papers, I mention that my grandmother died four times while I was in college! Again, many students feel that even if they were not in class (they were in South Padre Island, at the dentist, or at some other important activity), the assignment that was due on that day should automatically be accepted when they return, at their convenience. You will know when the emergency is real. Step 3. Be current with the times. Know about world, state, and local events. Reading the local newspaper one evening, I found a brief notice that parking viola- tions would not be issued for 10 days because the printer had not sent the new tickets. Since my students and I face the same parking problems, sharing this information was met with applause and enthusiasm. Attend films and know the current idols or heart throbs. In an introduction to drama and Greek tragedy, I lectured on Aristotle’s Poetics. I talked about the Greek theatre-goers and the playwright’s intent in producing a catharsis in his audience. A young woman asked if it might have been how she felt while crying during Legends of the Fall with present-day heart throb, Brad Pitt. Exactly! A lively class discussion ensued examining recent films that have had this effect on the students. Conclusion Evaluate the rapport you have established with your students. Your goal is not to become an equal or to establish friendships but to have your students see you as a human being who is interested in the subject matter of the course, in the world, and in them. Silvija Meija, Instructor, Humanities and Performing Arts and Department of Communication For further information, contact the author at Lansing Community College, P. O. Box 40010, Lansing, MI 48901-7210. Sports: A Bridge to Cultural Understanding Competitive sports always offer opportunities to bring out both the best and worst in participants. An interesting dilemma presented itself during one of my physical education classes. The course was a multi- skill-level badminton class of 41 students. Their diverse cultural and ethnic backgrounds were getting in the way of their desire to understand better a game they enjoyed playing. In this situation, calling the score and lines was providing the occasion for acting out distrust and disdain based on cultural and ethnic differences. Students were losing the essence of the game experi- ence by engaging in arguments and threatening behav- ior that reflected their lack of understanding of each others’ cultures. However, I realized that it was not enough to explain basic game etiquette; some other strategy for reducing or eliminating the discord had to be imple- mented. One afternoon as I was playing with a group of students who were calling out scores in Spanish, the perfect strategy ocurred to me. At the next class meet- ing I presented my idea. Instead of limiting ourselves to calling scores in English, we could use the game situation to learn the numbers in other languages. We might also learn common greetings appropriate toa class setting. I emphasized the value of understanding and tolerance in a learning environment. At first the students seemed surprised and unsettled by my suggestion. I asked those who thought it might be a good idea to write in their own language the numbers 1 through 15, as well as a few common greetings. I announced that I would make copies for class members who requested them. Almost everyone took to the idea. I, along with the students, learned and began to use numbers and terms from the several languages represented in the class. Soon a score of 8-9 was being heard as “ocho-nueve” or “bah-gio.” Stu- dents taught each other and me the correct pronuncia- tions. Differences had become matters of interest rather than occasions for conflict. I have continued to use this strategy for promoting understanding and positive relations among my students. Each time I introduce the idea, there is the initial stage of distrust, but it is soon followed by enthusiastic engagement in the project. And each time I am reassured that sports are wonderful vehicles for bridging the differences between players. Carole A. Beeton, Instructor, Physical Education For further information. Contact the author at Diablo Valley College, 321 Golf Club Road, Pleasant Hill, CA 94523. Suanne D. Roueche, Editor October 4, 1996 Vol. XVIII, No. 21 © The University of Texas at Austin, 1996 Further duplication is permitted by MEMBER institutions for their own personnel. E-mail: sroueche @mail.utexas.edu INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic calendar, except Thanksgiving week, by the National Institute for Staff and Organizational Development (NISOD), — Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas 78712-1293, (512) 471-7545. Periodicals postage paid at Austin, Texas. POSTMASTER: Send address changes to INNOVATION ABSTRACTS, SZB 348, The University of Texas at Austin, Austin, TX 78712-1293.