I recently read through Proverbs 31. This has been the highlight of highlighting the perfect woman. It was read at my Grandmother's funeral- the one we named my daughter after. It was read at my other Grandmother's funeral. She was the one who lived to be 100. Two very "perfect" women. I could truly see much of P 31 in them. You may even find a story about them published and on the shelf hopefully in your lifetime- and mine. Being a descendant of both, I would hope that there are some P31 qualities in me.
I look down the list and I see that I need to be able to spin thread, sew fine linen, and know my yarns. There is no way in Helsinki that I could ever attempt such tasks. I knew this since being in the Busy Bee Club- sewing or anything of artistry using a needle and thread is not my talent. Hemming pants? I'd rather staple the hems with a stapler (same one used for paper).
I also need to be able to rise while it is still night and make food for my household. In the middle of the night, if I am awake, I am still trying to figure out WHAT we are having for dinner the next day much less preparing the food. That decision takes at least an hour sometimes.
I need to consider a vineyard and buy it. Sadly my pattern has been too spontaneous for considering. Just recently I went to Walmart to buy one of those "bigger" pools that look like a real pool. I brought it home and began to set it up. My husband the real man of consideration says-
"Did you think about finding a level place in our yard so the pool would not lean to one side and water wouldn't spill out? Did you think about the maintenance needed?"
No of course not. I just thought it was a perfect real pool enjoyed by all of us. We ended up returning it. And to my husband's credit - the pool thing needed more consideration.
I need to bring my food from afar. I can make Armenian food that is mighty tasty and considering not too many know that there is a nationality called Armenian- I'd say that is "afar" enough. And occasionally I visit the world foods section at the grocery store. And now that they have done away with online shopping for groceries, I am trying to smell, tap, and squeeze my produce like my Armenian grandma used to do. So I am trying to be "choosy" about the foods available. Plus I am still contemplating the "afar" foods part when I am serving the pickiest of eaters.
Then there's a part about my husband not having any lack of gain. Did I mention the part about not having dinner ready sometimes... like one time basically said- "Whatever is in the fridge- you can eat - I already ate the leftover French Onion soup." He ends up making himself a grilled cheese sandwich. Not too good on the gain part that time.
I need to laugh at the days to come. I am trying not to be a worry wart. But I have subtracted so many hours worrying. Life did not change drastically because of my worrying. It accomplished nothing. I do have Greek in me too and basically I need the beads.
Let me compare this also to being a mom of an autistic child. Many a time, I not only think P31 but also the qualities of a perfect mom of an autistic child. I will call her the #1 ASD mom. I met a teacher recently who will be my daughter's ASD teacher. I could just tell that SHE would be the perfect candidate. Years of training, a degree in the field, warm, loving, roll up her hands and dig in kind of gal is she. And I haven't even seen her in action. I just know my daughter is going to love her. Then there's me. There is so much more I should be doing because of her autism. Three years into this life knowing my daughter is autistic and twenty three years of teaching elementary kids (some of which were autistic) I should be a pro by now.
First, I should be using a visual schedule everyday. "And then we wake up" says my daughter nearly everyday. She needs to know the agenda. I tell her but if I showed her too it would keep her confident. During busy weeks and topsy turvey times I have it all ready to go. But for the most part, I don't. Not really. Up and coming kindergarten all day everyday life is going to necessitate one. Not very P31ish either.
I should be making fruit and vegetable purees each week . I should be sneaking them into her diet just like Jessica Seinfield . I need to put the purees in pancakes, cookies, cupcakes, muffins, and even her oatmeal. I did for awhile. It was my cooking bible. I do now and then. But not often enough so that she at least has some fruit or vegetable each day. Does giving her a fruit snack count? Or how about drinking one of those Fruitables? The ingredients do include many fruits and vegetables- so it is practically like drinking a salad! The p31 woman would be growing her own in that vineyard. The # 1 Autistic Mom would have the purees ready each way, enrolled their child in food therapy, or made cute pictures of the five senses and changed them into a place mat as a reference for meal time.
I need to know exactly what to do and say when there is a conflict, meltdown or tantrum. Even if it is something new, unexpected, and surprising. Like the time, she all of a sudden wanted to leave a friend's house for no reason and screamed the whole way home and took her nearly an hour to settle down with me squeezing her tight and whispering to her that it was going to be alright. You go back and retrace steps in your mind and are still puzzled as to why it happens in the first place. The P31 woman would have wise insight on her tongue even in the real challenge of the day. The #1ASD mom would be proactive and journal the antecedent, the action, and the next time plan.
I need to introduce new play schemes and allow for practice. There is a certain fabulous fairy house in her room the handcrafted that she looks at and admires. It is simply a work of art. Yet, she has no idea what to do with it. I need to make a visual sequence, and have practice time centered around this fairy house. That is what the #1 ASD mom would do. The P31 woman would have a similar plan developed at 4:30 am.
I am far from P31 and far from being the #1 ASD Mom. But instead of being down in the dumps , I am actually encouraged. Because for the first time I have realized that the list in Proverbs 31 is not really what counts. What is most asked of me is just one thing. Enter the scene in City Slickers. Curly the Cowboy and City Slicker Mitch are talking "life" side by side on horseback in the wide open west. Curly has taken off his cowboy hat and put on his counselor spectacles. He says:
"You focus on one thing- the rest don't mean - doo doo." . More importantly, there's the passage in Luke where Jesus, reminds Martha, " You are worried about many things, but only one thing is needed." (He left out the doo do part)
All these years of reading P31 and thinking how familiar I was with the passage and I wasn't thinking about the one thing. I always had the list of 101 things I needed to do to be both P31ish and the #1 ASD mom. What a relief to know that the only thing needed to be both is to stay close to the One and Only. This is a challenge at the same time. The items on both Mom lists can be more of the goal setting drive clouding out the One thing. Not being close to the One and Only- I am in "deep doo doo. " If you know the movie City Slickers there is a stronger word for doo doo and that one word is pretty strong. It does say it best and convey a stronger warning. Being far from my One thing, I shudder to think of the consequence. Sadly I am guilty at times.
"The woman who fears the Lord is to be praised." The P31 woman could do all of these things because she feared the Lord. For the first time, I have come to realize this doesn't mean fearing that if you don't do the things on the list , if you don't have the qualities mentioned, you are a failure. It doesn't even mean that you are to aim for these as a checklist for success. It means being fearful of being too far away from the One thing and being closer and closer to doo doo (sin). I have found that in striving to be close to God, things happen. Things that I cannot take credit for. Things that really resemble- the "With God all things are possible!"
