ImaginationWritten by Debbie Long
Have you ever sat and watch a child struggle with a blank page? Have you ever wondered why some children just seem to detest anything to do with writing? Have you seem them just give up in frustration and walk away angry and distraught? Well you are not alone. Every one possesses capability to write stories, plays, poems or journal writings. There is something that belongs to you and nobody else – something that you can always keep a secret. There is something so special that it is priceless, and yet it costs you nothing. This is something that can never be taken away from you, but is yours to share with as many people as you choose. This is something you can keep for a lifetime and use anytime. Do you know what it is? Do you give up? This is your imagination. Poets and artisans of ancient Greece attributed their inspiration to playful whispers from Muses. Eventually, they recognized mystic murmurings to be their own imaginations. Einstein claimed that imagination was more important than knowledge. Knowledge was limited, he said, whereas imagination could “embrace entire world stimulating progress, giving birth to evolution.” As co-author of a literacy program in Ontario, ‘The Muse Program’ Debbie has had a unique opportunity to observe children at work and see methods that work best. The hesitation comes for some as they sit facing a blank page. Even with a vivid imagination, without tools to utilize it, it becomes a stumbling block for many children. Debbie has peppered her books with practical questions easily understood by children of any background. Their answers to those leading questions will provide a strong basis for a story. There is a broad comfort zone, because she leads them through familiar territory so that they can write about what they know best. Using techniques she has developed with her own children to stretch their imaginations and her artistic background, she is able to conjure up images in their minds that are more easily transformed into words on that intimidating blank page. The first in series, ‘Short Stories with Imagination’ is designed to encourage use of imagination and to help foster a child’s self-image, opening up a whole new world to explore. Based on real-life childhood memories, these stories promote idea that anything is possible. With a little help from our imaginations, an ordinary day can become one filled with adventure – sailing with pirates, running a race, or experiencing thrill of a plane ride for first time.
| | The Use of Color to Treat Learning ProblemsWritten by Lisa Harp
I am queen of color. Or, so I tell my students as I work with them, invariably using color as a training tool. Of course, they also think I'm a nut case, and that may well be true, but bottom line is this: I get results with color. A normal child spends most of his day in school, dealing with black and white. Most of this day is spent with a black lead pencil, books printed in black and white, and worksheets and workbooks also printed in black and white. It seems their world is black and white, perhaps with a few colored moments. For a left-brained child, this is not an issue at all. His brain does not require color to function well. However, a right-brained child, who sees world in color and pictures, craves and needs color to succeed in an academic setting. Without it, he loses interest in topic at hand and slowly fades away. This student is often diagnosed as having Attention Deficit Disorder or a learning disability. This may indeed be true. But, more often than not, this child is misdiagnosed and misunderstood. However, I have had excellent results with these right-brained kids simply with use of color. Following are some color activities that have proven to be extremely helpful for students with learning problems. 1. When they do their math, I have them use a colored pencil. I use blank paper and model correct math steps using a colored marker. Each step gets a different color. 2. Math facts are taught using color, a story, and a picture. The entire fact is included with story and picture. The traditional black and white flash cards that don’t have answer available will not work with a student with learning problems. These kids need other clues to help them memorize. That is where picture, story, and color come in. 3. Spelling words are also practiced in color. I have them write all of vowels in one color and all of consonants in another. Or, I will have them write each syllable with a different color. Another color activity I have them do is to write spelling word in color. Then, I have them cover up word and try to write it from memory forward and backward.
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