May 1, 1995 CONGRESSIONAL RECORD — SENATE S5861

ridiculous level of denying President

Lee, in transit to another country, the

ability to disembark from his aircraft

during a stop-over in Hawaii.

Second, as I have previously noted on

the floor, the only people to whom the

United States regularly denies entry

are terrorists, convicted felons, and

people with certain serious communicable diseases. The Secretary of

State has admitted Yasser Arafat,

whom we denounced for years as a terrorist thug; he has admitted Terry

Adams, the leader of the IRA’s political arm Sinn Fein—a group responsible

for terrorist attacks throughout the

United Kingdom. Few of us in the senate can fathom how the State Department can possible exclude President

Lee—the democratically elected leader

of a friendly country—when it has admitted these gentlemen, and instead

add him to a list of pariahs.

Third, the refusal to admit President

Lee comes at the express behest of the

Government of the People’s Republic of

China. In the almost slavish lengths to

which the State Department has gone

to honor that demand, it has done

nothing but strengthen the perception

on Capitol Hill that it is rushing to

kowtow to Beijing. State has countered

that the People’s Republic of China has

threatened grave ramifications if Lee

were to be admitted—since the People’s

Republic of China claims Taiwan to be

a province—and admitting President

Lee would be tantamount to a country

admitting Gov. Pete Wilson as the head

of government of a sovereign independent California, thereby threatening the

authority of the central government.

Yet their own actions severely undercut the Department’s position. The

Secretary has repeatedly admitted his

Holiness the Dalai Lama to the United

States. The Dalai Lama purports—

rightly in my view—to represent the

legitimate Government of Tibet. Chinese troops occupied Tibet in the

1950’s, displaced the Government and

absorbed Tibet as a province—the

Xizang Zizhiqu or Xizang Autonomous

Region. Despite Beijing’s warnings to

the contrary—warnings similar to

those on Taiwan—we have admitted

the Dalai Lama. We have done this despite the fact that, like President Lee,

the Dalai Lama claims to represent a

country which the People’s Republic of

China considers to be a province. Why,

then, the inconsistency in the State

Department’s position?

Fourth, attempts by the People’s Republic of China to dictate our immigration policy to us strike many as presumptuous. To put it in terms which

the Government in Beijing can understand: Who we admit to this country

under our immigration laws is strictly

an internal affair of the United States.

Mr. President, the People’s Republic of

China is continually telling us to butt

out of issues they consider to be their

internal affairs—human rights abuses,

for example; they would do well to listen to their own advice.

Congress has made it abundantly

clear that it disapproves of the administration’s position on this issue. Votes

urging the Secretary to allow the visit

have passed overwhelmingly in both

Houses in past years. This year, Senate

Concurrent Resolution 9 and its House

counterpart both enjoy wide, bipartisan support. I expect that they will

both come to a vote within the next

week and pass with few, if any, detractors.

There have been some signs—albeit

exceedingly subtle—that the administration may be considering some reworking of its past positions. In New

York City on the 17th of this month, on

the occasion of the visit of the People’s

Republic of China’s Foreign Minister

Qian, a senior State Department official made certain statements which

may provide a small glimmer of hope

that the administration may be coming

around. Mr. President, you will note

from the amount of qualifying words

that I have just used that I consider

the likelihood of them coming around

to be rather slim.

That would be unfortunate, because I

think that it would reflect an

underestimation of the depth of the

feeling in the Congress on this issue.

Just so there is no mistaking what I

believe the reaction of the Senate will

be to a continued denial of a private

visit by President Lee—even in the face

of the two resolutions—let me point

out the following for our friends in the

administration. I have prepared legislation to require the Secretary to

admit President Lee this year for a private visit, which already has seven

original cosponsors. At least two other

Senators I know of are poised to introduce similar legislation. Should the

Secretary fail to accommodate a private visit by President Lee in the very

near future, the three of us are prepared to act. I will ensure that any

such legislation moves quickly through

my subcommittee, and on to the floor.