When things seem so impossible, I know that that the One and Only is working in my daughter in ways I cannot. Amazing things happen. Like the other night- I was reading Chrysanthemum and she whispers "Mommy, I am Chrysanthemum." Pretty sophisticated connection and use of her schema I would say. Another time when I am sad she says "Mom, it is a prefect day!" Humble Pie at my service! Another time she dives right into a neighborhood ball game with- big tall scary men, sweat, loudness, and flying balls. Go figure. It's all the One. It's a reminder that He is at work.
P31 and #1 Mom are only possible when I fear the Lord. I fear being detached by focusing on the list. Yes, it matters, the visual schedule, the food purees, the considering before buying, etc. but what is number one on both is fearing the Lord. Then those things on the list are more possible - even accomplished. Even things that will be praiseworthy. Being in close contact with the One. That in a nutshell makes me 31ish and #1 AD Mom. That is the woman that is to be praised.
Friday, June 14, 2013
Saturday, June 8, 2013
The Summer Gift of Transition
The current scene as I am typing and drinking tea is this: My husband is downstairs building a tower out of packaged up toilet paper rolls with the kids. We plan to go to an indoor swimming pool later and meet with some friends. My daughter has already drawn a map to the pool and explained it.
"Hey mom! We're shredding paper!" cries my daughter. I hear the whirring of the paper shredding machine. This is the "official" day of summer for the kids.
Right now, they act as if school never happened. The world is at their finger tips and they are chocking it full of play and adventure minute by minute. The routine is already broken. One has not eaten breakfast. Both are still in their PJ's. They slept in until 8 am! Yes, summer has arrived for them.
My mind is not yet adapted to the summer life. There are still some "official" items of business left for teachers to do in the next day or two. My summer begins in couple of days. For decades, my summer has always meant a list of fun that I always meant to do but never had time because it was eaten up by work. I could polish my toe nails, drink tea and scout out my garden, stay up late and sleep in, redecorate, write, bike for 25 miles a day, etc. Summer has changed meaning now.
This year summer is a transition time for us. For next year, my daughter will be in kindergarten. She will be mostly in a general education classroom. She will have a brand new school she's never seen before. She will be going to school all day and every day. She will be going year round. This means summer ends August 5. We have eight weeks of summer.
I feel a little bit like my summer is the story of The Parable of the Talents. It's a Bible story where the Master gives each servant a certain number of talents then goes away on a trip expecting each one to DO something with the talent they have been given. For some reason, I have always pictured the "talent" in this story to be money. But the word talent I daresay is more a gift given by the Master. Two of the servants have doubled or tripled their talents. One servant buries it in the ground and gives it back. The master tells the first two - "Well done!". The last one, the one who basically did nothing, he calls "worthless". It gets worse but I won't get into that. The point is the giving of the gift. Receive it well and don't waste it.
Like no other summer, this one brings a gift of crucial transition time. Transition for us means being sensitive to this "in the meantime" part of this journey until it's time for kindergarten. This is thinking, wishing, preparing, and maintaining "kidship" time so that we are ready and willing to take kindergarten on time. Each day of summer will count invaluably toward preparing my daughter for a total turnaround in her life. Summer's gift of transition time is here.
My list is endless as far as "to do's" and more than ever I am challenged to really prioritize and weigh in the value. As a teacher, we remind parents to take them to the library, read to them, cook with them, have play dates, keep a journal, etc. So how does it all pan out into eight weeks of summer? I don't even have a prepared visual schedule. As I weigh in the possibilities, there are certain musts that might just be all the summer we have time for.
We will play. That in a nutshell is huge. The sky is the limit on both growing socially and emotionally as well continued foundation building. Just play time alone is accomplishing much. I want to play new things and expand on the old play schemes. She's come so far and she is just getting started at the same time.
I will read social stories to her written by yours truly. I want her get acquainted with the concept of kindergarten. They may not start out once upon a time but they sure will have a "happily ever after" attitude threaded throughout. If she could learn to read them because they will be of early emergent style- then wonderful! I have worked with her on reading as well and put my masters degree in reading to use.
She will have therapy. Her therapy is one of the "schools" away from school. Though she calls it the "play place" due to the happy, lively, and warm environment. It is once a week which makes it scheduled and routine. It will help smooth out the expected "wrinkles" of this upcoming transition.
I will follow her lead. Many times, my kids have their own ideas and I wind up chasing them around and I try to keep up. There are things to make. Flowers to grow. A bike to ride somewhere. Swinging to do. Tea parties and lemonade stands to have. In following her lead, I am validating what she already knows and praising her for the risk taking she is willing to perform.
I wish to provide new learning through unique experiences. My daughter's schema is one of her strengths. She soaks in new experiences. Sometimes it is with kicking and screaming. Oh too quickly do I recall the time she rode a horse for the first time. The first time she saw the Nutcracker she covered her ears the whole time and insisted on leaving at intermission. Yet, she remembers and she is richer for it. So we may try the circus? How about a baseball game? Shall we consider an orchestra concert for children? A play? Maybe all of the above?
So much I long to do and just the gift of summertime to do it. Transitioning time until kindergarten will fly by just like each school year does for me. Yet, I do want to look back and call it a "well done" summer.
"Hey mom! We're shredding paper!" cries my daughter. I hear the whirring of the paper shredding machine. This is the "official" day of summer for the kids.
Right now, they act as if school never happened. The world is at their finger tips and they are chocking it full of play and adventure minute by minute. The routine is already broken. One has not eaten breakfast. Both are still in their PJ's. They slept in until 8 am! Yes, summer has arrived for them.
My mind is not yet adapted to the summer life. There are still some "official" items of business left for teachers to do in the next day or two. My summer begins in couple of days. For decades, my summer has always meant a list of fun that I always meant to do but never had time because it was eaten up by work. I could polish my toe nails, drink tea and scout out my garden, stay up late and sleep in, redecorate, write, bike for 25 miles a day, etc. Summer has changed meaning now.
This year summer is a transition time for us. For next year, my daughter will be in kindergarten. She will be mostly in a general education classroom. She will have a brand new school she's never seen before. She will be going to school all day and every day. She will be going year round. This means summer ends August 5. We have eight weeks of summer.
I feel a little bit like my summer is the story of The Parable of the Talents. It's a Bible story where the Master gives each servant a certain number of talents then goes away on a trip expecting each one to DO something with the talent they have been given. For some reason, I have always pictured the "talent" in this story to be money. But the word talent I daresay is more a gift given by the Master. Two of the servants have doubled or tripled their talents. One servant buries it in the ground and gives it back. The master tells the first two - "Well done!". The last one, the one who basically did nothing, he calls "worthless". It gets worse but I won't get into that. The point is the giving of the gift. Receive it well and don't waste it.
