Benefits of Author Classroom Visits Episode 5

 

Episode-5-School Visits: Offering teaching materials for your book to help busy educators and librarians prepare for your visit.

bit.ly/schlvis5

Benefits of Author Visits Episode 4

Episode-4-School Visits: Explore user-friendly resources that assist busy educators and librarians in planning and funding an author visit. 

bit.ly/schlvis4

Benefits of Author Classroom Visits

Join professor and author, Anthony Manna and me for our third episode where we discuss the benefits of author classroom visits.

Episode-3-School Visits: The study guides an author creates in tandem with their books are designed to motivate students or patrons to have meaningful engagement with the books.

bit.ly/schlvis3

Benefits of Author Classroom Visits

 

Join professor and author, Anthony Manna and me for our second episode where we discuss the benefits of author classroom visits.

Episode-2-School Visits: An author visit can help students learn how a budding or veteran author deals with constructive criticism and suggestions for improving their writing craft.

bit.ly/schlvis2 

Anger In The Classroom: Finding Freedom From Anger

Available on Amazon

Synopsis:

Teachers are given a great responsibility and challenge when they enter a classroom. The way they see, interpret, and act will determine the difference between effective or weak communication and teaching.

It is the task of the teacher to learn and prepare for this classroom setting, including the intrusion of trouble spots, such as anger in its many forms.

The overbearing emotion of anger has many faces and can lead to a complicated array of feelings, actions, and consequences. There is no set plan or technique that can address all of the hazards or nuances of anger.

Solutions may need to vary from one student to the next, or from one moment to the next for an angry student or teacher.

Although Anger in the Classroom is written specifically for teachers and other educational professionals, it also is an invaluable resource for parents and anyone else who works with the young.

Recognizing the difficulty that anger and similar strong emotions can cause in schools and in children’s lives, this book proposes techniques and practices aimed at preventing and circumventing the damaging effects of these destructive behaviors.

Goals of Anger in the Classroom for the Teacher/Reader:

- To realize the depths of knowledge, ability, and understanding currently hidden beneath one’s awareness
- To head off anger and its manifestations before it can take hold in the classroom or the individual
- To create a classroom environment that fosters appreciation, rather than resentment
- To provide specific practices for exploration and specific results
- To prepare the teacher for passing on experience and knowledge to students
- To rekindle the excitement and joy of teaching

Specific Features:

- Case stories illustrating concepts and techniques
- Specific exercises conducive to reader development and enriched classroom practices
- End-of-chapter questions for readers, especially college students on a path to teacher certification.

  From Kirkus Reviews

A practical manual that helps teachers manage their students’ anger—and their own.

According to debut author Nystrup, it’s hard to overestimate the potential influence teachers wield over their students—instructors incapable of controlling their own anger may pass that infirmity to pupils who do the same.

The good news, the author says, is that teachers can control their ire as well as that which emerges within a classroom. First, a teacher needs to rein in his or her own temper, a process that involves meticulous introspection.

To that end, Nystrup provides an Anger Manifestation Chart, a tool that tracks the various ways anger rises from, say, anxiety or a negative thought.

Once one looks inward and explores the sources of unrest, a “realm of deeper freedoms” can be experienced and imparted to a classroom that, while emotionally moderated, avoids devolving into “drab, torturous monotony.”

The author provides an abundance of practical counsel, using case histories to illustrate his principal points. He astutely acknowledges that “teaching is not an exact science” and so articulates broadly conceived advice that can be customized.

At the heart of Nystrup’s approach is the achievement of mindfulness, a sense of self-awareness that fosters mental and emotional equanimity.

He covers an impressive span of pedagogical territory, including special education classrooms, and incorporates a wide array of approaches, like yoga. His prose can be both vague and exuberantly optimistic.

His goal is to “facilitate teacher growth, including the ability to move through each teaching day with clear thinking, unclouded emotions, and a physical state of strength and endurance.”

Of course, no book or didactic strategy will deliver all that all the time, but Nystrup does thoughtfully examine the way in which a teacher can maintain a lively classroom that is also a peaceful “setting of trust.”

An intelligent, meditative, and effective guide to creating a productive classroom atmosphere.

-Kirkus Review - Posted on Aug. 16th, 2019

About The Author

Glenn Nystrup's passions have guided his teaching to numerous settings over a wide range of disciplines, including multiple academic subjects for all ages; the fine arts of stone carving, sculpting with teens and adults; technical rock climbing with teens; movement and dance with teens in New York City; and school navigation for struggling students.

Throughout, his aim has been to work with the heart as well as the mind and body, both for himself and students, sharpening perception and knowledge across all personal resources. 

