On the last Friday of each month We Are the World Blogfestinvites bloggers to join together in promoting positive news. If you would like to join in, please check out the rules and links below.
“There are many an oasis of love and light out there, stories that show compassion and the resilience of the human spirit. Sharing these stories increases our awareness of hope in our increasingly dark world.”
This month I am sharing an inspiring story of vending machines that provide free food to the homeless.
Action Hunger, a non-profit organisation founded by Huzaifah Khaled in Nottingham, England, gives the homeless access to free food and other basic essentials such as toothbrushes and socks from vending machines. The items are accessed by use of key cards which are available through organisations that assist the homeless. Where other services are provided during restricted hours, the vending machines are available all day every day. Use of the service provided by the vending machines is considered a temporary measure for people who are working to improve their life situation.
The project Action Hunger was inspired when Khaled “learned that evenaccess to basic necessities like food and water was sporadic and oftentimes cumbersome . . . [He] realized that there had to be a more effective way of at least ensuring the bare necessities were always available.”
The project plans to expand into the US in the near future. What a great initiative.
1. Keep your post to Below 500 words, as much as possible.
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How many of these did you hear when you were a child?
You’re too small
You’re too big
You’re too young
You’re too old
It’s too far
It costs too much
It’s too dangerous
Girls don’t do that
Boys don’t do that
It’s too …
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.
“After years of observation and research, I have drawn the following conclusions:
Everyone has the ability to create.
The external environment is critical in the development of one’s potential, whether it be in mathematics, language, the arts, etc.
Individuals may have one or more areas in which they excel
IQ scores do not reflect specific talents or abilities
Creativity begins diminishing at about third grade”
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:
We feel uncomfortable
We don’t know anybody there
It costs too much
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!
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.
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.
In this post I suggest ways of helping children develop friendship skills, and describe some readilearn resources for celebrating friendship.
Developing a welcoming, happy, supportive classroom environment, a place where children want to be, is essential for learners of all ages, but especially so in early childhood. These classrooms are the first that children experience and influence lifelong attitudes to school and learning. It is important to establish strong foundations with positive attitudes, respect, and friendship.
Making friends doesn’t come easily to everyone. Simply being put with a whole bunch of other children of similar ages doesn’t ensure friendships will be established, or that children will be accepting of, and respectful to, others.
Strategies for helping children develop effective social skills need to be interwoven throughout the curriculum. Respect, kindness, and empathy need to be modelled and taught. It is especially important for children who have had limited experience mixing with others, or for those who respond to others in inappropriate or unkind ways.
Some useful strategies include:
Develop a vocabulary of words used to describe feelings. Words
This week at the Carrot RanchCharli Mills expresses her admiration for the raptors that “wheel on currents of air high above the La Verkin Overlook” near her new home in Utah. She marvels in their flight and challenges writers to let their imaginations take wing and soar.
Narelle Oliver’s beautiful picture book Home, which I wrote about in this post, celebrates one of these Australian raptors, the peregrine falcon. The book is based on a true story of a pair of peregrine falcons that nested at the top of a 27-storey building in Brisbane city. The birds, named Frodo and Frieda, fascinated a city and, for a while, had their own reality show “Frodocam”.
As often occurs, my thoughts head off in a different direction when thinking of Charli’s prompt. Rather than the beauty and magnificence of these amazing birds, it was the word “prey” that grabbed me and wouldn’t let go. It pummelled me into submission, like a bully that seeks out the vulnerable when targeting prey.
It is probably a good thing that these dates don’t align, as there is no time that is not a good time to eradicate bullying.
I have previously written about bullying in posts and flash fiction stories, especially those concerning Marnie, about whom I wrote several stories, collected here. Stories about bullying specifically include these:
In this post, I shared information about a rap version of “True Colours” with additional original anti-bullying content written by 12-year-oldMattyB to support his younger sister who is excluded and bullied because of her “symptoms”. Here is the song. Check back to the post for more information.
