Sunday, November 27, 2011

Offering Condolences—There is a better way

Who among us has not felt awkward trying to express our condolences to someone who has lost a loved one?  And who among us, having experienced such a loss, has not felt awkward when people express their regrets in such fashion?

Offering condolences tends to be an unsatisfactory ritual conversation.  It is a pro forma expression that makes the bereaved person uncomfortable.  It reminds them of their loss and they know that the speaker is uncomfortable broaching the topic.  Hence the bereaved person simply wants to get this ritual exchange over as soon as possible.

People expressing condolences frequently perceive that the bereaved person is uncomfortable, which exacerbates the problem.

For the last several years, I’ve been using an alternate approach which has been tremendously successful for me.  I’d like to share it with you.

When I know that someone has lost a dear friend or relative, I ask them to tell me about that person.  Or, if I know that they are rushed, I ask them if they would please tell me about that person when they have time.  The request can be delivered in a variety of ways depending upon the relationship.  For example:


                 “I know you were really close to your mother.  I’d appreciate it if you could tell me more about her.”
“Were you close to your mother-in-law? …. That’s great!  I’d like to hear more about her.  What memories will you cherish?”
If it is not timely at the time, I’ll typically follow up to make sure that I get to know more about that person.
Asking about their dearly-departed loved one accomplishes the following:
    1. It shows respect for the deceased.
    2. It empowers the bereaved person to talk about their loved one, something they want to do.
    3. In talking about their loved one, they realize that their memories will not perish with the person.  The person will live on in their memory.
    4. The bereaved person engages in a necessary step in the grief process.
    5. The questioner learns about a wonderful person and learns more about the bereaved person.  It brings them closer.
    6. The bereaved person appreciates an active listener.
Such conversations are not uncomfortable for either person, as demonstrated by three recent experiences with people who varied from a long-term friend to a stranger I met on a bus.

I talked with a person who was a business associate of mine many years ago, but we were in different cities and did not really know each other well.  After several years, I recently was making an effort to build a new relationship with his organization through a member of his staff.  In doing so, I learned that his mother-in-law had died.  Now mother-in-law relationships can be tricky, so I called and asked him on the phone if he had been close to his mother-in-law.

His response was that he should have been closer; he should have made more effort to spend time with her.  She was a wonderful person.

So I asked him to share some memories about her.

He started taking about a fishing trip that she took with him and his children.  As he was speaking, I obtained clarity -- so her daughter was not there, it was just you and her and the kids?  He affirmed.

He talked about her sense of humor; her strength and how good a fisherwoman she was.  He clearly had a much closer relationship with her than I had initially inferred.

His enthusiasm in describing his memories gushed across the phone lines.  He was proud of his mother-in-law and happy to talk about her.   The intergenerational memories of her impact on his children underscored that she had lived a good and meaningful life.

After he had finished speaking, it was easy to thank him, noting how meaningful his comments had been to me.  I observed that he and his mother-in-law had clearly taken the time to build a relationship with each other and his children and commented that it seemed to have been a wonderful relationship.  She undoubtedly appreciated the support that he had given to her and his contributions to her daughter and grand-children.  I told him it was clear that he would miss her, but that he and his family certainly had some great memories to cherish.

Another circumstance involved a lifelong friend.  (Okay, not quite.  I’ve only known her and her husband for about 40 years.  That really is a significant difference because if I had known her all my life, I would have known her father.).  Her husband was my best friend in high school and the best man at my wedding.  We’d known for years that her father was failing but did not know her father (we live half-way across the country from her and her husband) and really had not asked a lot of detailed questions about her family history.

When we learned, via email, that her father had died, I called her to ask her about her father.  He had actually died a few weeks earlier.  Before I really had a chance to ask her, she began telling us about his last days and some of the medical problems they faced together.  She and her husband had been away at the NCAA Women’s Basketball Final Four and had had to leave the tournament in order to go to his bedside.

