If She Would Just Stop Falling out of the Trees

So I am biking home from the women’s clinic, slowly, against the wind, with my throbbing kidneys, when I get the phone call. It’s hard to answer the phone while biking, I think, there’s enough going on without having to flip open the phone and field a call.

My kidneys are not happy. They have been trying to deal with this bladder infection that has plagued me for two weeks. My temperature scoreboard rises and falls as the kidney team falls in the mud and then struggles onward. I push along towards home with my antibiotics stowed in my purse and my phone ringing in my front basket.

Okay, what is it? I answer the phone while pedaling, bumping over the curb and onto the sidewalk. Eldest daughter, Laura, is calling me.
“Elsa fell out of a tree at school,” she says.

“Oh, great.” I think, “How are we going to get her to the hospital with no car?” Maybe I was supposed to think, “The poor dear…” But this mom is dealing with too much right now. “If she’s gone and hurt herself,” I fume, “I’ll break her skinny arm.” No, of course, I wouldn’t but I just don’t want her to have any more accidents. She’s already been in a cast and on crutches several times. Once she was dancing on rollerblades, once someone stepped on her hand. She fell out of a tree before, at the beach with grandma and pa. She fell on her head that time and couldn’t walk for a few hours; but that didn’t knock any sense in to her apparently.

“Actually, I jumped out of the tree,” explains Elsa, after she has been dropped off at our house by one of our kind car-endowed friends.
“I was trying to jump onto the top of the wall from the branch, and I slipped.” Of course, she slipped, she’s not a cat.

I am sorely chagrinned. I thought I had trained her better. Whenever we climb trees together, I go over the rules: always have at least one solid handhold and one solid fooothold; never trust a dead branch; branches are strongest near the trunk; when jumping out of a tree, hang and drop or make sure you land on level solid ground. I don’t climb trees as often as she wants me too, because usually, there are too many people around, and you know what they are going to think of a 44-year-old sitting up in the branches. Someone that old in a tree is obviously out of her tree.

“You shouldn’t worry about what people think of you,” she counsels wisely. “You should just be yourself…and you’re still kind of a kid.” OK, but do I want grown-ups to know that?

My mom climbed trees well into her forties; we went for walks in the woods and we climbed trees. When Grandma Gilmore was a little girl, she fell out of a tree onto her head; almost bit her tongue in half. Of course, she was hanging from her knees on the bottom branch when she fell. When her tongue healed up, she went back to climbing trees. She is the shortest in her family of 13 siblings and calls herself “the low point.” Maybe she had to climb trees to get a bit of height. Climbing trees gives you a new perspective on life; it sure did a lot for Zaccheus.

“Are you still mad at me?” Elsa asks sweetly from the couch where she is icing her sore knee. “I forgive you,” I say, “but no more tree climbing unless I am with you.” I don’t want her dropping from the trees like a piece of ripe fruit if I’m not there to catch her. Besides, I need a good excuse to go climbing again.

Golden Blues

If someone had asked me, eight months ago, if I would enjoy having a companion whose idea of fun was to hunker down in a field, chewing on a piece of cow poop, waiting with a twinkle in his eye for the chase and the scolding to begin, I would have slapped them with a large dead fish (the kind dogs love to roll in) and said, “Are you crazy?”

So why am I, on this Tuesday morning, April 17th in the year 2007, racing around in a field surrounded by curious neighbors, trying to catch a mischievous Golden Retriever as he dashes about scooping up mouthfuls of dung, daring me to try to come and pry it out of his mouth? “If only I had a lasso… or a gun,” I muse grimly. I am supposed to be in bed recovering from a bladder infection. But the dog has no sympathy or understanding of my discomfort. He is just pleased as punch that he escaped into the field just as the girls were leaving for school, and has no intention of cutting his romp short.

I pretend that I am leaving on a walk without him. He doesn’t buy it. Shaking the snack bag doesn’t help either. The smell of victory poop in his maw is too strong. He’s staying in the field. I want to just leave him there, but I’m sure someone would complain. Dogs can’t run free. Being in the middle of Tokyo has its disadvantages. So I step gingerly over the barbed wire that is supposed to remind people that the field is off-limits, and I attempt to corral the manure-drunk mongrel and convince him that I have his best interests in mind.

Bjorn, who is named after the Norwegian word for “bear,” is interested in racing about in berserker mode. Perhaps he somehow knows about the berserkers, clad in bearskins, madly rushing into battle, hungry for danger and action. When berserker warrior were stuck on ships, they would sometimes beg to be let loose at some landfall so that they could gallumph about smashing things. My furry berserker does seem to have a daily desperate need to chew on things. He races past my legs, a bit of dung-mingled straw hanging out of the side of his mouth, like a dangling cigarette. I suppose he thinks he looks cool, like an adolescent trying a smoke on for size. He passes close enough to me that I think I might catch him, then pauses in a corner of the field every once in a while to laugh at me while sticking his tongue out disrespectfully. He is only pretending to pant; we both know that he’s gloating.

