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Category: Education

  • What is failure?

    rough-writers-web-comp

    Regular readers of my blog know that for the last eighteen months I have been participating in the flash fiction challenges set by Charli Mills at the Carrot Ranch. Each week Charli posts a prompt and invites readers to submit a response in exactly 99 words. I have participated since the first prompt and have missed only a few, maybe one or two.

    I enjoy the way the prompt stretches both my thinking and my writing. I appreciate the opportunity to engage in fiction as a diversion from the mainly expository writing (and reading) I do; and to engage in a supportive and encouraging group of Rough Writers.

    Since education is the focus of my blog I have given myself the added challenge of targeting an aspect of education in my response to Charli’s prompt. Mostly I have succeeded, though sometimes the posts may be a bit convoluted and the links rather tenuous, but nevertheless, I have been mostly pleased with my ability to find a link.

    This time I didn’t think I was going to do it. While I grappled for a suitable link, none was forthcoming and I thought it was going to be an F, a no-show, this time.

    F

    You see, this week Charli is talking about the destruction caused by forest fires and other catastrophic weather events. Though Australia suffers its share of natural disasters, I am fortunate that I have never been more than inconvenienced by them. I haven’t suffered the loss of family, property and livelihood that others have; nor have I worked in a school where loss was experienced on a large scale. You could say I have lived a sheltered life, and I am grateful for it.

    So without a personal experience to share, my next thoughts were to the curriculum. But I am an early childhood teacher, and young children don’t learn about catastrophic events unless they have a personal experience of them. The Australian Curriculum introduces learning about natural disasters in year six.

    Another dead end. The F was looming. Would it engulf me?

    warszawianka, tango face crying https://openclipart.org/detail/30295/tango-face-crying
    warszawianka, tango face crying https://openclipart.org/detail/30295/tango-face-crying

    Then inspiration! I remembered watching a video in which the possibility of an F being the new A was mooted.  I’m sure you’ve all heard about 60 being the new 40, for example; generally put forward by the 60s rather than the 40s I conjecture. But this was a new twist.

    The article on Mind/Shift How we will learn entitled When Educators Make Space For Play and Passion, Students Develop Purpose introduced me to a Harvard education specialist named Tony Wagner who, like Ken Robinson, advocates for a reinvention of the education system.

    In the video Wagner says that “What the world cares about is not what you know, but what you can do with what you know.” Content is now available through a quick internet search. We don’t need to have instant recall of numerous facts.

    Instead of content, Wagner lists a set of core competencies he considers important. He says that to be lifelong learners and active and informed citizens, the following abilities are required:

    1. To ask questions through critical thinking and problem solving
    2. To work collaboratively
    3. To be flexible and adaptable
    4. To show initiative and be entrepreneurial
    5. To communicate effectively in both oral and written modalities
    6. To access and analyse information
    7. To be curious and imaginative

    I agree that each of these attributes is important. I think I have mentioned many of them in previous posts.

    Wagner goes on to say that what is needed is innovation: the ability to generate new and better ideas that can be used to solve the problems facing us today. He questions whether America’s reputation as a leader in innovation is as a result of or despite the education system. He then asks the audience to identify what the following four people have in common.

    Bill Gates (Microsoft)

    Edwin Land (Polaroid camera)

    Mark Zuckerberg (Facebook)

    Bonnie Raitt (folk singer)

    Did you, like the audience, think them to be dropouts? Wagner identified them as not just dropouts; they were Harvard College dropouts! Steve Jobs (Apple) and Michael Dell (Dell computers) were dropouts.

    This fact about innovative dropouts inspired Wagner to investigate conditions that encourage the development of innovators. He interviewed many young innovators, asking if there had been an influential teacher or mentor in their lives. While not many could name one, those identified were outliers, engaging students in teamwork and interdisciplinary work involving problem solving and risk taking.

    Wagner also interviewed people from innovative organisations such as IDEO, whose motto he quoted: “Fail early and fail often.” (“That’s because there is no innovation without trial and error.”) It was from a think tank at Stanford that the idea that an “F is the new A” came.

    F is the new A

    There are iterations, not failure, Wagner says, and he questions the way parents and teachers try to protect children from making mistakes saying that real self-confidence was only to be gained from learning that you could recover and learn from mistakes.

    Tony Wagner - iterations

    So perhaps in thinking about failure, I haven’t really failed. I’m learning. It is only to be hoped that the failures in fire management that Charli talks about in her post lead to improved management practices in the future.