I then asked her to tell me about him.  When I did, she went back over the final days in greater detail.  She heads a lab at a hospital and was deeply involved and knowledgeable about his health difficulties.  When I was younger, I might have interrupted her by saying “you misunderstood; I was asking about your older memories of him”.  At a somewhat more mature stage of my life, I might have interrupted and apologized for not being clear, clarifying what I had meant to ask.

Now, I realized that I could simply let her say her piece.  In fact, it gave me time to find a simple way to respond when she was done.  Her father had been in a nursing home and had experienced a painful and long decline.  As his primary support, she had been enmeshed in his pain.  I simply acknowledged what she told me, with a comment such as “wow, that was difficult for you”.  Then, following a brief pause, I clearly changed the subject: “Can you tell me about some of your memories of him from your youth?”

That set off a torrent.  We learned about how she had been the most frail of his children.  He had protected her, telling her older siblings not to touch her because she might break.  She rode in the tractor with him around the farm and as he changed careers, it seemed as though she always had opportunities to ride with him in one type of vehicle or another.  It became very clear why she had become his primary care-giver. 

This was a 4-phone conversation.  My wife and I were each on a phone and our friends each had a phone as well.  To my surprise, when she paused, her husband jumped in to share some of his memories of his relationship with her father.  So, we inadvertently gave him an opportunity to grieve in a positive sense with an enthusiastic homage to her father.  I imagine it must have made his wife feel very good as well.  I think a lot of energy was released and progress was made toward accepting his death.

The third recent example occurred on a bus at the airport.  I sat down opposite a woman who looked very tired.  I asked her how she was.  She explained briefly that she had lost someone in her family.  I commented that she had seemed tired so I could tell that she had been thinking about this person a lot.  She then explained that the lady was her sister-in-law and had been murdered.  When she offered a bit more information about the murder, I remembered having read about it and told her that I had been sad to read about it.  I asked if she was just arriving in town to attend the funeral and learned that she was flying out of town to a family reunion.

I asked her to tell me about her sister-in-law.  The first thing she said was “She could cook!”  I saw a small smile form on her face and her eyes.  I told her that she seemed to be remembering the savory smell and taste of that cooking and that I could see that she enjoyed it.  She went on to tell me about her sister-in-law’s personality.  Her visage had entirely changed.  As she was getting off the bus at her airline, she asked me: “Are you a minister?”  I thought that was one of the nicest things anyone has said to me in that circumstance.  Another lady riding on the bus was partly out of earshot and asked me to repeat some of the information the lady had shared.  A man riding on the bus simply said, “You taught me something.  Thank you.”

This approach works wonderfully.  The conversations are positive, free-flowing and beneficial to all parties.  You not only will feel great seeing the positive impact on the bereaved person but you will also learn about a wonderful person’s impact on their loved ones.  I hope you reproduce my success with this approach.

My Best Teacher submissions

The contest is “on hold” until I find a way to collect stories by phone and electronically convert them to text.  But you can submit your own story by adding a comment to this blog and several submissions are shown below.

If you add a story about your best teacher, please identify yourself below or email this form to cthau@targetins.com. It would be helpful if you name this document with the teacher’s name. Unless you specifically state otherwise, your submission establishes that we can publish your submission (without your contact information), as we deem appropriate solely to support the purposes of the contest.


Teacher:
School:
City:
Grade/Subject Taught:
Submitted by:
Submitter’s Email Address:
Submitter’s Phone Number:
What this teacher does/did that was so good:

My Best Teacher contest (I'd hire someone to drive this)


My following effort has been stymied because people won't take the time to write their stories.  Interviewing them would work.  But I'd like to arrange a phone number where they can dictate their stories, then use software to convert it into a word document which could be edited and then emailed to the submitter for approval.  I'd like to hire someone to set this up.

