Tag Archives: schooling

When ideas mesh

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. 🙂

Life is for living

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.

marshmallow 5

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’.

firefighter and nurse

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?

Further reading: The Cost of Ignoring Developmentally Appropriate Practice

Thank you

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

 

 

Eroding thoughts

Uluru © Norah Colvin 2015

Uluru © Norah Colvin 2015

This week at the Carrot Ranch Charli 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.

rejection slip

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.

go back to start

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.

Welcome pack

Welcome pack

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.

This doesn’t mean a diet of empty praise, but it does mean that all individuals are recognised for what they can do, and are valued for the contribution they make to the classroom community. Included in these writings was a series, inspired by a Twitter discussion with Anne Goodwin, on praise culminating in Seeking praise – Stephen Grosz revisited and including a guest post by Anne.

The Clever Children Resource

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.

The Clever Children printable

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.

Which brings me back to Charli’s challenge to In 99 words (no more, no less) write a story, using the power of erosion.

The Nature Principle

For my flash I combine two ideas:

  • Richard Louv’s suggestion in The Nature Principle that, for physical and mental health, we need to be more attuned with nature
  • 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.

1 (7)

The rock

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

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

Formal Schooling and the Death of Literacy

Paul Thomas in this post describes the literate home environment of his early childhood days, an environment that created his advantage, his privilege in becoming literate.
He also describes the tedium of school days that had to be endured rather than enjoyed, and decries the cult of measuring and labeling texts and students that “murders literacy among our students“.
He goes on to say that “The very best and most effective literacy instruction requires no textbooks, no programs, and no punitive reading policies.
Literacy is an ever-evolving human facility; it grows from reading, being read to, and writing—all by choice, with passion, and in the presence of others more dexterous than you are.
I couldn’t agree more.
If you enjoy this post by Paul, check out this follow-up post Everyone Learns to Read by Direct Instruction on his blog the becoming radical. You may find many other posts of interest as well.

Thank you

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

radical eyes for equity

My privilege is easily identified in my being white and male, but it is the story of my life that better reveals my enormous privilege established by my mother when I was a child.

I entered formal schooling with such a relatively high level of literacy and numeracy that from those first days I was labeled “smart”—a misnomer for that privilege.

From Green Eggs and Ham to Hop on Pop, from canasta to spades, from Chinese checkers to Scrabble—games with my mother and often my father were my schooling until I entered first grade. And none of that ever seemed to be a chore, and none of that involved worksheets, reading levels, or tests.

Formal schooling was always easy for me because of those roots, but formal schooling was also often tedious and so much that had to be tolerated to do the things I truly enjoyed—such as collecting, reading…

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Learning environment

 

gardeningIn last week’s post I shared information about research projects students could become involved in to be scientists in real life. Some of the projects such as Project BudBurst and BudBurst Buddies encourage junior scientists to observe and record changes in plants throughout the changing seasons. Many commenting on the post agreed that projects such as these would make the learning of science come alive. Pauline King the Contented Crafter even commented that she may have to reconsider her opinion of schools if children were involved in projects such as these.

© Norah Colvin

© Norah Colvin

Shortly after posting I read an article on Co.Exist describing a preschool that doubles as urban farm where Kids learn among the plants and animals in this design for a radically different education environment.”  A bit like my concept of an early learning caravan, the school does not actually exist. The design was entered into and won an architecture competition. It is an interesting concept and I especially like the suggestion that children spend more time learning about nature through experiencing it in wild spaces in the outdoors rather than only through classroom activities and books, both of which do have their role.

Jeannie Baker - planet changing

I have previously shared the wonderful books of Jeannie Baker which have strong environmental themes encouraging children to care for nature and appreciate the natural wonders and beauty of the world around them.

2015-09-19 11.09.45 2015-09-19 11.11.04

This morning, thanks to a recommendation from Sarah Brentyn who blogs at Lemon Shark, I received another lovely book in the post that will sit among my favourites. The Curious Garden by Peter Brown tells the story of how a curious boy helps transform a city from a drab grey concrete jungle to a one filled with gardens and gardeners. The story affirms the belief that the actions of one person can make a difference.

Never-doubt-that-a-small - Margaret Mead

I am currently listening to Earth in Mind: On Education, Environment and the Human Prospect, an interesting and thought-provoking book by environmentalist David W. Orr who challenges the focus of schools and advocates for learning outdoors in the natural environment. He may approve of the preschool farm, but he’d probably be more in favour of a forest preschool.

This, however, is only a small part of his position and I do not wish to misrepresent it. In an article, which reads like a chapter from the book, Orr describes “Six myths about the foundations of modern education, and six new principles to replace them”. The part of me that strives towards meliorism is seriously challenged by the picture Orr paints. The picture books, stories, and research projects are fine; but there’s much more to be done if we want to do more than simply wish for a greener future.