Like no other summer, this one brings a gift of crucial transition time. Transition for us means being sensitive to this "in the meantime" part of this journey until it's time for kindergarten. This is thinking, wishing, preparing, and maintaining "kidship" time so that we are ready and willing to take kindergarten on time. Each day of summer will count invaluably toward preparing my daughter for a total turnaround in her life. Summer's gift of transition time is here.
My list is endless as far as "to do's" and more than ever I am challenged to really prioritize and weigh in the value. As a teacher, we remind parents to take them to the library, read to them, cook with them, have play dates, keep a journal, etc. So how does it all pan out into eight weeks of summer? I don't even have a prepared visual schedule. As I weigh in the possibilities, there are certain musts that might just be all the summer we have time for.
We will play. That in a nutshell is huge. The sky is the limit on both growing socially and emotionally as well continued foundation building. Just play time alone is accomplishing much. I want to play new things and expand on the old play schemes. She's come so far and she is just getting started at the same time.
I will read social stories to her written by yours truly. I want her get acquainted with the concept of kindergarten. They may not start out once upon a time but they sure will have a "happily ever after" attitude threaded throughout. If she could learn to read them because they will be of early emergent style- then wonderful! I have worked with her on reading as well and put my masters degree in reading to use.
She will have therapy. Her therapy is one of the "schools" away from school. Though she calls it the "play place" due to the happy, lively, and warm environment. It is once a week which makes it scheduled and routine. It will help smooth out the expected "wrinkles" of this upcoming transition.
I will follow her lead. Many times, my kids have their own ideas and I wind up chasing them around and I try to keep up. There are things to make. Flowers to grow. A bike to ride somewhere. Swinging to do. Tea parties and lemonade stands to have. In following her lead, I am validating what she already knows and praising her for the risk taking she is willing to perform.
I wish to provide new learning through unique experiences. My daughter's schema is one of her strengths. She soaks in new experiences. Sometimes it is with kicking and screaming. Oh too quickly do I recall the time she rode a horse for the first time. The first time she saw the Nutcracker she covered her ears the whole time and insisted on leaving at intermission. Yet, she remembers and she is richer for it. So we may try the circus? How about a baseball game? Shall we consider an orchestra concert for children? A play? Maybe all of the above?
So much I long to do and just the gift of summertime to do it. Transitioning time until kindergarten will fly by just like each school year does for me. Yet, I do want to look back and call it a "well done" summer.
Sunday, May 26, 2013
Thoughts and wanderings about the mind: A comparions of two brains and then some
I am certainly no doctor but I have often put two and two together to make certain medical wonderings about the cause of my daughter's autism. First, I was pregnant at 38 years old. I was an older mom. Then, at about 7 weeks, I was bleeding and had to have a vaginal ultrasound. I learned at that time that my placenta had a small hole in it causing the bleeding. Then, my little girl came two weeks early - and she was just under 7 pounds. Small and dainty was she. Third, my placenta was not simply falling out after her birth. It was EMBEDDED. I don't even want to explain what happened because of this - too graphic for a public blog! So with all of these happenings, I wonder... did all of these things lead to a brain deprived girl then causing autism?
God knows and I won't until I see Him face to face. But until, then I have to not ask , "Why? "and "How come? " but more Wow, isn't the brain amazing! We all have one but each one functions differently. Sometimes I wonder, does her brain look different than mine? I also think, my brain in many ways works just like hers.
Comparing my mind to my daughters there is similar travel trail millions of miles long. At 3:00 am I am up thinking about the time I wasted watching 48 hours and that story was so scary don't trust anyone. Pardon me for the following William Tell Overture run on sentence, but my brain then speeds up to how I need to figure out how to put fabric over a light switch, to sending my son to this school or that one, and that flower stand may look better over by the fence or by the side of the house, to deciding how long to grow my hair before I get it "shaped", to why didn't that paint come off the driveway, to recalling the time a college professor said he was praying for me because he thought I was dying of a brain tumor.... to .... a never stopping chain of thought.
My daughter wakes up and her mind travels for many more miles. "I am just very cozy in this bed. Oh Mommy you are so beautiful. Hey Mommy would you like to play princesses or would you like to read books. You know Mommy, I was thinking that we could make some special cards and I could give them to some of my friends. Is Lucy going to school today? Can I wear my flower shirt. Oh, look Mommy Chippy Chipmunk is running through the woods! Well, I better find my list I need to make my list to go the grocery store today. Hey! Don't sit on my kitty!"
If you knew all the schema strengthened by stories, experiences, and learning, you would know that she is making connections, applying her learning and relay her new ideas. You could follow all of that easily. Being her mom I know most everything about her schema. I do a fairly good job of keeping up and following her thoughts. Her therapist would remind me that her Motor planning is a continuous challenge. Motor planning is the ability to execute a plan. It's the" stick-to- it-ness" needed to focus on and complete a task. So much stimulation gets in the way. The sights, sounds, and textures send her zipping along in thought. Her ideas go racing along and she isn't able to stick to one idea and do something with it.
If you knew all the schema I have strengthened by stories, experiences and learning you would know that I too am making connections, applying my learning, and relaying new ideas. You do have to keep up with me though thus frustrating my husband when having a conversation. At times, I lack the "stick -to- it -ness "needed to actually complete an idea and resolve something. My completion if any is pretty spontaneous. What of my motor planning skills? I guess right now I can try the old write everything down on a pad of paper thing in the middle of the night so that I can go back to sleep.
What about typical kids? Let me share that I can recall many times as a teacher standing in front of the class and beginning a lesson maybe first with a story. Picture me sitting in front of my class ready to read Make Way for the Ducklings. I do the usual introduction of the story and then pose a "activation of knowledge" question and say "Has anyone seen a family of baby ducks before?" Nearly every hand goes up.
First kid picked says- "Yes, I have at the zoo and we fed them bread crumbs." Second kid picked says "We went to the zoo too and we saw the tigers. They were in a glass cage." Third kid picked says "I cut my finger right here on glass and I think I still need a band aide." Fourth kid picked says "I will take him to the office. " Fifth kid picked says "I need to go to the bathroom" Sixth kid hasn't been picked and they say " Tomorrow is my mom's birthday" and another kid shouts out- "Will you tie my shoes?" and another.....It is hysterical but also sobering to realize a fact- wandering is what minds do.
My daughter's mind, my mind, another kid's mind- In my mind there are a lot of similarities. Pretty mind boggling if you ask me.
