Live Love Laugh Learn … Create the possibilities

Author: Norah

  • Don’t gloss over glossophobia

     

    http://www.morguefile.com/
    http://www.morguefile.com/

    Many crepuscular animals freeze when caught in the headlights of an oncoming vehicle. With vision more suited to dark than light, they are temporarily blinded by the brightness. They become confused and, not knowing which way to turn, freeze. Others, like the Australian kangaroo, may panic and move erratically with unpredictable changes in direction. Any large animal on the road puts itself and any unwary motorist in danger.

    http://www.morguefile.com/
    http://www.morguefile.com/

    Freezing in fear is a reaction not exclusive to animals. Humans are just as likely to freeze in fear, or perhaps panic and behave erratically unsure of how to respond. Some people find being “put in the spotlight” quite unnerving and exhibit similar responses to animals caught in the headlights.

    While Charli Mills of the Carrot Ranch was talking about a real deer caught in the headlights this week and challenged writers to in 99 words (no more, no less) write the common premise: “I ran over a deer (or other animal) and have decided to nurse it back to health, I decided to apply the challenge to a human situation.

    Glossophobia, or the fear of public speaking, is quite common. Many people suffer mild symptoms of reluctance, “butterflies” or sweaty palms. Others suffer more severe symptoms including total avoidance, panic attacks and other forms of physical distress.

    Being called upon in class can be distressing for some students, particularly if they have been singled out or ridiculed for not knowing the correct answer in the past. Helping a student to overcome this fear requires patience and understanding. It may require an approach from many different angles and the support of a variety of personnel, as well as a desire by the student.

    The student will require support to develop self- esteem and self-confidence as well as knowledge of the subject. A sensitive “not yet” approach by a teacher who offers support, and encourages other students to be supportive, will contribute greatly. It may take time for improvements to be noticeable as changing an established mindset, from “I’m a failure” to “I’m learning”, takes effort.

    In her post Charli included a quote from the Tahoma Literary Review which included the suggestion that rescuing a deer and nursing it back to health may be used as a “metaphor for the protagonist’s desire to rescue his/her life by rescuing another’s.” It is not too big a stretch to think that, for some teachers, “rescuing” their students could enable them to “rescue” themselves; improving the lives of others improves their own through the ripple effect.

    I have chosen this “rescue” as the theme of my response to Charli’s challenge: a breakthrough for Marnie in the development of her confidence and willingness to have a go in a class where students are developing a growth mindset under the guidance of a sensitive teacher.

    Like a deer in the headlights

    Like a deer in the headlights she was immobile. She’d dreaded this moment. Although she’d tried to fade into the background, she knew she couldn’t hide forever. The room suddenly fell silent, all eyes on her. Would she fail?

    “Marnie?” prompted the teacher.

    Her chair scraped as she stood. She grasped the table with trembling hands attempting to still her wobbly legs. They waited.

    Marnie squeaked.  Some looked down, or away. Some sniggered. Jasmine smiled encouragingly. Marnie cleared her throat, then blurted the answer.

    “That’s right!” congratulated the teacher.

    The class erupted. Marnie smiled. Their efforts had paid off.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.

     

     

  • Separating fact from myth

    The Very Hungry Caterpillar

    In a number of previous posts I questioned the importance of getting the facts right in fiction, especially for young children. Obviously there is a lot of fiction that is pure make-believe and fantasy and the facts don’t have to match those of the “real” world. However they do need to hold true for that imagined world.

    The posts (links provided at the end if you wish to read) incited a great deal of discussion. A variety of opinions were expressed ranging from it doesn’t matter at all to it matters a lot. It seems many are willing to forgive inaccuracies in fiction if the book’s positive qualities make it more appealing. If the book as a whole is good, what is a little inaccuracy?

    On the other hand, a book that “fails” for other reasons such as inadequacies or inconsistencies in plot, poor sentence structure, incorrect punctuation and spelling errors would fail regardless of the accuracy of the “facts”. Perhaps it is easier to accept one fault in an otherwise worthy product than it is to accept a faulty product with one redeeming feature?

    benoitpetit, Silhouette of brain activity https://openclipart.org/detail/193152/brain-activity-metacognition
    benoitpetit, Silhouette of brain activity https://openclipart.org/detail/193152/brain-activity-metacognition

    The number of posts I have written on this topic indicates how much energy I have expended thinking about this topic. It is no surprise that my interest should be piqued by the post entitled The Irony of Believing Humans Use Only 10% of Their Brains, written by Paul Thomas and shared on his blog the becoming radical.

    Thomas begins the post with a quote by Barbara Kingsolver from her book High Tide in Tucson.

    “Write a nonfiction book, and be prepared for the legion of readers who are going to doubt your facts. But write a novel, and get ready for the world to assume every word is true.”

    In the post Thomas refers to the movie Lucy, released in July 2014, which explored the effects of using more than 10% of our brains. Of course we do use more than 10% (100% in fact) but there is a commonly held myth that we don’t, and the movie served to perpetuate it.

    In his post Thomas questions “when is fact, fact, and when is fiction merely fiction?” similar to the discussion in my posts. He says that the 10% of our brains myth is still widely accepted despite advances in neuroscience and understandings of how our brains work. He refers to the way “we” seek out information that supports our beliefs and ignore that which doesn’t. Mind you, in his article he mentions some myths related to education which I am going to ignore for now. I’ll leave those for another time.

