Writing That Makes Sense – Teaching Children to use Five (5) Senses for improving Writing Skills

Book TrailerSchool will start next month. If you have a child going into 4th or 7th grade, they will have to pass a state mandated test in Writing. If you live in Texas, the exam is titled: State of Texas Assessment of Academic Skills (STAAR).

Whatever the case, writing can be difficult for some children. Just imagine your child stumped, day dreaming trying to think of how to get started. To help with this, I use a strategy that proves to help those who struggle in this subject area.

 

I’ve created a lesson titled:

Writing That Makes Sense

 

Objective: Show/Don’t Tell

Goal: Students will utilize 5 senses giving them the ability to strengthen their creative writing and improve their writing skills

 

Five (5) Senses

Sight — Describe how a person or object looks

Smell — Describe how a person or object smells

Touch — Describe how an object feels

Sound — Describe how something sounds (What do you want the reader to hear?)

Taste — Describe how something tastes (such as food)

 

Helpful Words that Describe

Color – light, dark, pale, sharp

Sound – harsh, swish, vibration, echo, hum

Pattern – zig zag, straight, flowery

Texture – smooth, rough, silky, soft

Shape – round, oblong, tubular

Odor – musty, sweet, aroma

Condition – worn, new, old, dull, sparkly

Motion – swirling, back-in-worth, circular, spiraling

Your child’s reader will be able to picture, or imagine the richness of their story in their minds as if the reader is actually inside the story

 

Helpful TipDrop the Adverbs – Remember the objective – Show/Don’t Tell

Ask your child to stay away from adverbs. By doing so, they will give their reader bright, striking and colorful pictures describing their stories.

2 Examples of using Adverbs

1. Tell: The baby slept soundly

Show: The baby slept without a whimper

 

2. Tell: He gently placed the jar on the table

Show: With trembling hands, he placed the jar on the table as if it were a feather.

 

2 Examples of: Writing that Makes Sense

 

EXAMPLE 1

Writing Prompt: EATING BREAKFAST AT GRANDMOTHER’S HOUSE

 

A Great Start:

I love eating breakfast at my grandmother’s house. Her food is really tasty.

 

That’s a great start. Right? But let’s take it a step further

 

Much Better:

My grandmother prepares the best bacon, eggs, and pancakes. Her food makes my mouth water.

 

There’s certainly nothing wrong with this sentence, but can we give it more description? You bet we can.

 

How About This?

Juicy bacon sizzled on a griddle. The whiff passed my nose reminding me of hickory smoked logs in the woods during summer camp. Fluffy cloud-shaped yellow eggs sat on a platter next to a stack of perfectly round-shaped light brown pancakes.

Grandmother picked up an orange wedge and firmly pressed it against the glass juicer as she prepared fresh squeezed pulp-free orange juice. The pulp and juice flowed alongside the edge of the glass.

 

Doesn’t this one give more descriptions using 5 senses?

 

EXAMPLE 2

Writing Prompt: SUMMER VACATION ON OUR FAMILY FARM

 

A Great Start:

Summer vacation is here. Now it’s time for me to meet-up with my cousins at our family farm. Each year we have lots of fun together.

 

That’s a great start. Right? But let’s take it a step further

 

Much Better:

My cousins and I couldn’t wait to meet up at the family farm. We’d wake up each morning with lots of things to do like feed the animals, and then play in the hay.

 

There’s certainly nothing wrong with this sentence, but can we give it more description? You bet we can.

 

How About This?

My cousins and I awakened in our soft beds to the sound of country and western music echoing from an old-fashioned brown boxed radio. The neighbor’s black and red American Game Bantam rooster sang out a sound of “cockle-doodle-doo.” Whenever we heard this familiar wake up call, we knew it would be another awesome day with family members on our family farm.

We could hear our Mom’s stirring in the kitchen. The heels of their shoes flopped against the wooden floor. They talked some and then hummed their favorite church hymns, “This Little Light of Mine.” Pots and pans were tinkling. We knew it was going to be a great day.

 

Doesn’t this one give more descriptions using 5 senses?

 

Note:

Have your children include all five senses, or as many as they can. Have the children describe the scenery by drawing their readers into their stories using sensory details.

