one student today, for one person, to make them feel safe, to make them tell me, “I trust you?”  I think those are the three most powerful words a teacher can ever hear.

UP TO MY EYEBALLS

Well, I haven’t posted lately because I’ve been up to my eyeballs in work!  We spent most of the last month  helping young adults finish their applications to BYU-Hawaii – I know we helped complete at least 50 applications.  To 
be scanned and faxed:  high school transcripts, family financial papers, recommendations from LDS Bishops and Stake Presidents (local and regional leaders), letters of sponsorship from U.S. relatives,  certification of English proficiency (from a test we administer monthly), and applications for BYU’s version of work-study, called IWORK.  Ends up being about 12 papers per student.  Add to that about 4 hours of typing in a second language -  I’m glad I’m not applying to college these days, because I  don’t have the patience for it!  Whew!

BUT, the surge is finished, and since BYU has no available IWORK for this fall, most of our qualified applicants are going to be online students to start off.  The school here may open one of its computer labs in the evenings, so young adults can use it to “attend” their online classes.  I can’t wait until that happens, because already we have three and four people waiting on the two available computers in our office.  I have to run someone out of the classroom where I teach in order to hold my own classes from four to six in the evening! 

The entrance to Liahona High School.  

Jim is enjoying the chance to observe teachers, as they do the version of student teaching we do here.  Even though most teachers here have four-year degrees, almost none of them have degrees in education, so in come the Szokas  (latest in a very long line of senior missionaries) to act as adjunct professors for BYU-Hawaii, to teach these college-level courses in education.  But since these teachers are already in the classroom, we tend to approach them as graduate-level workshop classes, rather than “read the chapter and answer the questions” undergraduate classes.  Makes the courses a lot more pragmatic when you can go back to your own classroom and try something out.

Anyway, Jim has been thoroughly delighted with two particular teachers he has observed.  Kalo (Kah-low), a math genius, is in her third year of teaching, and she is remarkable already.  Not perfect, but every time Jim gives her a suggestion, she puts it into practice, and he sees it the next several times he comes into the classroom.  She has a better understanding of teaching, both in theory and practice, after two and a quarter years, than I did after 12 years! 

The other teacher, Makaleta (Mah-kah-lay-tah, the Tongan version of Margaret), is simply incredible.  She has been a lab assistant for the past four years, and is serving as a long-term substitute this year.  But she has applied everything she has learned in the classes she has taken here, and both Jim and I feel we could recommend her to any school system in the world.  She teaches 9^th grade science, and here’s an example of her teaching:


In any second-language situation, you want to use a lot of visual aids.  Makaleta was teaching the concept of peristalsis, in which the muscles of the esophagus contract downward in a pattern that moves the food down to the stomach.  So what was her visual aid?  Not a simple picture, not something high tech – she put an apple inside a nylon sock, and pushed it down little by little from behind the sock, while her students watched the apple “magically” get pushed down.  Great demonstration!  Even if her students had a hard time pronouncing the word, they certainly understood what it meant!

Sometimes I feel like I'm  trying to
get a cow to fly, when the cow wasn't
designed to fly...knowhatImean?

Me, I’m having a roller-coaster ride helping classes of teachers figure out how to teach.  I go from being impressed that a Seminary (LDS religion class) teacher decides to try out reader’s theater to help her 9^th grade English language learners get past the archaic English used in the Old Testament, or being amazed at the grasp of “hands on” activities a new automotive teacher has, even to the point of having students create an active scenario about treating a victim of electric shock (rather than just talking about the safety rules) to being totally tickled and not a little wide-eyed when a new teacher writes in his “reflecting on our practice” journal that he never considered sharing his vocabulary words with his students.  That makes me wonder what he thought vocabulary words are for – are they classified information or something?  Hee hee.

Seriously, though, most of the teachers are making earnest efforts to apply what they learn in these classes, and you have to be impressed that someone with a business degree who decides to come back to Tonga to teach, spends a couple of years taking classes after putting in a full day of teaching, in order to satisfy the requirements the LDS Church has placed upon them.  That’s dedication.  Now if I can just get them to recognize that we have to teach BEYOND the year-end exams.  We need to teach skills which these teens will use for the rest of their lives, skills like time and resource management, decision-making, problem-solving, flexibility and self-direction – these are skills very absent in the traditional Tongan culture, but the curriculum here at Liahona Middle School and Liahona High School can be an effective vehicle for learning those skills.  Hey, wish me luck – I dream big!