    Working towards his conclusion Thomas states:

    “How much of our brains we use seems pointless if we remain a species characterized by closed minds, unable or unwilling to build on evidence to form new ideas, unable or unwilling to check our existing ideas against evidence.”

    I’m inclined to agree.

    What do you think? Do you accept the 10% myth or do you know it to be untrue?

    Did you watch the movie Lucy? If so, how did your understanding of the 10% premise affect your enjoyment?

    I’d love to know what you think.

    Thank you

    Thank you for reading. I do appreciate your feedback. Please share your thoughts.

    Links to my posts exploring false “facts” in fiction:

    Revisiting the Very Hungry Caterpillar

    Which came first — the chicken or the duckling?

    Empowerment — the importance of having a voice

    Finding power in a picture book — the main event

    Searching for truth in a picture book — Part C

    Searching for purpose in a picture book — Part B

    Searching for meaning in a picture book — Part A

     

  • Hear ye! Hear ye! Read all about it!

    asco Soares, Jornal News, https://openclipart.org/detail/183225/jornal-news
    asco Soares, Jornal News, https://openclipart.org/detail/183225/jornal-news

    This week over at the Carrot Ranch Charli Mills challenged writers to In 99 words (no more, no less) write a story that is ripped from the headlines. Look at local, regional or global news.

    Now if there is one thing I have noticed about “the news” over the years, it’s that the news reported in the media is generally bad. Often the stories are meant to alarm or frighten. I think it must be easier to control a population through fear. A little scaremongering may go a long way.

    Although the song is called It’s Good News Week, it doesn’t have much good news to tell.

    I selected a few headlines (expressly for my purpose) from a recent Conversation:

    • The role of water in Australia’s uncertain future
    • The scariest part of climate change isn’t what we know, but what we don’t
    • Stop, go back, the NDIS board shake-up is going the wrong way
    • We’re overdosing on medicine – it’s time to embrace life’s uncertainty
    • Australians less likely to survive home ownership than Britons

    “They” can do it with Education too:

    • Is your child less likely to be bullied in a private school?
    • Uni drop-out rates show need for more support, not capped enrolments
    • The slide of academic standards in Australia: a cautionary tale
    • The absurdity of English spelling and why we’re stuck with it

    F

    All of these headlines state the existence of a situation or condition as irrefutable, like falling standards and failing students. I’m sure most of you will be familiar with headlines such as this one from the Conversation nearly two years ago:

    Lost for words: why the best literacy approaches are not reaching the classroom

    In this article Misty Adoniou attributes the failure of some Australian children on national and international literacy tests to their lack of exposure and experience with standard English – they do not speak standard or “school” English at home. Adoniou says that is up to teachers to improve the language used by students and to make their understanding of correct usage explicit. However she says that many teachers do not have an explicit understanding of English and, as a result, are unable to teach it to their students.

     

    SnipsandClips, Teacher and Child https://openclipart.org/detail/205589/teacher-and-child
    SnipsandClips, Teacher and Child https://openclipart.org/detail/205589/teacher-and-child

    I’m not sure how true that statement is. However, what I do like about this article is the advice Adoniou gives about teaching. She says that “all our teaching about language must be done in context and in the course of achieving real outcomes.” I couldn’t agree more.

    Daily news – learning in context

    In fact, from their first weeks of school I was explicitly teaching students about language and literacy using a strategy I borrowed and developed from the ubiquitous “show and tell”. I called this strategy simply “News”, and found it to be a powerful tool for teaching the skills of both reading and writing.

    Its strength came from the familiar context, the connection to children’s lives and the importance it placed upon them. The teaching could be adjusted to suit different stages of development, to reinforce learning for some and extend the learning of others. For me, as teacher, it was a powerful learning tool. I was able to gauge children’s developing strategies, understand their needs and identify next steps for learning.

    How it worked

    Talk

    A few children each day would have the opportunity to share their item of interest or “news” with the class. Class mates could ask for additional information or clarification if they wished.

    Compose

    We (teacher and children) would collaboratively compose a report, initially just one or two sentences, of what had been shared.

    Write

    I would model the composition and the writing process, rehearsing what to write while involving children in thinking about what to write and how to write it. How much they were involved, and the detail of language and skills discussed could be easily adjusted to suit their development.  There was always ample practice and repetition, in a meaningful context, for children who needed more time; and discussion of strategies and ideas to extend the most advanced students.

    Some of the writing strategies children were learning include:

    • Composition or rehearsal before writing
    • Directionality of writing
    • Translating conversational language into written language
    • Changing first person spoken text into third person written text
    • Identifying letters used to spell the sounds of language
    • Awareness of punctuation
    • Tenses, past and future, depending on what the children shared
    • Rereading to ensure message is correct and what to write next
    • Proofreading and editing
    • Identifying the main idea through choosing a suitable headline

    Read

    After the news was written, we would read it together to ensure it was correct and the child was happy with the way the news had been reported.