In this post, I suggested that children who tease, torment and bully are often themselves victims of similar behaviour. They may feel powerless and lack control in their own lives. They are possibly lowest in the pecking order at home, and targeting someone more vulnerable provides an opportunity to find a sense of power; for a while at least.
One of the most effective ways of reducing the incidence of bullying is through the development of social-emotional skills; including helping children develop
friendship skills and
in an environment in which they feel welcome, valued, and supported.
We need to model the behaviour we want children to develop, provide them with alternatives to inappropriate behaviour, and teach them how to respond when the behaviour of others upsets them.
It is also important to teach children to recognise bullying and to seek help if they see it occurring. Observing and doing nothing is a way of condoning the behaviour, and the bullying may escalate if an audience gathers. Ignoring bullying in a way also condones it. It is important to take action to prevent or stop it.
Karen Tyrrell, “an award winning Brisbane resilience author who empowers you and your children to live strong”, has written books for both adults and children about bullying. Having been on the receiving end of bullying herself, Karen understands what it is like to be targeted.
Karen’s books STOP the Bully, for 9 to 12-year-olds and Song Bird for children of 7+ years, both explore issues related to bullying.
Karen told me that “The little boy in the photo read STOP the Bully 6 months earlier after my first book shop visit. Then found me again 6 months later to say thank you when Song Bird came out.”
Next Tuesday 11 October is International Day of the Girl Child. It is a day for recognising the need to empower all girls, for it “is good not only for girls, but also for families, communities and society at large”.
This post honours International Day of the Girl Child on 11 October. The day was established to “to recognize girls’ rights and the unique challenges girls face around the world.” The empowerment of girls is seen as “fundamental to breaking the intergenerational transmission of poverty, violence, exclusion and discrimination and to achieving equitable and sustainable development outcomes.”
This year theme is Girls’ Progress = Goals’ Progress: A Global Girl Data Movement.“While …recognize how girls’ progress is good not only for girls, but also for families, communities and society at large, we must also take this opportunity to consider how existing gaps in data on girls and young women, lack of systematic analysis, and limited use of existing data significantly constrain our ability to monitor and communicate the wellbeing and progress of nearly half of humanity.”
While recognising the gravity of situations faced by girls around the world, the focus of this post pales, but is significant nonetheless. Sometimes the changes we need to make start at home. Empowering our girls will enable them to empower others.
I recently listened to a TED talk Bring on the female superheroes by Christopher Bell, a media studies scholar and father to a 9-year-old daughter obsessed with Star Wars. If you have any concerns about gender stereotyping and gender equality, particularly with regards to toys and merchandising, have a listen. In less than the 16 minutes to view the video, Bell packs a powerful punch and takes a swipe at media corporations and merchandising for girls.
It is no secret that I love having time with young children. Their development constantly amazes me. They are curious learners on a quest to find out as much as they can about the world and how it works. They are scientific researchers making observations, forming hypotheses, and drawing conclusions; always with a plan for the next step if the results aren’t what was expected.
How many times do they need to release a spoon to be confident that it will always be pulled towards the floor? How early do they laugh when something doesn’t perform as expected; for example, when a balloon floats up instead of falling down?
Many of a young child’s explorations seek answers to questions they ask of themselves; questions that may never be verbalised.
After they have investigated their immediate environment, and their language begins to develop, they start to look at the wider world, and begin to ask questions about how things work and why things happen.
Here are a couple my granddaughter asked me recently:
“Norah, you know about gravity? Why do clouds stay up in the air? Why don’t they fall down?”
“If babies grow into adults, and adults give birth to babies. Which came first the baby or the mother?”
The determination and persistence of young children is also almost limitless. Watch them learning to roll, or to sit, or to stand. It is never achieved on the first attempt, but that doesn’t stop them. They don’t give up. They try and try again until they do it. The look of satisfaction on their faces is priceless. No stickers are required. Sometimes, when the result differs from expectation, the look is of surprise. But even then they are quickly deciding what to do next.