God knows and I won't until I see Him face to face. But until, then I have to not ask , "Why? "and "How come? " but more Wow, isn't the brain amazing! We all have one but each one functions differently. Sometimes I wonder, does her brain look different than mine? I also think, my brain in many ways works just like hers.
Comparing my mind to my daughters there is similar travel trail millions of miles long. At 3:00 am I am up thinking about the time I wasted watching 48 hours and that story was so scary don't trust anyone. Pardon me for the following William Tell Overture run on sentence, but my brain then speeds up to how I need to figure out how to put fabric over a light switch, to sending my son to this school or that one, and that flower stand may look better over by the fence or by the side of the house, to deciding how long to grow my hair before I get it "shaped", to why didn't that paint come off the driveway, to recalling the time a college professor said he was praying for me because he thought I was dying of a brain tumor.... to .... a never stopping chain of thought.
My daughter wakes up and her mind travels for many more miles. "I am just very cozy in this bed. Oh Mommy you are so beautiful. Hey Mommy would you like to play princesses or would you like to read books. You know Mommy, I was thinking that we could make some special cards and I could give them to some of my friends. Is Lucy going to school today? Can I wear my flower shirt. Oh, look Mommy Chippy Chipmunk is running through the woods! Well, I better find my list I need to make my list to go the grocery store today. Hey! Don't sit on my kitty!"
If you knew all the schema strengthened by stories, experiences, and learning, you would know that she is making connections, applying her learning and relay her new ideas. You could follow all of that easily. Being her mom I know most everything about her schema. I do a fairly good job of keeping up and following her thoughts. Her therapist would remind me that her Motor planning is a continuous challenge. Motor planning is the ability to execute a plan. It's the" stick-to- it-ness" needed to focus on and complete a task. So much stimulation gets in the way. The sights, sounds, and textures send her zipping along in thought. Her ideas go racing along and she isn't able to stick to one idea and do something with it.
If you knew all the schema I have strengthened by stories, experiences and learning you would know that I too am making connections, applying my learning, and relaying new ideas. You do have to keep up with me though thus frustrating my husband when having a conversation. At times, I lack the "stick -to- it -ness "needed to actually complete an idea and resolve something. My completion if any is pretty spontaneous. What of my motor planning skills? I guess right now I can try the old write everything down on a pad of paper thing in the middle of the night so that I can go back to sleep.
What about typical kids? Let me share that I can recall many times as a teacher standing in front of the class and beginning a lesson maybe first with a story. Picture me sitting in front of my class ready to read Make Way for the Ducklings. I do the usual introduction of the story and then pose a "activation of knowledge" question and say "Has anyone seen a family of baby ducks before?" Nearly every hand goes up.
First kid picked says- "Yes, I have at the zoo and we fed them bread crumbs." Second kid picked says "We went to the zoo too and we saw the tigers. They were in a glass cage." Third kid picked says "I cut my finger right here on glass and I think I still need a band aide." Fourth kid picked says "I will take him to the office. " Fifth kid picked says "I need to go to the bathroom" Sixth kid hasn't been picked and they say " Tomorrow is my mom's birthday" and another kid shouts out- "Will you tie my shoes?" and another.....It is hysterical but also sobering to realize a fact- wandering is what minds do.
My daughter's mind, my mind, another kid's mind- In my mind there are a lot of similarities. Pretty mind boggling if you ask me.
Thursday, April 4, 2013
Video Modelling and Living vicariously through Children's Book Characters
For me, I held many characters dear from the first lap reading. Sam- I- am was the perfect salesman. Jane was so cute and spoke so clearly to her brother Dick. Her simple messages were about all I could comprehend. She had the nicest dresses, ruffled socks, and shiny black shoes. Christine was a girl created by Carolyn Haywood. (She's also out of print and an unknown.) Yet, I will never forget all the adventures she had in Mrs. Wilkins class along with her rabbit Cupcake. Christy was polite, obedient, and loved to learn. Ramona was imaginative and fun. I felt what she felt. I too wanted to pull on the boing boing curls of Suzie "whats her name". ( even though I had Suzie whats her name's hair in real life) I too wanted to be pretty in a pink frilly dress. But I too was simply too awkward. Then along came Anne of Green Gables. She was smart, descriptive, and everything I wanted to be. She even wrote stories that were totally just like mine - works of art. Laura Ingalls had the spunk to take on any challenge. She was inventive and smart. The small things were her special treasures. Laura appreciated her shiny new pennies and her silver tin cup. She loved her crisply ironed dress for Sunday.
Somehow I felt validated through these characters. They taught me to be just as I was. Because that is what they were- uniquely them. Many were more out of the box then some and the world simply had to acclimate and appreciate them. These were my "character want to bes" and I sometimes I lived as though I were them! It was the practice of any young kid establishing an identity. In our work of pretending, we knew exactly what to do and what to say. Our play was enriched through these characters.
Children's literature characters are once again held with endearment at my house by some new fans. They pretend to be these characters naturally because they have found themselves in these characters. They can put themselves into new scenes and create different play schemes. "You be and I'll be" is the frequent instruction at play time. These characters are the special "coaches" of play that have sunk into my kids' world.
For my two children and particularly my autistic child, they have come to know these characters through video stories. The video stories are exactly as written in a hard copy book. The illustrations are exactly as they were created but they come to life through movement. I have concluded that the characters have served as models for both children and particularly by spectrum kid. This kind of video modelling has had its advantages. Real Video Modelling involves real children acting out social situations to equip the child who struggles socially and with play. I have never used such modelling with my daughter. But through story videos she has learned the same skills and maybe more from story characters.
As a teacher that I do hesitate to introduce these characters through video first. I shutter in the fact that the only way my daughter gets hooked is through a video story first. I do long for her to get it and become "friends" with someone through a read aloud first. Yet, the video experience has nurtured her beginning reading some. She now has the stories nearly memorized and will match text with pictures. With story scripts embedded in her brain, she can use them throughout the day in various contexts. For now, this is how it is. We can work on the form and order of story introduction. Right now I choose to focus on the advantages of this type of Video Modelling.
From Kevin Henkes 'Chrysanthemum, my daughter has taken pride in her own name. She saw Chrysanthemum search for self assurance as we all do at one point and has labeled her name "Absolutely Perfect" This is what both Chrysanthemum and my daughter are- absolutely perfect. Chrysanthemum was shy and timid and well loved. So is my daughter. She had her special dresses for her moods. Her sunniest dress for her first day of school and her pocket dress to carry all of her good luck charms. My daughter chooses the right day to wear her twirly polka dot dress for those happy dancing days and the day to wear her squeezey shirt to give her extra tight hold when she feels anxious. Chrysanthemum, Chrysanthemum, thanks to Chrysanthemum my daughter gained some self assurance.