    The text could then be used for developing a number of reading skills, for example:

    • Recognising words by sight
    • Noticing similarities in spellings, or differences in spelling of words with similar sounds
    • Punctuation and its effect on reading
    • Comprehension and grammar: who, what, where, when, and (sometimes) why
    • Reading with expression

    Share

    Each day I would print up the news for the children to take home to share with their family. It was a great first reading experience – about them, their friends and their families.

    While this is only a brief overview of the strategy, the learning that can take place using children’s own language is obvious. Used as one small part of a rich literacy focused and literature-based classroom environment it is a powerful teaching tool. One day I will explain the strategy in detail so that others can use it too.

    Flash fiction

    But back to the headlines and Charli’s challenge.

    Over recent years I have noticed an increased use of ambiguity in headlines and the introduction of (attempted) literary expressions into the body of articles. I have drawn on that for my flash. I hope it works.

     

    Bridge plans in jeopardy

    She scrolled through the headlines, searching …

    Minister passes over bridge in favour of tunnel

    Minister fails to dig himself out of tunnel fiasco

    searching …

    Minister reveals hand on bridge impasse

    Minister’s tunnel vision blocks bridge improvement

    searching …

    Minister jumps from bridge over tunnel plans

    Talks with Minister over bridge collapse

    searching …

    Bridge closure forces Minister’s hand

    She was sure she had heard something … it must be here … why couldn’t she see it?

    Scrolling … scrolling …

    “Finally,” she sighed.

    Bridge players wanted, Tunnel Street Community Hall, Wednesdays 10 am!

     

    A Day in the Life

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.

  • Sugar and Snails: On friendship, fact and fiction

    sugar-and-snails cover

    In this post I am very excited to introduce Anne Goodwin sharing tidbits from her debut novel Sugar and Snails, published just last week by Inspired Quill. It is already receiving rave reviews and I am happy to add my voice to those in praise of it.

    Anne and I have been friends for the best part of two years. I can’t quite remember just how we met but I do remember it was on Twitter and that we hit it off almost immediately. I followed up one of our Twitter conversations with a post and we haven’t looked back. We have enjoyed many wonderful discussions on each of our blogs, and the blogs of others. With Anne’s background in psychology and mine in education there is considerable opportunity for a meeting, as well as divergence, of minds.  I learn from her, I think, as much as she learns from me. Or should that be the other way round?

    On her blog Annecdotal Anne shares reviews of novels she has read and her thoughts about and understanding of the writing process. I have read some of Anne’s recommendations, including “The Examined Life” by Stephen Grosz, which stimulated a great discussion on my blog, including a first guest post by Anne.

    Anne is also a fabulous teller of short stories with over sixty published either online or in print. I must confess I have not yet read all of Anne’s stories but have thoroughly enjoyed each I have read. I think she has a gift for a surprise ending, though she does not employ the technique in every story.  Her style is easy to read with a natural flow of language. Her portrayal of characters shows a depth of understanding that may be attributed to her background in psychology, but the variety of settings and topics displays a much broader understanding of the human condition in different environments and from different cultural backgrounds.

    It is my great pleasure to hand this post over to Anne.

    Anne

    Anne Goodwin: On friendship, fact and fiction

    The year I turned fifty, I wanted to do something special, but a party really wasn’t my thing. Instead, I celebrated with a long distance walk: 190 miles across northern England from the west coast to the east. As the route begins only a few miles from where I grew up, I took the opportunity to meet up with a bunch of old school friends the evening before I set off.

    About a dozen of us got together for a meal in the pub we used to frequent after school. I’d kept in sporadic touch with a few of the women over the years, but some I hadn’t seen since I was fifteen. Although there was some lively conversation, I spent a lot of the time sitting staring, overwhelmed by how I could detect within these middle-aged faces the teenagers they’d once been, and the pleasure of being back among them.

    After hiking across three national parks, meeting up with various friends and family along the way, I reached my destination at Robin Hood’s Bay, exhausted and exuberant. Back home, with a couple of days free before returning to work, I began writing the novel that was to become Sugar and Snails.

    Like many writers, I’m an introvert. I relish my time alone. I need to be able to withdraw into the privacy of my own mind to reboot. But friendship is important to me as well. Those two and a bit weeks of reconnecting with old friends served as a reminder of that, and also that, in the right form, sociability can revitalise me too. It felt so important I dedicated my novel to the coast-to-coasters and old school friends.

    Yet it wasn’t until very recently that I realised that my novel was itself a celebration of friendship. Of course I’d given my main character friends but, in my head, I didn’t distinguish them from other people who drive the plot forward: a troubled student; her difficult boss; the social worker who found her a place at boarding school at fifteen. Maybe, because Diana herself doesn’t fully trust her friends, I wasn’t able to appreciate them either.

    Two of her friends are crucial to the story and, although they never meet, they are brought together strongly in Diana’s mind early on. Attending a dinner party to mark the forty-fifth birthday of her best friend, Venus Najibullah, Diana is asked to pop upstairs to tell Venus’s daughter a bedtime story. In response to the seven-year-old’s insistence on a story about “when you were a little girl going on adventures”, Diana finds herself lost in the memories of Geraldine Finch “the girl who ruled my childhood”.