    For my response to Charli’s prompt, to  in 99 words (no more, no less) write a story about the need for help in an extreme weather event, I have chosen a weaker BOTS (based on a true story) from my childhood. The link may be tenuous but hopefully not entirely non-existent. I hope you enjoy it.

    Storm

    A big storm was coming. Two older ones were put in charge of two younger ones. They sat at the fence, watching. Soon other neighbourhood kids gathered, sharing storm stories, waiting.

    Green clouds swirled as dark clouds played leapfrog races above. The children watched the storm rush closer; mesmerised by its beauty, mindful of its power.

    Soon the winds whipped up, chasing the other kids home. The older two called to the younger, but they were nowhere to be seen. Mortified they hurried inside to alert their parents.

    What relief. They were already in, telling of the storm’s approach.

    Thank you

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

  • Phrasing praise

    image courtesy of www.openclipart.org
    image courtesy of http://www.openclipart.org

    In response to a previous post the suggestion was made that I compile a list of “yet” phrases that teachers and parents could use to encourage children to develop a growth, as opposed to fixed, mindset.

    Only since I have been blogging have I come across the work of Carol Dweck, a psychologist, who promotes a “yet” mindset. I am very much in favour of the “yet” way of thinking and have shared some thoughts here and here. However I am not yet ready to embrace the whole package.

    I have just listened to Dweck’s book “Mindset: The New Psychology of Success” and it would be fair to say that I am struggling to accept all that she proposes with equal enthusiasm. In fact I find some of her suggestions rather challenging.

    yish, challenge https://openclipart.org/detail/19441/challenge
    yish, challenge https://openclipart.org/detail/19441/challenge

    Previous posts, including the one mentioned above and others linked within it, have led to some very interesting and thought-provoking discussions about praise.  Some involved in the discussion were ready to embrace the idea of praising a child for effort rather than talent. Others could see no harm in bestowing any form of praise on their children and had not felt themselves limited by being praised for their cleverness.

    Dweck suggests ways of encouraging a growth mindset by thinking about what was learned or what could be learned. She says that children should not think they are special just by being, and suggests that if a child scores 100% on a paper the response should be something like, “That was too easy. Sorry for wasting your time. Let’s find something more challenging so you can learn.”

    In the book Dweck shares the experience of replacing her own fixed mindset with a growth mindset. She concedes it is difficult and that regressions can occur. She shares her personal disappointment when, after they had both struggled with a problem for some time, her husband arrived at a solution and she praised him with “Excellent!” or “Brilliant!”. She was crestfallen at her lapse; until her husband explained that he knew she meant that he had worked hard, put in the effort, tried alternatives and finally solved the problem.

    (Note: I am explaining these scenarios in my words not hers. Usually when I have listened to an audiobook and wish to discuss it, I buy the paper or ebook version so that I can quote accurately. I haven’t done that this time as I’m not sure which version is the same, if any, as the audiobook. Throughout this post you are receiving my interpretation or impression. You will need to go to the source for greater detail and accuracy.)

    While I agree that it is important for continual learning to be the goal, I’m not sure that I am opposed to some form of congratulations being given for achievement, as well as effort. Also I think children need to be accepted for who they are, loved and nurtured, without the need to be anything else. I’ve written about that here and here and discussed the use of affirmation songs such as Special as I can Be by Anne Infante. I know it is important to not overdo the “special” bit, but it is also important for them to feel comfortable with who they are.

    Image courtesy of Anne
    Image courtesy of Anne

    Yes, they (we) do need to be encouraged to improve. But surely there is danger in feeling that results are always wanting, that they are never good enough. In fact, in the book, Dweck describes a girl who developed ulcers while striving to fulfill the high expectations she perceived her parents to hold. I think getting the balance right is the tricky bit. Encourage. Inspire. Motivate. But don’t demand, require, stress or, perhaps, judge.

    Somewhere in my recent reading I came across the following “motivational” video, a clip from a movie of which I wasn’t aware. While I don’t wish to misrepresent Carol Dweck and suggest that she would “praise” this method, I think it could be taken as an interpretation (I hope extreme and incorrect) of her philosophy. Have a look and let me know what you think.

    I felt extremely uncomfortable watching this video. I am not a sportsperson so I may not understand the culture of sports training but:

    I felt sorry for the player, Brock, who was pushed to and beyond his “limits”. Sometimes that may be necessary but surely not just to “please” a coach; and this seems to be more about the needs of the coach than the player, “revenge” perhaps for thinking the other team was better prepared (I know it’s just a movie). I was worried that the player was going to have a heart attack and die on the field. I was disappointed that none of his team members intervened to protect him from the bullying coach or to help him with his load. I would definitely find it difficult to work with a manager or coach like that.

