Category: Flash fiction

Have you ever had that moment of inspiration when two ideas mesh and you know you’ve found the answer? I’m certain you have. It’s creativity. It’s energising. It’s like bubbles in a can, popping all over the place, bursting with exuberance, needing to express; and there’s no keeping it in.

Writing is like that for me. Writing or teaching. Writing and teaching!

Except for when it’s not.

I can think and think and think and struggle to find an idea. But as soon as the two (or more) right ideas come together, there’s an explosion, and I just can’t wait to get it down, or try it out.

It’s what I love about creating teaching resources. I think: how can I best explain this concept, what will children enjoy most, how will they best learn? Fizz! And I’ve just got to do it. I love the creative outlet. Without it, life’s just, well – dull.

I like to think that what I write is different; that my teaching resources differ from the millions of repetitive worksheets that are written to keep children busily unengaged in the learning process. I imagine myself using them, and having fun with my class. I like to think of other teachers using them to encourage children to think creatively, critically, logically, imaginatively, and learning through discussion with their teachers and peers. But do they? I like to think.

Do you hear that self-doubt? Like so many creatives, I find self-promotion difficult. I struggle to put my work out there for fear it might not be good enough. Each new step requires blinkered determination, focus, and practice, practice, practice to strengthen self- belief that wavers at the first hint of a breeze.

But did you see that? I called myself a creative. Should I? Do I have the right? I always say that one thing I loved about teaching was the opportunity it gave me to be creative. Though I may think I was creative, does my thinking allow me the label?

A few years ago, I gave myself some good talking-tos, took some deep breaths, and attended a writer’s group. Sure, they were the creative types – picture book writers and junior fiction writers. And me. Well, I was aspirational, but had a number of educational publications behind me and was working on my own collection of teaching resources.

In turn, around the circle, we were required to introduce ourselves to the group, sharing what writing we were working on. I could have said I was working on picture books and junior fiction. I have several stuck away in drawers for future development, many with rejection slips to prove I was aspiring. I’d been collecting rejection slips since long before many of these writers were born. I must admit that none of them were recent though, as I’d been more involved in other things, including educational writing.

When it was my turn, I took a deep breath, and stated that I was involved in educational writing at the moment. “Oh,” said the leader. “Educational writing. That’s so formulaic.” And she quickly turned to the next person. Well, if that didn’t burst my bubble. The confidence I’d struggled to muster to even attend the meeting was felled in one swoop.

Not only was she wrong, (well, I believe she was wrong), her attitude was wrong, and her response to an aspiring writer was wrong. She asked no questions, gave no opportunity to discuss why my work may be considered creative, or what other more creative writing I might engage in. She obviously considered I had no business being there among the “real” creatives.

Similar difficulties can be experienced by children in school. People are quick to judge, assess and dismiss on perceptions of background, ability and potential. It can be difficult to stay strong and persistent when the brush of other’s biases paints you inadequate. Without a strong framework and inner fortitude, the will may crack and crumble at the first sign of tension.

Surely, one purpose of education must be to build those strong foundations in order to avoid wreckage in the future. Just as for buildings, we start from the bottom, building on a strong base, adding more to each layer. There’s no starting at the top, or even the middle. Each new layer must mesh with the one before.

Charli Mills at the Carrot Ranch challenged writers to In 99 words (no more, no less) use the word mesh in a story. Mesh is both an object and a verb, which you can freely explore. You can play with its sound, too. Go where the prompt leads.

I immediately thought of the mesh that is embedded in concrete to give it inner strength, to hold it together when under pressure, to prevent it cracking and crumbling. What a great analogy for both personal core strength and a foundation of a great education. How could I resist?

Here’s my story. I hope you enjoy it.

Strong foundations

Jamie heard the vehicles; the doors slam; then men’s voices. He looked to his mum. She smiled and nodded. Dad was already there, giving instructions.

“Watch, but don’t get in the way,” he’d said.

Clara arrived, breathless. “What’s happenin’?”

“Carport. Pourin’ the slab,” he answered. “That’s the frame. Keeps it in shape.”

Beep. Beep. Beep. The concrete truck backed into position.

The men quickly spread the mix, then lifted the mesh into place.

“Makes it strong,” said Jamie.

Another load of mix was spread.

“All done,” said Jamie.

Later, in the sandpit, the children experimented with strengthening their structures.

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

P.S. If you are a teacher of children of about 5 to 7 years of age in their first three years of school, I’d love your feedback on readilearn, my collection of early childhood teaching resources. Please complete the survey here and share this post with other early childhood educators you know. I am keen to receive honest feedback about the site’s visual appeal and usability, as well as suitability of resources. Thank you. 🙂