Wishing all my readers a very happy New Year with best wishes for peace and joy in 2017.
Thank you for your ongoing support. I’m looking forward to further conversations in 2017.
Click to read the original: Happy New Year! – Readilearn and view the video of inspirational teacher Chen Miller. Once a special needs student herself, Chen is now making a difference to the lives of children she teaches.
This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write a story that steps beyond.
She says,
“The paths often fork and always seem steep. You just have to keep stepping out, risk being vulnerable, learn as you go from both masters and your own observations, and explore what could be.”
How apt a description for learners and teachers alike. The focus of a teacher’s work is always on what lies beyond; encouraging learners to step out, take those risks, embrace vulnerability, and explore the unknown. Each journey is unique with its own periods of calm interrupted by rough patches and inclines that require both teacher and learner to step beyond comfort and what is familiar.
While learners are appreciated for who they are, and for their achievements, in each moment, a teacher is always stretching them to grow towards the possibilities of an unknown future; preparing learners to grasp, and create, new opportunities.
In Are you ready to embrace the future? published in July 2014, I introduced you to Tony Ryan, learning consultant and futurist. In his online seminar Future-proofing Kids, Tony says,
“Many of the children alive today in Western societies will still be around in the 22nd Century. How can we possibly predict what they will experience between now and then? And if we can’t do that, then how do we best prepare them for whatever is up ahead?”
I listed, as essential to successfully living in that unknown future, the development of the following attitudes and character traits:
These add to basic levels of literacy and numeracy and the ability to critically evaluate material; for example, using information about an author’s credentials and purpose, and understanding the ways texts are constructed to persuade.
On his website, Tony Ryan says,
“The world up ahead will be amazing, but it will take each of us to push our intellect and our spirit beyond all previous possibilities.”
He describes the focus of his work as supporting others to do just that
In addition to educating for the future, teachers need to see past the labels to the truths that lie within, encouraging all learners to stretch beyond what they thought was possible. I hope there was a teacher in your life who enriched your journey.
For the teachers among you: know the importance of your role and the effect on all learners when you help them see the value of self and open their eyes to their own potential. When you help them step beyond the limits imposed by others, you help them create possibilities in their own, and our collective, futures.
It is from this perspective that I have written my response to Charli’s flash challenge.
Beyond surface features
The registrar ushered him to the doorway and promptly disappeared. He stared blankly: hair askew, face dotted with remnants of meals past, shirt lopsided and collar awry, shoes scruffy. Another needy child. You name it, he had it: split family, mother in jail, successive foster homes, sixth school in two years, learning difficulties, generally unresponsive, prone to aggressive outbursts …
No magic ball, just a futures optimism, she saw beyond the exterior to the potential within. In a moment, she was there, smiling, taking his hand, reassuring. “Everyone, say good morning to Zane. Let’s welcome him into our class.”
Thank you for reading. I appreciate your feedback. Please share your thoughts.
Reblogged from readilearn
Click to view the original: Holiday wishes – Readilearn
I am one of ten children, though none of us are children any more. The youngest has turned 50, and the oldest is nearing 70 (but don’t tell her that).
My mother sometimes had difficulty retrieving the correct name and often went through a list before hitting on the child she wanted. I know what it’s like. Sometimes it is difficult enough when there are only two or three to choose from! Maybe you’ve experienced it too. There’s probably a name for this phenomenon, but if there is, I’m not aware of it.
One day, when wanting to give me a direction, she rattled off a few names, but not mine. Finally, exasperated, she said, “Well, you know who you are.” It has become a family joke. It’s mostly true that I do know who I am. However, sometimes I’m not so sure! I must say that Mum had a wonderful memory until the day she passed just a few weeks before her 91st birthday.
This week at the Carrot Ranch, Charli Mills is talking about the importance of being able to name things and experiences. She says, “Names are such a human attribute,” and asks, “What is in a name?”