    As with many childhood friendships, Diana recalls an intense connection with Geraldine as the pair absorbed themselves in dressing up for role-play games. But as they approached their teens, Geraldine proved fickle, neglecting her playmate in favour of other friends, unless there was something she wanted. The friendship ends abruptly in what appears to be a betrayal, followed by Diana’s departure for boarding school a few months later. But it would be premature to regard this strand of the novel as about the dark side of female friendship. From the vantage point of adulthood, Diana might come to view this childhood friendship differently, just as the reader might gain a different perspective on learning more about the character of Diana.

    Meeting for the first time aged eighteen, Diana is somewhat intimidated by Venus until she discovers they have something in common:

    On my first Sunday night at university, I was en route from the bathroom to my study-bedroom in the student halls, clutching a damp towel and my quilted wash-bag to my chest like a shield. My gaze levelled at my fluffy primrose slippers peeping out from under the hem of my stripy galabeyah as I shuffled along the corridor. I didn’t notice the other girl until I’d almost bashed into her: tall, with a cascade of ebony hair and skin the colour of butterscotch.

    I made to move on, but the girl blocked my path, looking down her long nose at me from beneath heavy eyebrows: “You do realise that’s a man’s galabeyah you’re wearing?” Her voice was as haughty as the girls’ at Dorothea Beale, with an exotic lilt that brought to mind the rhythms of Cairo.

    No doubt I blushed. At boarding school I’d kept it hidden in my trunk. But university promised another chance and, besides, who was going to be able to tell the difference between a traditional Arab shift and an ordinary nightgown? Who, apart from this arrogant girl who was scrutinising me like I was an exhibit in the Egyptian Museum?

    I glanced down at the loose cotton gown I’d picked out with my dad at the Khan el Khalili three years before. “That’s what I like about it,” I told the girl. “A dress that’s meant for a man.”

    A wide smile softened her features. “Fair enough, although I prefer a dash of frill myself.” It was only then that I recognised her floor-length lilac robe as another galabeyah, trimmed with lace around the neckline, with pearl buttons where mine fastened with bobbles of cord. “I’m Venus Najibullah, by the way. Come back to my room and I’ll make you a coffee and you can tell me how an English girl came by such a thing already.”

    Yet, although they become close friends, and remain so for years, Diana can’t tell Venus the full story of her trip to Cairo, fearing rejection if she does. She’s become so accustomed to presenting a false self to the world, she genuinely wouldn’t know how to share the secret of her past. Over the course of the novel, she has to take a risk to discover whether she can trust Venus with a more authentic version of who she is.

    When Norah first offered me a guest slot on her blog, I thought I’d write something more closely tied in to the theme of learning. Yet when she showed me the draft of her lovely introduction, I knew this was the right way to go. To both give and receive friendship is something best learnt through experience but, to do so, we have to be prepared to take the risk of being rebuffed.

    Norah is a prime example of the wonderful new friends I’ve found through writing, and I’ve been especially touched by the support I’ve received from friends, old and new, online and off-line, as I publish my debut novel. Tonight I’ll be at the second of my book launch parties along with a few blog/Twitter friends I’ll be meeting in person for the first time. Norah can’t be there, but I’ll be conscious of her presence in spirit, as well as that of other dear friends from across the continents. A few of those “old school friends” to whom I have dedicated my novel will be there, however, closing the circle of friendship that is a central theme both of my novel and my journey to write it.

    Anne Goodwin author photo

    Anne Goodwin writes fiction, short and long, and blogs about reading and writing, with a peppering of psychology. Her debut novel, Sugar and Snails, was published last week by Inspired Quill. Catch up on her website: annethology or on Twitter @Annecdotist.

    blog tour week2

     

    Thank you, Anne, for sharing your thoughts. I am delighted  to join in the excitement of your publication celebrations. I have thoroughly enjoyed reading Sugar and Snails and am happy to recommend it to others.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

  • It’s all in how you look at it

    © Norah Colvin
    © Norah Colvin

    Is the jar half full or half empty?

    Many years ago I was employed to be an “agent of change” in a school. My job title was Resource/Remedial Teacher and my role was two-fold: to fix up the children who were “failing”, in reading especially, and to “teach” the teachers more effective strategies for teaching and learning. To say it was a difficult role is an understatement. Think of the old lightbulb jokes.

    psychologist lightbulb

    It is just as difficult for change agents.

    But the job wasn’t without some rewards.

    © Norah Colvin
    © Norah Colvin

    Easy fix

    Teachers considered that one brief session each week in a small group of other children would not only be sufficient to “fix” a child’s learning difficulty, it would also fulfil any requirement to provide differentiated instruction for the learners in their classrooms. “He goes to remedial,” both explained the child’s lack of progress and released the teacher from the obligation to make any other concessions or attempts to support the child.

    Improve teaching

    It soon became obvious that the attitudes of teachers fitted into two opposing “camps”, with a smattering of differences along a continuum stretched between. There were those who focused on the children, what they knew, what they needed to know and how to help them learn. These teachers were creative and innovative in their approaches, trying out new ideas and constantly on the lookout for ways to engage, motivate and inspire children.

    There were those who were focussed on what was to be taught, on their lesson plans, assessment and results. They expected the children to attend, respond and learn because that was what was expected of them. If the students failed to learn what was taught, the teachers questioned neither their methods nor the content for its suitability to student needs. Rather they found the fault to be with the students who were lacking in some way. Their view was of students as empty vessels to be filled, and if they did not fill from what they were offered, then it was the vessel, not the method of filling that was faulty.

