La Hora Chapina

All the Healthy Schools news that’s fit to print

September/October, 2008 Free

187
$2 By the Numbers
Content:
Tricks of the
Trade: New co-
2
Did you know…
40%
rural areas.
lumn featuring
classroom mana- 82% of the population in 75% of that population
gement tips. Guatemala owns just 2% lives on less than $2 per
of the land. day, including 40% liv-
The Cure: What 2 ing on less than $1 per
would you do to 187 of Guatemala’s mu- day.
treat a bee sting?
nicipalities are predomi-
Letters to the 3 nately indigenous. As of 2007, 49% of
Editor Guatemalans were suf-
Healthy Recipes: 4 56% of the country lives fering from chronic mal-
Potaje, a Mexican in poverty. nutrition.
delicacy
21% live in extreme pov- That’s down from 58%
erty. in 2002. Guatemala’s malnutrition rate
for children under age 5 puts it
*Source: APCD Salvador
Of those living in pov- Morales’ VAC Conference
among the five worst countries
La Hora Chapina erty, 60% are living in presentation. in the world.

Publisher: Sheny

The Smack Down!

Huerta, shuerta@gt.
peacecorps.gov
Editor: Kristina
Crawley, kcrawley@ September 2008 has come proved it for public presen-
gonzaga.edu with great news: Although tation. The plan is to present
Senior Reporter: some of our colleagues are it to the Health Commission
Kristina Crawley, late in turning in their an- at the Congress of Guate-
kcrawley@gonzaga. nual reports, so far we have mala.
Edu all your evaluations! Thanks *Fourteen Healthy
and congratulations. Schools trainees have been
La Hora Chapina is a
newsletter dedicated to *The Healthy Schools invited to come in Winter intended to improve the
providing PC Guate- public policy keeps moving. 2009. All of them will be communication among us. A
mala volunteers with Currently, both legal De- assigned to replace a current lot of useful information is
information regarding partments from the Minis- volunteer finishing in April. presented there and I hope it
the Healthy Schools tries of Health and Educa- *I invite all of you to visit will build another bridge
program. La Hora tion have revised it and after sharepoint.peacecorps.gov between us. Take care,
Chapina welcomes some changes, have ap- and log in. It’s a resource Dr. Sergio Mack
letters to the editor.
Page 2 La Hora Chapina

Tricks of the Trade with Seño Katie

We all love options
whether they be little or life
changing: What type of
clothes we wear, type of
salad dressing we eat, or
what the next step in our
lives will be. Having these
options gives us power over
our lives. When someone
tells us what to do, eat, or
wear, we get upset and an-
noyed.
“Giving children Children are the same
way. Giving children op-
options gives tions gives them a sense of
control in what they see as a
them a sense of big, chaotic and confusing
world.
control in what Any chance you get, give
kids plenty of choices. But
they see as a always give them choices
big, chaotic and that are acceptable to you:
Would you like to sing or
confusing play a game to start the les-
son today? Or even as silly
world.” as “Eduardo, should I use a
blue or green whiteboard
marker today?”
Giving our students op-
tions makes them believe
that they are in charge of
their learning, giving them
ownership over what is be-
ing crammed into their
heads. They think, “Wow! I
did this all by myself!”
From a management
standpoint, if you are con-
stantly giving kids the op-
tion, when you are firm and
don’t, they will listen. Give
a lot, and when needed, you
can take a little. Like a bank
account. Save up your funds,
and you can go on vacation
every once and while. Here
are some examples of how
to put this technique into
practice:
When a student is talking
during your lesson, say,
“You can either stay where
you are and stop talking, or
you can move to a different
seat where you are not
tempted to talk. It’s up to
you.”
When the kids won’t get
in line, say, “You guys can
either continue fooling
around and be late for snack,
or get in line quickly and
quietly and eat snack with
everyone else. You guys
decide. When you’re ready,
I’ll take you outside.”
And most importantly,
never let them know that
you’re frustrated. Kids love
to see how much more frus-
trated we can become. Do it
calmly and with a smile on
your face.
So try this strategy out. It
has always worked for me
and I don’t know what I
would do without it.
*Katie Noren-Yeagle is a
Healthy Schools PCV living
in Aguacatán, Huehu-
etenango. She is a graduate
of Linfield College in
McMinnville, Ore. with a
bachelor’s degree in early
childhood and elementary
education.

The Cure
Comparing traditional remedies and common first aid practices in Guatemala and the States

The Bee Sting:

Healthy Schools PCV Melanie Reda (Patzún, Chimaltenango) witnessed one of her students get stung by a
bee a few weeks ago. Her teachers’ solution was to put sugar on the site of the sting.