    Lazur URH, Lion Tamer https://openclipart.org/detail/218974/lion-tamer
    Lazur URH, Lion Tamer https://openclipart.org/detail/218974/lion-tamer

    While I do not wish to take away from Dweck’s philosophy, many of the examples in her book discuss the mindsets of winners, of champions. Surely not everyone can be a champion. And if you have to push yourself, as Brock did in the video, to do your best, then I’m not sure I want to do my best.

    Some people have described me as a perfectionist. I have never accepted that label. I work hard to do the best job I can, but I also recognise when good enough is good enough. Working within the constraints of resources, including time, imposes limits. Is that a limiting fixed attitude? Maybe I need to work a little more on my growth mindset.

    As for the suggestion of compiling a list of “yet” phrases, I don’t think I am quite ready to tackle that one yet. Besides, I think Dweck has done it herself!

    Mindset explores Dweck’s philosophy more fully. There you can test your own mindset, read some suggestions for Parents, Teachers and Coaches (and other applications) and find out about Brainology, a program written by Dweck and Blackwell to “Motivate students to grow their minds”.

    There is much to explore. I have given but a few snippets here. There is much more learning for me to do.

    Thank you

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

  • Wondering in the everyday

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

    Over at the Carrot Ranch this week Charli Mills is talking about onions; onions and gophers, and how she planted onions to keep the gophers out of her veggie patch, only to find that gophers love onions! Who would have thought?

    Just as children’s experiences differ, Charli’s experience with onions is very different from mine. Other than a few old onions sprouting in my veggie basket, I’d never grown onions until my lovely daughter Bec and son-outlaw Glenn planted some shallots in a pot for me. While the shallots have done well I rarely think to include them in my cooking as I am not used to having anything edible in my garden.

    My dad was a one-time small crop farmer and, even after that, grew veggies for our home (and neighbourhood) use throughout most of my childhood. Bec loves to garden and harvests bountiful produce from her garden. Somehow the green thumb skipped me. Or maybe it didn’t, Maybe I just haven’t given it a chance to thrive.

    From the garden © Bec Colvin
    From the garden © Bec Colvin

    While I have some knowledge about the source of my fruit and vegetables and how they grow, I had never given much consideration to the humble onion. I knew they grew as bulbs in the ground, with roots to hold them into the soil. I also knew they sprouted green bits at the top if left too long in the cupboard. But I had never thought about onion flowers.

    Last week I discovered a flower in my patch of shallots. I was intrigued. I suppose if I had thought about it I would have realised that onions grow from seeds. Don’t most plants grow from seeds? But I hadn’t thought about it. I just bought them in the supermarket or from the greengrocer as I needed them. I definitely hadn’t thought about onion, or shallot, flowers. But this flower is beautiful.

    © Norah Colvin
    © Norah Colvin

    The discovery was a timely reminder that it is all too easy to take too much for granted, to cease to wonder about the amazing things occurring close by every day; to forget to notice and appreciate. Keeping a sense of curiosity alive, in ourselves as well as in children, is a very important thing. So how do we do that?

    First of all we need to stop, notice and wonder. Would Newton have noticed the apple fall if he hadn’t stopped to notice and wonder? Would George de Mestral have invented Velcro if he hadn’t given more thought to the burrs stuck to his trousers? Our thoughts do not have to make such an impact on a global scale. They just need to keep the wonderment alive in our own lives. I have talked about the importance of a sense of wonder before here and here.

    In addition to the shallot flower, I made another recent and amazing discovery in my own back yard. Over the past six weeks or so a wattle tree, planted just over a year ago, has been in bloom. We spotted the buds and eagerly awaited the sweet-smelling blossoms, making frequent inspections and eagerly predicting how long we would have to wait.

    © Norah Colvin
    © Norah Colvin

    During one of these inspections I noticed a ladybird on a leaf. Soon Bec noticed a larva. Then we spotted more, many more, both ladybirds and larvae on the tree. Suddenly it occurred to us that, if there were adults and larvae, there would probably be pupae too. We looked closely and with intent and soon discovered every life stage on the tree, including pupae, eggs and mating pairs of adults.  We watched larvae pupate and ladybirds emerge.

    I had always enjoyed watching the butterfly’s life stages in the classroom, but to watch the ladybird’s life cycle right in my own back yard is very special. Opportunities such as this are there waiting for us to take notice, waiting for us to share it with others, to inspire curiosity and wonder.