The contest works as follows:
·         People describe how a specific teacher has had a memorable impact on their family --- usually someone who taught the writer or the writer’s children.  (People are encouraged to submit more than one teacher.)
·         A panel of judges evaluates the stories to select winners. Although the stories could be about teachers from anywhere, the winning stories have to be about Kansas City-area teachers, at least for this first round.
·         Prizes
·         First prize: $20,000 endowment at the Greater Kansas City Community Foundation (GKCCF) to fund an on-going philanthropy class honoring that teacher.  Each year, we will teach a philanthropy class to a class at that teacher’s school.  Each child will get a $25 Giving Card which they redeem on-line through the www.donoredge.org web-site.  Teachers will probably ask students to discuss why they chose their recipients.  $20,000 should permit inflationary increases in the $25 over time.
·         Two runners-up prizes will fund a single one-time class in honor of other teachers.
·         Prizes are financed through the “My Most Memorable Teacher” fund at GKCCF.
·         The person who wrote the winning entry and the teacher (if living) could attend the class, with permission of the school.
·         An event might be held to honor the teacher, inviting other fans of the teacher.
·         If feasible, the submissions will be sold as a book (hard copy and/or electronically), with proceeds going to the fund at GKCCF.  (We'll get permission from each person who submitted an essay.)
·         Each person who submits an entry gets a $25 Giving Card.  In addition, Richard Seltzer (http://samizdat.stores.yahoo.net/) has offered each submitter one of his $29 (or less expensive) Great Literature CDs (complete text of 100+ books typically) for FREE (or a $29 credit toward a larger purchase).  If you submit an entry, tell me which one you want and I'll ask Richard to send it.

Goals:
·         Start children on the road toward community service. Build future philanthropists.
o    Enable children to experience the satisfaction of philanthropy.
o    Help children to envision themselves “making a difference” in their lives.
o    Educate children (and indirectly, their family) about the positive impacts of non-profit organizations in our community, possibly leading to more donations of time or money or more utilization of non-profit services.
·         Promote effective teaching
o    Encourage people to realize the impact great teachers have had on their lives.
o    Show, and build, respect for teachers.  Build well-deserved satisfaction and pride in teachers who have done wonderful jobs.
o    Present role model behavior for young teachers.
o    Contribute to encouraging people to become teachers and to remain in a teaching career.
o    Facilitate the ability of people to express thanks to their teachers (and maybe re-unite a few of them).
·         Expand usage of the Giving Cards.
o    Publicize Giving Cards and the GKCCF, leading to more
·         Inspire more such philanthropy-education classes
o    Other donors can fund (or contribute to funding) of such classes on a one-time basis, perhaps in honor of teachers
o    Other classes can be endowed.
o    Influence other cities to take similar action.

Note: an alternative class design might work as follows:
·         The teacher announces that each child will control $25.  Six (or another number) children will earn the honor of selecting the organizations to receive the donations.  Those children will then promote to the class why their recipient is worthy.
·         The other children will each pick one of those six recipients to receive their $25.
·         All six organizations will get at least $25; more, depending on the marketing skills of their student advocate.
·           This approach teaches the children to submit a "grant proposal" (why they should be one of the children who selects the non-profit organizations), which is helpful training for college or job applications.  It stimulates and develops marketing, public speaking, and other skills.  We could add a little money for the non-profit whose advocate raises the most money from his/her classmates’ Giving Cards.

Teaching Multiplication Tables (approach I'm willing to fund)

When I taught in the inner city in Los Angeles, I found that both my high school and junior high school students did not know their multiplication tables.  The school system allowed them to use printed multiplication tables, but the students did not use them well.  They would run their finger along a line in the table and end up one row or column “off”, producing an incorrect answer.

Beyond the inaccuracy, I also do not think that our students should be dependent on a printed table.  I preferred that they learn basic multiplication facts via principles or other ways.

Therefore, I did not allow my students to use the multiplication tables.  Instead I put multiplication facts up on the wall as follows:

1)   All multiplication facts (from 1 x 1 =1 through 12 x 12 = 144) were on the wall.