Interview With School Counselor/Author Gabi Garcia

Photo courtesy of: Gabi Garica

Gabi Garcia is a woman whose accomplishments can inspire us all to set our goals high. As a young child, she and her family came to the United States from Mexico. 

When she first arrived, Gabi knew very little English, but she didn't let that hold her back. She applied herself and soon became bilingual in Spanish and English.

After high school, she earned a Bachelor's Degree in Government and Spanish. Upon graduating, she became a teacher before getting a Master's Degree in Educational Psychology.

Today she is a licensed professional counselor, a prolific author and a proud mother.

She lives with her family in Austin, Texas.

Now that I've introduced you to Gabi, let's get to know her a little better.

Hello, Gabi, welcome to Lemon Drop Literary. Thank you for agreeing to do this interview.

Thank you for having me.

Why did you become an Elementary School Counselor?

I was a bilingual teacher for 4 years and realized that the students I worked with did not always have access to bilingual counseling services and there was such a great need.

What grades do you serve?

(K-3, K-5?) I worked on an elementary campus for 4 years and served students K-5. After that I became a Special Education Counselor in my district where I served students who received special education support in grades K-12! I did this for 12 years.

What are the responsibilities of an Elementary School Counselor?

So many! When I was on a campus, I provided classroom guidance lessons to all grade levels (weekly & biweekly), individual and group counseling, mentor/volunteer coordinator, 504 coordinator, parent and teacher support, ARDs and other duties as required that I am possibly forgetting.:)

What are your concerns regarding the mental health of young children?

I am concerned that there is not enough support to address these needs. 

Campus counselors are overburdened, and community resources seem to always have their funds scaled back, meanwhile it is our kids who pay the price.

Have cuts to education effected School Counselors? If yes, how so?

Most definitely! School counselors wear so many hats and one of the things I saw in my district was a great deal of burnout.

English Version 

                

How has your School Counseling experience influenced your writing?

My work has been a huge influence. I think it is critical that we give our students the tools to be caring, engaged, thoughtful individuals that see their worth beyond test taking. 

One of the reasons I wrote Listening with My Heart is because I saw how hard kids could be on themselves when they made mistakes or things didn’t go the way they wanted. 

I also realized that adults talk to kids a lot about how to be friends to others, but not about how to be friends to themselves and this is so important!

What inspired you to become a writer?

I have always had notebooks of stories or poems I was working on, but it took me a while to give myself permission to share my work with the world. 

In a way, I see my writing as an extension of my counseling work. It is my intention that my books will be of service somehow. This inspires me to keep writing.

English Version

Which genre do you write?

Currently I am only writing children’s picture books.

What do you find most challenging writing for your genre?

Children’s books need to be short otherwise, kids (and adults) can get bored. You need to convey the story/ message in 500-600 words, which can be tough.

What are you working on now?

I am working on a children’s picture book called Mateo Finds His Wow: A story of Wonder & Gratitude which will be out late April/early May.

                  

How many books have you written?

I have written 4 books: Listening to My Body, Listening with My Heart, I Can Do Hard Things, and my soon to be released book Mateo Finds His Wow.

What has been your most rewarding experience since publishing your work?

It has been incredibly rewarding to hear from kids, parents and educators who take the time to let me know that they my books have been useful to them or supported their work in some way. It is very humbling.

What advice would you give to authors just starting out?

Make the time to write and don’t worry about it being good. Write.

Spanish Version

What message are you sharing in your books?

All of my books have an underlying message I hope teaches children to be mindful and kind to themselves, although they all do it in different ways. 

Listening to My Body teaches kids that the better they get at paying attention to their bodies and their feelings, the better they’ll get at treating themselves with kindness and care, Listening with My Heart teaches kids to pay attention to how they talk to themselves and the importance of being a friend to themselves, and I Can Do Hard Things teaches them to pay attention to their inner voice and values so they can be true to themselves.

When you're not writing where can we find you?

I have an almost 6-year-old daughter, so I spend most of my time playing, riding bikes or otherwise engaged with her and my family. I also love going on walks, practicing yoga and reading.

What are your favorite books?

The House on Mango Street by Sandra Cisnero, A Wrinkle In Time by Madeline L’Engle, Trauma Through a Child’s Eyes by Peter Levine and Maggie Kline, The Body Keeps Score by Bessel Van Der Kolk, and anything by Brene Brown.

What are your favorite TV shows/movies?

I really enjoy food shows like Chef’s Table, Ugly Delicious and most recently Salt, Fat, Acid, Heat.

Spanish Version

Is there anything else you'd like your readers to know about you?

I am so deeply grateful for the work that teachers and counselors do. It is such important work and while I am not in a school at this time; I do hope that my books can be of use and support the work that educators do.

Do you have a website/Facebook page?

