‘Authors Share One Thing No-One Tells You About Writing A Book’
Michelle Worthington is an award-winning children's author and international guest speaker on the power of storytelling. Michelle is dedicated to encouraging a strong love of reading and writing in young children and supports the vision of empowering youth through education and working on books that are purposeful, innovative and inspirational.
Tuesday, 26 September 2017
Tips from Authors: What I Wish I'd Known Before I Decided to Publish a Book
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Thursday, 14 September 2017
Stop telling me what's wrong with our kids
Nearly every day, I see an article online about what's wrong with our kids, from teenage boys to toddlers. Speaking from the view point of a mother who has both at the same time, I am so disappointed that this is the only way they seem to be perceived: as a problem that needs to be fixed.
My grandmother passed away recently. She was a woman who faced many challenges in her life and didn't always make the right decisions when it came to the best interests of her children, but she was passionate about always loving them for who they are. I learnt so much about the challenges of parenting from her and I will be forever grateful.
Our children are doing amazing. They are growing up in a world that is moving faster than any other time in history. No previous generation has had to adapt to the amount of technological, economical and climate change that they will have to do in their lifetime. As far as I am concerned, they are adapting incredibly well and in most cases, no thanks to us.
If I had a choice between reading a book or playing a game on my iPad when I was their age, I would have chosen iPad, and I love books. The lure of modern technology comes from smart marketing, inadequate arts funding for interactive creative projects and a bunch of dinosaurs who are still trying to compete with immediate, individualised, integrated programming and display an appalling lack of the imagination and foresight required to embrace what could be an amazing partnership between the new and the old. When parents are so distracted themselves, not only by having to be a two income family just to make ends meet, and then catching up with the younger generation by trying to understand the technology and social media they use with such ingenious prowess, that any time left should be to focus on the children. This is where we as parents fail them, by scheduling in after school and weekend activities from sporting, music and extra academic lessons to fill the white noise that deafens you as a parent of a child that you can't connect with. Connection with our kids is what's missing, and that's where we are failing them and not the other way around.
If we could just spend more time teaching our kids about critical and creative thinking, using the technology they are comfortable with, then they can hold the key to their own salvation. The insatiable need we have to give our kids labels is making them think that if they don't have one, there must be something wrong with them. It's not normal to be normal anymore. We've taken everything that was done with the best of intentions and twisted it with political purpose or economic gain. Even play based learning, extra help in the classroom and children's mental health issues have been skewed so far from the essence of their original purpose that they end up in most cases doing our kids more harm than good. Our education system, child protection agency and health care system are broken and the good people within these organisations that are trying to do the best for our kids are fighting a losing battle. All of these things are our of our kids control and another example of how they are constantly reacting to the world around them in order to survive. There is no time to think.
I understand that our kids aren't perfect, but what more can you expect from an imperfect world? As a parent, I'm not going to beat myself up about that, mainly because I don't have the time or energy to dedicate to what society thinks of me or my children, but mostly because the time I do have is better spent letting my kids know how proud I am of everything they are achieving and how much I'm looking forward to seeing the men they will become. I also let them know how sorry I am that the world they have to grow up in, the world that my generation was meant to fix, is a world full of 'ifs' and 'buts', without a clear answer of why things are the way they are or a united, safe and secure direction for the future. I believe with all my heart that the next generation, when we give them the support they need, not the criticism they definitely don't deserve, then and only then will they be the ones who really can make the world a better place.
Wednesday, 6 September 2017
The Importance of Group Story Time
The Importance of Group Story Time
It is a growing problem but a common fact that children are less interested in reading books as a single passive experience. If this is their sole experience of story time, we are in danger of them becoming disinterested in reading at all. The importance of regular storytelling in a group format has never been so important.
Children become engaged during story time because they construct mental images of the text events while it is being read aloud. When you provide them with a story that is vividly written, they become engaged with the text and actively respond to it. The use of picture books as stimulating text, not only for pre school aged children but for those in primary levels of education, provides a starting point in terms of creating a home or school culture that fosters engaged reading and aesthetic response. The interpretive tools that children use as they attempt to craft meaningful interpretations play a significant role in cognitive engagement and creative thinking.
One interpretative tool that has displayed for me the most cognitive engagement is when children relate the content of the text to their own personal experiences. When children are able to think about the text and make connections between the new information presented in the story and their store of background experiences, this allows them to be active and thoughtful about their interpretations.
Children often use this ability to make connections between familiar knowledge and incoming information in order to make predictions and inferences about characters, their motives and actions, as well as story events. If they can enter into shared reading knowing that their own unique set of interpretive tools has value, they find it easier to construct a meaningful connection and learn to work well in a collaborative environment.
We need to encourage children more often to open their tool boxes and apply those tools in ways that build team work and critical thinking. The collaborative effort of group story time means children, along with the story teller, can add pieces of information recalled from the text, earlier predictions or background knowledge to support and elaborate ideas which is a natural and organic encouragement of further reading. Each new piece of information added to the discussion becomes a new tool that can be used to see how they all fit together as a whole, allowing them to raise their own questions and topics for discussion and learn the intrinsic value of linking the process of reading to finding answers to their own concerns.
If you have had a similar experience with group story telling, I would love to hear from you in the comments.
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