    © Norah Colvin
    © Norah Colvin

    So many times the teachers would complain that they had “taught” the work but the students hadn’t learned it.

    In “my world”, if there was no learning there had been no teaching; and I found this attitude difficult to comprehend or accept. Nonetheless I tried to be understanding, patient and supportive, listening to and restating their complaints to ensure them I had understood. I would then make gentle suggestions like “Have you tried?” “Have you thought about?” Rarely was I successful in getting them to reflect upon, interrogate or make adjustments to their practices. I guess if they saw no fault with their practices, why should they change?

    A current focus in assessment driven school programs is what the students can and can’t do, with the main focus on the “can’t”. I much prefer changing perspective to the “not yet” thinking and growth mindset of Carol Dweck.

    success

     

    This week at the Carrot Ranch Charli Mills is talking about perspective. She challenges writers to In 99 words (no more, no less) write a story that has a shift in perspective. It is right up my alley. Thanks Charli!

    Inside

    They slumped around the table, eyes transfixed on hands clasping coffee cups, bemoaning their lot, each desperate to outdo the other in frustration and despair.

    “They just don’t get it.”

    “I’ve tried everything.”

    “They don’t listen —”

    “They’re so rude —“

    “In my day we wouldn’t dream —“

    Outside

    They welcomed the kiss of sun upon their cheeks, the freshness of air to their lungs; and breathed as one in wonder.

    They found cloud-painted sky pictures, brightly coloured beetles in green grass stalks, claw-made scratches in the rough tree bark; and brimmed with wonder.

    and dared to dream …

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.

  • Ignorance is bliss … Learning to be explicit

    My Dad used to say that what I didn’t know wouldn’t do me any harm. He was not impressed when a brother wrote in my autograph book when I was in my early teens that what I didn’t know wouldn’t do me much good either!

    © Norah Colvin
    © Norah Colvin

    I’m torn between the two. I have come to realise that the more I know, the more there is to learn.

    the more I know the more there is to learn

    This learning journey never ceases. Each step is just one further into the unknown. I seem to know less now, or need to know more now, than I ever have before. How can that be?

    There are those around me who are content with who they are, with where they are, with what they are doing, and wake up to each day wanting no more than it brings. I strive to achieve that contentment, and practice the joy of being in the present moment, believing strongly in its rewards. But at the same time I strive to do more, to learn more, to achieve more. The doing and learning is joy in the present moment, for me. It is both exhilarating and disheartening to realise that the learning journey stretches so far ahead.

    Learning about learning

    I have spent almost my entire life thinking and learning about learning and education, particularly literacy education and the education of young children. Though the journey has been long, my knowledge is narrow and small, and of absolutely no use in a trivia quiz, unless the question happens to be about a nursery rhyme, and then don’t ask me too much about its “real” or original meaning.

    GDJ, Humpty Dumpty https://openclipart.org/detail/223086/humpty-dumpty
    GDJ, Humpty Dumpty https://openclipart.org/detail/223086/humpty-dumpty

    When I set upon my journey to create a website of teaching resources that I had made, I thought it was an easy thing. I had many resources already made. I just needed to get some illustrations done and put them on a website. What could be simpler than that?

    Simple?

    Every step I take drives me deeper into complexity, into the unknown. Unravelling the complexity demands that I be explicit, that I see and describe each minute step.

    Being explicit

    I always considered the ability to be explicit, to see and understand each step, essential to effective teaching in an early childhood classroom. If one was unable to see the exact spot where a child was going wrong, where a misunderstanding had been formed, or a misconception learned, or the potential for its occurrence, it was difficult to either prevent or repair it. I considered that ability to be one of my strengths as a teacher.

    nicubunu, broken chain https://openclipart.org/detail/22063/broken-chain
    nicubunu, broken chain https://openclipart.org/detail/22063/broken-chain

    Over the past few years when I have been giving art briefs to illustrators, my need to be explicit was stretched anew. I had to describe in precise detail exactly what I wanted. It was no use saying I wanted a castle on a hill and expect that the artist would be able to fill in all the details I could see in my mind. I had to explicitly describe it in detail:  did it need a moat or a drawbridge, was the drawbridge to be up or down, were there turrets or flags, and if there were flags, what colour and design they would have, how many windows, how many people, and what were they doing and how were they dressed …

    © Norah Colvin Artwork by Kari Rocher Jones
    © Norah Colvin Artwork by Kari Rocher Jones

    Then it was time to start thinking more specifically about what I required of the website … More complexity to unravel!

    frankes, ship – colored  https://openclipart.org/detail/214500/ship-coloured
    frankes, ship – colored https://openclipart.org/detail/214500/ship-coloured

    Oh for a journey across the seas rather than deeper into complexity!

    It is said that it is darkest before the dawn. How much darker will it get?

    A recent comment by Sarah Brentyn of Lemon Shark alerted me to the fact that although I have mentioned my website in previous posts, I had not made it clear that the purpose of the website is to make my resources available through subscription i.e. to sell my resources. While some will be available without subscription, many will be available only by paid subscription. I have received a quote for establishing the website, which I am considering. I have previously referred to it being my jetski. I think I was fairly explicit about my requirements in discussions with the designer.