From Rosemary Wells's Max and Ruby stories, my daughter has learned language. She loves the word "perfect" and talks in words of "just right" to her brother "Max". She loves to instruct as the older sister- or teacher maybe. Ruby was just the right fit for my daughter. The things she played- making a clubhouse, having a camp out, setting up a lemonade stand, decorating snowflake cookies and gingerbread houses are simply wonderful. They are reminders of the good old days of childhood. Her interest was sparked and her comfort level was established. With Ruby's promotion she had new play schemes that were engaging.
Else Holemlund Minarik gave us Little Bear. I must say after reading and seeing the video of these stories, I value them more now than I ever did as a first and second grade teacher for guided reading groups. Little Bear has clear language. He is simple minded but yet imaginative. My daughter finishes a video story and wishes to make her own birthday soup- which essentially is mixing several batches of colored water together. She makes a campfire (or a pile of sticks) in the wooded patch of our backyard and roasts marshmallows. She imagines the bathtub is a place for catching fish, splashes and says"You scared away my breakfast." Her play practices are what she values from Little Bear and all of his friends.
Fairy Tales are a true security for my spectrum kid. With a slight change in the typical version, she has grown to love the James Marshall tellings. They are comical to us as well. Who can refrain from laughter when someone calls Goldilocks says "Patooey!" to the first taste of the Papa Bear's bowl of porridge. When the intro to the Three Little Pigs, is Ladies and Gentlemen.... and the pigs reply with "Well, what do you know" to the selling of straw or sticks for a house...the humor is appreciated. The pigs and Goldilocks are characters they can be confidently because their plot behaviors are simple and in perfect sequence. These tales are reenacted again and again by my kids. I see an actress for sure in the making during fairy tale play time.
Madeline sings "If you believe you must be big in order to be tough. Then you should get to know me, I'll teach you other stuff." Thanks to Ludwig Bemelmans stories on video, a new character friend has been made. Madeline is a tiny girl involved with big adventures. My daughter has high regard for her. With the help of a tiny French girl, she has big dreams and big plans. My daughter sings this Madeline song as she dances about. Somehow I wonder if she truly understands the song's message and sings it from her heart. For the most part, my kid has the same philosophy- "If you believe you must be big (typical and on par developmentally) in order to be tough ( make it in the world) Then you should get to know me I'll teach you other stuff! She's my kid, my spectrum kid, and knows she's very behind. But inside...she's tall! She's got adventures in the making. She's going places!
If we ever get around to official video modelling it will still be beneficial but a different experience. Until then, we continue storybook character modelling. I can't wait to introduce my daughter to Ramona Quimby, Laura Ingalls, Anne of Green Gables- and eventually Jane Eyre. Maybe by then it will be through a read aloud or she reads it herself. Until then she continues to live vicariously through all the children's lit friends she has known thus far and at the same time grown to know herself and her place in this world.
Somehow I felt validated through these characters. They taught me to be just as I was. Because that is what they were- uniquely them. Many were more out of the box then some and the world simply had to acclimate and appreciate them. These were my "character want to bes" and I sometimes I lived as though I were them! It was the practice of any young kid establishing an identity. In our work of pretending, we knew exactly what to do and what to say. Our play was enriched through these characters.
Children's literature characters are once again held with endearment at my house by some new fans. They pretend to be these characters naturally because they have found themselves in these characters. They can put themselves into new scenes and create different play schemes. "You be and I'll be" is the frequent instruction at play time. These characters are the special "coaches" of play that have sunk into my kids' world.
For my two children and particularly my autistic child, they have come to know these characters through video stories. The video stories are exactly as written in a hard copy book. The illustrations are exactly as they were created but they come to life through movement. I have concluded that the characters have served as models for both children and particularly by spectrum kid. This kind of video modelling has had its advantages. Real Video Modelling involves real children acting out social situations to equip the child who struggles socially and with play. I have never used such modelling with my daughter. But through story videos she has learned the same skills and maybe more from story characters.
As a teacher that I do hesitate to introduce these characters through video first. I shutter in the fact that the only way my daughter gets hooked is through a video story first. I do long for her to get it and become "friends" with someone through a read aloud first. Yet, the video experience has nurtured her beginning reading some. She now has the stories nearly memorized and will match text with pictures. With story scripts embedded in her brain, she can use them throughout the day in various contexts. For now, this is how it is. We can work on the form and order of story introduction. Right now I choose to focus on the advantages of this type of Video Modelling.
From Kevin Henkes 'Chrysanthemum, my daughter has taken pride in her own name. She saw Chrysanthemum search for self assurance as we all do at one point and has labeled her name "Absolutely Perfect" This is what both Chrysanthemum and my daughter are- absolutely perfect. Chrysanthemum was shy and timid and well loved. So is my daughter. She had her special dresses for her moods. Her sunniest dress for her first day of school and her pocket dress to carry all of her good luck charms. My daughter chooses the right day to wear her twirly polka dot dress for those happy dancing days and the day to wear her squeezey shirt to give her extra tight hold when she feels anxious. Chrysanthemum, Chrysanthemum, thanks to Chrysanthemum my daughter gained some self assurance.
From Rosemary Wells's Max and Ruby stories, my daughter has learned language. She loves the word "perfect" and talks in words of "just right" to her brother "Max". She loves to instruct as the older sister- or teacher maybe. Ruby was just the right fit for my daughter. The things she played- making a clubhouse, having a camp out, setting up a lemonade stand, decorating snowflake cookies and gingerbread houses are simply wonderful. They are reminders of the good old days of childhood. Her interest was sparked and her comfort level was established. With Ruby's promotion she had new play schemes that were engaging.
Else Holemlund Minarik gave us Little Bear. I must say after reading and seeing the video of these stories, I value them more now than I ever did as a first and second grade teacher for guided reading groups. Little Bear has clear language. He is simple minded but yet imaginative. My daughter finishes a video story and wishes to make her own birthday soup- which essentially is mixing several batches of colored water together. She makes a campfire (or a pile of sticks) in the wooded patch of our backyard and roasts marshmallows. She imagines the bathtub is a place for catching fish, splashes and says"You scared away my breakfast." Her play practices are what she values from Little Bear and all of his friends.
