Generations
Working Together
August 1996
- The Illinois Association of School Boards and the Illinois
Intergenerational Initiative have joined forces to present intergenerational
materials in three issues during the coming months. This issue
of the IASB News Bulletin features the first two Generations
Working Together topics: one, the benefits of intergenerational
connections for students and schools, and two introducing intergenerational
experiences in schools.
Benefits of intergenerational connections
- With early retirement and a longer life expectancy, older
adults are a growing resource for schools. When older adults
link with students, it is a win-win proposition for all ages.
The expressions on the face of the individuals below speak volumes
about the benefits of intergenerational programs for the students
and older adults.
For Students
- Improved academic performance.
Students who are involved in intergenerational programs attend
class more regularly, complete their assignments more often
and are enriched with different perspectives. One teacher said:
"I don't have scientific proof that older persons make a difference
in the students' academic performance. And yet... on the days
that older adults come, students don't miss class and they are
more focused on learning."
Tapping the resources of youth.
Intergenerational connections give us the opportunity to emphasize
the great resources of young and old. So often we look at
the youngest and oldest as receivers of service, as problems,
and objects. According to Jim Kielsmeier, Director, National
Youth Leadership Council, "We need to view young and old as
active, productive, and needed members of the household and
community." When students are involved in the planning and
development of school programs, such as intergenerational
activities, they enrich and reinforce learning in the classroom.
Connections to older adults.
Older volunteers also add an ingredient that is often missing
from the lives of many students today, the opportunity for
meaningful relationships with grandparents or older adults.
Years ago people spent more time with their extended families.
Grandparents enjoyed long hours with their grandchildren,
and Sunday get-togethers usually included relatives from at
least three generations.
Aging is a lifetime occupation.
When students are involved with older adults, they tend to
develop a more positive perspective about their future as
individuals who will grow old. They are better able to recognize
the potential for good health, involvement and creativity
at all stages of life.
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For Teachers
- Enriching education and revitalizing
teachers. Teachers have limited time and resources, so often
not enough of either to get everything done. Teachers say "Teaching
the same curriculum year after year becomes a struggle. Sometimes
no matter how hard you try, students just don't get it." On
the other hand, teachers who have involved older adults say
that the experience brings the new energy and that the students
seem to work harder.
History, geography, literature, math-for that matter any
subject-becomes more meaningful by adding the diverse perceptions
of older adults.
Impact on student behavior.
The traditional values exemplified by older adults provide
an anchor to the tentative values of students. Students and
older adults find much in common. For example, when they talk
about the problems they have confronted in childhood and adolescence,
they develop an understanding. One principal watching the
interaction between young people and older adults remarked,
"I don't recognize these students, I don't believe they are
ours." One of the students articulated the wisdom of the young
when he said to his mentor, "I am so glad you are here, you
will help us stay out of the gangs."
For the Community
- Supportive communities. Bringing
older adults to the classroom can help the entire community
as well as the school system. "Without older residents advocating
for education," a principal told me, "we would never have passed
our referendum."
Solving public problems. In
communities across Illinois, citizens of all ages believe
that life can be better and that their participation in solving
public problems can make a difference. The solutions are multigenerational
and must cross the life span. According to a Wingspan Journal
report, "Service instills in children, even at an early age,
the knowledge that citizenship brings responsibility, and
that they have an important par to play. Service gives families
the opportunity to do things together at a time when schedules
too often lead family members in divergent directions."
Spirit of community. Perhaps
we will never return to the time when people sat on front
porches and looked out for neighborhood children. But we can
capture the "spirit" of those days-the spirit of community
that often surfaces during natural disasters such as floods,
tornadoes or hurricanes when people reach out to help neighbors
and strangers. Teams of young people and older adults can
foster the spirit of community through their zest and belief
that nothing is impossible.
Introducing intergenerational experiences
in schools
- The traditional way to introduce an
intergenerational activity is for the teacher or administrator
to develop the "plan." In most organizations, staffs suggest
problems and propose solutions. But a growing body of literature
speaks to the importance of listening to customers as plans
are made. In schools this means including students by involving
them as individuals or as team with older adults. The "hands-on"
experience of developing an intergenerational activity can be
a priceless learning tool for students, allowing them to experience
the opportunities to solve problems, work in intergenerational
groups, and develop organizational skills.
Depending on the size of the school and the grade level of
student, the approach will differ. For example, third and
fourth graders could easily interview older adults and decide
how they might be helpful in their classroom. Older students,
with guidance from faculty or an older adult, could take greater
responsibility for an intergenerational activity.