    However, I want some of my resources to be interactive, not downloadable, used only on the website by paid subscribers. It appears that creating the types of interactivity I have in mind will be more problematic, but they are what I consider will be my point of difference. I have had to learn to explain, very explicitly, the types of interactions I require. I even made videos demonstrating the interactions in the hope of achieving greater clarity.

    However, it was while being explicit about these steps that I realised I had omitted something from my website brief that will be necessary for the interactions to be used effectively, if they can be made at all.

    © Norah Colvin
    © Norah Colvin

    And so I go in my merry dance – up the ladders and down the snakes, hoping to fall into a pool of clarity rather than a puddle of complexity.

    Thank you for allowing me to express my muddle through writing in an attempt to make sense of it all.

    Thank you

    Thank you for reading. I appreciate your feedback and suggestions. Please share your thoughts.

     

  • Breathe – a sense of wonder!

    Life is short – enjoy every moment!

    I have been privileged to spend time with young children throughout my adult life: my own, children I have taught, and now my grandchildren. Spending time with young children is one of the best ways of maintaining a sense of wonder and awe in the everyday. Opportunities abound, if one is willing to see the world afresh through their eyes,

    to notice:

    • the softness of petals in a newly opened flower
    • the collection of pollen on a bee’s legs as it rests within the flower
    • the snail’s silver trail on the pavement

    to question:

    • where the puddle goes after the rain
    • how the toothpaste gets into the tube
    • how aeroplanes stay in the air

     to wonder:

    • why the sky is blue
    • where clouds come from
    • why tigers have stripes and kangaroos hop
    • what came first: the chicken or the egg

    One of my favourite ways of bringing the wonders of nature into the classroom is through observations of a live butterfly kit. We would watch the tiny caterpillars hatch, eat voraciously as they grew larger and larger, and then pupate before emerging triumphantly as beautiful butterflies.

    © Norah Colvin
    © Norah Colvin

    There are many opportunities to notice, to question and to wonder:

    • What will happen if the caterpillars eat all the leaves?
    • How big will the caterpillars grow?
    • How long will it take for the caterpillar to change into a butterfly?
    • How does the caterpillar breathe?
    • Does the caterpillar know it is going to be a butterfly?
    • Does the butterfly remember being a caterpillar?
    • What happens to the caterpillar in the chrysalis?
    • Why do they poo so much?

    We got to know that when a caterpillar was ready to pupate, it made a ‘j’ shape, hanging from under a leaf or branch, or from the top of the butterfly house. It would stay that way for a number of hours. Children (and teacher) would sneak over from time to time to see if anything was happening.

    As soon as the caterpillar started wriggling, we would quietly rush over to watch as it shed its last skin to become a pupa. It is an amazing spectacle, one that is not often seen “in the wild”. In fact it is a very quick process, and unless someone just happened to be watching at the time, we would miss it. Although we didn’t see every caterpillar pupate, we saw enough to appreciate and wonder.

    Equally as exciting was watching a butterfly emerge from the chrysalis. As the time was approaching the chrysalis would become transparent and we could see the shape and colour of the butterfly’s wings through the chrysalis. Watching the butterfly push open the chrysalis and emerge with crumpled wings was amazing. Oftentimes the butterflies would emerge in the mornings before the children arrived. But sometimes they waited, and we all watched as the butterflies pumped up their wings and spread them to dry in readiness for flying.

    When the butterflies’ wings were dry and they were almost ready to fly we would remove them from the house. If we timed it just right, we could hold them on our fingers, transferring carefully from fingertip to fingertip without touching the wings. When they were ready to fly, we would go outside and release them. The children loved to look for the butterflies at lunch time and learned that observation was the best way to appreciate them.

    varied eggfly
    Varied eggfly © NorahColvin

    The children’s interest and excitement was shared with anyone who visited the classroom: administrators, other teachers and children, siblings and parents.  I tend to think that the children’s sense of wonder may have ignited a spark in others too.

    This week at the Carrot Ranch Charli Mills challenged writers to In 99 words (no more, no less) write a story about a breathless moment. Write about life.

    Watching the short stages of a butterfly’s life is a good way to get children thinking about life, its beauty and its frailty, its dangers and its strength.  Watching the transformations that take place can certainly take one’s breath away. It is this that has inspired my response to Charli’s challenge.  I hope you enjoy it.

    Breaths - life is not measured

    Eclosion

    I heard the scurry of footsteps. Then he was in the doorway; eyes ablaze, breathless.

    “Come … quick … Miss,” he said, punctuating each word with puffs and pants.

    Before I had moved, there were others behind him, imploring me to come.

    With quickened pace I followed, hoping that I, that all, would be in time.

    Others were there already, clustered around. I peered over their heads, expectantly, holding my breath in a vain attempt to make time stand still.

    “Ahh!” we breathed in unison and awe as we watched the butterfly emerge from its now transparent shell.

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.

     

  • Life is like . . . a game of Snakes and Ladders

    http://www.morguefile.com/
    http://www.morguefile.com/

    Well, maybe not the whole of life; that would be rather two dimensional; but certainly parts of life. I’m feeling a little that way at the moment about my website plans. No sooner do I seem to find a ladder to climb up, than I encounter a huge snake, and down I go again. At the moment I seem to be stuck in a three-steps-forward three-steps-back dance.