Fairy Tales are a true security for my spectrum kid. With a slight change in the typical version, she has grown to love the James Marshall tellings. They are comical to us as well. Who can refrain from laughter when someone calls Goldilocks says "Patooey!" to the first taste of the Papa Bear's bowl of porridge. When the intro to the Three Little Pigs, is Ladies and Gentlemen.... and the pigs reply with "Well, what do you know" to the selling of straw or sticks for a house...the humor is appreciated. The pigs and Goldilocks are characters they can be confidently because their plot behaviors are simple and in perfect sequence. These tales are reenacted again and again by my kids. I see an actress for sure in the making during fairy tale play time.
Madeline sings "If you believe you must be big in order to be tough. Then you should get to know me, I'll teach you other stuff." Thanks to Ludwig Bemelmans stories on video, a new character friend has been made. Madeline is a tiny girl involved with big adventures. My daughter has high regard for her. With the help of a tiny French girl, she has big dreams and big plans. My daughter sings this Madeline song as she dances about. Somehow I wonder if she truly understands the song's message and sings it from her heart. For the most part, my kid has the same philosophy- "If you believe you must be big (typical and on par developmentally) in order to be tough ( make it in the world) Then you should get to know me I'll teach you other stuff! She's my kid, my spectrum kid, and knows she's very behind. But inside...she's tall! She's got adventures in the making. She's going places!
If we ever get around to official video modelling it will still be beneficial but a different experience. Until then, we continue storybook character modelling. I can't wait to introduce my daughter to Ramona Quimby, Laura Ingalls, Anne of Green Gables- and eventually Jane Eyre. Maybe by then it will be through a read aloud or she reads it herself. Until then she continues to live vicariously through all the children's lit friends she has known thus far and at the same time grown to know herself and her place in this world.
Thursday, March 28, 2013
Accepting and Understanding Autism
My husband began to suspect before I did that our daughter may have it. I, being such the experienced teacher that I was ( ha!) thought that all kids acted that way sometimes. Furthermore all kids develop at their own place. Then came the talking issue. She had a vocabulary at age 2 of about 20 or so words. I guess that was not enough. I still did not see my daughter as different from the rest. I was still excusing and going with the "wait and see" approach. Finally we had her "officially evaluated" by a linguistic. She gave us results and stated that she most probably has autism.
Again, I was in denial. I remember the follow up meeting with the language lady. "That's a pretty strong conclusion after just meeting with my daughter for just one hours time." I said.
"I think I am more right than I am wrong." she said. I walked away wanting to prove her wrong. Awhile later we had her evaluated officially by the guru of autism in these parts. This doctor was impressive, knowledgeable, personable, -pretty much the only doctor that could tell me the heartbreaking news "Your daughter has autism."
"Okay, okay," I said with tears "So we'll aim for the Temple Grandin kind"
"Oh," he said "I think her social ceiling could be higher than that - sky is the limit."
I hear these words from him over and over again. In a way, I am encouraged and then there a setbacks and I am reminded- she has autism.
I understand she has autism. But I fight it at times. I observe kids all day long. Considering the humongous size of the spectrum, I am probably on it and you too. When I consider the symptoms which were indicative of my daughter being diagnosed autistic, I often think of the number of times of I have seen the same symptoms in the typical child. Consider :
Eye contact- I know that a principal I had for many years, once told me to make better eye contact with my classroom parents. I notice my students look off into the distance whenever they are speaking to me. And how many times did your mother say to you- Please look at them and say "hello".
Sensory needs- In this day in age there is so much at us. Lights, action, noises, all at speed faster than light. It's no wonder we need our nature music - you know the kind you might hear in a massage parlor. I see kids each day needing to touch, move, and needing step by step visual direction in order or concentrate and relax.
Socialization and play-these things did not and still do not come naturally for my daughter and with her brother acting as Congressman want to be - it is sometimes a real stick out for her. Yet, is is the complaint of many teachers and parents, that kids need to play and need play practice. Because it does not come naturally anymore. They know the ropes of the video game but they can't invent their own kick the can. Socially, the young child needs to do the same things - say hello using a person's name, take turns, follow through with a sequence of play, and carry on an actual conversation related to the play scheme.
But the reality is my daughter is not typical. She is out of the box. More so than others I guess. Because there is no normal out there is there? If there is than what is normal? For me as a mom of a not so typical child, life goes from "pretty smooth and count my blessings" to "couldn't I just go the zoo and have a good time without a child crawling up my legs or see the Nutcracker all the way through without a girl on my lap plugging her ears or walk into Lowes without dragging a heavy weight into the store or be able to go to the car wash with her in the car because I just need to get it done... ? For me we go to therapy to learn how to process and control sensory input, carry on a relevant conversation, use connected language, play, and move safely and meaningfully in this world. For me, I story all the time- about things I would care NOT to story about. For me I coach on the sidelines of play all the time. For me my food bible is Jessica Seinfeld. ( and that is a huge surprise for me- I wanted my kids eating Armenian and Greek food by now)
The acceptance and understanding is that with God all things will work out for good and all things are possible. (A little paraphrase from Romans and Matthew) She has autism. With that come all the predictions and what ifs. Accepting is not easy because I am still learning to understand. Life of three steps forward and one step back. A lesson learned. A challenge before me. Autism. A life of understanding it and accepting it all in one day.
Saturday, February 16, 2013
Now I understand
My memory recalls this day at Elementary school as a sunny day. It was early spring and we were picking dandelions at recess. A bunch of us girls were pretending we were at a wedding and each one of us was a flower girl. Along came a boy who I will call Bobby. He walked funny, talked funny, and pretty much was the social outcast. I don't remember that he had a friend in the world. We as girls were afraid of him. He was unpredictable. This day was the day we decided to conquer our fear I guess. Bobby approached us making kissing noises and said "What do we have here- lovely little girls." He came closer making kissing noises and we screamed. Then one threw dandelions at him. Others joined in. He fell to the ground. One even smooshed the yellow from the dandelion on his face. He was helpless. It was a memory that haunts me because it was one of the times (and there were others too I, being a sinner, ) where I was in on treating someone with cruelty. After some time of this, his dad, who lived in the school's backyard, came up and shouted at us. "Stop that you girls". He picked Bobby up from the ground. Bobby hugged his dad and they walked away. The girls and I stood in silence. I don't know what others were thinking. But I knew that he just wanted friends like the rest of us.
Bobby had struggles making friends. He was the first quirky boy that no one knew what do to with. The teachers sometimes took his quirkiness for misbehavior. He had no social graces that we all just happened to know. He was a puzzle to many.