    © Bec Colvin
    © Bec Colvin

    Then there is the wonder inside our plants, such as a star inside each apple, the segments of an orange, and the concentric circles in an onion.

    © Norah Colvin
    © Norah Colvin

    Which brings me back again to onions and the flash fiction challenge set by Charli Mills to In 99 words (no more, no less) write a story that includes onions. I thought she had me stumped this time. Until I thought about the wonder and beauty of the onion flower; the way that delving into the complexity of a character is often referred to as peeling back the onion layers, and the shared ability of both onions and characters, including Marnie, to grow.

    As Marnie reaches a sense of closure to and release from the torment of her childhood, she discovers that she no longer needs an onion to hide the real reason for her tears, and can accept that beauty, including her own inner beauty, can spring from desolation and neglect.

    Onions

    Before she left she was drawn back for one last look at her hiding place. There, between the garden and the wall, her tears would fall as she dreamt of better things and planned her escape.

    The veggie garden was hardly recognisable, camouflaged with weeds. But wait! A flower? She stooped to look. An onion flower?

    “Ha!” she thought, recalling the times she had pulled up and bitten into an onion to explain her tears should anybody ask, though they never did. Even untended a flower could bloom, as she too had blossomed despite the harshness of those days.

    Thank you

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

  • The Power of Reading

    The love of reading is gift

    A constant thread running through posts on my blog is the importance of reading to and with young children every day. I have often said that passing on a love of reading is one of the greatest gifts a parent can give a child. The ability to read for information and for enjoyment is empowering. It allows one to take charge of one’s learning and one’s recreational pursuits.

    While my focus is specifically on early childhood, I am interested in education at all levels. I was pleased therefore to recently see a post about the importance of reading for older students. In his post The Power of Reading, Trevor Pilgrim discusses the “correlation between extensive critical reading and higher academic achievement” through the acquisition of knowledge and understanding of abstract concepts. He makes a link between reading of fiction and the development of emotional intelligence. He goes on to list the important role of reading in the academic lives of students.
    If you ever questioned why it is important for children to read, here are some of the answers:

    Trevor Pilgrim's avatareduflow

    He that loves reading has everything within his reach.”  – William Godwin.

    If anyone were to ask me what is the most effective learning tool available to students, my answer would be frequent reading.  I can speak of this from personal and professional experience.  Students can read traditional books or they can read online.  In fact, online reading is growing by leaps and bounds these days.

    Educational experts agree that there is a strong correlation between extensive critical reading and higher academic achievement.  Eclectic and targeted reading both lead to significant acquisition of knowledge.  Habitual readers develop their reading comprehension skills and derive greater meaning from the text.  They get better at doing this with practice and at the same time they develop their higher order thinking and learning skills along with their understanding of abstract concepts.  All of this helps to create a much better student in…

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  • The expectation of labels

     

    1 (5)

    In some circles labels can be used as an attempt to define who you are, either to yourself or to others; for example the car you drive, the clothes you wear, the foods you eat, the technology you use, even the books you read. The use of labels can lead to stereotyping and expectations based upon particular characteristics while other, and equally salient, qualities specific to the individual are ignored.

    Applying labels to children can serve similar purposes: to define and explain particular behaviours or characteristics. Labels can range from an informal “naughty” through to medical diagnoses such as ADHD (Attention Deficit Hyperactivity Disorder) or ODD (Oppositional Defiant Disorder).

    Whether the result of an informal observation or a professional assessment, labels can have a profound effect upon a child and family members. The label sets up expectations that may limit the way the child is viewed; so that only those characteristics specific to the label are noticed and responded to. The child is viewed as being “the label” rather than an individual who displays those particular behaviours or characteristics, at this moment.

    People tend to see what they want to see and ignore evidence that doesn’t support their thinking. So if a child is labelled disruptive, it is the disruptive behaviour which is noticed and acted upon. Similar behaviour in a child not bearing the label may be overlooked or excused. While the focus is on one, usually negative or limiting, behaviour other positive characteristics and strengths may be ignored.

    pygmalion effect

    Unfortunately, once a label is applied it is often difficult to remove and it may be used as an excuse for a child’s failure to learn or progress; after all the “fault” is considered to be with the child, not with any methods used or not used. Sadly too, labels can be misapplied or not fully understood. This may accentuate differences that are non-existent or less serious than the label implies.