Mr. President, it is unfortunate that

this simple issue has had to come to

this. If the parties had simply, we

could have put this behind us and gotten on with the more serious issues

that concern us. The obstinance of the

State Department, and the People’s

Republic of China, only serves to

harden Members’ attitudes and to turn

their attention toward other, more

controversial, areas such as Taiwan’s

participation in the United Nations

and WTO. We would all do well to remember the proverbial observation

that the grass that bends with the wind

survives the storm, while the branch

that remains stiff and obstinate does

not.

IN HONOR OF SOUTH DAKOTA’S

1995 TEACHER OF THE YEAR,

fBECKY EKELAND

Mr. DASCHLE. Mr. President, I want

to congratulate the 1995 South Dakota

Teacher of the Year, Becky Ekeland. I

can attest to the fact that this is an

honor she well deserves.

Being selected Teacher of the Year is

a most significant accomplishment. It

means you have gained the utmost respect of your colleagues and students.

Becky Ekeland was nominated by her

fellow teaching staff in the Brookings

School District and ultimately selected

by a committee of statewide officials.

Ms. Ekeland is an English teacher at

Brookings High School. She has been

an educator for 20 years. South Dakotans, especially the students of Brookings, are extremely fortunate to have

Mrs. Ekeland in our State.

Mrs. Ekeland’s dedication to her students is evidenced in a hundred different ways. One example is the grammar lessons she creates each year.

Rather than relying on a textbook, she

tailors her lessons to the specific needs

of each class. It’s her way, she said, of

showing her students how the English

language works and what it means in

their day-to-day lives.

Schools have undergone enormous

change in the 20 years since Mrs.

Ekeland began her career. One of the

most profound changes is the tremendous new demands placed on parents.

Many children now come from singleparent families. In other families, two

parents work two and even three jobs

just to make ends meet.

A teacher’s job is always demanding,

but it become even more difficult when

teachers have to fill in as parents, too.

Given the increasing pressure on our

schools—and our increasing need for

good schools, now is not the time to be

cutting educational resources.

In coming weeks, as we debate next

year’s budget, let us remember what

President Kennedy said: ‘‘A child

miseducated is a child lost. And let us

pledge to give America’s students and

teachers the support they need to succeed. In a real sense, they are our future.’’

I want to mention a few things Becky

Ekeland is working to improve the

teaching profession and make that future more secure.

First, she is a positive voice in the

community, letting people know the

good things that happen in the school.

She participates in professional organizations.

She takes seriously her responsibility to be a good example, demanding

from herself what we all should be able

to expect from our teachers.

she attends classes, workshops, seminars and conventions in an effort to

constantly improve herself and her

educational skills.

The greatest testament to Ms.

Ekeland’s skill comes from her fellow

staffers and former students.

The counselor at Brookings High

School describes her as ‘‘self-motivated, conscientious, responsible, dependable, a professional individual, always willing to give 110 percent while

at work; another 110 percent worth of

quality time when at home with her

family.’’
S5862 CONGRESSIONAL RECORD — SENATE May 1, 1995

Her principal at Brookings High

School calls Mrs. Ekeland ‘‘an outstanding educator. Becky is first and

foremost a caring person,’’ he says

‘‘who places a high priority on helping

others * * * she establishes relationships with students that serve to increase their motivation, confidence

and achievement * * * Becky has always demonstrated strong classroom

organizational skills and a commitment to instruction that causes students to be actively engaged in learning through ways that are meaningful

to them.’’

A former student writes, ‘‘Rebecca

Ekeland is truly one in a million. I

have never come across anyone who

dedicates so much energy to one task—

educating the children of Brookings,

South Dakota. She puts her heart and

soul into the success of every single

student that enters her classroom. To

me this is what teaching is all about.’’

Mr. President, I am honored to commend such an outstanding teacher and

to congratulate her on her well-deserved recognition.

At this time, I would ask that Ms.

Ekeland’s essays and the letters of recommendations from which I read be

printed in the RECORD.