Feel free to use these examples as you work step-by-step with your children.

 

Using the writing examples above – Pause for a moment and determine if children are able to pick out descriptive words using 5 senses. 

 

EATING BREAKFAST AT GRANDMOTHER’S HOUSE

Touch

1. _____________

2. _____________

3. _____________

Sight

1. _____________

2. _____________

3. _____________

Smell

1. _____________

2. _____________

3. _____________

Taste

1. _____________

2. _____________

3. _____________

Sound

1. _____________

2. _____________

3. _____________

 

EATING BREAKFAST AT GRANDMOTHER’S HOUSE

Touch

1. _____________

2. _____________

3. _____________

Sight

1. _____________

2. _____________

3. _____________

Smell

1. _____________

2. _____________

3. _____________

Taste

1. _____________

2. _____________

3. _____________

Sound

1. _____________

2. _____________

3. _____________

 

If children can learn how to incorporate these strategies into their writing, they will succeed and pass their state mandated writing test.

Have fun teaching children to write well!

Telling vs. Tattling: “Constructive” Criticism from a Book Reviewer

teacherHello Fans!

By now, I hope you’ve viewed my Facebook Live Streaming video posted on my Facebook Fan Page @ Books That Sow: Strength, Character & Diversity. I spoke about Telling vs. Tattling from the perspective of a “constructive” critique received from a great grandmother who purchased my little rhyming book on bullying titled, “Teacher, Teacher, Can’t You See?”

 

I have not identified the reviewer, as it is not my goal to embarrass anyone, but I really feel if people believe, especially when a child is being bullied, telling is tattling, this topic needs more attention.

 

My goal is for us to exchange friendly dialogue/discourse about this topic. Let us share our thoughts and perhaps experiences as we attempt to unlock the true meaning and perhaps differences in these two terms.

 

Of course, you do not have to agree with me. We can agree to disagree, but if you have viable, usable suggestions and recommendations, please share it with us. The goal is to help children with bullying issues of all kinds.

 

Here goes:

From the Reviewer

“I am sorry, but I want to give constructive feed back.  I looked forward to this book, and purchased it, could not use it.  A student cannot just run to teacher and tattle, and the child gets counseled.  And not everyone will go to your website and look up what to say or do.

This book should encourage children how to not take “bullying” personal, how to understand the person who bullies and how to preserve their self-esteem in the rat race of life.  How they react to the bumps in life as a child sets the stage for how they will view life’s difficulties as an adult.  They have to learn to keep their dignity throughout difficulties.  And, not every school has enough counselors for every child who needs it. Too many students, no aides, no money for supplies, and we do need to support our teachers better.  It is a subject that needs discussion, but this book falls short.  Sorry.”

 

My Response to the Reviewer (titles added later for purpose of blog post clarity):

Just as any author, I love constructive feedback.

I am happy you purchased my book, but sorry you found it no use, as many do.

 

Although most educators and parents do not encourage tattling, rather problem solving techniques, bullying behaviors has grown in leaps and bounds with national attention, so I’m not sure if we’d want to scorn our children, and label them tattlers for gaining the attention of teachers sooner than later.

 

Here’s what anti-bullying advocates encourage

Most anti-bullying advocates plead with children to gain assistance earlier on. By doing so, these negative and unwarranted behaviors are “nipped in the bud” sooner than later.

 

Too, intervention may save many heartaches, allow more time in our classrooms for actual teaching/learning, and decrease nuisance behaviors on contact, and by ALL means decrease the most alarming issues facing the negative effects of bullying behaviors (as statistics has alarmingly shown us these days) = SUICIDE.

 

Some children come to school with “baggage” and anger stemming from all sorts of home, and/or personal issues. We do not get to choose our students. The bully does choose a victim they find weaker (as many believe).

 

So, yes. Most anti-bully advocates teach children to alert a friendly face, speak-up and tell a school official just as soon as possible. If we do not know, we cannot begin our intervention processes helping both children with their needs as relative to the bully and bully-ee (victim).