Without formal instruction of any kind, in their first few years, children perform amazing feats. Without the imposition of test requirements or standardised assessment, children are driven to learn. Intrinsic rewards, accompanied by the encouragement of significant others, for example, parents, are sufficient. Children are driven by a “yet” mindset and a belief that there is no such thing as “can’t”. This ensures they continue to practice until they succeed. Immediately they succeed, they set themselves another challenge. That is, unless they are taught otherwise.
When they are nurtured in an environment that is encouraging and supportive, with a balance of comfort and challenge, and well-timed feedback, children will thrive physically, emotionally, and mentally. They will learn through their observations and interactions with people and objects. Each question answered will stimulate the next.
These are just a few of the remarkable achievements made by children before setting foot inside any formal education establishment. They learn to
place things inside, and take things out of, other objects
undo and do up buttons
push buttons (of all sorts)
Given an encouraging, supportive environment with caring adults who respond to their needs, surround them with language, love them, and model behaviour, children learn amazing things.
Everything she had ever done was preparation for this moment. All eyes were on her. The audience’s expectation was palpable, bolstering her determination. She pulled herself up to full height and looked around, smiling. The audience waited. She checked the positioning of her feet, and her balance. She held up one hand, signifying that an attempt was imminent. She put one foot forward; then raised the other hand as she brought her back foot alongside the first. She paused, poised, momentarily. Immediately cameras clicked and cheers erupted. After two more steps, she launched, triumphant, into her father’s waiting arms.
Here are photos of my two little (now big) ones. While not of their first steps, these photos were taken within the first month each of them walked.
The thought of being sent to the Principal’s Office is notoriously fear-inducing with the implication that some misdemeanour has occurred and that punishment will follow. Of course, I know this only from the stories of others. It’s true: I have no recollection of ever having been sent to the Principal’s Office during my school days. In fact, I have no recollection of there being a Principal’s Office at all, or indeed who that principal might have been. Perhaps there are some serious omissions in my memory files.
In a previous post, I introduced you to Robert Hoge and his memoir Ugly through a lying incident he relates. Robert also shares recollections of being sent to the offices of a deputy principal and a principal while he was at school. Both incidents are also included in the version for Younger Readers.
Robert recalls that,
Most of the school lived in a vague, unspecified fear of Mr Fuller (the deputy principal). He was the perfect second-in-command. He delivered the bad news when needed and administered a strict, no-nonsense form of discipline that mainly worked by keeping students so in fear of the threat of getting in trouble, they behaved.
One day when Robert was summoned to Mr Fuller’s office he was informed that some teasing had been occurring. As he was usually the one being teased, Robert was relieved that he wasn’t getting into trouble. Instead of informing on others who had teased him, Robert said,
“Well, sir, it wasn’t anything really. Nothing that got me very upset anyway.”
Sadly, though, it was Robert’s turn to be reprimanded for being the teaser. The children who were so good at teasing him, weren’t so good at taking a little teasing in return, and had made a complaint.
Robert confesses surprise at how much the other child had been upset because he (Robert) “was teased so often … (that he) … became better and better at dealing with it” as he got older. However, it wasn’t just the children who were cruel and sometimes, when adults were cruel, he found it more difficult to take.
Robert describes an incident that occurred in year ten when he and another student elected to do a week’s work experience as teachers at a local primary school. He was allocated to a year seven class and the other student to a year two class. Robert enjoyed the week and was pleased that his appearance drew few comments from the students.
On Friday afternoon Robert was summoned to the principal’s office. Waiting outside, expecting perhaps to get a ‘thank you’ from the principal, he was surprised when the other student wasn’t also there. What happened when he was called into the office is astonishing.
Without so much as a greeting, Robert was chastised for the school’s not having being warnedbefore he arrived. Warned about what, Robert wasn’t sure. When he enquired, the principal quickly informed him, that she should have been warned about him; that when he’d arrived on Monday they’d had to swap the classes to which he and the other student were assigned. Robert was initially confused as to the reason, then he realised that she was talking about his appearance, that perhaps the year two students would not be able to cope as well as the year sevens.