2)   Each fact card was done in color.  Facts that would be close to each other on a multiplication table were different colors.  If the students remembered seeing 7 x 9 in red, I did not want them to also remember 56 having been in red.  So the colors were NOT randomly picked.

3)   Facts that would be close to each other on a multiplication table were far apart.  That is, if they learned by space localization, I did not want 7 x 7 = 49 to be close to 8 x 6 = 48.  So the placards were NOT randomly placed.  They were placed with intentional disorder.

One Spring day, standardized testing was scheduled.  So, I came to school early and covered each multiplication fact with a piece of paper.

When the students came in, they protested vociferously.  I took a chance and claimed that they did not need to see the cards because they already knew what was on each card.  I then pointed to a blank piece of paper that had a card behind it and asked the students to tell me the underlying multiplication fact.  A chorus of correct answers responded.  We tested several cards, with correct choruses each time.  The students seemed quite surprised.

Note:    I did not check that each student knew the answers.
            I did not do any testing to see if they remembered these facts the next year, etc.
            I can't demonstrate improved math skills.  I did not receive before and after test results.
            This is a nice anecdote, but proves nothing.

Nonetheless, I am convinced that this idea has merit and is worth testing.  So I’d like to fund the cost of testing it further.

Educational Web-Sites

Here are some web-sites dealing with education:

Hoaxes
Academic classes
www.khanacademy.org/ 2700 free classes
academicearth.org: university lectures
Want to learn how to do something?  www.Howcast.com, www.WonderHowTo.com, www.eHow.com.
7 “Open Yale Courses” are posted for free access at www.open.yale.edu
Financial Literacy
www.youtube.com/MetLife: explains insurance
http://fpfenonprofit.org/: financial literacy
Life Expectancy:
www.deathclock.com/  CT=73 and 10 months
Career assessment
            www.oipartners.net/
            http://enrichcareers.com/
Self-improvement
Pro-Education
www.successforall.net: grants for improving schools
www.gkccf.org/page22854.cfm for the GKCCF Blue Ribbon Task Force on Higher Education with Benno Schmidt and Kurt Schmoke plus other liberals
Puzzles
International
www.epals.com/: links classrooms internationally
City Info
Trivia

Thursday, November 24, 2011

Mortgage Crisis

The mortgage crisis, like many problems, was the result of many failures.  Sub-par loans began when Congress forced lenders to serve low-income applicants and under-served sections of town, against the lenders’ better judgment.  Barney Frank was a leader in this regard, but, of course, he and other politicians point fingers elsewhere.  Charles Calomiris, a professor at Columbia Business School, has documented the resistance of middle managers at Freddie Mac who, in 2004, cited past experience with high failure rates and fraud resulting from such programs and the likely negative impact on the people who were supposed to benefit from the program.  (See Mortgage Crisis) 

Lenders then packaged their loans and sold them as securities.  In doing so, they no longer suffered the consequences of failures in their loan portfolio.  Instead those losses were borne by the investors.  Not surprisingly, lenders became less vigilant about the quality of loans when their personal income became tied to the quantity of loans they made rather than the quality. 

The blame lies in several areas:
1.     Politicians started the problem by pushing for unsound loans.
2.     Lenders’ greed, competitive nature and lack of moral strength expanded the problem, rather than controlling it.  Note: The people cited in Calomiris’s article deserve plaudits and I’m sure there are many other unsung heroes in the lending industry.
3.     Investors overlooked a clear risk in the mortgage securities they purchased.
4.     Rating agencies apparently failed to do adequate due diligence.
5.     Regulators and politicians failed to recognize the threat and take action (I have not given thought to what action they might have taken that would have been appropriate.)  I remember reading that at one point in either the Clinton or G. W. Bush administrations, there was an effort to restrain Freddie Mac and Fannie Mae in some respect, but the Democrats rejected it.  I do not know if that action was related to the above problems, nor whether the proposed action would have done any good.