 

Yes, the Bully does need help: It’s not the victim’s role to fix the bully

The bully does need so much love, social skills, counseling and redirecting, but why place this monumental chore on the victim? When someone is being bullied (physical, verbal, religious, cyber, and more), most times it gets personal, so I beg to differ.

 

It isn’t a child’s job, or concern to figure out why another child chooses to physically (in most bullying forms) hurt them. It is the adult’s job – beginning with the bully’s parents.

 

Were you aware, (I typed reviewer’s name here), children as early as kindergarten get bullied? How does this child begin to unlock the many convoluted threads of bullying, along with the possible antecedents which causes another child to bully them? Most young children are eager to come to school for learning, making new friends and bonding with their new teachers.

 

Encouragement/Empowerment to Children

In addition, we need to teach children not to be afraid to speak-up whenever they’ve had enough pain and abuse, and need our assistance. Children should not be made to feel ashamed, or weak for gaining assistance. Children deserve to attend bully-free schools.

 

Also, anti-bullying advocates (like me) are known for encouraging by-standers not to turn their heads when they see a peer being bullied. Who knows, they may save a dear life. We want to encourage our children it is okay to seek help. This is another great lesson in life. This encouragement also teaches our little girls not to remain in abusive relationships (a topic for another forum).

 

We often preach tolerance. To me, it depends on what one is being asked to tolerate. Bullying behaviors should not be tolerated.

 

Of course we want to empower our children along the way, and build self-esteem. This does help them get through tough times. Some children may never need adult assistance with bullying. While that is great, some others may need help.

 

My Experiences/Observations

By the way, I have been a public school educator for the past 34 years, and an Adjunct Professor for the past 8 years, so I am the last person who wishes to discredit a teacher. Trust me!

But, I also have lots of experience, have observed lots of teachers, and what trumps it all is I am a devoted mother. My own child has experienced being bullied, and it didn’t feel good to me as a parent.

 

Although we have many wonderful teachers in our classrooms, we have a few who are not worthy of teaching anyone’s child. Another topic for another occasion – There are teacher bullies as well.

 

Story-line of “Teacher, Teacher, Can’t You See?”

I think you failed to grasp the full meaning of my story. The little boy was overly excited to begin school. He and Johnny started off as friends, but then Johnny’s bullying began. The story-line emphasized in “Teacher, Teacher, Can’t You See?”  realizes the young child crying out for help. He just needed his teacher to take notice.

So many times teachers get busy and have tunnel vision. They are stressed-out attempting to get their test scores up because they need their “bread and butter” like each of us. Their livelihood is just as important as their supervisor’s livelihood – the people who evaluates their teacher effectiveness each year, but those test scores must shine.

 

With this in mind, teachers need to teach, but they sometimes do not realize bullying acts going on in their classrooms around them.

 

Budget Cuts: No School Counselors and Support Staff on our Campuses

I realize there are school officials tasked with making difficult decisions how best to spend their allotted funding from the state and district budgets. There are a few who decide (as per what their stakeholder climates suggest) if they will have a counselor, or nurse available on their campuses for students. Although most elementary schools employ both, some district officials are plagued with choosing which is needed the most. Trust me, however, whenever a child needs any of these two, principals and school administrators are trained when to call for assistance (back-up).

 

Going to my website is an added choice – an option – just another resource made available of the many out there. I not only offer people (fans) visit my website, I also stream live with various topics on bullying, diversity and related topics. There are many resources available out there. Authors love to give fans choices.

 

What some few critics fail to understand is this: Authors like me have many stories in our heads. We write from various experiences, but cannot possibly write all our books in one setting. This book took another angle that many appreciate.

 

Additional Note from Me

This reviewer responded back to me saying I should have expanded the story giving uneducated parents, or caregiver options. She went on to say children need to learn how to deal emotionally with a very complex, and often cruel world, stand on their own two feet, deal with the bumps of everyday life, and even away from the protected home, or school environment. She also said her great grandson needed bullying assistance in a different way, so my book was of no help for their family situation.

 

My Final Note to Viewers and Fans

While not everything this reviewer said was bad, she had a few great points, but she missed the story-line point of this one little book (of many I’ll write from varying standpoints about bullying), and failed to realize that sometimes children just need to tell someone.