Robert was upset. He didn’t know what to say and started to cry. When he said, “I’m sorry”, the principal responded with “Good” and showed him the door. Of course, Robert was distraught. He writes,
It wasn’t the last time I cried about the way I looked, but it was the very last time I apologised to anyone else for it.
Each of these incidents occurred in a Catholic school. Anne Goodwin who blogs at Annecdotal recently shared a guest post here about the legacy of a Catholic childhood. I was also educated at Catholic schools. While most of my teaching service occurred in the state system, I did teach for a few years in Catholic schools. I saw and experienced many instances of adults being mean to children. I also saw many instances of kindness.
“Ah, Robert, come in,” she said, extending her hand and shaking mine as if I was an adult rather than a work experience student. As she returned to her desk, she indicated for me to also sit. I was puzzled. I knew I’d done a good job in the classroom. Why would the principal want to see me? I waited. She looked at me quizzically. “Robert, I’ve heard a great deal about you this week …” I squirmed. “… and all of it positive.” She smiled. “I’d like to suggest, if you’re still undecided, that you consider teaching as a career …”
Although Robert didn’t choose a career in teaching, he has powerful lessons for us through sharing his story.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
I first published this post two years ago. I am sharing it again as I continue to hear of similar things happening. I apologise to those who may have read it the first time around. 🙂
Many would agree that to enjoy life to the full we must live in the present moment, appreciating what we have and being mindful of our surroundings and others.
Most would also agree that a certain amount of preparation for the future is necessary to both enjoy and deal with what lies ahead.
In previous posts I have referred to related ideas including The importance of emotional intelligence and the ability to delay gratification, for example when studying towards a degree or saving to purchase a car. Recently I wrote about future-proofing kids by preparing them to embrace the future. Schooling is often considered a preparation for the future, for ‘what you want to be when you grow up’.
Are the concepts of living in the present moment and preparing for the future contradictory?
Generally I would say that a balance is needed. We need to live in the present while making some preparation for the future. Hopefully the choices made can still be appreciated now and enjoyment is not all delayed until the future “When I . . .”
Recently I read an article that caused me some concern because, it seemed to me, there was little balance between appreciating the present and preparation for the future. Of greater concern was that the one for whom balance was lacking was not the one making the choice.
The article described a situation in which a 3½ year old was being taught to use scissors by an occupational therapist. The teaching, which had been occurring in regular sessions for over seven months, began before the child was three years of age.
Like I did, you might assume the child had a developmental delay which required regular sessions with the occupational therapist (OT). However no mention of that was made in the article.
The parent, writing the article, described feeling sad while watching the child experience difficulty in using the scissors. Additionally, it was mentioned that the child had not been requested by the parent to use scissors at home as it just made the child miserable.
After seven months the parent finally broached the subject with the OT, asking why the use of scissors was being pushed at this time.
It was the reported response of the OT that caused me greatest concern.
The OT explained that when the child entered kindergarten at age five, the ability to use scissors appropriately would be expected. The lessons in learning to use scissors were being given to avoid the child being behind when beginning kindergarten. The OT went on to further explain that the use of scissors was not developmentally appropriate until age five!
The OT, presumably a trained professional, who believed it was not developmentally appropriate for a child to be using scissors until age five, began teaching a child to use scissors before that child was even three years of age!
The child was miserable when using scissors and the parent was saddened when viewing the attempts!
If using scissors is developmentally appropriate at age five, then when the child is entering kindergarten, unless there is a development delay, coordination or muscular problem, that child will easily learn to use scissors appropriately, without the need for lessons from an OT. Forcing a child to practice a skill before developmentally ready is definitely not in the child’s best interests.
Think of the wonderful things about a child of two or three years of age; the things they are learning and doing. I am always amazed at how quickly children learn and progress. They grow up so quickly and are only little for such a short time. Why try to pressure them through to stages beyond their current development? These years of enormous growth and potential are precious. We are adults for most of our lives. What is wrong with appreciating the special two-ness or three-ness of a child? It will not matter in the future if scissors can be used at age three, age five or age seven.