Common first aid knowledge in the States would suggest we should check to see if the stinger is still inside
and, if so, remove it by scraping it out (never squeeze or pull). The site should then be washed with soap and
water. Ice or any cold compress applied to the area will help with the swelling. Benadryl is always good to
have on hand for situations like these, especially if the sting-ee is allergic. In case of a sever allergic reaction,
the victim should receive professional medical care as soon as possible.

*If you’ve experienced unusual or uncommon first aid practices here in Guatemala, send an email to Kristina
Crawley at kcrawley@gonzaga.edu. Did it seem to work? If possible, ask about the reasoning behind these
practices and include that as well in your email.
 September/October, 2008 Page 3

Letters to the Editor

Sarcasm unwarranted in Independence Day article

Gracias por enviarme el último núme-
ro de La Hora Chapina y disfruté los
artículos publicados en el mismo.
Sin embargo quisiera referirme al artí-
culo de fondo de este número, “10 rea-
sons why 15 de Septiembre Rocks”.
Inicialmente me pareció divertido pero
conforme iba leyendo el mismo, la risa
empezó a convertirse en una sensación
incómoda, me dolió un poquito y al
final me quedó un mal sabor en la boca.
El sarcasmo es algo que no me hace
sentir bien y acostumbrado a que en la
cultura de los Estados Unidos se utilice
con más frecuencia que en mi país,
quizá no debería sentirme así pero al
final, no estuve seguro si estaba conten-
to o resentido del contenido del mismo.
Estoy claro que mucho del contenido
de las razones expuestas por Usted son
verdaderas y válidas, es solamente la
forma de presentarlas. Me gustaría pre-
sentarle una nueva versión que yo pien-
so que es más constructiva y probable-
mente deje mejores ideas al final de su
lectura, que el artículo mencionado en
su publicación. Adjunto dicho texto,
escrito por una CTA (Coordinadora
Técnico Administrativa) de Huehuete-
nango y creo que puede ser otra versión
del título de su artículo en mención.
Gracias en adelantado por su atención,
Sergio Mack
Como Enseñar a los Niños a Amar a
Guatemala
Lic. Ema Noelia López Villatoro
Para un niño, la idea de patria es de-
masiado abstracta para que la com-
prenda y sin embargo, el sentimiento de
orgullo nacional, amar a nuestro país
puede transmitirse poco a poco a través
de los años. Como en todos los aspectos
de la educación infantil, no hay mejor
enseñanza que la que se da con el ejem-
plo. A continuación se dan unas suger-
encias para fomentar en el niño/a el
amor a Guatemala:
1. Mencione al niño con frecuencia que
él/ella y usted viven en Guatemala y
que se sientan orgullosos de ser guate-
maltecos/as/as.
2. Evite hacer críticas y comentarios
despreciativos de nuestro país.
3. En su aula mencione todos los días
algo bueno de Guatemala y de los gua-
temaltecos/as.
4. Tomando en cuenta el grado de com-
prensión de los estudiantes, explíqueles
el significado de cada uno de los sím-
bolos patrios y colóquelos en un lugar
especial en su aula.
5. Siempre póngase de pie al escuchar
el Himno Nacional y solicite que se
descubran la cabeza. Trate de en-
señarles y hacerles comprender su sig-
nificado.
6. Hable con frecuencia de nuestro rico
pasado cultural, quiénes fueron y quié-
nes son los descendientes de los mayas,
qué ciudades fundaron y qué cono-
cimientos aportaron al resto del mundo.
7. Cuando tenga oportunidad visite tem-
plos mayas, museos, siendo cuidadoso
que las visitas sean breves y que no
cansen al/la estudiante.
8. Identifique edificios o monumentos
en su comunidad que tengan algún sig-
nificado histórico y trate de dar una
explicación sobre ellos que el/la estudi-
ante pueda comprender.
9. Festeje lo mejor posible el día de la
Independencia, hable al niño/a sobre su
significado, de nuestras tradiciones, de
la caminata cívica y del por qué es ne-
cesario mantener un espíritu festivo en
esos días.
10. Mostrar siempre un gran respeto
frente a nuestra bandera y cantar can-
ciones escolares en su honor.
11. Enséñele al/la estudiante a aceptar
las diferencias culturales y respetar la
diversidad de nacionalidades.
12. En el estudio de historia nacional
hable del pasado como del presente del
país, elabore una lista de todo lo bueno
que poseemos y colóquela en un lugar
visible de la escuela o aula.
13. Trate de cultivar las tradiciones gu
atemaltecas, siéntase orgulloso/a de
ellas.
14. Organice actividades de crecimiento
personal, pues de ello depende asumir
actitudes positivas en beneficio propio y
colectivo.
15. Enseñe a los estudiantes a enterarse
de las leyes de nuestro país y ser re-
spetuosos de las mismas.
16. Retome los momentos cívicos y de
preferencia que el/la estudiante los or-
ganice, conduzca y desarrolle con la
orientación del/la docente.