Yes! Gabigarciabooks.com has free downloadable reader’s guides that accompany all my books. 

My hope is that these materials will be useful to you (about 80%) even if you don’t have the books.

Facebook: https://www.facebook.com/gabigarciabooks/

Instagram: https://www.instagram.com/gabigarciabooks/

Where can we find your books?

Amazon

Thank you, Gabi, for spending time with us and sharing your story. We wish you continued success and lots of luck!

It's not STEM, it is ESTEEM By: Harsha Rao Sheelam

Harsho Rao Sheelam has a written an informative article on ESTEEM. It's an

improved version of STEM and gives the concept an entrepreneurial lift. 

To read it click here.

Book Review Of Bonjour! Let's Learn French Visit New Places and Make New Friends!

Photo courtesy of: Judy Martialay

Author: Judy Martialay

Illustrator: Judy Martialay

Publisher: Piliglot Kidz Press

Released: December 9, 2017

Format: Kindle and Paperback

Reviewer: Ellwyn Autumn

Rating: 4 Lemon Drops

I received a free copy of this book.

A book that introduces young readers to the French language and the surface culture of the country.

Review

Bonjour! Let's Learn French Visit New Places and Make New Friends is a picture book with many educational layers. It begins with Pete the Pilot preparing us for a plane ride to France. Once we arrive, we meet a group of young children building sand castles on the beach. 

Shortly after they leave, a snail named Louis, l' escargot moves in and declares himself king. Unfortunately, Louis' reign is cut short when a cat and dog run over the castle and trample it. But, all is not lost. 

When the children return the next day, they repair Louis' castle and shout their support for his reign. Long live King Louis, L'escargot! Vive le Roi Louis, l'escargot!

In a focused and seamless way, Martialay, weaves vocabulary, simple phrases and the surface culture of the French into the book. Prior to the story is an introductory list of targeted French vocabulary words and practical exercises to develop your skill set after.

A feature teacher's will appreciate is Martialay's additional French lessons in art, geography, and literacy. There is even a song and a skit for students to perform. Since the book includes everything for a well-rounded and comprehensive theme, it makes lesson planning easy.

As a person who knows very little French, I enjoyed the effortless way, Martialay, peppered French words into the story. It was easy to follow along and fun to learn new words without being forced to memorize them. Repetition of the target words is much more effective than rote memorization and causes them to naturally stick in your head.  

I would recommend reading the book to the accompanying audio version available on Martialay's website. It is a wonderful resource for learning the correct pronunciation of the French words and has some characteristically French music.

The book is intended for 6-10 years olds but with careful preparation it could easily be used in a Pre-K or Kindergarten classroom.

As an early childhood teacher, I give the book an A+ for cohesiveness, accessibility and it's educational value in teaching children about different cultures.

4 LEMON DROPS!
I Really Liked It!

Just Wondering...

This question would be a great conversation starter in any early childhood classroom. Asking children to explain why they chose one character over the other will reinforce language and reasoning, two foundational skills vital for interpersonal problem-solving.

I hope it spurs many animated conversations. I'd love to hear about the classroom discussions that evolve from it. Please share them!

Ways to apply the question include: 

1-Morning Question 

2-Journal Entry During A Fairy Tale Unit

3-Turn and Talk

4-Large Group Discussion

If there is a social issue in your classroom, this could be a gentle way of talking about excluding classmates.

Target Questions:

How do you think Goldilocks or Red Riding Hood would feel if you chose not to play with them? How would you feel?

5-Small Group Discussion

6-Story Prompt: After students answer the question they can draw a picture of the activity and describe other games they played with the character.

What other ways did you use the question?     

Interview With Teacher Bridget Tait

Photo courtesy of: Bridget Tait

I met, Ms. Bridget Tait, a few weeks ago at the, School Is In, Let The Reading Begin event, in Philadelphia. I found Ms. Tait easy to talk to and knowledgeable about the literacy support so many students require. 

As we spoke, it became clear she felt passionate about her work and eager to spread the word about the challenges students and teachers face in urban school settings.

I hope you find her insight as meaningful as I do.

Hello, Bridget, and welcome to Lemon Drop Literary. Thank you for agreeing to do this interview.

Thank you for having me.

Why did you become a teacher?

Because my education afforded me many opportunities. I was a foreign language major in college.  As a language major, I could apply for scholarships studying abroad.  

After completing my undergrad, I lived in Germany and worked as an assistant English teacher. During this time, they awarded me a full scholarship to the University of Salzburg, Austria, where I majored in German.  

This time overseas impacted my life and broadened my perspective as a global citizen.  This is why I am an English as a Second Language (ESOL) teacher today.  I want my own students to become whatever they desire.  Through education, I believe my students will reach their aspirations.  