There being no objection, the material was ordered to be printed in the

RECORD, as follows:

BECKY EKELAND

PROFESSIONAL BIOGRAPHY

A. What were the factors that influenced

you to become a teacher? Describe what you

consider to be your greatest contributions

and accomplishments in education.

As the daughter of a Lutheran minister

and an English teacher, I grew up in a home

where a career meant working with people

and helping people. I could see that my parents’ professions were very rewarding and

that they had the love and respect of many

people. I was very proud of them and wanted

to be like them. they must have had the

same effect on my siblings because my

brother is a special education teacher and

my sister is a social worker who works as a

legal advocate for people with mental illness. We all feel a strong desire to serve others and in return gain great self-satisfaction.

When I was growing up, school was always

a wonderful place to be, and I have fond

memories of warm, caring, dedicated teachers, and so, even though I briefly entertained

notions of being a missionary or a social

worker, I guess I always planned on being a

teacher. Someone said once that good teachers love both their students and their subject, so I guess I’ve got it made!

My greatest accomplishments in education

have probably come from my dedication to

my students. For example, for years I have

written my own grammar units rather than

relying on a textbook. I want my students to

see the whole picture of how our language

works and have them apply this knowledge

to their own writing through exercises and

lessons that are tailored for each class. I rewrite my grammar unit every year to meet

my students needs.

Another example is how I have developed

my yearbook class. When I started 10 years

ago I had no experience and no staff! I took

some workshops and recruited great students. Yearbook has evolved from a Monday

night extracurricular activity into an accredited class with the students and the

book consistently winning top awards in

yearbook journalism. I am especially of this

class because my role as a mentor and an adviser. The book is completely student produced. I love to see how the confidence and

creativity blossom when kids are in charge

of something they are proud of.

I am trying to use the lessons I have

learned in this yearbook class in my English

9 class. By giving students some control in

what they study and in how they tackle a

task they have more success. One unit that

has worked especially well is the I-Search

paper. Students must pick their own topic,

one that has personal value and meaning to

them, and then research it, with their primary source of information being other people. The students conducted interviews and

write letters to gain their information.

One thing that brings me great satisfaction is the relationships I have with many of

my students. I encourage my students to

come in and see me when they need someone

to talk to. I think I’m someone they trust

and find easy to talk to because many kids

do come in. This is a very important part of

my job—to be a compassionate, caring, good

listener. I treat my students with respect

and they, in turn, treat me with respect. I

rarely have discipline problems because of

this. I start every school year by explaining

that the only behavior rule in my classroom

is the Golden Rule. I tell the students that I

want my classroom to be a friendly and safe

place for everyone, including me, and that I

want everyone to feel good about coming to

English class. It generally works, and my

classroom is truly a fun place to be!

One thing I’m proud of is that I have been

employed for 20 years! I have moved five

times to different states and communities

following my husband’s career. Competition

for teaching positions has always been keen,

but in each of these places I have been able

to secure a teaching position. I am especially

pleased to be teaching in Brookings.

My greatest professional joy is when graduates come back to tell me about their accomplishments and to thank me for whatever role I may have played. One of them recently wrote, ‘‘You are my favorite teacher,

I’ll remember you always for being willing to

listen to my problems and helping me out

and putting up with me . . . I can not tell

you how much better you have made my

life.’’ I work very hard to do the right things

for my students—taking classes, writing

units, experimenting with different styles,

taking time to get to know them, etc.—but

it’s messages like that that make it all

worthwhile. I am a very lucky person to

have such a wonderful job.

COMMUNITY INVOLVEMENT

A. Describe your commitment to your

community through service-oriented activities such as volunteer work, civic and other

group activities.

Community and church activities are important because of the services they often

provide and because they help me to grow as

a person, but it is very important to me to

have balance in my life. I have very strong

feelings about maintaining quality family

time in the evenings. When I’m at school I

give 100% to my students and my job, but

during evenings and weekends my family

comes first. This is obviously important for

my children, but I think it is also important

for me and ultimately reflects on all aspects

of my life. I am healthier and more energetic

in the classroom because I am not spread too

thin. I refuse to join too many organizations

at one time because they take me away from

my job and my family, so I pick and choose

thoughtfully and say no when I have to. The

organizations that I’m involved in are ones

that I feel are important. I also hope to demonstrate to my children the worth of these

organizations and role model for them the

importance of getting involved in things

that can make a difference.