The ability to name things is important and a young child’s vocabulary often begins with the names of people and objects in the environment; for example, Mum, Dad, dog, car, cookie, juice.
I read once that children don’t really become aware of an object until they are able to apply a name to it. This doesn’t mean they must be able to say the name, just recognise it by name. Unfortunately I don’t remember the source and was unable to verify it with a Google search; but there is no denying that a well-developed vocabulary is a definite advantage to learning.
Children also quickly learn to recognise their own names. Choosing names for children can be a difficult process for parents, with much to consider; for example:
Teachers always have the extra burden of being influenced by the names of children they have taught.
Although this blog simply bears my name, choosing a name for my website was a more involved process. Years ago, I ran a home business called Create-a-Way. I chose the name as I thought it expressed the purpose of my business perfectly: children were encouraged to be creative, and it created a way for me to work with children in the way I wanted. I hoped to reuse the name for my website. Unfortunately, the domain names were not available, and I had to think even more creatively.
I eventually settled on the name readilearn as I love reading, and I love learning, and the ‘i’ in the centre puts the focus on the individual learner. I wanted the name of my website to show the importance of reading and learning to an individual’s growth and empowerment. However, when I say the name, I pronounce it “ready learn”. This refers to an individual’s innate readiness to learn, as well as to the resources which are ready for teachers to use in their support of learners.
One of the most important things for a teacher is to get to know the children. I used to pride myself on knowing the children’s names before morning tea on the first day. Of course, I had many strategies in place to help me with that. I have written about some of these strategies before, and there are readilearn resources to support teachers with that as well. In fact, writing this post has stimulated ideas for new resources to create, including resources that help children get to know each other. (Thanks, Charli!)
I have always found it fun to notice when people’s names are a good match for their profession; for example, Matt Dry the weather forecaster.
When Charli challenged writers to In 99 words (no more, no less) explore the importance of a name within a story, and reminded us of the classic Abbott and Costello Who’s on First, I decided I’d try a bit of fun with names as well. I hope it works.
The community hall was abuzz. Everyone was outtalking the other, except Ms Penn who quietly recorded everything.
“I’m pretty cut up about it,” complained Mr Carver.
“He fired me,” moaned Mr Burns.
“Said I was just loafing around,” grumbled Mr Leaven.
“Could’ve floored me,” griped Mr Lay.
“He was fishing for something,” remarked Ms Salmon.
“Said he’d top me,” sprouted Ms Bean.
“Another nail in his coffin,” whined Mr Chips.
Ms Chalk took the stand. “It’s not just black or white. He knows why you all avoid him like, well … Give him a chance. He’s not his name.”
Did you recognise them all: the journalist, the butcher, the fireman, the baker, the tiler, the fishmonger, the greengrocer, the carpenter, the teacher; and, of course, the one they’re all talking about: the new doctor.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
Reblogged from readilearn
This week I have the great pleasure of inviting South Australian author Jane Jolly to the readilearn blog. Jane is author of a number of books, including the recently published Radio Rescue!
The book about which I am talking with Jane in this interview is Tea and Sugar Christmas. Like many of Jane’s publications, this one is based on a true story. It tells of a Christmas experience that is likely very different from your own.
The Tea and Sugar Train
Click the link to read the original: Meet Australian author: Jane Jolly – Readilearn
This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write using the word gander as a verb.
Gander, the verb, means to look. Since a gander, a male goose, has a long neck which is, without doubt, suitable for sticking out and into things, the meaning to take a look is probably apt. However, I must say that, until reading Charli’s flash pieces, I was unfamiliar with its use as a verb, and still feel a bit uncomfortable in using it so, but I’ll give it a go – later.
First: What I would love is for people to take a gander at readilearn, a website I have been working on for more years that I care to tally right now.
It is a year since I took the leap and engaged a company to develop the site. It was nine months (not the one month promised) before the site was launched, just over three months ago. To use the nine months analogy of pregnancy; it wasn’t an easy gestation or birth, and we’re still experiencing teething problems and growing pains, including “how to grow?” pains.