Fast forward and I am teaching a first grade class. There is a girl in my class similar to Bobby from way back. She is also very dramatic, energetic, and crushed when something wasn't like it routinely should be. I will call her Rose. Rose was new to our school. She loved learning and was essentially very smart. Her mother was kind and nurturing. Her dad was stern and cold on the outside but underneath the prickles he was very loving and nurturing as well. No one really labeled or diagnosed her - at least I was not aware. I remember feeling impatient with her and even struggling to "like" her at times. My inexperience was not helping her situation. I did make her Goldilocks in our class play and she enjoyed it. I did read books with her one on one. I did reward her for accomplishments. But that seems like small potatoes now.
I have a teacher friend who was close enough to me to sing at my wedding and be with me in the ER to see the heart beat and first ultrasound of my first child because my husband was away. She has a son with autism. For years, when we taught together, she told me stories of struggle and trial and joy and success and starting all over with that again as her son grew up. I listened and did my best to encourage.
Autism was something I knew about only really through my friend. Little did everyone else know about it. Except the experts who were mostly in my mind, parents of those with autism. But more and more of the unusual type were becoming common. Now I hear a statistic that one in 88 have autism.
Now, it all comes together. All those children who were not in the square that I knew of in childhood and as my own students, likely had autism. I was on the outside of that world looking in and wondering. Now, I am on the inside. where my own child has autism. My first child, a girl, and born when I was two years shy of 40. I have a child who could one day be the dandelion victim - but won't be if I can help. I have the child who would gladly star in Goldilocks and the Three Bears. I have a child who has sensory issues, meltdowns, social quirks, and language work to do. My child is not typical.
Bobby, now I understand that you were still learning to interact socially with others in appropriate ways. You needed support and help not isolation and ridicule. Rose, now I understand that you needed the security of the same thing all the time even if it meant me feeling like a Robot. Friend, now I understand your tears when your son was struggling or hit a wall and your rejoicing at the victories he made. Now I understand, more of what I need to do to help my daughter, whom I have high hopes for despite this thing called autism which I am just beginning to now understand.
Bobby had struggles making friends. He was the first quirky boy that no one knew what do to with. The teachers sometimes took his quirkiness for misbehavior. He had no social graces that we all just happened to know. He was a puzzle to many.
Fast forward and I am teaching a first grade class. There is a girl in my class similar to Bobby from way back. She is also very dramatic, energetic, and crushed when something wasn't like it routinely should be. I will call her Rose. Rose was new to our school. She loved learning and was essentially very smart. Her mother was kind and nurturing. Her dad was stern and cold on the outside but underneath the prickles he was very loving and nurturing as well. No one really labeled or diagnosed her - at least I was not aware. I remember feeling impatient with her and even struggling to "like" her at times. My inexperience was not helping her situation. I did make her Goldilocks in our class play and she enjoyed it. I did read books with her one on one. I did reward her for accomplishments. But that seems like small potatoes now.
I have a teacher friend who was close enough to me to sing at my wedding and be with me in the ER to see the heart beat and first ultrasound of my first child because my husband was away. She has a son with autism. For years, when we taught together, she told me stories of struggle and trial and joy and success and starting all over with that again as her son grew up. I listened and did my best to encourage.
Autism was something I knew about only really through my friend. Little did everyone else know about it. Except the experts who were mostly in my mind, parents of those with autism. But more and more of the unusual type were becoming common. Now I hear a statistic that one in 88 have autism.
Now, it all comes together. All those children who were not in the square that I knew of in childhood and as my own students, likely had autism. I was on the outside of that world looking in and wondering. Now, I am on the inside. where my own child has autism. My first child, a girl, and born when I was two years shy of 40. I have a child who could one day be the dandelion victim - but won't be if I can help. I have the child who would gladly star in Goldilocks and the Three Bears. I have a child who has sensory issues, meltdowns, social quirks, and language work to do. My child is not typical.
Bobby, now I understand that you were still learning to interact socially with others in appropriate ways. You needed support and help not isolation and ridicule. Rose, now I understand that you needed the security of the same thing all the time even if it meant me feeling like a Robot. Friend, now I understand your tears when your son was struggling or hit a wall and your rejoicing at the victories he made. Now I understand, more of what I need to do to help my daughter, whom I have high hopes for despite this thing called autism which I am just beginning to now understand.
Tuesday, February 12, 2013
Reflections on Writing for Children
When I was as young as six or seven years old, I would go into my room, lie on a pink fluffy rug, and with pens and pencils and stacks of paper in hand, I would write the greatest children's story ever written. I wrote poems, about the color pink, adventures of a girl who discovered a world behind a bookcase, toys that talked, and a little family called the Tootles. I would spend hours writing. I loved every minute of it. Time stood still as I was not aware of it. I had literally climbed into another world. The stories I invented after experiencing and loving other stories, brought me to a wonderful place of goodness, creativity, and fun. Time was only interrupted when my two "charming" brothers as they liked to call themselves, would barge in grab my work of art from my hand and make fun of my writing. Little did I know that was what the real world of being published would be like.
I moved from that to third grade creative writing class. Where Mrs. B had the best writing topics for us each Wednesday. I still have those stories. They are yellow and need to be in sheet protectors. But Mrs. B's red pen comments say things like - very nice description or Very good writing. Her positive endorsement was a true sign that I was going to be a writer someday.
My first "ready for submission" story was written back in college. It was called One, Two, Three, Bread Magic. Some of you readers out there have read it. All the labor of the "first edition" was so enjoyable. Seeking out a publisher wasn't so much. Having someone from my critique group rip it to shreds wasn't so much either. Since then I have hidden in a world several times where I felt freedom to write from my schema. I have to admit the stories got much better since the Bread Magic One.
Just as I am known as teacher, mom and wife, I also like to be known as writer of childern's stories. Yet I am not published. I have made submissions to several publishers. But I have several rejections. Not as many as Madeline L'Engle- who said she had been rejected at least 50 times before her award winning Wrinkle in Time was published or accepted into the reading world. I am near halfway there in my collection of rejections.
The world is changing and I am ever so mindful of it. The media influence, the fast pace, the sensory overload, the lack of play and imagination, all influence my thinking of what would kinds of stories would be likable to a child. Would a reader in third grade read my TV Bug and learn a lesson? Would a first grade think my Custodian and the Ducklings was funny? Would someone cry or feel a heart tug when they read Grandmother's Melody? I want to hope so but my qualm is that these kinds of stories are dear only those in the Dinosaur Circle.