 

Children should know its okay to speak-up and out in an attempt to seek help, if they need to. They should realize they’re not alone and should not be intimidated or made to feel they are tattle-tales

for not enduring bullying abuses of any kind.

 

Bullying is real, and so is Suicide.

 

My Goals for Writing Various Story-lines

My goal for writing books with multiple story-lines centered on bullying and diversity issues is to make every child feel comfortable in their environments. Children must realize they are not alone, and that there are people available to assist them.

 

Please Comment

If you are reading this post and have a thought, or two, or if you have viable solutions, and/or recommendations on this subject, please comment and share your view points. I’d certainly appreciate it and other readers will too.

I hope to hear from you very soon!

 

Facebook Live Streaming

virtualGood Afternoon Friends and Fans,

 

For the first time, I’m utilizing Facebook Live Streaming to reach my audiences. I began trying this new venture out Sunday, March 13, 2016 introducing myself to my fans and audiences. Again tonight, Monday, March 14, 2016, I went on again speaking to my audience about Cyber bullying, and its effects on our teens due to their use of mobile devices via Social media networks such as (Instagram, KIK, Snap Chat, and the like).

 

So far, I’m having a great time reaching my fans, although the topics are marginal and difficult to discuss at times. What I mean by this is: Sometimes it isn’t pleasurable sharing alarming statistics about bullying, and other oppressive topics some dare discuss, but we must discuss these topics so our children are helped, schooled and cautioned.

 

I love what I do, and I hope you’ll join me many times as I go live sharing knowledge coupled with statistics about my platform topics bullying and diversity, and of course related topics drawn from these two topics.

 

Facebook Fan page: Books That Sow: Strength, Character & Diversity, DBA

Please go to my FB fan page and “Like” it.

I’d appreciate views, support and comments – Dr. Cherrye

Innovative Creativity: What Inspired me to Write my First Book, No Tildes on Tuesday

tildesWe all have a story within us. Among a few genres, our stories may be fiction, non-fiction, poetry, folklore, or whatever the writer desires, but the main point is getting our stories out of our heads/hearts and onto paper. So, don’t be shy. Begin writing and journaling as much as possible. Write, write, and continue writing.

A Good Hook: Ask Yourself this Question

A hook sentence (also called a narrative hook or literary hook) is a sentence in the first paragraph of a piece of writing which “hooks” the reader into “thirsting” for more. It’s what authors coin “a page-turner.” You will want your “hook” written within the first sentence or paragraph. Your hook shouldn’t be too far down after your first paragraph.
Think about what makes a story interesting to you. This is what will assist you in writing a good “hook” for your story. You’ll want to give your readers the same gift you received from stories you’ve read that had great “hooks.”

 So, think about how will you make your story so interesting the reader will have a hard time putting your story down.

Make Character(s) Come Alive on Paper

Go ahead and begin jotting down your ideas and notions. Give your characters names, and express their characteristics/personalities (sassy, smart, and intuitive). Don’t forget your scenery (school, home, sunshine, snow, rainy day).

 • Give your scenes color/vivid descriptions
• Set interesting Scenes
• Get into your Characters heads
• Personalize your story
• Imagine yourselves in the story
• Voice out your characters words/Act our your story

Helpful tips for planning your very own story (click on hyperlink below)
Components of Planning a Story

How No Tildes on Tuesday was born

This is how I made my first book, No Tildes on Tuesday, come alive. Even though the story within the pages of No Tildes on Tuesday is fiction, it is based, in part, on my personal life which makes this story realistic fiction. Well, you might ask, what is realistic fiction? Realistic fiction means that the story is based on issues surrounding my life, even though it isn’t entirely true. For example, the storyline is based on a biracial girl, Isabella, who is not bilingual. Isabella’s dad, Antonio, didn’t teach Isabella Spanish because of how he was forced by his school teachers to drop his Spanish language at a very young age and concentrate learning English. Isabella’s grandmother (abuela) yearned for Isabella to learn her father’s native language, but really didn’t know how to teach Spanish properly.
Isabella’s father is Hispanic and her mother is Caucasian. Isabella, however, identifies with only one half of her heritage (the Caucasian side). In fact, her very best friend is Caucasian and believes it to be a waste of time for Isabella to learn Spanish since no one at school, or in their community speaks Spanish.
Further into the storyline of No Tildes on Tuesday Isabella meets a new friend who is bilingual. Juanito loves speaking both languages and invites Isabella to a Fiesta where she learns and sees the beauty of the other half of her heritage.