Right now my outside activities are mostly in my church. I am a member of Ascension

Lutheran where I am a Sunday School teacher and a member of the Rebekah Circle. I

have also served as a Church Council member, a member of various boards, and as a

choir member. In my former church I also

served as a Confirmation teacher and as a

Luther League adviser.

In the past I have been a college sorority

adviser, a member of Alpha Delta Kappa (an

honorary teachers’ sorority), a United Fund

committee member, and I have worked on

various political campaigns for candidates

who share the same views on education that

I do. My goal for this coming year is to become involved in Habitat for Humanity here

in Brookings.

PHILOSOPHY OF TEACHING

A. Describe your personal feelings and beliefs about teaching, including your own

ideas of what makes you an outstanding

teacher. Describe the rewards you find in

teaching.

B. How are your beliefs about teaching

demonstrated in your personal teaching

style?

As a teacher, it is my goal to promote intellectual and character development in my

students. I want each student to have a good

understanding of the material in my curriculum, of course, but it is equally important to

me that they enjoy the learning process so

that it will continue long after they leave

my classroom. It is my desire to help my

students reach their highest goals and become productive citizens. I try very hard to

be a role model, a mentor, a good listener,

and a friend.

I start each school year with only one conduct rule—the Golden Rule. I discuss with

the students what it means to treat others

the way they would like to be treated and

how important this attitude is. I want my

students to feel comfortable in my room, to

know that this is a caring, warm place where

they can feel good about themselves and the

subject. Generally that rule takes care of

any discipline problems before they ever

arise. A gentle reminder to ‘‘be nice’’ is usually all that is needed! This rule helps provide an atmosphere that encourages learning, and it also helps students achieve selfcontrol.

In class discussions I try to draw responses

from all students, encouraging higher-order

thinking skills. I like to give compliments

and positive feedback because I think this

encourages students to participate. Everybody likes to be praised, and most kids like

to talk if they don’t feel threatened. I have

also started using the portfolio as a means of

assessment. It is a true indicator of a student’s accomplishments and provides a

means for each student to see his or her

growth through the year.

I know all students can learn, so I try to

provide for different learning styles. I also

work very closely with the special education

teachers to meet the needs of students on

IEPs. For example, one year I had a blind

student. Following guidance from the special

education teachers, I had his worksheets

Brailed, had him tape lectures, and provided

a typewriter for him to use in the classroom.

The special education teachers and I also

work together on inclusion. These teachers

help me not only with students on IEPs, but

also with any students who are struggling or

need some extra help.

I am constantly trying to improve my

teaching through many diferent methods. I

choose workshops and classes based on what

I think my needs and my students’ needs are.
May 1, 1995 CONGRESSIONAL RECORD — SENATE S5863

I share ideas with fellow teachers and incorporate new ideas from them. I have worked

on several curriculum committees and have

often written my own units to meet my students’ needs. I generally draw from many

sources to organize and present an original

approach to the subject matter.

Many of my students become my friends.

They come to me for counseling or advice; I

have been a member of Peer Natural Helpers

for several years. Sometimes students need

help with English or yearbook, and sometimes they need help with problems in their

personal life. I don’t always have the answers, but I think I’m easy to talk to, and

the kids feel comfortable with me. They

know I truly like them! It is from these relationships that I derive my greatest satisfaction. I also like to see ‘‘light bulbs’’ come on

in kids’ eyes as they begin to comprehend a

grammar lesson or get involved in a story we

are reading or solve a yearbook layout problem. I continue to work hard to establish a

relationship with all my students so that I

can recognize their needs and help them. I

often get letters, phone calls, and visits from

former students, sometimes just to talk and

sometimes to thank me. They make me feel

wonderful!

