June, 1997
Third in the Series
The Illinois Association of School boards and the Illinois
Intergenerational Initiative have joined forces to present intergenerational
materials. The first segment of the series discussed the benefits
of intergenerational connections for students and schools by
emphasizing the involvement of students in the planning and
management of the program. The second looked at recruiting and
enriching the curriculum through intergenerational efforts and
also highlighted partnerships as a cost-effective way of organizing
and managing intergenerational programs. This segment describes
communication between generations and how the celebration of
a program develops stronger ties between the school and the
community.
Communication between generations
Why Are We Here?
"Why are we here?" is a question older adults may ask each other
as they walk into the school for their first volunteer experience.
The answer to that question is to tutor, mentor, read, write,
or learn about computers. But it is more than that.
When old and young share time together they have the opportunity
to develop an understanding of other generations, discover information
about themselves in a helping role, and come to understand how
little kindnesses and words of support strengthen them as givers
and recipients.
The first step in an intergenerational program is to put everyone
at ease whether it is sitting around a table, congregating at
the local fishing hole, gathering at the computer, or learning
about traditional crafts in a quilting group. If a fishing expedition,
quilt-making session, or computer encounter are not possible,
consider icebreakers as a way of initiating conversation. Icebreakers,
in one-on-one settings or in groups, increase the comfort level
as older volunteers and students identify their favorite foods,
tell each other "what I would do if I won the lottery," or suggest
a place they have traveled or would like to travel. Students
tend to be very creative when planning icebreakers. Remember,
the basis for good communication between young and old is learning
more about each other.
Getting Acquainted
In groups or one-on-one:
- Share photographs as youngsters
- Listen to music from both generations
- Prepare a skit
- Share your school experiences
- Discuss your community, how it is today, what it was like
yesterday
- Use BiFolkal kits from your library
- Tell stories about your most embarrassing moment or your
scariest experience
- Show an artifact from a place you have traveled or would
like to travel
- Organize a human birthday line according to months
- Have an opinion poll on your favorite season, color, sport,
singer, book, etc.
Learning About Aging
A teacher asked his students to name an adjective that described
older adults. Words such as sad, sick, and grouchy were the
common theme. Then the teacher asked the students, "How often
do you interact with an older person?" Most answered "infrequently."
Unless students have had first-hand experience with older adults,
they accept the negative stereotypes of sick, sad, and alone.
If children are to understand older adults, they must spend
time with them and develop sensitivity to the physical concessions
and adjustments that are a part of aging process. Young people
who get to know older adults realize that there are wonderful
things associated with aging. Understanding the aging process
helps young people develop positive and realistic attitudes
toward older adults and toward their own aging.
At Rosemont School, the children experience some of the physical
changes of aging through sensitivity training. Students use
amber-colored glasses to experience vision changes. Earplugs
simulate hearing loss. Gloves help mimic arthritis. In a smell
test and a taste test, students are asked to compare a strong
smell or flavor with a weak one. Through this exercise children
become more conscious of the changes that happen to older adults
and become more sensitive to their grandparents and older community
residents.
Following the training, one fifth-grader mentioned that his
grandmother was experiencing a vision loss. "I can help by picking
up my toys when my grandmother comes over, then she won't fall."
Students also realize that they can modify their way of communication
to enhance hearing and vision. For example, when writing to
older adults, remember that they have difficulty seeing blue,
violet, and green, but orange, yellow, and red are much more
visible. Good contrast with black and white in readable size
print also helps older adults with visual changes. When going
from a bright place to a dark place, like a movie theatre, allow
more time for aging eyes to adjust to the change. Also be alert
to the glare of the sun.
When talking to an older person, let them see your lips and
enunciate your words so they are visible. Speak at a reasonable
speed. Ask for feedback to make sure that your message is understood.
Don't try to talk in a place with background noise, find a quiet
spot where you can hear each other.
Students commented, "Elders experience a lot in their lives"
and "I think we have to be a little more understanding."
Experts caution those doing sensitivity training to link it
with positive aspects of aging at Rosemont, Students become
mini-researchers by describing the positive images of age through
interviews with their grandparents or older community residents.
They cite current newspaper articles that describe older adults
swimming, climbing mountains, participating in senior Olympics,
riding on motorcycles, and contributing to their community.
Teachers find that the aging sensitivity training crosses all
disciplines as students relive the experience in science, social
sciences, and language arts classes. Students also reminisce
about the memories that certain smells or tastes evoke. For
example, one student said the scent of alcohol reminded him
of getting his ear pierced. An older friend said, it reminds
me of the doctor's office."
Contact and the interchange of ideas between generations help
create an atmosphere of understanding and communication. This
goes both ways -- just as young people need to understand aging,
older adults need to understand what is happening in a child's
life.
Taking Intergenerational Photos
"Celebrating a program or event is best depicted through a
good photo." Nothing tells a story like a good picture. Remember
the following four suggestions when taking a photo of old and
young:
- Make sure the children and older adults are interacting
and doing something together. Think involvement and togetherness!
- Choose a background such as a playground, a busy classroom,
a computer lab or a botanical garden, something that helps
to tell the story visually.
- Take photos that show people having a good time. The purpose
of the intergenerational photo is to say- This is fun!
- Catch the individuals doing something together spontaneously
whether it is reading, gardening, or participating in a Mardi
Gras.
Learning about Children
Instead of experiencing the changes of sight and hearing, older
people learn about loudness, shyness, peer pressure, and the
constant forces in a young person's life. Working in the Schools
(WITS), a Chicago based program, provides training for their
older volunteers about working with children. They cover topics
such as promoting self-esteem, how to maximize instructional
conversation, tips for working with children, student-tutor
interaction, building relationships with children, understanding
the students' home and environment, violence, behavior, and
discipline.
In addition to training about children, an ongoing dialogue
will help older adults understand young people. Interviews between
older adults and students also help the two generations learn
more about each other and how to communicate clearly.
Celebrate the Event
In The 7 Habits of Highly Successful People, Stephen
Covey writes, "you have to water the flowers you want to grow."
Celebrating a successful intergenerational venture is like watering
the flowers through publicity and saying "thank you" to those
who have helped. A celebration reminds the community of the
good things happening in the school and that the result is understanding
and harmony between generations. The celebration also reminds
students and older adults what they have contributed to each
other and that the benefits are experienced by both generations.
Recognition
Celebrating a program means publicity, and even more important,
recognizing those who participated. Involve students and older
adults in the planning. Recognize the contributions of older
adults and students by writing thank-you notes, publicizing
their efforts, inviting the older volunteers to special school
events, and more. Intergenerational photos of students and older
adults can be featured in the newspaper, on TV, and in the school
entrance area.
Remember those who have provided funding or a contribution
of any kind. Mention their name and/or organization and include
them in the thank you notes. The students and faculty at Rosemont
School attend their sponsor's business meeting. They provide
a summary of their activities, feature materials developed as
a result of the sponsor's support, and provide a handout listing
participation members. They emphasize the good that they are
doing and how this activity is developing stronger ties among
community members.
Produced by the Illinois Association of School Boards, June
1997.
Mary Walsh is a Director of Illinois Association of School
Boards and a member of the Rosemont Board of Education. She
chairs the Bridging Generations coalition, a group that sponsors
intergenerational week.
Jane Angelis is Director of the Illinois Intergenerational
Initiative, a coalition of organizations committed to enhancing
education and the quality of life for all ages through intergenerational
connections.
The Illinois Intergenerational Initiative works through
a Higher Education Cooperation Act partnership of 34 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
