Grit is a combination of many things including perseverance, determination, resilience, persistence, doggedness. It’s an ability to overcome the small obstacles that litter life’s path without allowing them to overwhelm and prevent a way forward.
Teaching requires grit. Along with the enormous expectations and responsibilities of the role, there are the needs of many little people to be met. Most days teachers cope admirably, but some days can offer a little more challenge.
One of our roles as teachers is to help children develop grit, to have a go, persevere, be persistent and resilient. In any class, there will be children with varying degrees of grit. There will be those who are just a little more needy, requiring a little more encouragement and support. Most days they might cope admirably, other days may offer a little more challenge.
As John Denver sang, “Some Days are Diamonds. Some Days are Stones.”
Some days may be just a little grittier than others and we might need a whole bucketful of grit to make it through.
A Bucketful of Grit
“Miss, Jimmie’s crying.”
“Thanks for letting me know, Susan,” she smiled through gritted teeth.
What now? Couldn’t she just finish her tea for once? Something trivial, no doubt. Better go see, just in case.
She met a small posse escorting Jimmie across the playground. Their imploring eyes begged her sympathy.
“What’s wrong, Jimmie?”
“I, I —”
“He got grit in his eye, Miss.”
“Let’s see. Ah, yes. Better take him to First Aid.”
The children moved off as one, except George. He turned and held out a bucket.
“What’s that?”
“You told Jimmie to find some grit. Here ‘tis!”
Thank you for reading. I appreciate your feedback. Please share your thoughts.
There is the fable about The Lion and the Mouse, the story of The Town Mouse and the Country Mouseand the more recent The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear.
As a child, I enjoyed the song Windmill in Old Amsterdam. Perhaps you remember it too?
But I think my favourite mouse story is that of Possum Magic, the classic picture book by Mem Fox. I’m not referring to the picture book itself, but the story of how it came to be.
Mem shares some of the goss on her site. You see, Hush started life as an invisible mouse in an assignment Mem produced as part of a course in children’s literature. She was awarded a high distinction for the story and, over the next five years, sent it off to nine different publishers. Each time the story came back.
While Mem found the rejections disheartening, she was encouraged by family and friends who believed in her story. So, she sent it off again, and the tenth publisher asked her to “cut the story by two thirds, re-write it more lyrically, make it even more Australian and change the mice to a cuddly Australian animal. “
Mem did as requested, changed the mice to possums, and so Possum Magic was born. The book was published in 1983 and remains one of the most popular and best-selling picture books in Australia. (While not mentioned on the site, I seem to remember reading that the book had almost 30 rewrites!)
When I first heard this story of Possum Magic, I was younger than Mem was when the book was published. The story inspired me and encouraged me to hope. I loved Mem’s yet attitude (though I didn’t yet know it as that), her belief in her story, persistence in pursuing its publication and willingness to learn from others. Without those marvellous qualities, Possum Magic may never have seen the light of day. It may have languished in the bottom of a drawer somewhere with other forgotten manuscripts.
How many manuscripts do you need to take out, dust off, and send on their way?
Here’s my little story in response to Charli’s challenge this week. I hope you like it.
A Mouse Backfires
“Eek!“ shrieked Granny, toppling back on the chair, arms and legs flailing.
“Thwunk!” Her head struck the wall, silencing the children’s sniggers.
Granny slumped motionless, eyes closed, tongue lolling from her slack jaw.
Barney gaped. “D’ya, d’ya think she’s dead?”
“Don’t be silly,” admonished Eliza, older and wiser. “She couldn’t be. Could she?”
In this post, I explain what readilearn is and how it works. There is more to readilearn than just this blog. In fact, this blog is just one small part of it.
readilearn is a collection of digital teaching resources designed for use with children from about five to seven years of age in their first three years of school. They are equally suited to the homeschool situation and for use with ESL students.
A freemium website, readilearn provides free support and resources for teachers in a variety of ways. However, some resources are exclusive to subscribers. The small annual subscription of just AU$25 reduces teachers’ workloads with lessons ready to teach and recognises and adds little to the expenditure many already occur in purchasing resources for their classrooms.
Resources are available across curriculum areas. Many provide contexts for integrating learning in fun and meaningful ways.
readilearn resources support teachers teaching and children learning by providing opportunities for discussions that promote thinking, collaboration and learning across the curriculum. Open-ended discussions encourage children to learn from each other as well as the teacher and to participate at their own level.
As promised, here’s some information to start your thinking in preparation for the fractured fairy tale flash fiction contest in the Carrot Ranch Rodeo next month. (Try saying that five times real fast!)
Please note: The correct date is Oct 24, not Oct 17 as shown below.
From the remote reaches of northern Idaho, the Carrot Ranch Weekly Challenges launched in March of 2014. From around the world, Norah Colvin accepted the first challenge from Australia. She’s held a special place at the Ranch ever since.
Norah cultivates the kind of growth mindset that marks a life-long learner. But she’s also a teacher. Norah frames her entries in posts that focus on education, giving her readers new points of learning or discussion. Last year she launched readilearn (a sponsor of the 2018 Flash Fiction Rodeo, so be sure to check out the site).
You can always expect to learn something new from Norah, and her Rodeo Contests is no exception.
INTRO
Rodeo #4 Fractured Fairy Tales
By Norah Colvin
Do you love fairy tales? Chances are, unless you are a parent or grandparent of young children or an early childhood educator as I am, you may not…
My children were early readers. Both began reading real books well before their fourth birthdays. Of course, the timing, whether early or late, matters little now that they are adults. What matters is that they are readers who read competently and confidently for a range of purposes including for information and pleasure. They are readers by choice as well as purpose.