EDUCATION ISSUES AND TRENDS

A. What do you consider to be the major

public education issues today? Address one,

outlining possible causes, effects and resolutions.

It is an exciting time to be in education

when one considers such issues as modernization and inclusion. Brookings has been involved in modernization now for two years

and it is exhilarating to see the changes. Collaboration and cross-curricular classes are

just two results of modernization that have

excited and rejuvenated many of our staff

members. I am involved in collaborating

with special education teachers to include

special-needs students in the regular classroom. It seems that special education is constantly evolving and the verdict is still out

as to whether inclusion is the best method,

but I find it very rewarding to work with a

program that has such a humane philosophy

toward all children. The dark ages of shunning special-needs children or sending them

away is in the past to stay. It is better for all

people to live in a society that accepts all

people for what they are.

It is also scary to be in education when one

considers the rise in violence in schools, the

lack of funding, and the continual pressure

by different interest groups to force their political agendas on schools.

But the issue that affects education today

in the most profound way is the growth in

the number of single-parent families. According to the Census Bureau, one-third of

all families now are run by one parent. Right

now 40 percent of all children under the age

of 18 live in homes where their fathers do not

live, according to David Blankenhorn of the

Institute for American Values.

This change in the American family affects

the classroom because it means less parental

supervision over homework, fewer classroom

volunteers, more latchkey kids, and more

discipline problems. This makes our job

more difficult, and it also changes our job

because more and more the schools have to

assume roles that traditionally belonged to

the parents. The difficulties many schools

are having now with discipline and violence

are not because the school is failing but

rather because the family structure is failing.

The soaring rise in single-parent families

started in the 1970s when the divorce rate

began to climb. The rise continued in the

1980s and 1990s with out-of-wedlock births.

This is evident in many larger schools that

now provide daycare for the children of the

students. Out-of-wedlock births also increases the dropout rate, further complicating the education system which now must

provide alternative education for many of

these young parents.

Education is left to deal with the situation, but education may also hold the key to

improving the situation. Young people need

to better understand the consequences of

their actions. They need classes that teach

them the realities of life and help them prepare for the future. They need guidance in

learning how to make right choices. Of

course, schools can’t and shouldn’t have to

do it alone, but I fear for our society if this

trend continues. The social consequences

could be devastating.

THE TEACHING PROFESSION

A. What can you do to strengthen and improve the teaching profession?

B. What is and/or what should be the basis

for accountability in the teaching profession?

This is the question I struggled with the

most. What can I do to strengthen and improve the teaching profession? This can be a

very frustrating question because the profession is so big and I’m only one person. What

can one person do? But upon reflection I realized that that is all anyone is—one person—and each of us can do things to

strengthen the profession. The following are

things I am doing to improve the teaching

profession.

First of all, I am a positive voice in the

community. Every chance I get, I speak up

for education. I let my friends and neighbors

know about the great things happening in

our schools. I work in the community for political candidates who are advocates for

strong public education. I attend school

board meetings. Rather than bemoaning the

things that are wrong with the system, I try

to be positive.

I also join my professional organizations.

If we teachers are unified, we can make a difference.

I am just one person in just one classroom,

but in that classroom I can make a difference. I strive to be an example, to be the

kind of teacher I want for my own children.

I am professional, well-informed, well-prepared, dedicated, and caring. That is what we

should expect from all our teachers, and it’s

what I expect in myself.

I can improve the profession by constantly

improving me. I attend classes, workshops,

seminars and conventions. It’s important to

keep up with the latest ideas and trends. I

don’t want to become complacent or stagnant. These learning opportunities also serve

as inspiration. I am constantly rededicating

myself to my profession and my students.