    However not all effects are negative. There are many positive effects of labelling a child’s condition or behaviour; including:

    • increased opportunities for the child, family and teachers to receive support through funding of programs, assistance of trained personnel and professional development
    • enhanced understanding through discussions using a common language with specific meanings and applications
    • increased awareness in the community with further opportunities for advocacy as well as greater acceptance and tolerance
    • the development of programs aimed specifically to support individuals with the condition.
    rg 1024, gift https://openclipart.org/detail/31159/gift
    rg 1024, gift https://openclipart.org/detail/31159/gift

    But are all labels negative? What about giftedness?

    Previously on this blog there has been some discussion about praise and the effects of different types of praise. The discussions were initiated in response to The Examined Life by Stephen Grosz and can be found here and here. Grosz suggested that praising a child could cause a loss of competence. Why would you continue to try if you were already “the best”?

    Claudia M. Mueller and Carol S. Dweck support the notion that Praise for Intelligence Can Undermine Children’s Motivation and Performance. They suggest that labels such as “smart”, “clever” and “intelligent” can be just as damaging as those with deficit connotations.

    Dweck explains her ideas more fully in Mindset: The New Psychology of Success, my current audiobook “read”. I have previously mentioned Dweck’s theory of ‘yethere and here.

    In the book Dweck talks about how praise creates mindset. If one is praised for being smart or clever, then one develops a fixed mindset: “I am smart. I can achieve because I am smart.” If effort is required then one is not smart. Those with a fixed mindset avoid challenges that might jeopardise the view of themselves as smart.

    On the other hand, praise for effort encourages a ‘yet’ or growth mindset: if I try it again, try harder, try it a different way, then I will do better. “I can learn”. There is no risk of becoming ‘not clever’. A growth mindset recognises the importance of effort, persistence and motivation.

    fixed - growth mindset

    Dweck says “don’t praise the genius – praise the process”.

    Giftedness” is a label that was once applied after achieving a high result on an intelligence test, and was just as sticky as any other: there for life.  Giftedness was considered stable and unchangeable. It is obvious that many “gifted” students could fall into the fixed mindset trap. Thanks to Dweck’s work on mindset, attitudes to IQ scores and the concept of “giftedness” are now changing.

    Teachers with a growth mindset appreciate the incremental

    Students can be encouraged to develop a growth mindset by learning about how the brain works. When they understand that labels aren’t fixed and that learning can be improved, they will become more confident and may find more enjoyment in some of the challenges that school offers. Encouraging students to recognise how they view themselves as learners and to substitute “growth” for “fixed” thinking will have a remarkable effect upon their confidence and success.

    Encouraging this growth mindset may be one way we can look out for each other, one way of “getting your back”.

    To write a story (in 99 words, no more no less) about a character who is called to have the back of another was the challenge set by Charli Mills at the Carrot Ranch this week. In her post Charli is talking about labels of another kind, labels that can be just as damaging or just as useful. She talks about having another’s back, being there to offer support when needed.  A parent, a teacher, a friend can be there at any time to offer support for a learner on their path to discovery. My response captures one such moment.

    Growth: a mindset

    Marnie propped her head on one hand while the pencil in the other faintly scratched the paper. She hoped it wasn’t too obvious that she didn’t get it. But she didn’t get it. She didn’t get last year, or the year before. Why should she get it now? What was the point? Her brain just didn’t work that way. She was dumb. They had always said she was dumb. No point in trying.

    Then the teacher was there, encouraging, supporting, accepting. “Let me help you,” she said. “You can do this. Let’s break it down into steps. First …”

    Thank you

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

  • How to add a badge to your WordPress blog

    SMAG ccbyncnd

    A couple of months ago I invited readers of my blog to join S.M.A.G. Society of Mutual Appreciation and Gratitude and to paste the badge onto their blogs should they wish to do so. Well, invitation isn’t quite the correct word because membership of the group was not conferred in response to an invitation, but automatic through offering other bloggers support and encouragement through positive comments. I’m pleased to say there are a good number of S.M.A.G. members in the blogosphere regardless of whether or not the badge adorns their blog.

    A week or two ago Jules Paige, who blogs at Jules in Flashy Fiction (and elsewhere), commented that she wasn’t sure how to go about adding the badge to her blog. I offered to send her instructions, and thought that maybe the information would be useful for others as well.

    The following instructions are specific to the S.M.A.G. badge and WordPress blogs. A similar process would be used to add any image to a WordPress blog. However I am unsure how similar the process is for others. Please let me know if you find these instructions useful, or lacking in any way.

    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin
    © Norah Colvin

    Thank you

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

     

  • 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.