Shared experiences: PCV finds solution to a common problem

I just got the latest La
Hora Chapina and thank you
for your work on it. I enjoyed
your comments about your
service (Letter from the Edi-
tor) since some of the chal-
lenges are the same that we
all have.
I am a first generation vol-
unteer and thinking about
how the second person will
fit into my site. I wonder if
she will think that I didn't
teach them anything because
my teachers still just open up
the book and tell their stu-
dents to get out their work-
books while they dictate.
Ugh! I'm glad you realize
that the first volunteer did try
to give them other options.
All of my schools that had
two Healthy Schools books
have lost one. I told them to
copy the one they had, but
they didn't do that anymore
than they prepare their les-
sons due to the million and
one excuses you mentioned.
So I went to Cobán to a
cheaper copy place and made
several copies of the book
which I then sold to individ-
ual teachers at Q18 apiece. If
they have their own, then
there will be no blaming oth-
ers for losing it.
Saludos,
Tia Huggins
 Page 4
Letter from the Editor
Learning to learn: heeding the advice of others
On one of our last
days of Field-Based
Training our group
had the opportunity to
talk with Healthy
Schools volunteers
from the 2009 group,
who were just about to
complete their first year of service. It
was basically a mix-and-mingle, get-real
-answers-to-your-questions kind of ses-
sion, and there was one piece of advice
that kept coming up: don’t get your
hopes up too high.
Especially during the first year, every-
one kept saying, try not to have grandi-
ose expectations of making phenomenal
progress with your schools. It takes time,
they added, to gain that all-important
“confianza” and to figure out how to
work with your teachers.
I remember thinking, “Yeah, okay,
maybe that’s how it is for other people,
but with my schools it’ll be different.
Potaje
1 lb. pork (lomo), cut in cube-size bites
3-4 chorizos
1 cup lentils, white or red beans
1 plantain, peeled, whole
1 whole carrot, peeled
1 guisquil, peeled, quartered and seed
removed
2-3 squash (guicoy) whole
1 chopped green pepper
½ lb. tomatoes, sliced thin
1 med. onion, chopped
“No one made a greater mistake than he who thought he could only do a little and did nothing.”
I’m gonna kick ass in the first year.”
Once I’d received my assignment, my
confidence skyrocketed. I was working
with second-generation schools. They
already knew the drill. This was going to
be a breeze.
You can stop laughing now. Anyone
who has read my last two columns (or
any Healthy Schools Peace Corps Vol-
unteer, really) knows that was a pipe
dream to say the least. This year has
been filled with ups and downs, big frus-
trations and small successes.
But live and learn, right? In that spirit
I’d like to learn from you all, and this
time I promise to “hacer caso” to what
you say. I want to hear about your suc-
cesses and failures so far during your
service (we can keep the failures anony-
mous if you like). What’s worked for
you and what hasn’t? Got any good pro-
ject management tips? Figure out a fool-
proof way to NOT motivate your teach-
ers? Or vice versa?
Healthy Recipes
1 Tbsp achiote paste
2-3 Tbsp vinegar or sour orange juice
Salt to taste
If using white or red beans, sort out
dirt, those with holes or shriveled and
wash them at least three times. Put in
water covering them by 1 inch and
leave overnight. If using lentils, just
sort and wash. Add vegetables to beans.
Mix achiote and vinegar or orange juice
until achiote is liquidy. Add to vegeta-
bles and beans. Cook in pressure
Quote of the Month
La Hora Chapina
Remodeling
Along those lines, you’ll notice a new
column in this edition of La Hora
Chapina: Tricks of the Trade with Seño
Katie by HS PCV Katie Noren-Yeagle
(Aguacatán, Huehuetenango), which will
focus on classroom management tips
you can use or pass on to your teachers
to make sure your kids are involved,
paying attention and getting the most out
of their health lessons.
Melanie Reda (Patzún, Chimal-
tenango) suggested another new feature
called The Cure, examining the differ-
ence between Guatemala and the United
States when it comes to traditional reme-
dies and common first aid practices.
Finally, I’ve decided upon a new de-
sign for the newsletter now that my com-
puter has been outfitted with the latest
(and totally un-pirated) version of Win-
dows, which includes Microsoft Pub-
lisher. Enjoy. Peace out,
Kristina Crawley
cooker for 40 minutes. Without a pres-
sure cooker, cook for 1.5 hours and
then check that meat and beans are
done. This makes a lot, but is very nu-
tritious and a good way to use local
vegetables and ingredients.
Contributed by: Tia Huggins
La Hora Chapina is always looking for
new healthy recipes. Please email yours
to Kristina Crawley at kcraw-
ley@gonzaga.edu.
— Edmund Burke