One very tangible way I have strengthened

the teaching profession is through the work

I have done at South Dakota State University. I am part of a group of teachers working through a grant to help rewrite the student training curriculum. In collaboration

with the Education College we have developed the courses called Professional Semesters I, II, and III. The student teachers coming out of SDSU are the best prepared I have

ever seen, and I think that SDSU can serve

as a role model for other teacher training

colleges. I am very proud to be a part of this

group. In my classroom I work with PS I, II,

and III students and take great pride in the

mentoring and teaching I do. I feel very good

about helping student teachers prepare to

become part of a wonderful profession.

Teachers are accountable to their students, their administrators, their peers and

themselves. Members of the profession need

to abide by their master contract, adhere to

the rules of the district and teach what is

prescribed by the school’s curriculum. It is

also important to keep up with new trends

and ideas. The best way to monitor a teacher’s performance is through the building

principal and a teacher/mentor program. The

principal needs to screen carefully when hiring a teacher and then take the responsibility to document the strengths and weaknesses of that teacher. It is also part of his

or her job to counsel and advise that teacher.

He or she needs to do the same for veteran

teachers. Some schools also assign a veteran

teacher to serve as a mentor for a new teacher. That mentor can assist a new teacher to

develop top-rate teaching skills.

NATIONAL TEACHER OF THE YEAR

A. As the 1995 National Teacher of the

Year, you would serve as a spokesperson and

representative for the entire teaching profession. How would you communicate to your

profession and to the general public the importance of education to our society? As 1995

National Teacher of the Year what would be

your message?

We must all recognize that ignorance is

our number one enemy. Enemies such as

hunger, disease, unemployment, violence,

and prejudice cannot be eliminated if we

don’t eliminate ignorance first.

Parents must work as partners with the

schools to improve the quality of their children’s lives and keep our country free and

strong. Parents play a critical role in teaching their children such things as values,

morals, religion, respect, manners, etc.

These areas should not be pushed off on the

schools, although the schools should serve as

a support system. Likewise, parents should

be the support system for the schools. Parents need to be involved supervising homework, joining PTA, attending conferences,

volunteering, etc. They should attend school

board meetings and voice their desire to provide excellent education for all children.

Not only is it important to educate our

citizens to ensure quality of life, it is also

important to fight ignorance to keep our

democratic way of life healthy. The United

States is a country governed by all the people; therefore, the people must be able to

make informed, wise choices when they select leaders. The citizens must be able to express themselves intelligently and they must

be able to keep an informed eye on the government to prevent corruption. Dictators

can rule only in a land where the citizens are

uninformed and incapable of ruling themselves. We should never allow education to

be something only for the elite or ‘‘most

promising.’’

This country must continue to ensure

quality education for all its citizens if it is

to survive. It must also recognize that the

quality of life for those citizens can be maintained or improved only through education.

Our taxpayers must realize that the money

that goes to education is money well-spent.

Quality education is the most valuable thing

we can give our country and its citizens.

BROOKINGS HIGH SCHOOL,

Brookings, SD, July 16, 1994.

To TEACHER OF THE YEAR SELECTION COMMITTEE:

Becky Ekeland has asked me to submit a

letter in support of her Teacher of the Year

nomination.

As a counselor here at Brookings High

School, I have seen many of our freshmen as

well as 10–12 graders have opportunities to be

challenged and develop further their skills in

composition interpretation of their reading.

Becky is able to use a variety of techniques

to successfully communicate and to TEACH.

She makes learning exciting and challenging

for all her students. Becky teaches a diverse
S5864 CONGRESSIONAL RECORD — SENATE May 1, 1995

group of students and they all respect her as

an educator and as a person.

Students who take Becky Ekeland’s English or yearbook classes grow in many ways.

I’ve observed students who have become

more confident and able through their interviewing processes in yearbook or through

the 9th grade I-search paper; many of the

students also develop a knowledge and respect for discipline, creativity, and the realities of deadlines. More importantly, students

know that it is ok to ask any question because every question in Becky’s eyes is important and well worth the time. This attitude opens up excellent lines for communication between student and teacher. These

learned qualities carry over to the other academic areas and help develop a much more

successful student. She helps those who

would otherwise feel uncomfortable in an

English class feel ok about being there and

proud of their individual progress. Becky

also works with our gifted coordinator to

bring in enrichment and challenges, ensuring

the extra added opportunities for those students who excel in her classroom.