Dinosaurs are not just those who feel so ancient because they can remember back when dirt was invented and how they used to wear fig leaves. They are those that feel in the minority almost to the point of being endangered. In a writer's circle it is those who just appreciate a rich story told. I do feel a part of this dinosaur circle when it comes to writing for children. I tend to take time to go "deep" when I write, Let my heart ache a little, and labor. The words flow but I get stuck. So it is easy but hard. I want to tell the story just right. Its gotta be rich with words not fluffy and trite. Getting a good story out there in the world - on paper, does have it satisfaction. It's like a captured memory forever there. If someone else could be touched in some way by the story that too is satisfying. The recognition through publication would be an added bonus. But also the idea that many could appreciate it would be an accomplishment simply for making some difference in this troublesome world.
I won't put myself in the shoes of a children's literature critic and analyze the low quality of some recently published stories. But it is extremely frustrating that the books that sell are those that have a gimmick attached. The kind that go with a movie, a television show, rock song, a toy,- a book that says to the child- gimme that one as they go through the phase of princesses or Transformers. And those gimmick stories do not last the test of time. The next year there is a new trend and a new kind of gimme. There's also the stories written by celebrities. You don't have to be a writer to be published if you are a celebrity. Some of those stories seem "cute" and even heart warming. But well written and quality? A memorable story that stays with you forever? Maybe if it was personally autographed.
I do weigh my stories against those I admire. Oh the richness of stories like Chrysantheum or anything Kevin Henkes. Thundercake or Fireflies in jar or anything Patricia Pollaco. A true story teller that woman! What about Jenelle Cannon who makes the ugly things of this world so beautiful with her rich language. Stellaluna- Crickwig- Verde. Oh to be accepted and remembered as they are!
There are classics that I remember as read aloud experiences that have influenced me as I longed to write. Sylvester and the Magic Pebble, Bread and Jam for Frances, Harry the Dirty Dog, One Fine Day, The Little Engine that Could. - are some. This is my world of story that I draw from in order to write.
And as a teacher, I need those good mentor texts. I want my work to be just that. One that could be a good example of some trait of writing that needs to be taught. One that can be used to teach a great reading strategy and aide in comprehension. I want my story to be needed in the learning and development in the child's reading and writing. Debbie Miller, a reading guru, and Katie Wood Ray, a teaching writing to children guru, both say how important it is for us as teachers to introduce the kids to quality literature. Our validation speaks well and has an influence. Pretty much if my work was endorsed by either of those - I could be all set with my dream.
It has been awhile since I have sat down and actually written a new story. It may be about time. I will get to it when I do have the time. But what to do with all the others that have been written and are sitting, resting, and collecting dust.
Thanks for reading this writing.
I moved from that to third grade creative writing class. Where Mrs. B had the best writing topics for us each Wednesday. I still have those stories. They are yellow and need to be in sheet protectors. But Mrs. B's red pen comments say things like - very nice description or Very good writing. Her positive endorsement was a true sign that I was going to be a writer someday.
My first "ready for submission" story was written back in college. It was called One, Two, Three, Bread Magic. Some of you readers out there have read it. All the labor of the "first edition" was so enjoyable. Seeking out a publisher wasn't so much. Having someone from my critique group rip it to shreds wasn't so much either. Since then I have hidden in a world several times where I felt freedom to write from my schema. I have to admit the stories got much better since the Bread Magic One.
Just as I am known as teacher, mom and wife, I also like to be known as writer of childern's stories. Yet I am not published. I have made submissions to several publishers. But I have several rejections. Not as many as Madeline L'Engle- who said she had been rejected at least 50 times before her award winning Wrinkle in Time was published or accepted into the reading world. I am near halfway there in my collection of rejections.
The world is changing and I am ever so mindful of it. The media influence, the fast pace, the sensory overload, the lack of play and imagination, all influence my thinking of what would kinds of stories would be likable to a child. Would a reader in third grade read my TV Bug and learn a lesson? Would a first grade think my Custodian and the Ducklings was funny? Would someone cry or feel a heart tug when they read Grandmother's Melody? I want to hope so but my qualm is that these kinds of stories are dear only those in the Dinosaur Circle.
Dinosaurs are not just those who feel so ancient because they can remember back when dirt was invented and how they used to wear fig leaves. They are those that feel in the minority almost to the point of being endangered. In a writer's circle it is those who just appreciate a rich story told. I do feel a part of this dinosaur circle when it comes to writing for children. I tend to take time to go "deep" when I write, Let my heart ache a little, and labor. The words flow but I get stuck. So it is easy but hard. I want to tell the story just right. Its gotta be rich with words not fluffy and trite. Getting a good story out there in the world - on paper, does have it satisfaction. It's like a captured memory forever there. If someone else could be touched in some way by the story that too is satisfying. The recognition through publication would be an added bonus. But also the idea that many could appreciate it would be an accomplishment simply for making some difference in this troublesome world.
I won't put myself in the shoes of a children's literature critic and analyze the low quality of some recently published stories. But it is extremely frustrating that the books that sell are those that have a gimmick attached. The kind that go with a movie, a television show, rock song, a toy,- a book that says to the child- gimme that one as they go through the phase of princesses or Transformers. And those gimmick stories do not last the test of time. The next year there is a new trend and a new kind of gimme. There's also the stories written by celebrities. You don't have to be a writer to be published if you are a celebrity. Some of those stories seem "cute" and even heart warming. But well written and quality? A memorable story that stays with you forever? Maybe if it was personally autographed.
I do weigh my stories against those I admire. Oh the richness of stories like Chrysantheum or anything Kevin Henkes. Thundercake or Fireflies in jar or anything Patricia Pollaco. A true story teller that woman! What about Jenelle Cannon who makes the ugly things of this world so beautiful with her rich language. Stellaluna- Crickwig- Verde. Oh to be accepted and remembered as they are!
There are classics that I remember as read aloud experiences that have influenced me as I longed to write. Sylvester and the Magic Pebble, Bread and Jam for Frances, Harry the Dirty Dog, One Fine Day, The Little Engine that Could. - are some. This is my world of story that I draw from in order to write.
And as a teacher, I need those good mentor texts. I want my work to be just that. One that could be a good example of some trait of writing that needs to be taught. One that can be used to teach a great reading strategy and aide in comprehension. I want my story to be needed in the learning and development in the child's reading and writing. Debbie Miller, a reading guru, and Katie Wood Ray, a teaching writing to children guru, both say how important it is for us as teachers to introduce the kids to quality literature. Our validation speaks well and has an influence. Pretty much if my work was endorsed by either of those - I could be all set with my dream.
It has been awhile since I have sat down and actually written a new story. It may be about time. I will get to it when I do have the time. But what to do with all the others that have been written and are sitting, resting, and collecting dust.
Thanks for reading this writing.
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