How No Tildes on Tuesday Mirrors my Personal Life

Well, in my real life, my own daughter is biracial, and even though she isn’t bilingual, she has taken Spanish for the last two years in middle school. My husband is Hispanic and I am African-American. My husband’s teachers encouraged them to only speak English while in school, but he continued to use Spanish while at home with his parents.
My daughter’s grandmother (abuela) really wanted her to learn Spanish, but abuela wasn’t able to help my daughter learn the language using proper linguistic skills. In addition, Isabella’s dad’s name is Antonio. Antonio is my husband’s middle name.

As shown on the Back matter of No Tildes on Tuesday

Isabella never wanted to learn to speak Spanish. But when her parents announce they are moving to the family to a predominantly Mexican-American neighborhood, Isabella become desperately afraid that she won’t be able to fit in and grudgingly agrees to start Spanish lessons with her abuela.
But the lessons aren’t as easy as she thought they would be. Abuela is a strict teacher and the words are a lot more difficult to memorize than Isabella thought they would be, so at the goading of her best friend she decides to put a stop to them. Through a runaway adventure, a visit to her father in the hospital, and an introduction to a new kind of friend, Isabella comes to realize that Spanish may not be as bad as she thought, and that being able to communicate with people who share her heritage could be invaluable.

Self-Identity: Love Who You Are

As the author and creator of this story, it was my aim to reveal how complicated it is avoiding self-identity, but how great and rewarding life can be when we embrace all of who we are. We must have deep-seated love, confidence and self-respect for self. Love for self must become ingrained within at a very young age and massaged daily. We must love our heritage whether, biracial, multi-racial or monoracial (of only one race as I am).

WHAT IT TAKES TO BE A GREAT BOSS

Balloon Great BossFrom my experience as both a boss and subordinate I know first-hand what it takes being a dynamic boss.

By definition subordinates are those who are ranked in positions not equal to that of their boss.

 

Yes, but how commandeering are you?

No, not all people can or will have the same rankings on various jobs, but bosses must always consider how they treat the very people who help them do their jobs well, and I might add, those who help their bosses “shine.”

People should not be treated as inferior, subservient individuals made to feel lower in thought, and privileges. Although bosses are taxed with final decisions as per their knowledge and skill-sets, those who are looked at as inferior also have talents, and can often bring new ideas “to the table” never imagined.

 

Have we taken this scripture completely out of context?

Biblical Scripture (Taken from Bible Gateway)

 Ephesians 6:4-6 Worldwide English (New Testament)

Servants, obey your boss. Respect him with all your heart and try to please him as you would Christ.

Obey not only when he is looking at you, as if you were pleasing a man. But obey as the servants of Christ, and do with all your heart what God wants you to do.

Work gladly as if you were working for the Lord and not for men.

 

Even still, those in Managerial/Supervisory roles should not take the word out of context, and especially for granted when interacting with persons considered not equal in their positions. Those blessed enough to be in such roles should always think to treat others the very same way they’d want to be treated.

 

Input and talent of Subordinates

How often have you had to rely on your assistant to help “keep your head above the water” or help you during “crunch time?” It doesn’t hurt to listen to reason. Many times my assistant has had great ideas I could use. Whenever I could not, I listened and knew when to “draw the line” especially whenever I felt (via my expertise, teaching, experience and training), I realized my idea(s) and proceedings were better suited for the task at hand. Even still, I was warm-hearted, and always thanked my assistant for her input.

 

Ideas to ensure you’re a great boss?