I agree with Orr wholeheartedly that education for, with and through the environment is essential; and that many of our problems are caused by miseducation. However, I had not thought about education in the way that Orr explains. I think I’ll be sharing more of his work in future posts.

Thank you

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

 

 

Reflections on living a contented life, teaching and school

In a previous post I introduced you to Pauline King, The Contented Crafter. In comments on my blog, Pauline revealed that she was a teacher so passionate about education that she had attempted to establish an alternative school. I was excited to discover that we have these things in common and I immediately invited her to share some additional thoughts about children, learning, schools and education.

I am honoured that she has agreed, and delighted to welcome her here. In this post Pauline shares a little of her life journey, and her reflections on teaching and school. In a future post she will share her some of her wisdom about children and parenting.

Pauline, please tell us a little about yourself. What things are most important to you? What do you hope to achieve through blogging?

art of contentment

I was a Steiner School Teacher for some twenty years, here in NZ and in the UK briefly.  It was a demanding vocation that taught me more than I ever imparted to the students in my care.  I left teaching in 2003, spent a year or so recovering my health and eventually took up life coaching – a kind of a natural segue as I had spent a lot of my time in the school system mentoring young parents and teachers. I retired in 2014 and stepped full time into the art of contentment.  It’s what I think I spent my life looking for and in these later years what I taught to the women who came to me for life guidance. 

joy of blogging

In my personal life I have always been a creator – hand work, interior design and decorating, gardening and various crafting and artistic outlets that changed over the years.  I took up blogging almost three years ago simply to keep track of my creative work as I was notorious for making stuff, giving it away and not being able to remember what I made or the processes around it.  I soon started using my blog as an on-line diary, documenting the things that amused or dismayed me along with whatever I was playing around with at the time.  I don’t think I really expected anyone to read my blog and was quite surprised when I got comments and returned visitors and followers.  In a surprisingly short time I discovered a new world that was peopled by like-minded souls and fun people and I kept blogging for the joy found in the community that built up around my little blog.

I live alone in a tiny house with a Maine Coon called Olando and a Shi-Tzu X named Siddhartha [Siddy for short].

positivity

I live simply and contentedly, paying close attention to my own personal development and take responsibility for the events in my life.  I am not religious but view life and the planet from a spiritual outlook.  I study quantum physics, enjoy nature and believe in spreading positivity wherever I can.

I don’t write about education in my blog – even though it is an area I am passionate [and opinionated] about – I simply don’t want it to impinge into the simple creative life I lead nowadays.

Pauline, you were a teacher? What was it that attracted you to teaching in the first place?

teacher

I always wanted to be a teacher, from a very young age.  School was a safe place for me in a family that was damaged and dysfunctional, so I guess that may have been the genesis.  However, I was not allowed to stay in school and was put to work in a factory at the age of 14 [my mother lied about my age].  When I gained my freedom I set about continuing my education and have kept on learning formally and informally ever since.  I was 33, a wife and mother, before I finally achieved the goal I had as a child.

What things did you love about teaching?

art of teaching

I loved being in the classroom – working with the students and the Steiner curriculum [which is a wise and clever thing].  Later when I side-stepped into too much administration and other non-teaching roles I simply dried up and eventually became ill.  That made me really conscious that it was the art of teaching that I really loved.

You said that you spent many years attempting to establish an alternative school for your eldest daughter. Why was this important to you? What was lacking in schools available to you? How would your school differ?

bloom and blossom

My feeble attempts to start a school were short lived, I did not go as far as you did as there was little support or enthusiasm for my initiative.  Within two years I had discovered Steiner Education and serendipitously fallen head first into that with my two daughters.  Both began to bloom and blossom in ways they never had in the state system they were so briefly in and I soon transferred my interest and passion to that form of education.  I began an informal study under the auspices of a venerable old retired teacher and soon went on to study full time.  I think I was incredibly fortunate for throughout this time I was mentored and supported by several practising teachers, and one wonderful head lecturer who went out of his way to keep pouring his wisdom into my listening ears.

How wonderful to have the support and encouragement of a community so passionate about children and education. Do you have anything else to add?

it takes a village

Only that, from this vantage point I find I have become a person who would like schools scrapped and to see education in the true meaning of the word be given back to parents and the community.   My new mantra is ‘It takes a village to raise a child – and educate one too.’