If the child is constantly pressured to perform in ways that are not developmentally appropriate then feelings of inadequacy, loss of confidence and self-esteem may ensue, resulting in an ‘I can’t do it attitude’, a fear of failure and unwillingness to have a go. I believe many perceived behaviour problems are problems only because the expectations are not relevant to a child’s stage of development.
When adults strive for a child to achieve beyond the age expected norms they are not appreciating, but rather showing a lack of respect for, who the child is and for the stage of development. This is not living in the present. It is attempting to live in the future, which can become very scary if one does not feel it can approached with confidence.
One may hope this scissors example is an extreme and isolated incident, but sadly pressure placed upon children by expectations that are not developmentally appropriate is far too common.
Teaching colleagues here in Australia often express their dismay that children in the first three years of school are crying every day because they find the expectations upon their learning and behaviour too great.
I hear similar stories about trying to rush the children through from the UK, Canada and the USA. Maybe it is happening in other places too. Sadly the pressure of unrealistic expectations doesn’t achieve anything positive for the students, the teachers or the parents.
How different would schools be if, instead of being considered a preparation for life, they were focused on living life now? If three year olds were appreciated and respected as three year olds, five year olds as five year olds, and eight year olds as 8 year olds, rather than as apprentices for the adult they will one day be, how different would their school situation be?
An affirmation song I used to sing with my classes is one by Anne Infante called Just the way I am.
The song is made up of a series of verses about appreciating oneself just as one is – now, not in the future – including characteristics such as responsible, lovable, confident and friendly; for example:
I am beautiful and I like me,
I am beautiful and I like me,
I am beautiful and I like me,
Just the way I am.
I have written about using Anne’s songs of affirmation in previous posts, here and here.
What do you think? How have you seen developmentally appropriate programs in action? How have you seen them disregarded? What have been the effects?
Earlier this week in my post Smile! It’s contagious I mentioned the commonly held misconception that adults usually know when children are lying. I say ‘misconception’ because it’s been shown that adults have no idea whether children are lying or not, and it appears that children, also, have no idea if others, even their siblings, are lying.
This inability to distinguish the liar from the truth-teller is portrayed clearly in an incident in the book Ugly, a memoir, by Robert Hoge. We’ll call it The Chocolate Incident.
Robert is the youngest of five siblings. One day the five of them were called to a family meeting in the lounge room. When they were all standing up straight in a line from oldest to youngest Robert knew that something was up. Their mother soon informed them that chocolates had been taken from a box on top of the fridge, and not just a couple that wouldn’t be missed, but more than that.
Both parents were involved in the interrogation. Their mother said, “We’re going to ask who took the chocolates. We’re going to look you in the eye and ask you, and you’d better come clean or there’ll be real trouble.”
Robert explains that in turn she approached each child, starting with the oldest. She stared at each for a few seconds, then asked, “Did you take any chocolates?” In turn each child replied in the negative and, as they did so, turned to look at the next in line.
As the parents moved from child to child Robert, knowing he was innocent, observed the responses of his siblings. Who took the chocolates? The looks of dread, panic and fear that were so obvious on each face convinced him of their guilt. But no, each sibling denied it.
When the fourth child denied taking chocolates and turned to face Robert, he realised that he was the last in line, “there was no one there for me to look at. Not even Sally, our dog. “
He continues, “I started crying before Mum got to me. One by one the others turned to look at me. Dad glared ominously over Mum’s shoulder and I tried to say, “It wasn’t me. It wasn’t me.” But everything was lost to my sobbing and I got the blame. I still don’t know who took those chocolates.”
I wonder if there’ll ever be a confession! Or if the culprit ever felt remorse for Robert, the youngest, having to take the blame.
There is more to Robert than this one incident portrays. His is a remarkable story. I have heard it many times and am yet to tire of hearing it. I first heard him speak at a writers’ seminar, the seminar that was the final impetus to set me on my blogging journey. I heard him speak again at a Writers’ festival at which I purchased his memoir. I have also seen him tell his story on television more than once.