Becky is also the yearbook director. Here

too, she is dedicated, very organized, and

willing to go out of her way to help her yearbook staff be the best they can be. BHS

Yearbook has taken top honors at many

state competitions. This excellent record is a

direct result of Becky’s dedication and desire

to do her best always.

As a person, Becky is self-motivated, conscientious, responsible, dependable, a professional individual, always willing to give 110%

while at work; another 110% worth of quality

time when at home with her family.

I believe Becky is an individual who will

continually look for new ways to stimulate

interest for her students. She is one who is

always open to change and willing to share

and become part of educational group related efforts.

In my opinion, Becky is academically and

personally superior. Her interest and determination will guarantee her continued success and keep her on the cutting edge of up

and coming programs for her kids.

I sincerely believe Becky Ekeland is a

most worthy candidate for Teacher of the

Year. Any school anywhere would be proud

to have her on staff. I highly recommend

Becky Ekeland for South Dakota Teacher of

the Year.

Sincerely,

LINDA K.S. PUMINGTON,

Counselor.

BROOKINGS HIGH SCHOOL,

Brookings, SD., August 10, 1994.

DEAR SOUTH DAKOTA TEACHER OF THE YEAR

COMMITTEE: It is with great pleasure that I

am writing this letter of support for Mrs.

Becky Ekeland’s nomination for South Dakota Teacher of the Year. Stating it simply,

she is an outstanding educator.

I first became acquainted with Becky over

a decade ago when she moved to Brookings.

I was the assistant principal at Brookings

Middle School at the time and Becky was

employed as a substitute teacher. At the

time of her hiring as an English teacher at

Brookings High School, my only regret was

that we did not have an opening for her at

Brookings Middle School where I worked.

Through her substitute teaching, she had

proven to us that she was a very capable

teacher. One year ago when I became principal at Brookings High School, I was fortunate to again work with Becky. I have come

to appreciate even more than before, the

many fine qualities that Becky possesses.

Becky is first and foremost a caring person

who places a high priority on helping others.

As a result of this, she establishes relationships with students that serve to increase

their motivation, confidence, and achievement. Some specific examples of Becky’s excellence as an educator are the outstanding

results she has obtained as Brookings High

Yearbook advisor, the quality of her preparation for classroom instruction, and her ability and willingness to work with special

needs students.

In Becky’s 10 years as yearbook advisor,

she has developed an outstanding program,

with our school’s yearbook receiving statewide recognition on a consistent basis. Students are given much responsibility and control over the work with Becky serving a role

of facilitator and advisor to them. In this capacity, Becky demonstrates the talent of

bringing students to the realization of their

full potential.

Becky has always demonstrated strong

classroom organizational skills and a commitment to instruction that causes students

to be actively engaged in learning through

ways that are meaningful to them. She regularly updates her curriculum so that the particular interests and needs of each group of

students are addressed.

In recent years, as we have moved in the

direction of integrating special needs students into the regular education classroom,

Becky has been a leader, showing both a

willingness and an interest in working together with special education staff and students. Repeatedly, she has gone beyond what

is expected of her to provide for the needs of

students. She truly believes that all students

can learn in her classroom.

Becky is, without a doubt, one of South

Dakota’s finest educators. It is without qualification that I recommend Becky Ekeland

for South Dakota Teacher of the Year.

Sincerely,

DOUG BESTE,

Principal.

BROOKINGS, SD.

To whom it may concern:

It is with great pleasure that I begin this

letter, because as I think back upon the six

years I have known Rebecca Ekeland I realize how much she has given me, and I am

thrilled that she is finally being recognized.

She is an amazing individual, and she has

touched my life in a very important way.

She is my hero, my mentor, my role model,

and my friend. I have a feeling that Mrs.

Ekeland has touched many other lives in the

same way, and I like to think that I speak

for many people when I say that you will be

hard pressed to find anyone more worthy of

the title ‘‘Teacher of the Year’’ than Mrs.