The ability to read is something that most of us take for granted. Many have no recollection of learning to read, only of being able to do so all of a sudden, as if we just could, by magic.
But, as with any spell, there are certain essential ingredients that make the magic happen and others that inhibit the process. Creating readers of choice and not just purpose is the real magic. Creating non-readers is the effect of a spell in reverse, of a bad mix of ingredients, that sadly occurs all too often.
Bec reading to herself at 12 months
My children were readers of choice long before they could read anything for themselves. I wouldn’t say I set out to “teach” them to read. In fact, I didn’t at all. I set out to encourage in them a love of books and writing. Their learning to read was a by-product of sharing the love of words, language and reading.
The magic ingredients for developing readers:
Talk
Play
Read
Write
Love
Fun
I loved having time with my children. Being with them, watching them grow and develop was special, the best and most magical of days. They taught me as much or more about love, life and learning as they learned from me.
Talk
From their earliest days I talked to them, explained things to them — what was happening, what we were doing, and how things worked. I pointed things out and told them what it was called, what it was doing, what it was used for, or how it worked. When we were out and about, I’d point out signs and explain how I knew to stop or where to go. I avoided “baby” talk and always used appropriate everyday language.
Play
We played and had fun together, using our imaginations to create our own games. Sometimes we played simple board games and completed jigsaw puzzles. Whatever we played, talk always accompanied it.
Reading to Bec at about 12 months old.
Read
I read to them, every day, not just one but many books. As I read, we discussed details in the illustrations and made predictions about the stories, sharing our thoughts. If a word was presented in a large or colourful font, I’d point to it as I read it. We’d laugh at the funny stories and cry at the sad and discuss all the story events. When they could read, they’d read to me, and we took turns reading together until they were early teens.
Write
When they first started to talk, I made books with pictures and words from their growing vocabulary. I labelled items in their rooms; for example, bed, shelf, window, door.
I made books about things we did with photographs and text. A book about our family made for my daughter’s first birthday was one of the favourites when cousins came to visit too.
The environment
I provided my children with an environment rich in language, books and opportunities for thinking. I’d read and write with them and to them, and they’d see me reading and writing for myself as well.
When son Rob was little, I didn’t yet know what I now know about the development of language, reading, and thinking. He taught me much that was later confirmed by my studies.
Rob, aged two, reading to some of his toys.
When he was only two, Rob would line up his toys on the couch, sit in the middle, and “read” to them. He would almost recite the stories from beginning to end. He already knew that the words in a book remain the same each time they are read — an important concept for beginning readers to grasp. When he was only three, he’d jump into bed beside me in the early morning after Hub had gone to work, prise my eyes open, and read to me! Magic!
Daughter Bec was born twelve years after Rob. Meanwhile, I had returned to college and studied the development of reading and language. I was amazed to find that we had unwittingly created the essential mix of ingredients for his learning to occur
Naturally, armed with experience as well as understanding, I did things pretty much the same for Bec — talking, reading, writing, playing, having fun and enjoying time together.
Bec sharing one of her favourite books.
When she was five, Bec was invited to participate in a study of children who learned to read before starting school. Of the children (maybe half a dozen) involved in the study, Bec was the only one the researcher considered to be really reading. She was reading fluently, with comprehension and at a higher level than the other children.
Some of the children were able to recognise isolated words, but not read them in continuous text. Others had been taught letters and sounds using flashcards and stopped to ‘sound’ out every word. They hadn’t become real readers.
Bec was not subjected to reading “lessons” as the other children had been. She was immersed in an environment that encouraged a love of learning, language and literacy. The other parents had a need for their children to read as if their value as parents depended on it.
While I had an expectation that Bec would read, I was confident that she would come to it in her own time. My credibility as a parent was not tied to her ability. Having said that, both children (adults) are now very successful in their chosen fields, so I must have done something right. Or perhaps we were just lucky that we chanced upon the magic mix of ingredients.
I do wish that all parents would include a sprinkle of language and a pinch of reading mixed with love and fun into their children’s lives every day. It would contribute greatly toward eradicating illiteracy.
Do you have children with Asperger Syndrome in your classroom and wonder how best to cater to their needs? Do you have friends with Asperger Syndrome, or maybe have it yourself? This week’s guest Kathy Hoopmann has a wealth of suggestions to help you understand, appreciate and enjoy the complex syndrome that is known as ASD.
Combining her knowledge of Asperger Syndrome with her teaching background, Kathy has written over twenty books for children and adults. She is best known for her photo-illustrated books that deal with Asperger Syndrome, ADHD and anxiety.The simplicity, charm and insight of these books has made them must-haves for children and adults around the world.
Kathy has won and been shortlisted for many literary awards including the Children’s Book Council of Australia Award, and she has four times been awarded a silver Nautilus Award (US). Her books have been translated into thirteen languages and sell widely in Australia, the UK, the US and the Middle East.
The books help children and adults with ASD recognise that they are not alone and provide support to carers, teachers and other professionals working with people with ASD. In any home, school or classroom library Kathy’s books would help everyone learn to understand and support each other.
Welcome to readilearn, Kathy. Over to you.
The boy crawled under a table, his cap pulled low. All eyes were on me to watch what I would do. I was the relief teacher, or ‘light relief’ and the class was eager for a good show. But I had been a relief teacher for too long to take the bait. Besides, I recognised the behavior. The boy displayed many characteristics of Autism Spectrum Disorder and frankly under the table was the very best place he could be, for his sake and mine.
‘Miss?’ a child ventured, ‘Billy’s under the table and he’s wearing a hat indoors.’