My signed copy from the writers’ festival!
I own three versions of Robert’s memoir: paperback, audiobook and the Kindle version for younger readers. Robert reads the audiobook, which is a special treat. It gives authenticity to the listening experience, particularly since I was already familiar with his voice. It also means when I read his books to myself, that I hear his voice telling me his story. All versions are written in a pleasant, easily readable and conversational tone, as if we are sitting together, chatting over a cup of tea and a Tim Tam.
When I handed my Mum a copy of the book, I wasn’t sure whether she’d enjoy it or not. However, after 70+ years of adult reading (she was 90), she informed me that it was the best book she had ever read.
I’m not sure why this story makes such a strong impression on us. Maybe it’s because we think it could have happened to either of our families. Robert is only two years older than my Robert, and six years younger than Mum’s youngest of ten.
Maybe it’s because the family’s culture, growing up in another Brisbane bay-side suburb just across the bridge, was similar to ours.
Maybe it’s because it’s a story of resilience, of survival against the odds, and of making hard decisions. Maybe it’s a bit of all of these, and more, including the raw honesty with which Robert writes.
There are many opportunities for learning in Robert’s book, many different topics I could choose to write about; so many that I haven’t known where to start. After the previous discussion about lying, this seemed an appropriate introduction.
I haven’t told you much of Robert’s story. It is better to have him tell you himself. He introduces himself in this TED talk.
Links to other interviews, and to connect with Robert online, can be found here
I recommend Robert’s story to you. It is definitely a story worth sharing.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
This week at the Carrot RanchCharli Mills is talking about erosion, but not just the literal kind. She says “It can be natural, cultural or something different.” Of course I must answer my usual call to tackle the “something different”.
Generally, erosion refers to the wearing away of the earth. Sometimes it signifies the disintegration of our resolve, our self-image, or of our spirit. Just as various strategies can be employed to prevent erosion or to repair damage incurred by the land, there are strategies that can be used to shore up one’s resolve, build self-esteem, and mend a sagging spirit.
Perhaps nobody knows this better than writers with their stashes of rejection slips rated from encouraging to just plain rude, or non-existent. Few have achieved success without first receiving a downpour of those slips, who haven’t had to work at their skills and accept the edits without eroding their intended message. Sometimes it seems that, with every move, one lands on the “Go back to start” square; and that, while it feels like things are in motion, the end doesn’t appear any closer.
Or maybe nobody understands the fragility of the spirit and self-esteem more than does a teacher; and of the importance of building on prior learning to take children from where they are to places they haven’t thought possible; to ensure their esteem stays strong and is not eroded by unrealistic expectations and the tedium of a repetitive diet of something meaningful only to others.
I have written many times previously about the importance of establishing a supportive classroom environment, and of using affirmations in growing children’s confidence and self-image.
I have also developed resources to support children’s growing confidence and self-image for inclusion on my in-progress website readilearn. One of these resources is a story called The Clever Children which teachers can personalise for use with their own class.
Children write about and illustrate something they can do. The pages are then added to the story which is printed and collated into a book which can be placed in the reading corner or taken home to read to parents and siblings. My children always loved being a part of this story. I am looking forward to other children being a part of it too. The story aims to build, rather than erode, self-esteem and a love of books and reading.
the need for resolve and inner strength when faced with issues that would erode it.
It’s not really a story, perhaps, but a moment in time. I hope you enjoy it.
The rock, promising permanence, beckoned: perfect for contemplating expanses beyond while pondering life and one’s significance. She sighed, and succumbed. The waves, licking repetitively at the base, soothed somehow; as if each grain of sand stolen from beneath her feet loosened her tension. Becoming one with the rhythm, her heart sang the melody as her mind slowed, releasing all thought. Feeling whole again, as solid as the rock, and with renewed strength, she prepared to face those who sought to erode her. Though tides would rearrange and redecorate, and often do their best to annihilate, they could not obliterate.
Thank you for reading. I appreciate your feedback. Please share your thoughts.