    © Norah Colvin
    © Norah Colvin

    I won’t say that everything one needs in life can be learned from playing Snakes and Ladders, but there are certainly some good lessons to learn from playing games. I mentioned some previously in Are you game? written in response to a flash fiction challenge set by Charli Mills at the Carrot Ranch; and observed them recently when playing Snakes and Ladders with my five year old grandson:

    dice

    • Getting along and taking turns
    • Acceptance – accept the roll and respond accordingly: don’t try to pretend it wasn’t a “proper” roll (e.g. dropped); or attempt to change the count by skipping or counting twice on a square
    • Resilience ­– stay strong and focused and don’t crumple with repeated setbacks: okay, so you’ve been swallowed by this same snake three times now; next time you just might overcome it
    • Persistence – keep going: you might roll a succession of small numbers but each moves you closer to the goal
    • Humour and fun – always look for the light side: it is just a game after all, it’s not the winning that matters, it’s how you play it. (On the board that we played, one of the ladders ended on the same square as a snake’s head! What could we do but laugh!)
    © Norah Colvin
    © Norah Colvin

    I guess those are lessons I need to apply to my website “game”: I have made some good progress preparing resources; I have had some work illustrated; and I approached a web designer for a quote. The ladders seemed to be lining up just right.

    Then I landed on another snake!

    In a comment on a previous post Anne Goodwin, who blogs at Annecdotal and is author of the soon-to-be-released Sugar and Snails, suggested that I be mindful of my Unique Selling Point (USP).

    I think my USP is probably the same as what I consider my Point of Difference (POD): resources that are interactive. Unfortunately, judging by the quote I received, the POD snake has an extreme appetite.

    In a post about his self publication journey Geoff Le Pard, author of Dead Flies and Sherry Trifle who blogs at TanGental, stated that he wanted to spend as little “real” money as possible. I know that I need to spend some to achieve my goals, and as a way justifying the expense to myself, if not to anyone else, I decided to consider it a “retirement jetski”.

    My retirement jetski
    My retirement jetski

    However an initial quote indicates that the interactive component of resources could end up costing as much as a Bugatti or a Lamborghini!

    http://www.morguefile.com/
    http://www.morguefile.com/

    Okay, I am exaggerating – a little.

    But I think I’ve slid down the back of that long snake and need to do a little recalculation as recommended a short while ago Charli Mills. I will let you know how I go extricating myself from the loop.

    Snakes and ladders – Opportunities for learning

    In the meanwhile, here are some suggestions for parents to make the most of learning opportunities while playing Snakes and Ladders with their children over the long summer holidays. We don’t want the progress that children have made during the term to be swallowed up by those snakes as was suggested as a distinct possibility by Sarah Brentyn in her post Harry Potter or Sidewalk Chalk? on her blog Lemon Shark. While I provided some suggestions for preventing that slide in a previous post, these suggestions are specifically for

    Making the most of “teachable moments” while playing snakes and ladders:

    On each turn, ask children to:

    • identify the number rolled on the dice and move their tokens the corresponding number of squares, counting them out. Ensure they do not count the square they are on.
    • tell the number they land on.

    Other opportunities for discussion:

    • Who is coming first? What number are they on? What number are you on? How many do you (they) need to catch up? Could you (they) catch up with the next throw? Why/Why not?
    • How many do you need to throw to land on a snake, on a ladder? Do you want to land on a snake or a ladder? Why or why not? If you land on a snake (or a ladder), will the number be higher or lower than where you are now?
    • What number do you not want to roll if you don’t want to land on a snake?
    • What number do you need to roll to land on a ladder?
    • How many do you need to win?

    Ask the children what they notice about the way the numbers are arranged. How does it differ from a usual 100 board? ( On a Snakes and Ladders board, 100 is at the top and the numbers “snake” back and forth across the board. On a 100 counting board, 100 is at the bottom and each row of ten numbers goes from left to right.)

    100 flowers outline
    100 counting board © Norah Colvin

    Ask the children why the numbers may be arranged differently (eg 100 has to be at the top so you can go up the ladders, numbers go back and forth so you can just keep going).

    But most of all, just have fun!

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

     

  • Which came first – the chicken or the duckling?

    First of all in this post I would like your opinion, if you are happy to give it, about a story for young children I have been working on.  This is it:

    Ten Little Eggs

     

    I recently revisited a series interrogating whether it is important for authors to ensure the correctness of information in picture books, and where the line between fact and fiction should be drawn.

    I questioned the inaccuracies in Eric Carle‘s book The Very Hungry Caterpillar and whether it mattered that what emerged from the cocoon was a butterfly rather than a moth (butterfly caterpillars don’t spin cocoons, moth caterpillars do).

    Responses varied greatly, but seemed to be evenly divided, from it doesn’t matter at all to it matters a lot. You can read the responses on the posts here, here, here, here, and here.

    I realise that the comments are subjective and personal and greatly dependent upon the readers’ experiences with the book and attitude towards the well-known, highly respected and prolific author.  I wondered what the attitude would be to my less worthy story.

    My intention was for an amusing twist at the end with the realisation that the 10th hatchling was slow because it really was a chicken, not just “chicken” as in scared.