Audience wanted
Marketing, as in attracting, building, and maintaining an audience, is difficult, as any writer knows. It is not just a matter of writing the stuff and hoping an audience finds it. It takes time, effort, and know-how. I’m a bit short on all three, but I’m going to stick my neck out, and ask if you’d be willing to help me a little with the know-how in finding my target audience.
readilearn is a collection early childhood teaching resources. The target audience is teachers of children between 5 and 7 years of age, be they teaching in a school environment, or homeschooling their children. The resources are also suitable or use with children learning English as a second or other language, and with children with special needs.
There are resources for most areas of the curriculum, with suggestions for integrating learning across curriculum areas in a meaningful context.
The materials are Australian (I’m Australian) but are suitable for use internationally.
There are:
Including:
Features
So what’s different?
I think that what differentiates readilearn is the integrated resources focusing on purposeful learning in context. The open-ended nature of many of interactive resources allows teachers to adjust the discussion to suit the needs of their students. readilearn is not just bunch of worksheets for repetitive practice of skills in isolation, or endless pretty charts to hang in the room. It is designed to support effective teaching and learning in meaningful contexts.
More than just resources
I would very much appreciate it if you could spread the word to any of my target audience in your circles: teachers of children from 5 – 7 years. I’d also love some suggestions for ways of connecting with my audience. Although my audience may differ from yours, what you have learned may also be useful for me.
Maybe you’d like to gift an early childhood teacher their first year’s subscription. It’s easy. Just email hello@readilearn.com.au to find out how.
Now back to Charli’s challenge to include gander as a verb in a 99-word story. It got me thinking about all the bird words in common use, even when not referring to birds. I decided to incorporate as many as I could into a story while still maintaining a certain amount of sense. I have used over twenty. Can you (bird)spot them all? I hope you think it’s grouse! (Well, maybe just a little bit not too bad. 🙂 )
Bird (non)sense
Finch’d had an eagle eye on the play all day.
Robin’d been hawking chicken pies. Now sold out, he wandered over to gander with Finch.
Robin craned his neck, just as “He’s out for a duck!” was announced.
“He’s out for a duck,” he parroted. “That’s something to crow about.” One team was swanning around, exuberant as monarchs. The other was as despondent as miners on strike.
Martin was larking around. “Yeah,” he sniped. “The silly goose was distracted by the kite and missed altogether.”
“More like a turkey, I’d say,” Robin reterned swiftly.
“You’re a hoot!” chirped Finch.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
A great way of sharing information about holiday traditions is through the use of class surveys. It’s fun, engaging, and provides opportunities for learning across the curriculum.
Here are some of the benefits:
This week I have uploaded three new resources to support early childhood teachers’ use of Yes or No class surveys, and a quick and easy recipe for entertaining at home or to contribute to a “bring a plate” function.
Click here to read the original: Sharing holiday traditions – Readilearn
How many of these did you hear when you were a child?
Sometimes it was difficult to find an activity that, like Baby Bear’s bed, was just right. Oftentimes it was only ‘just right’ in the eyes someone wielding the power; and not always in the eyes of the one wishing to have, do, go, or be. Setting limits is often easier than chasing possibilities.
Many years ago I read What Would Happen If I Said Yes?… A Guide to Creativity for Parents and Teachers by Starr Cline. Cline writes about creativity, emotional intelligence, giftedness, intelligences, diversity, and the power of “Yes”. On her website, she makes this statement:
“After years of observation and research, I have drawn the following conclusions:
I’m inclined to agree, and feel especially sad about the last point she makes.
What Would Happen If I Said Yes? challenged me to think about ways in which I could parent (and teach) more positively and encourage, rather than inhibit, creativity; encourage a willingness to try new things; and to avoid placing unnecessary limitations upon others and myself. I can’t say I was entirely successful, but I did make some gains.