Finally realizing that my arms are too short to grab him in the midst of one of his wild but calculated orbits, he dares to race by even closer. The loop of leash in my hand snaps out far enough to sting his backside and I holler for the umpteenth time, “Sit!” He finally gets it. I am mad and it’s the end of play time. Grabbing his collar, I smack his furry back and give him a two-finger snap on the nose, which he hates. I am blowing hard with anger and frustration. I do not want to take him on a walk, but I know he needs one. So off we go to the quiet roads and trails of Tama Cemetery. What doesn’t kill you, makes you stronger, right? Could be, though, that it just makes you insane.

Third Culture Stress

I’m finishing my last online class to obtain my clear credential; Health Education. One assignment was to create a fact sheet on a health issue facing the students of our schools. Most of the other teachers hail from the USA so they are all dealing with the issue of obesity. The students here in Japan do not have this problem so I addressed a different issue.

Reducing Stress in Third Culture Kids

Focusing on 4th Grade

A “Third Culture Kid” or a “TCK” is a child who is growing up in a crossroads of culture. My husband, for example, was a TCK having grown up in Japan, the child of Lutheran missionaries. He grew up fluent in both Japanese and English, appreciating the culture, foods and traditions of his host country but missing out on many of the social and cultural experiences of his native country. Because many TCKs feel caught between cultures and often end up feeling alienated from both, the emotional stress can lead to health problems, both mental and physical. Not only do the students have to adapt to a foreign culture and language, they often have to do so frequently as their parents may be transferred between assignments in different countries every few years. My fact sheet targets the 4th grade population at the international school in Japan where I am currently working as a substitute teacher.

Stresses Specific to TCKs:
High mobility; being forced to adapt the new cultures frequently
Being the outsider; trying to find ways to fit into the new peer group
Language fatigue; stress related to learning a new language
Acute world awareness; often well-informed on world-changing and stressful events
Alienation; sense of belonging to neither home nor host culture; loss of identity

Results of TCK stress:
Inability to connect emotionally with others (fear of separation)
Rebellion and rejection of the new culture or denial of personal history and identity
Mental and physical fatigue; stress reduction sought through substance abuse
Anger at global events turned outward as violence or turned inward as depression
A sense of belonging nowhere can result in suicide as the last cry for help

Proactive TCK Coping Strategies:

Making Connections:
Teachers in the international school classroom can foster new friendships and help facilitate healthy connections by introducing students to each other and creating projects that group students into study and research teams. Keeping communication lines open between school and home is important to keep abreast of any personal stresses that may be manifesting themselves in the classroom.

Cultural Education and Affirmation:
Study units that focus on the surrounding culture and history can help orient and ground the newly arrived students. Students should be allowed and encouraged to share with their classmates about their own native countries and the cultures of which they have been a part. Diversity of language, culture and traditions should be welcomed and celebrated.

Stress Reduction through Physical Activity and Health Education:
Physical exercise is essential in allowing elementary students to reduce stress and increase the production of endorphins and the chemical phenylethylamine, which elevate the mood and increase the powers of concentration. Students should also be intentionally taught the importance of physical exercise for their mental health and general well-being. They should also be taught about the dangers of substance abuse and shown healthy alternatives for dealing with stress, such as exercise, hobbies, healthy family relationships, social activities and service projects.

Emotional Health Education:
Students can be taught self-monitoring of emotional health through regular classroom session with a school counselor. Dealing with difficult emotions, such as anger and depression, can be openly discussed and coping techniques introduced. Class discussion can be facilitated by the counselor to deal immediately with specific problems in the classroom before they become serious. Students should be comfortable with going to the counselor to discuss anything that is bothering them.

Creating Community:
The school can become an important resource in creating a vibrant and welcoming community. Besides inviting students and their families to the school activities, they can provide information on various other organizations and activities going on in the surrounding area. Families with similar interests and backgrounds can be connected to each other through the use of surveys and interest questionnaires.

Resources:
“Third Culture Kids; The Experience of Growing Up Among Worlds” by David C. Pollock and Ruth E. Van Reken
Wikipedia Entry: http://en.wikipedia.org/wiki/Third_Culture_Kids
http://www.emporia.edu/recsport/newsletter/Newsletter_1_Jan_19_2006_files/page0001.htm
http://news.bbc.co.uk/2/hi/health/1565230.stm
http://www.neahin.org/programs/mentalhealth/Stress-Guide.pdf
http://www.mustangsonline.org/es/Counselor.htm

Gym Dandy

On Tuesday evening, I got a late-night call to fill in for the PE teacher. After a quick run-down of where everything in the gym was located, what skills were to be taught and a description of the games and the techniques used for teaching and for classroom management, I was ready to go…. Continue reading

Teaching in Tokyo

Thus begins a string of teaching experiences overseas. I am currently substitute teaching at my daughters’ school and enjoying every minute of it. My classrooms have ranged from first to fifth, and from the regular classroom to the music room. At this international school, English is the teaching language, but students come from many language and ethnic groups and being bilingual and multi-cultural is the norm. It is a wonderful place to teach and learn.