I totally agree with your new mantra, Pauline! Thank you for your openness in responding to my questions. I could hear the passion in your words as you answered them. I appreciate the time you took out of your contented creative schedule to share your thoughts with us. I think there are many of us who could do with some contentment mentoring. I look forward to welcoming you back next week to share in your wisdom about children and parenting. I’d also love to know more about the Steiner curriculum. Another conversation …

Addendum: Since this post was published, in an attempt to add clarity to her statement referring to the scrapping of schools, Pauline has expressed some of her reasons for wishing to see changes to schools and the way children are educated. She has done so in a response to an observation made and query posed by Anne Goodwin which you can read here, and a little more clarification here. I apologise, Pauline, if the inclusion of that statement misrepresented your position and caused you concern. It made perfect sense to me! The differences I see between education and schooling feature regularly in my posts.

Connect with Pauline on Twitter or on her blog The Contented Crafter where you can also check out her delightful Gift Shop

Thank you

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

The comfort zone

John Hattie

Creating a positive classroom environment in which students feel welcome, accepted and respected is probably high on the agenda for most teachers. It certainly was for me during all my years of classroom practice.

Students require an environment in which they feel comfortable and supported, as well as encouraged and challenged to stretch beyond current levels of skills and knowledge, to step beyond their current comfort zones with confidence in the knowledge that, while learning anything new can be a risky business, they will be supported in the process.

But this does not just come from a “feel good” place in teachers’ dreams and imaginations. Research provides evidence that it is true. Professor John Hattie, a researcher in education, undertook a very ambitious project, synthesising data from over 800 studies involving more than 80 million students. He published his findings in two books called Visible Learning and Visible Learning for Teachers.

Hattie says that

“It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement”.

Thank you to my wonderful students, and their lovely Mum who made this for me!

Thank you to my wonderful students, and their lovely Mum who made this for me!

This article, which summaries some of Hattie’s findings about teacher-student relationships, states that

“the quality and nature of the relationships you have with your students has a larger effect on their results than socio-economic status, professional development or Reading Recovery programs. It is not that these things don’t matter, but rather that your relationships with students matter more.”

It is wonderful to find that what I have always believed and practiced is now firmly backed up with research.

I have written before about my use of affirmation songs and of connecting literacy learning to children’s lives and interests. In this post I will share just a few of the physical attributes of the classroom that contributed to that overall positive and supportive environment I worked so hard to establish.

Readilearn bookmark

From the very first day of any school year I ensured that children not only felt welcome in the classroom but knew that it was their classroom, that they had part ownership of the space and its environment.

I would prepare a large welcome chart for the door with my name and photograph and the words: “Welcome to grade one.” Children’s names and photographs would be added by the close of the day.

Welcome to year one

In our school each child was allocated an individual desk with a tidy tray underneath for storing belongings. I would arrange the initial seating of children in groups based on what I knew of their friendship groups from the previous year. For each child I would place on the allocated desk:

  • A desk name (to identify the desk, to use as a model for writing, to assist children in learning to read each other’s names)
  • A welcome letter
  • A name badge (to identify them and their class at break time)
  • A small gift e.g. a pencil or keyring
Welcome pack

Welcome pack

During the day I would photograph each child and print two of each.

One of each child’s photographs would be added to the welcome chart  with the child’s name. (see above)

The other would be added to a self-portrait and displayed on a classroom wall.

I am Michael

I usually asked the children to complete these during the first session so that I could have them on display when the children returned to class after first break.

This was just the start. Throughout the year my classroom was a constantly changing display of children’s work. Children love to see their work displayed. It gives them an immediate sense of belonging, of being valued, and of ownership. Parents love to see it too, as this (unsolicited) letter written by a parent to the principal at the end of a school year testifies.

Marianne's letter

This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write about a place of comfort that is a refuge.

My classroom welcomed everyone: children, parents, volunteers, aides and administrators. It was a comfortable place to be. Fortunately it was not often required to be a refuge in the true sense of the word, though allowing me to experience over and over the joys of being six certainly shielded me from many less pleasant situations that may have been met elsewhere.

While Marnie of my stories is a fictional character, sadly there are many children suffering as much as or more than I portray for her. It is for children like her that a warm, caring relationship with a special teacher can be empowering and life-changing, the one bright spot in an otherwise difficult life. I wish for all children a loving place of safety, acceptance, trust and respect. Marnie found it in a special teacher, Miss R.

Safety

Marnie loved art classes with Miss R. She loved art, but she loved Miss R. more. The days when art class was last were best; had been ever since that first time when she’d dallied, nervously, reluctant to leave, and Miss suggested she stay and “help”.

Miss R. understood Marnie and Marnie trusted Miss R. Sometimes they would tidy in silence. Other times they’d chatter lightly about distracting things like television, music or books. But sometimes, when dark clouds loomed, Miss R. would gently ask, “What would you like to tell me?” Today the clouds looked about to burst.

Thank you

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