  • Listen without interrupting
  • Acknowledge what subordinates have to say
  • Utilize some of their ideas from time-to-time
  • Expect accountability without being overpowering
  • Avoid harsh criticism. Rather, give another point-of-view
  • Tell subordinates how well they have done
  • Show subordinates they’ve done well by kind gestures
  • Use words such as “Thank you” and “Please” often
  • Give reasonable timelines/deadlines ahead of time
  • Never shout or use unkind words
  • Always remain humanistic showing concern about their health, or the well-being of their family members if shared with you
  • Treat subordinates the very same way you’d want to be treated

Following these ideas just makes a better working environment one to another as daily work tasks are completed.

And, along the way, why not have the boss and subordinate respecting one another, too.

Pep Talk

Teacher, Teacher, Can't Tou SeeAt the beginning of last school year, I posted an article on my blog titled “Pep Talk.” This 2015-2016 school year, I want to repost that article, adding a few more points.

 

As our children journey back to school this year, let us not forget to give them a huge hug and/or kiss while assuring them we are their best advocates, and spokespersons just long as they follow school rules, respect themselves and others, and follow the laws of the land.

 

I believe in my heart-of-hearts if we instill in our children there are rules to be followed, perhaps our children can and will avoid adverse issues unawares that could surface along their crossings.

 

Our children must also learn empathy, and care for one another. Using their manners by simply saying words such as “excuse me” “thank you” and the like will soften spirits.

 

When our children are not with us, but in the trusting hands of school officials, we must allow our children to soar with independence while becoming responsible citizens in our society who will one day be charged with making decisions in our stead.

 

Remind our children to choose their company wisely, not become followers but leaders. Let us remind them if it doesn’t seem right, it probably isn’t right. Tell our children it is okay to move themselves out, or away from situations that aren’t good for their well-being. They must trust their “gut feelings.” So, when peer pressure lurks their way, it is okay to stand tall and say “no.”

 

Tell children to “keep their heads to the grind” meaning – listen to your teachers, get organized and remain that way.  Remain studious, ask questions, and get their assignments completed in timely fashions.

 

Let us not forget to closely monitor our children’s coming and goings. Ask questions about their day, possible homework, or just ask, “Is there anything I need to know?” You’d be surprised at their relief that you asked, and what you may learn from them.

 

Let us give our children a “pep talk” today and throughout the school year, and let us pray for their safety, strength, and positive growth in right directions.

cliquestop

 

~ See more helpful back to school information at:

Wipe Out Bullying: Is it Possible?

http://cherryevasquez.tateauthor.com/wipe-out-bullying-it-is-possible/

My Child is Being Bullied: Oh, I Don’t Think So!

http://cherryevasquez.tateauthor.com/my-child-is-being-bullied-oh-i-dont-think-so/

 

 

Microaggressions: What’s Inside You – Will Come Out

Cailee and Kelly eating icecream at James Coney IslandI distinctively recall a very casual conversation I had with a co-worker one day. As she stood before me expressing her disgust and frustration due to her daughter’s latest inauspicious actions, without thinking, I announced, “How trifling!” No sooner I said those words; I wished I could stuff them back down my throat. Later, I asked myself, How could I?

 

I apologized immensely assuring her I meant no harm, and I should not have judged her daughter. My co-worker stood calmly looking me straightly in the eyes and said, “That’s okay. What’s inside you will come out.” I began a strained attempt to quantify my statement by explaining what I meant. By now, I’m sure my words became deafening, and she could care less for furtherance of my babbling.

 

I can’t tell you how badly I felt. Just imagine. How could I judge another’s daughter, for I have a daughter of my own? Furthermore, I’ve always pledged not to utter ill words of another mother’s child.

 

I can tell you this; however, that scene has never left my mind. I learned something vital that day. I carry it with me often, and I reflect on those words more than you’ll ever imagine. That one experience has allowed me not only to mirror that moment countless times, but has taught me to become more cautious before opening my mouth.

 

Just recently, I read Dr. Dana Leeman’s July 30, 2015 article, titled: “Everyday Stings: The Power and Pain of Microaggressions” and suddenly that ill-timed scenario with my co-worker trickled back to mind.

 

Dr. Leeman’s definition of microagressions is as follows: subtle, often nuanced, verbal or behavioral slights, snubs, or insults that can be intentional, but are often unintentional. They communicate negative, pejorative, and sometimes hostile messages to others solely based on their membership in a marginalized group.