What grade do you teach?

I teach ESOL at a Kindergarten to sixth-grade school in the School District of Philadelphia.

What do you find most rewarding about teaching?

Teaching ESOL allows me to meet students from all over the world. These students are motivated and have a great desire to learn English.  

What do you find most challenging about teaching?

The funding inner-city schools receive. It is not equitable. Students in inner-city schools need more support, but their schools receive less money than their suburban counterparts.  

This spartan budget has a direct impact on the quality of instruction. As a result, city teachers use their own money to buy supplies for their classrooms.  

How has the lack of funding in public schools affected you and your students?

A great deal. The district‘s infrastructure is falling apart. Students often learn in antiquated school buildings with leaking roofs, mold, lead paint, asbestos, and rodents.  

Daily exposure to these toxins can lead to serious health problems. It‘s difficult to learn or teach under these conditions.  

Public schools lack books, modern curriculum materials, and furniture.  For example, a third grade Social Studies textbook lists Barack Obama as a senator in Illinois.   

Public schools don‘t have libraries and broken furniture is not repaired or replaced.  Teachers and students can‘t work and learn in this atmosphere.  

They overcrowd public school classrooms due to staff numbers and school spacing.  They should reduce class size in city schools.  Students in city public schools deserve the same quality education as their suburban peers.   

If you could ask politicians to do one thing to help students in our country, what would it be? Why?

As mentioned above, inner-city students deserve the same quality education their suburban peers receive. Due to unequal school funding, this is not the case.  

I urge politicians to lobby for fair school funding.  Their zip code should not dictate a student’s quality of education.  A fair education is an innate right and should not be considered a privilege.   

Do you have any advice for teachers just starting their careers?

Teachers must be flexible.  They have heavy workloads, multitudinous responsibilities, and work under strenuous conditions.  

Could you tell us a little about Language to Literacy?

Language to Literacy LLC, provides reading consultations and specialized reading interventions in Orton-Gillingham and the Wilson Reading System. 

These multi-sensory approaches to literacy, remediation, and alternative learning services focus on students with learning differences, (preschoolers through adolescents) including those with language processing difficulties, students with dyslexia, and English Language Learners (ELLs). 

Language to Literacy services students on a one-on-one and/or small group basis at local schools, in after school tutoring programs, and virtually in the Greater Philadelphia area.

Where can parents and educators find out more about you?

Parents and educators can find out more about Language to Literacy at www.languagetolit.com.  We are on facebook at @language2literacyphila, twitter @lang2literacy and Instagram  language2literacy.  

Thank you, Bridget, for spending time with us and sharing your experiences with The School District of Philadelphia. 

We wish you and your students lots of luck and continued success!

Photo courtesy of: Bridget Tait

Girls and Bullying

Photo courtesy of: Alexas_Fotos; courtesy of Pixabay

This is a follow-up piece to my article, “Bullying In Schools”.

During my recent interview with Jedlie from Reading With Your Kids, he asked me a serious question about bullying, “Why have girls become more physically aggressive?” In all honesty, I wasn’t able to answer his question accurately, but it did shine a light straight through the holes in my understanding of bullying. Since I was unable to answer Jedlie’s question, I decided to dig deeper into the subject of girls and bullying and fill in the gaps with the information I was lacking.

It is well known that bullying is a serious social issue that exists between male and female students. While male bullying is typically more physical, both sexes can be aggressive in their methods to dominate. Bullying among girls is commonly known to manifest as cyberbullying, verbal bullying, and social/relational bullying. These subtler categories often go unnoticed when compared to their more visible counterparts.

But, I still haven’t answered the original question, why have girls become more physically aggressive?

Could more aggressive female characters being cast in pop culture factor into the rise of combative behaviors among girls? According to an article by, Kimberly Pleva M.S.E., girls getting more media attention for committing violent crimes is a big contributor to this trend and needs our attention. Fatherly states, that the environments boys and girls share and generations of abuse are a result. In his book, See Jane Hit: Why Girls Are Growing More Violent and What We Can Do About It, James Garbarino, an authority on juvenile violence and aggression, explores this issue at length. His analysis suggests that one factor contributing to this rise in aggression among girls correlates to the rise in competitive female sports. Sports have allowed girls to express themselves physically but hasn’t taught them how to channel violent behaviors appropriately.

Relatively speaking, physical aggression among girls is still lower when compared to boys, but has risen to almost the same levels.

In conclusion, it seems that society’s values are a definite contributor to the rise in aggression among girls. It rests squarely on the shoulders of society to come together and instruct girls and boys on appropriate behavior and how harmful actions, no matter which forms they take, can have negative consequences and hurt another deeply.

Logged in as Ellwyn Autumn. Log out?