In the book, Cline suggests that you “STOP every time you are about to say no. THINK about what might happen if you said yes!” Consider the worst scenario that could occur if you said yes, and whether it would be really that bad, or even likely.
She says to consider why you may say No.
“Is it because …
You don’t want to be bothered
It wasn’t your idea
It’s a habit
Someone treated you that way
It makes you feel powerful”
She reminds that the messages saying “No” often sends are:
“Your idea is stupid
You are stupid
You’re not capable
You’re not worth it.”
In the long term, are these negative messages more important than a temporary inconvenience, or than the benefits that would accrue from positive responses?
But don’t get me wrong. Cline doesn’t suggest you just say “Yes” to everything. She says that sometimes you may need to come up with a creative way of saying no. She provides many ways of doing so in her book, which I recommend as a great read for both parents and teachers.
Even as adults we can find ourselves in situations where certain things are not allowed and rules are imposed, such as in the workplace or in clubs and other organisations.
Sometimes the things we are not allowed to do are self-imposed limits; we may not allow ourselves to do things because:
Sometimes, as I explained about my attitude to camping in a previous post Around the campfire, we make choices and find ways of justifying our decisions, at least to ourselves if not to anyone else. There are many reasons I choose to avoid camping, many other things I’d prefer to do, and I don’t often consider myself to be missing out.
Although I can appreciate camping’s appeal to others, it was only when I read a late comment by Bruce Mitchell that I began to consider some of the wonders, including Antarctica, I had missed. Maybe I’ll be more adventurous next time round!
This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write a story about something or someone not allowed.
In her post, Charli speaks of many injustices, including the rules that say who is and is not allowed to vote in elections in the United States. The rules affect many, for many different reasons (or petty excuses based on power) and tend to be divisive rather than inclusive.
Charli says that,
“The greatest gift you can give is to allow another. Allow someone else to listen to their favorite music. Allow someone else to tell you their story. Allow someone to connect to you even if you feel harried. Smile back, nod, acknowledge, empathize. Be loving. Some among us have denials you can’t see stamped upon their countenances because of circumstances.”
While deciding what we will or will not allow our children to do may seem trivial in comparison, surely bringing up our younger generations to be confident, independent, responsible, and accepting of others, allowing them to join in; creating an inclusive society, is something to strive towards. Perhaps if we allow our children, they will allow others.
For my response to Charli’s flash, I’ve gone back to childhood. Where else? I hope you enjoy it.
Not allowed
She knew they were in there. She heard their chatter. Her knocks began timidly, then louder. The room hushed. There was rustling, then padding feet. She waited. The door opened a peek. Her loving sister’s smiling face appeared, then contorted unrecognisably.
“You’re not allowed!” the monster screeched, and slammed the door.
She froze – obliterated, erased, smashed to smithereens. She was nowhere, nothing. Why? What had she done?
She could only shrug when Mum asked why she wasn’t playing with her sister.
Later, at dinner, she viewed her sister’s sweet smiles cautiously. Was she real? When would the monster reappear?
Thank you for reading. I appreciate your feedback. Please share your thoughts.
As the school year in Australia comes to a close, teachers are busy preparing ways to say “Thank you” to their classroom aides and volunteers, organising gifts for their students (remember to add a 9 square Christmas puzzle), and gifts their students can make for their parents (a poem makes a great gift).
With all that going on, one would think it impossible for teachers to think ahead to the new school year, but they do; and are already making preparations to ensure the beginning of the year goes smoothly.
If students and teachers are fortunate enough to know to which class they will be allocated in the following year, things can be much easier.
One school made the transition from one year to the next more efficient than most with which I’d been involved.
The process of allocating children to new classes can be daunting
Click here to read the original: Thinking ahead to the new school year – Readilearn
Thank your for reading. I appreciate your feedback. Please share your thoughts.
Norah Colvin 