 

Dr. Leeman (2015) goes on to say, “We are products of our context and socialization, and we are not above saying or doing insensitive things…”

 

With this in mind, I’d like to reflect a minute on what my co-worker said to me that day. “What’s inside you will come out.” Just think on these words for just a moment, asking how is it we learn the “stings” which causes pain and hurt to others? How did we usurp and develop traces, tinges and shades of miffs which offend others that are embodied within our hearts, and thought processes? As you reflect on these questions for just a bit, I’ll declare I must concur with Dr. Leeman. We are indeed products of our context and socialization. We are what we’ve observed, learned and absorbed from our first role-models (our parents and/or caretakers) who influenced us from infancy. What a loaded statement, right?

 

What I believe, nonetheless, is this: If we truly desire to make positive changes for the better where microagressive actions (whether verbal or in deed), we must begin working with our children from the cradle, early and often. Just imagine the many years one has had learning and embedding what has been learned by our role-models/first teachers. We are like sponges cramming what our home lives imparted, shown and trained.

 

Parents and caregivers must teach children social skills, social etiquette, care and respect for others. What about this statement? — Do unto others as you’d have them do unto you. When we teach our children to carefully nurture and give attention to their actions, we also teach lessons in remorseful conducts, manners and attitudes. Are we perfect? No way! But practices of compassion, sensitivity and consideration for others produce consistency, and breeds socially appropriate preferences while allowing for steady uniformity of goodness towards others (words and deeds).

 

Home is where the inception (the burning torch) begins. Parents must teach cultural sensitivity at home, and then pass the social skills torch to school officials. Educators must command and take ownership of the burning torch while entertaining passion for culturally-responsive pedagogy. Legislators and policy makers must allow educators to include and incorporate culturally-responsive curriculum within lesson planning. When this occurs, we will become kinder, more loving toward one another, and I’ll be willing to strongly anticipate microagressive behaviors will lessen.

Same-Sex Marriage

diversityWith the recent passage of same-sex marriage there’s been lots of hype, tension and barking back and forth between those who support same-sex marriage, and those who do not. Some have gone as far as deleting friends from Facebook. Why do this?

 

I want to go on record stating I do not believe in same-sex marriage. Due to my study of the bible and the interpretation I’ve gained from my study, I feel same-sex is not God’s will. My goal is to obey God’s will, and become Christ-like. But before you delete my message, please read further.

 

I want to also go on record informing all who read this post that I am NOT perfect. I have sinned, and there is no doubt I’ll sin again. While I’m not at all proud of this latter statement, I will not tell falsehoods.

 

My goal as a Saint, however, is to strive for perfection — although I am full of sin, I want to mirror my life after Christ. I want to one day be with God. Yes, I realize there are some among us who do not believe in God, but I do. That is my right, correct?

 

Even though I (a huge I) do not believe that same-sex marriage is God’s will, I CAN and WILL LOVE my sisters and brother who believe they are correct in their actions. WHY? I want my sisters and brothers who believe in same-sex marriage to in turn LOVE ME just as I love them.

 

It is my hope that WE can discuss topics (however marginal) using friendly dialogue/discourse. We must not demean, bully, accuse each other of bullying (because we are not in agreement on certain topics), nor should we name call. What good is all this tension and hatred amongst each other? Can’t we agree to disagree and still stand firm on our convictions?

 

If I believe I am correct in my stance, how can I show myself Christ-like and share with my brothers and sisters when demeaning them? Why should they listen to me after degradation and bullying? Likewise, if my brothers and sisters demean me, how can they accuse me of bullying? Aren’t we both wrong in our actions?

 

So, let me ask you? Can we talk and share various topics and still love one another in love and peace? I certainly hope so. Although we may have vast differences, along the way we may find similarities.

 

Let us STOP the HATE and meanness! Let us ALL study the bible and show ourselves approved. No one has to listen to my words, search for God’s will via the Bible.

 

Love is the key to Diversity!