Ekeland.

Mrs. Ekeland was my freshman English

teacher. I have always liked English, but the

year I spent in her classroom was different

from any other class I have ever taken.

Right away it was obvious that she cared

about her students and took a personal interest in the success of each of us. She was

diplomatic and fair, and she respected her

students. I remember leaving class the first

day feeling about a foot taller and finally

feeling like I was a ‘‘grown-up’’. What was

more impressive was that at all times students respected Mrs. Ekeland and her authority. Rarely are there discipline problems

in her classroom, and never have I heard students badmouthing her or complaining about

her outside the classroom. Everyone loves

Mrs. Ekeland. It is as simple as that.

For the next three years I was on the yearbook staff, and as Mrs. Ekeland was the adviser, I not only got the chance to learn from

her again, but I became good friends with

her. I think that I owe much of who I am

today to the confidence that Mrs. Ekeland

bestowed on me those in the course of those

three years. She chose me to be the Editorin-Chief for my senior year, and I learned so

many valuable skills. I learned to be a good

leader, a good writer, and a good mediator. I

learned to be patient and fair. Essentially, I

was attempting to mirror the one individual

I admire more than any other person: Mrs.

Ekeland.

Before I entered high school, I was without

sense of direction. My greatest dream was to

become a stewardess or a librarian. After the

first week or so of my freshman year, I realized with 100% certainty that I wanted to be

a high school teacher—just like Mrs.

Ekeland. I am now entering my junior year

in college, and in my education courses and

in the classrooms in which I student teach, I

constantly find myself making an example of

Mrs. Ekeland’s classroom. Whenever I find

myself in a tough situation, the first thing I

do is ask myself, ‘‘What would Mrs. Ekeland

do if she were in my position?’’ We have remained close over the years, and I value her

friendship and her advice. She has always

been there for me in every capacity: teacher,

counselor, mother-figure, best friend, mentor.

Finally, something needs to be said about

exactly why Mrs. Ekeland qualifies for the

honor of South Dakota Teacher of the Year.

Besides her kindness, her fairness, and her

ability to inspire, this woman is tireless. Her

first priority is her students, and she is constantly working to make sure that their educational needs are met. She is always available to spend extra time on a difficult assignment. Her lectures and assignments are

clear and concise and worthwhile. And most

important in my mind, she is forever seeking

a better way to do things. Just in the past

few years she has revised and improved her

curriculum, and she is working to coordinate

a better curriculum throughout the English

department. She is willing to try new methods and use new materials. Mrs. Ekeland will

do whatever it takes to see that her students

learn. She would go to the ends of the earth

if it meant that even one student would

catch on to grammar rules. She makes every

student feel important. It takes a special

person to be able to do that, and Mrs.

Ekeland can.

Rebecca Ekeland truly is one in a million.

I have never come across anyone who dedicates so much energy to one task—educating

the children of Brookings, South Dakota.

She puts her heart and soul into the success

of every single student that enters her classroom. To me this is what teaching is all

about. She exemplifies the ‘‘Ideal Educator’’

and is more deserving of this honor than any

other person my imagination could conjure

up. Nevertheless, I believe that Mrs.

Ekeland’s reward is watching students grow

up to be successful, happy individuals. She

does not need a fancy plaque or trophy to

hang on her wall. In my mind and in the

minds of many others, she is and always will

be the ‘‘Teacher of the Year’’ this year and

for many years to come.

fJENNIFER LACHER.

MEMORIES OF EXPERIENCES

‘‘BACK WHEN’’

Mr. PRESSLER. Mr. President,

April’s Commerce Department magazine contains an article entitled ‘‘Commerce Officials Knew Two Congressmen ‘Back When’.’’ As it happens, I am

one of the Congressmen.

‘‘Back then’’ was Vietnam during the

war when Paul London, now Deputy

Under Secretary for Economic Affairs

at the Department of Commerce, was

in charge of a State Department unit

involved with economic affairs and I