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Smaller schools may regard intergenerational
programs task as Herculean task but it doesn't have to be
that way. The following guidelines describe a simple approach
to intergenerational experience that could be a stepping stone
to a larger program. These steps may be used by students or
teachers, or for that matter, anyone, developing an intergenerational
program or activity.
1. Start with Students
- When you develop an intergenerational
activity or projects involve students in the planning. This
is an excellent service and learning project, giving students
the opportunity to assume responsibility, solve problems, and
work collaboratively. The activity can start in the classroom,
but could also be a project for student council, key club, beta
club etc, or as a service to the school.
- Begin with a group discussion about
involving older adults in the classroom. The following questions
can help focus the activity and provide information for a planning
process.
How could older adults help or be involved
in our classroom?
What do students perceive as the most important learning needs?
What are the talents of older adults?
(Should we ask them?)
How could students and older adults help each other?
What do older adults need to know about students?
What do students need to know about adults?
- The intergenerational experience can
be woven into the curriculum in English, history, social studies,
geography, biology, math and so forth. Older adults can be involved
in programs including computers, reading, oral history, community
history, tutoring, mentoring, arts events, environmental projects,
gardening, and more. Above all, remember to start slowly with
an easy intergenerational experience. Oh yes, have fun! Make
sure you have humor built into the program Laughing is the hallmark
of a successful intergenerational experience.
2. Add Older Adults
- After the first discussion on developing
an intergenerational program, the class may want to invite or
visit some older adults to get their input on the planning.
Where do you find older adults? Try grandparents, relatives
of faculty, school board members or their relatives, individuals
from religious congregations, a volunteer center, and so forth.
If older people are involved in the planning, chances are they
will be interested in getting involved. You only need one or
two older adults initially, later you can involve more.
3. Keep It Simple
Once you have decided on how older
adults will be involved in your school, whether it is to tutor
or mentor, to participate in the play Romeo and Juliet," or
to discuss the First World War, some preparations should be
considered by the students. For example, when the older adults
arrive, how will they be welcomed? How will students deep
administration apprised of their progress? How will they evaluate
what is working well and what isn't and how will they recognize
those who helped to make the activity a success? The following
steps give and overview of the continuing process called an
intergenerational experience.
- When the retirees come to the school
for the first time, they are delighted with the welcome that
students have provided. The students explain the purpose of
the activity and who will do what. They also answer question
form their older visitors so that everyone has a clear picture
of what will happen during this intergenerational activity.
- Keeping the Lines of Communication
Open.
- One of the best parts of an intergenerational
experience occurs when students and older adults sit around
a table and learn something about each other. Interview or discussion
groups are great ways to ask questions such as "what was it
like when you were a teenager?" or "what is your favorite activity
when you where in school?" Generations love to ask each other:
"What was your most embarrassing moment?"
- Communication with administration and
parents is a good way to share the intergenerational experience
and gives students yet another opportunity to practice writing
and publicity skills. Photographs of younger and older people
in activities together are dynamic for publicity.
- Intergenerational activities have their
ups and downs. Intergenerational experts will smile about the
failures and problems they experienced, but they talk about
seeming failures as little steps on the road to success. Sometimes
a program disaster pulls participants together in the "humor
of it all." No matter how well you plan things don't always
go the way you expected. Evaluate what works well and what doesn't.
Discussion groups with old and young will provide information
on what could be improved.
- The volunteer experience itself carries
many rewards- feelings of involvement, socialization and importance.
Though these feelings alone may be enough to maintain motivation,
periodic recognition of volunteer efforts is a critical step
in keeping individuals actively involved. Planning rewards is
a great experience because it em0phasisezes the road to success.
- It is important to know the individuals
who are coming it in to the school who volunteer on a regular
basis. A volunteer screening should include an application form
and a background check, if necessary.
- If you would like more information on
involving older adults in schools contact Jane Angelis, Director
of the Illinois Intergenerational Initiative. The Illinois Intergenerational
Initiative is a coalition of individuals and organizations committed
to enhancing education and the quality life for all ages through
intergenerational efforts. The Initiative works through a Higher
Education Cooperation Act partnership including 32 statewide
organizations and is funded by the Illinois Board of Higher
Education. The newsletter, Continuance, is published quarterly
and is free to Illinois residents. Contact the Illinois Intergenerational
Initiative, Southern Illinois University, Mailcode 4341, Carbondale,
IL 62901, 618-453-1186 or FAX 618-453-4295, www address:
http://www.siu.edu/offices/iii
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