A Teacher’s Guide

Guatemala Kellie Clay

Shiomara Larriu Margo Percevault

A Brief Look

Schools

Resources

Documents

Sources

Table of Contents

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A Brief Look Into

4

Guatemala

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ECONOMY

8

• 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).

I m m i g r a t i o n

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

12

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.

L a s E s c u e l a s 14

P U B L I C a n

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 97 Students 1 Classroom

1st Grade 4 Teachers 120 Students 2 Classrooms

2nd Grade 2 Teachers 43 Students 2 Classrooms (1 inside and 1 outside)

3rd Grade 1 Teacher 33 Students 1 Classroom (Not all students have desks)

4th Grade 1 Teacher 28 Students 1 Classroom in a shack away from the main building

5/6th Grades 1 Teacher 30 Students 1 Classroom (Grades are combined)

d 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).

18

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 teacher-made 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.”

22

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.

MI

LE

ST

ON

ES

“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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MA

LN

UT

RI

TI

ON

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.

Mal

nu

trit

ion

Su

gge

stio

ns

30

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.

SP

EC

IA

L

ED

UC

AT

IO

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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SP

EC

IA

L

E

DU

CA

TI

ON

S

ug

ge

st

io

ns

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.

BE

HA

VI

OR

“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.”

MA

NA

GE

ME

NT

G R A D I N G

IN GUATEMALA

A 91-100 (Excelente, Excellent)

B 80-90 (Muy Bueno, Very Good)

C 51-79 (Bueno, Good)

F 1-50 (Reprobado – Fail)

“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.”

S Y S T E M

To Do: Make Grading Clear

o To Both Students and Parents How They Are

Graded

Projects

Homework

Tests

Effort

Progress Current Grading

System

Meaning

“I was what you would call an ‘A- student’ 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.”

P A R E N T - T E A C H E

“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.”

R C O N F E R E N C E S

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

PA

RE

NT

IN

VO

LV

EM

EN

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 . . . . . .

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.

. . . . . . . . . . . . . . . .

“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’.”

La

ng

ua

ge

Ba

rrier

Re

flec

tion

s: Te

ac

hin

g in

Gu

ate

ma

la

“I would attempt to be more aware of how the materials are being presented. Teaching is primarily language-

based. 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.”

“The children speak the language of

the world; play and laughter.”

ve s

Language

Bar r i er

48

Suggest ions

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.

A

ME

RI

CA

N

TE

AC

HE

RS

Re

fle

cti

on

s: T

ea

ch

ing

in

Gu

ate

ma

la

● ● ●

“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.”

● ● ●

● ● ●

“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.”

● ● ●

● ● ●

“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.”

● ● ●

52

“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.”

RE

SO

UR

CE

S

● ● ●

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

● ● ●

● ● ●

“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.”

● ● ●

56

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

/

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-Goes-Unpunished-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 González, N. (2010). Culture of Guatemala. Retrieved from http://www.everyculture.com/Ge-

It/Guatemala.html Guatemala-educational system-overview. (2010). Retrieved from

http://education.stateuniversity.com/pages/567/Guatemala-EDUCATIONAL-SYSTEM-OVERVIEW.html

Hayes, C. The Guatemala Human Rights Commission/ USA, (2009). Guatemala's femicide law: progress against impunity? Washington, DC: Retrieved from http://www.ghrc-usa.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.qualitative-research.net/index.php/fqs/article/view/1361/2852

Hong, M. (2010). Guatemalan Americans. Retrieved from http://www.everyculture.com/multi/Du-Ha/Guatemalan-Americans.html

Let's Go, Initials. (2010). Guatemala overview. Retrieved from http://www.letsgo.com/18443-belize_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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G o F i n d I t…

E v e r y o n e h a s a

D i f f e r e n t S t o r y