 

 

Meet Author, Madi Preda, and “Little Martians Learn to Count”

Madi's Front_Cover png
“A parent’s work is to create the person she or he will become. Education starts from birth and never ending.”
 Madi Preda
   
Little Martians Learn to Count is a book created to appeal to the infinite curiosity of a child. Starting from the principle every single kid is an individual learner, the author wrote this book aiming to help parents make math more lovable, while children achieve their fullest intellectual potential.
 
By giving the child independence within limits, educators and parents can create worksheets based on the book, plan thematic lessons, and stimulate preschool and kindergarten children’s creativity. Author Preda’s goal is to attract and make this book easy for children to learn and achieve certain objectives.

 
Engage young children in Everyday Mathematics!
 
About the Author
 
Madi's author photo
Madi Preda was born and raised in Romania under Dracula myth and communist regime. For many years Preda worked as an accountant in Galati, and then moved to Greece, in 2007.  After seven years Preda returned back to Romania, and now lives and works in Brasov.
 
Preda’s first book, How To Promote and Market Your Book explores how marketing and public relations (PR) can differentiate an author from others in attracting and retaining more readers.
 
 
  
Madi's PosterPurchase “Little Martians Learn to Count” free for a limited  time  on January 31 – February 1, 2015.
 
 
 
 
 
 
 
 
See 5* review from author, Cherrye S. Vasquez, Ph.D.
 
 
Follow Madi Preda
Authors PR – Madi Preda
 
How to Promote and Market Your Book
 
 

WIPE OUT BULLYING: IT IS POSSIBLE

 

teacherIf we make the effort, we have the power to “wipe out” bullying, but due to recent statistics, and if there is doubt, we can at least think on the lines of decreasing bullying.  You may not realize it, but many children either know a bully, know someone who has been bullied, has been bullied, or are a bully bystander (one who knows or observes bullying done to another, but chooses to remain silent and/or does not intervene).

 

Please know how you can help. Here are a few suggestions to consider

  • If your child is a bystander, talk to your child about “why” he/she chooses this route. Could it be your child fears if he/she speaks up, the bully may turn on them? Can you give your child suggestions of how to intervene without putting him/herself in danger?  What about yelling out “Help!” or “Stop!” Your child can also feel free to go for help, or report incidences anonymously.
  • Talk to your child daily about his/her school day. Ask if there is anything you should know. Help your child identify what is and isn’t bullying.

If you feel your child IS a bully — Ensure your child realizes how hurting others feel. Ask how they’d feel if “the shoe was on the other foot.” Talk to your child about feelings, consideration of others, how to speak kindly to others, how to have empathy for friends and school mates, how to play fair and take turns when at play, or playing a board game. These skills help build positive social skills. Go ahead and role-play with your child. Get as serious as you need to, so they will understand feelings, remorsefulness and care for others.

  •  Recognize the signs of bullying.  Your child may not tell you he/she is being bullied for fear of retaliation from the bully, or they may be ashamed. Please note a few signs to ponder.

 

Loss of sleep

Falling grades

Often complaining of stomach aches, or headaches

Loneliness

Complaints of going to school

Going to school very early/late with intent to avoid the bully

Personal belongings missing, but they have said they lost it (the Bully actually took it)

 

Knowing the signs of bullying can help you intervene sooner.

 

  • School yourself on the universal definition of bullying, and ensure your child knows what bullying is and isn’t. Some children may believe what they are experiencing is not bullying, but a part of childhood endurance. This is farther from the truth. There is a difference between bullying and “horse playing” with a friend.

 

Bullying is defined:  Use of physical force, verbal threat or coercion to abuse, intimidate, or aggressively

dominate others. The behavior is usually intentional, repeated and habitual.  

 

  • Have a meeting of the minds with your family. Create rules. Inform your child you are their voice and best advocate against bullying. Ensure your child realizes you will “drop whatever you’re doing” to intervene. Be sure your children realize you are “all ears.”  Your plan is to talk with and listen to them daily.
  •  Are you an example and positive influence? Please don’t go through all these steps in vain. Your children should realize you are sincere, and they should always observe you as a non-bully as well.

 

I hope these tips help. Please let me know should you have questions I can answer about bullying and the prevention of bullying.