Imagination

As leaders (e.g. children's librarians, educators, caregivers), it is understood that we are to cultivate imagination. However, it was not until I read the final sentence in the following quote by Julius Lester that I fully understood the concept:

"The failure of modern living is the failure of the imagination. The root meaning of the word imagine is "to picture oneself." In other words, when we imagine, we create an inner picture of something not visible to our physical eye. One kind of picture we are all acustomed to is an image of something we have done or witnessed. This is the visual aspect of memory. It is not imagination. Imagination requires something more of us. It requires that we see what we have not seen, what we many never see, what may not even exist."

From "Re-imagining the Possibilities," The Horn Book, May/June 2000

Standing on My Mother's Shoulders

On the ride home from the hospital, Cole didn't say a word, nor did he respond to questions and comments my mother and I used to try to engage him. With lips pursed and eyes bright, this not-yet-three-year-old boy appeared to be in serious contemplation about leaving his mommy and daddy ... and the new baby sister.

I gave him a kiss on the cheek.

As my own father, mother, and I tried to determine which "expensive cuisine" menu items we would like from Taco Bell, Cole piped in that he didn't want a "soft OR hard ta-o." From this point on, I would describe him as inconsolable if it weren't for the leadership of my mother.

I've seen her comfort him on numerous "inconsolable" occasions and watched yet again her patience and love as she held him, explained to him, listened to his wants, and tried to distract him with his favorite topics and objects.

My mother's leadership has ultimately taught me to be compassionate ... to help others in need. Not only has her example shaped my communication in working with young human beings, but it has also influenced my life attitude ... my wanting to make a difference in the world.

Crisis as Story

In Telling Your Own Stories, Donald Davis provides several one-sentence prompts that he hopes will help story seekers uncover a treasured tale.

He also states, "The central hinge of any story plot is crisis," and then explains that, "A crisis is any happening which takes a part of our lives with which we are comfortable and turns it upside down so that we have to adjust to a world that is shaped differently than before."

Yesterday, my family experienced a major crisis; Ellie Paige was born.

Baby, have we got stories for you ...

Digital Storytelling

While preparing for the Storytelling Techniques for a Preschool Audience workshop last month, I came across Jason Ohler's resources, particularly his digital storytelling book.

When I was looking at his website, I found his interpretation of a story's core elements intriguing. His image (scroll up a tad) of the problem or tension ("the new you pushing to change") needing a solution or resolution (from the "old you resisting change") spoke to me.

Change makes the story of our lives.

More and more I am seeing life as "story" and the potential for sharing all kinds of stories to transform lives and learn.

Conflict Resolution and Classroom Management

Conflict Resolution with Preschoolers

1. Approach calmly, stopping any hurtful actions.

2. Acknowledge children's hurt feelings.

3. Gather information.

4. Restate the problem.

5. Ask for ideas for solutions and choose one together.

6. Be prepared to give follow up support.


From Real Science in Preschool: Here, There, and Everywhere by Polly Neill.

Classroom Management

1. Reduce a child's agitation. Acknowledge his/her feelings by:
A. Identifying it: "You sound disappointed. It can be upsetting when ..."

B. Accepting the feeling, but not the harmful action: "You are so disappointed that you are ... I can't allow that, but you can ..."

2. Open the line of communication.
A. State your expectations.

B. Describe the problem and your disapproval or reactions/feelings to it instead of accusing.

C. Point out a way the child could be helpful.

D. Instead of criticizing, point out what needs to be done: "All this poem needs now is correct spelling, and it's ready for the bulletin board!"

3. Help the child or student resolve a problem.
A. Brainstorm together. Write down all ideas without evaluating.

B. Give information.

C. Talk about consequences and how to put certain ideas into action.

D. Offer a choice.

4. Reduce desire to misbehave.
A. Look for opportunities to praise the child or put him in a situation where he can view himself differently.

B. Let the child overhear you say something positive about her.

C. Model the behavior you would like to see.

D. Remind the child of past accomplishments.


Adapted from How to Talk So Kids Can Learn: At Home and in School by Adele Faber and Elaine Mazlish