: About Me

My career in the Educational Profession began at the start of the 1955-1956 school year, in the City of Chicago, Illinois. I had just received my Bachelor of Education Degree. I was 22 years of age. Since then, I have been a teacher and school administrator at
grade school, high School and college Levels in Chicago and in Native American communities in the Southwestern United States.

My wife, Angelina Medina, and I have lived with and have been Educators with the Zuni, the Navajo, the Acoma, the Cheyenne River Sioux, and the Jacarilla Apache. We have been teachers/school administrators with each of those tribes. Each of us has also functioned with the University of New Mexico and with New Mexico State University.

Currently, we are with the Ramah Navajo Community in Pine hill, New Mexico. We are very active in the schools there. We are very happy, healthy and busy. It simply is not true that physical decrepancy and senility are inevitable as the decades go by.

My passion is ...

My passions are life and living and reading and writing about it.

I know too much about ...

despair and dying and giving up on life.

My parents always told me ...

"Be true to yourself and find your own way!"

My childhood ambition ...

My childhood ambition was to live alone in Nature, as a US Forest Ranger

My favorite memory ...

My favorite memories are the births of my children.

Why I write ...

I write in order to leave an account of my life and times for my children and theirs.

What I am reading/watching/listening to ...

I read, watch and listen to all that impacts my senses.

My first job ...

My very first job, at age nine, was as a "grocery boy" in an old fashioned, "Mom and Pop" grocery store.

My best moment ...

My best moments have been too many to count and, hopefully, that will continue to be the case.

My inspiration ...

My inspirations are people that I meet who are truly good, through and through.

Education > Primary School Issues What to do when a school principal is too strict

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School principals are often perceived to be too strict, or not strict enough. Often these perceptions are accurate appraisals of the management styles of the school administrators being observed and reacted to. Seemingly, few school principals succeed in achieving a balance between strictness and leniency that satisfies most of those with whom they work, most of the time. Ergo, there are consistently debates about workable ways to deal with principals who are deemed to be either too strict, or too lenient. As strange and as surprising as it may seem, school principals who function at the o...

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