children’s literature

Class Attendance and Introduction

The speaker confirms a student's high score of 109 and attempts to gauge attendance. Students are called out by name to verify presence, including names like Madison, Hannah, Megan, Jane, Bridget, Alexis, and others.
Catherine is present. The speaker acknowledges missing students, especially Aiden and Jayden, whom the latter is reported to be in the bathroom. The speaker expresses optimism about the session despite inclement weather.
The speaker is preparing to introduce Mr. Feiland, the guest speaker for that session.

Introduction of Guest Speaker

Mr. Feiland has a diverse and extensive background:

  • Thirty years with the Suffolk County Police Department: This highlights his long-term commitment to public service and law enforcement.

  • Military Background: He served with the Army National Guard and Army Reserve.

  • Family: He has two sons and five grandchildren, indicating a personal connection that may influence his perspectives.

  • Education: He holds a bachelor's degree and two master's degrees, all earned while working, illustrating his dedication and tenacity.

  • FBI National Academy: He was selected to attend this prestigious institution in Quantico, Virginia.

  • Harvard Training: Completion of a senior management institute is noted as significant.
    The speaker expresses confidence in Mr. Feiland’s qualifications to speak to the class.

Reason for Speaking Engagement

Mr. Feiland has been motivated to write children's books due to his concern about:

  • Refugees and Asylum Seekers: His passion stems from a desire to raise awareness about the challenges faced by these vulnerable populations. This topic appears central to his narrative and personal experiences.

Classroom Environment Adjustments

Discussion includes the need for proper ventilation in the classroom, with suggestions to adjust seating arrangements for comfort and airflow.

Student Introductions

Mr. Feiland invites students to introduce themselves, stating their names, year, and major. Here are some highlights:

  • Bren - Senior, Finance major

  • Jenna - Graduate student, Education major

  • Alexis - Junior, Marketing major

  • Summer - Junior, Education major

  • Andrew and Margo - Freshmen, Undecided majors

  • Cassandra - Senior, Sociology major

  • Aiden - Sophomore, Education major

  • Bridget - Senior, Nursing major
    A diversity of majors is acknowledged in the group, showing the varied interests and paths of the students.

Reflection on Education

Mr. Feiland reflects on his previous teaching experience and shares a quote from a colleague:
"A teacher touches eternity."
He emphasizes the profound influence teachers can have on their students’ lives. He encourages criminal justice majors to broaden their perspectives beyond local law enforcement, considering various federal and state agencies.

Session Format Change

The usual reading protocol is altered due to a technical issue concerning the materials. Instead, Mr. Feiland invites volunteers to narrate parts of the children’s book he authored. This reflects flexibility within the lesson plan.

Focus of Discussion

Mr. Feiland leads a discussion about his organization, Hannah, which is focused on combating hate. He shares experiences from his former police career, highlighting the transition from policing demonstrations to leading a grassroots organization advocating for social justice.

Exploration of Children’s Literature

The book read during class is entitled Hope and Freckles. The story addresses themes such as environmental challenges and the experiences of refugees. Here is a summary of the narrative:

  • Setting: The story involves characters like Hope, a mother deer, and her fawn, Freckles, who face adversity due to diminishing resources in their forest.

  • Journey: They seek refuge in a new, safer environment but encounter restrictions and challenges along the way. Parents and children are separated, highlighting the emotional turmoil such situations cause.

  • Themes: The book sheds light on broader issues of safety, migration, and community, encouraging empathy for those who are displaced.

Engagement with Students

The session includes student reactions to the story, inviting them to share one-word responses that reflect their feelings about what they've just heard. Responses include:

  • Cute

  • Interesting

  • Wholesome

  • Hopeful

  • Eye-opening

  • Impactful

  • Courageous
    This interaction fosters a reflective and engaging class atmosphere centered around emotional and intellectual responses to literature.

Discussion on Key Terminology

Mr. Feiland explains crucial definitions related to migration and displacement, highlighting the differences between:

  • Refugees: Individuals who flee their country for safety due to violence or persecution.

  • Immigrants: Those who relocate with the intent to settle in a new country.

  • Asylum Seekers: Those who request safety upon arriving in another country, fleeing dangerous conditions in their home nations.
    He emphasizes the complexity and nuances of these terms in current discussions.

Statistical Insights

Mr. Feiland discusses current statistics regarding refugees worldwide, including:

  • Over 40 million refugees globally, with 41% being children.
    The session highlights the continual plight of displaced individuals and the context for children’s literature focusing on these issues.

Understanding Immigration Status

The distinction is made between documented and undocumented individuals in the U.S. context, such as:

  • Documented Individuals: Those who have entered legally through visas or asylum processes and maintain legal status.

  • Undocumented Individuals: Those who entered without permission or overstayed their visas.
    This distinction serves to clarify misconceptions and stereotypes surrounding the immigrant population.

Personal Narrative and Motivation

Mr. Feiland reflects on his motivation to write, rooted in his experience as a grandparent and a lifelong public servant. He discusses how personal faith and a commitment to compassion influence his writings and advocacy.

Writing Process and Publication

Mr. Feiland explains his journey of writing and publishing, detailing challenges such as:

  • Curbing Word Count: He was advised to cut a third of his manuscript to meet publishing standards.

  • Illustration Process: He collaborated with children's book illustrators, navigating the challenges of selecting art that complements the narrative.

Target Audience Consideration

His book targets children aged 6 to 10 but carries messages of empathy that resonate with all ages. He aims to create dialogue between adults and children around complex issues of immigration and displacement.

Conclusion and Call to Action

The speaker urges the class to consider how literature can be a tool for understanding social issues such as those faced by refugees and asylum seekers. He poses the thought-provoking question of what individuals would take with them if they were suddenly forced to leave their homes, prompting reflection on privilege, safety, and empathy for those in peril. The speaker wraps up the session by emphasizing the importance of understanding diverse perspectives and fostering dialogue around these critical social topics.