    However, when I researched incubation times for chickens and ducklings, I discovered that ducklings take longer to hatch than chickens. Therefore the story not only doesn’t work but, if I was to publish it, I would be misleading readers. While it is also unlikely that a chicken’s egg would turn up in a duck’s nest, it is possible and I am not as concerned about that inconsistency. However I stopped working on the story because of the inaccuracy and have let it sit.

    A suggestion made by Steven during the cocoon/chrysalis debate was that a page of facts at the end of the book would overcome any inaccuracies in the text. This made me think that perhaps I could include a page of facts about chickens and ducklings to counterbalance the inaccuracy in the story,  for example:

    Chickens and ducklings - Would you believe

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts.

  • Experiential learning – what’s good and what’s hot

    farm

    I am a proponent of learning by experience, of learning through one’s own explorations and making one’s own discoveries. In early childhood centres it is sometimes called ‘hands on’ learning. The recommendation is to provide opportunities for children to learn by doing rather than simply by listening to someone tell about it or by reading information in a book. For example, experiencing the sights, smells and sounds of a farm create an enriched understanding of farm life that is not possible simply from looking at pictures of farm animals in a caption book. Activities like mixing and making with modelling dough, or building and creating with construction sets provide opportunities for developing numerous skills and understandings.

    That’s not to say that experiential learning is best in every situation or that learning from the explanations of others, including reading information in a book, is less worthy. Indeed there is a place for each and it is important to get the balance, timing and application right. You would not need to view many posts on my blog (for example here and here) to realise that I am a proponent of reading also and believe that instilling a love of reading is one of the greatest gifts a parent can give a child.

    In their book A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, Douglas Thomas and John Seely Brown discuss the differences between explicit knowledge and tacit knowledge.  This chart shows my understanding of some of the differences.

    Explicit and tacit learning

     

    Michael Polanyi  The Tacit Dimension

    I think it would be undisputed that there is knowledge best learned through explicit instruction and other best learned through experience. I am sure you can think of many examples in your own life, like riding a bicycle, learning a foreign language or playing a musical instrument.

    netalloy, glossy flame https://openclipart.org/detail/91951/glossy-flame
    netalloy, glossy flame https://openclipart.org/detail/91951/glossy-flame

    But what about teaching young children about heat? It is not far into the life of any young child that they are cautioned about the heat of an oven or stove, heater or barbecue plate. But what is “hot” if you have never experienced it?

    Thomas and Brown say that “when a parent first tells a child not to touch a flame because it is hot, the child will almost always put out her hand and get burned” because the child has only been given the explicit part of the information, the part that could be articulated: that “Fire is hot”. When the child is burned much more information is learned by the body: that it hurts and is unpleasant. The child is then able to make connections with other similar “hot” things and situations.

    I think neither of the authors nor any parent would suggest a child be burned “for educational purposes” but the power of experience can be seen in this example. Perhaps it also helps to explain why young children need constant reminders to stay away, or precautions need to be taken to protect them, from hot things. Without the burning sensation they have not formed a true understanding.

    thomas and brown - learning

    At my previous school our year one classes were always visited by the local fire fighters who talked about fire safety, explaining the difference between “good” fires (like birthday candles, barbecues and campfires) and “bad” fires, while warning that even good fires could quickly become bad  if not monitored correctly.

    They talked about the need for smoke alarms in the home and the importance of having escape routes and meeting places planned and practised. They ensured students knew their full name and address and the procedure for calling emergency (000 in Australia) if the need should arise. These are things that all young children should know.

    firetruck

    The children were always excited about the firefighters’ visit as they got to look at the firetruck close up, maybe even sit in it or, if they were lucky, see how high they could spray water with the large hose. The tacit knowledge learned through this type of experience, combined with explicit knowledge provides a context that allows children to learn the realities of fire danger and the importance of safety. It wasn’t unusual for the crew to receive a call and rush away during one of their visits, adding further to the overall experience for the children.

    rg1924, unexpected frog in my tea    https://openclipart.org/detail/21079/unexpected-frog-in-my-tea
    rg1924, unexpected frog in my tea https://openclipart.org/detail/21079/unexpected-frog-in-my-tea

    Thinking about heat and education, and the hold that explicit knowledge and its testing has on current practice makes me think of the story about a frog in a pot of hot water.

    The story says that if you were to put a frog into a pot of hot water, it would jump out immediately; but that if you were to put the frog into a pot of cold water which is warmed slowly, the gradual increase in temperature wouldn’t be noticed and the frog would be boiled alive.

    Perhaps this is why some educational practices are accepted without question. People have become so used to them, with small incremental changes seeming insignificant and unworthy of comment. However the cumulative effects over time can be enormous. By the time they are realised, making amends would require so great a change, possibly a total restructuring, that it would defy plausibility.

    It is this thinking that has led to me my flash response to the challenge set by Charli Mills at the Carrot Ranch this week to In 99 words (no more, no less) write a story that includes the phrase, “Man, it’s a hot one.” I hope my contribution is a little more environmentally friendly and suitable for young children than boiling frogs.

    Man it's hot

    Thank you

    Thank you for reading. I appreciate your feedback. Please share your thoughts about any aspect of this post or flash fiction.