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!

Interview With Author/Teacher: Robin Woods

Photo courtesy of: Robin Woods

Robin Woods loves vampires and English Literature. She enjoys the latter so much she studied the subject at college, taught it to her high school students, and has penned eleven books with more on the way.

A former high-school educator, her dedication to her students prompted her to write for teens and young adults. Born and raised in California, she still lives there with her husband and two children.

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

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

Thank you for having me.

Why did you become a teacher?

When I was fourteen years old, I decided I wanted to do two things—teach and write. I’ve been focused ever since. I taught right out of college and never looked back. That is, until this year, where I’ve made a huge change in my life. 

I’ve quit my day job. Eek! After two-and-a-half decades of teaching English (literature and writing), I’ve retired from teaching and am writing as a career (with the support of my fabulous husband).

What grade did you teach?

I taught one year of junior high. Bless all of you who have that gifting because I do not. I spent the rest of my career teaching high school (junior and seniors) and college. Mostly American and British literature. My editors tease me because I often get my British and American spellings mixed up when I write because of my twenty-three years of Brit. Lit.

How has your teaching experience influenced your writing?

My students are actually the ones who spurred me on. I had my incomplete manuscript for my first novel (The Unintended) on a table. One of my students picked it up and asked if she could read it. I nervously said yes. 

She sat there and read for forty-five minutes without getting up once. When she had to leave, she asked if she could come back the next day and continue. Long story short, one student turned into a group of students, and they wanted new pages each day. 

They pushed me until I finished. That group stuck with me through all six books in the series and pushed me to write faster and to be better. I am forever grateful.

Additionally, my creative writing workbooks are a culmination of my three loves: teaching, writing, and photography. I enjoyed writing bell activities and story starters for journal work. I channeled that love into my non-fiction.

What inspired you to become a writer?

I fell in love with Hobbits and dragons and vampires at a young age and wanted to create my own stories.

Photo courtesy of: Robin Woods

Which genres do you write?

I’m published in both young adult (urban fantasy) and non-fiction (creative writing workbooks).

What do you find most challenging writing for your genres?

Honestly, I think finishing is the hardest thing. I believe most writers struggle with this. It’s easy to get started, but it isn’t always fun to write the transitional scenes.

What are you working on now?

I have several other projects in the works. I’m toggling between two more Prompt Me Workbooks, co-writing a Rom-Com (with author Tamar Hela), a film script, and a Beauty & the Beast mash up (with Vikings). I don’t have enough hours in the day.

How many books have you written?

Currently, I have eleven books out. Prompt Me Romance will be out in early February just in time for Valentine’s Day.

Photo courtesy of: Robin Woods

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

I love that my creative writing books have helped some teens grow closer to their parents. I’ve received multiple thank you messages from readers who write with their kids.

What advice would you give to authors just starting out?

Write often. Read often. Don’t worry about editing until you finish. Hire a professional editor. If you don’t write for a while, don’t beat yourself up—just get back to writing.

What message are you sharing in your books?

I try not to have an agenda, I personally hate being preached at when I read fiction. But I do have strong themes. The theme that runs throughout The Watcher Series is redemption. Some of my characters have to struggle to find not only goodness in the world, but in themselves.

I also do my best not to glorify horrible behavior, but show them as destructive and have a positive alternative. Though obsessive behavior can seem romantic, it is ultimately damaging.

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

Traveling has always been a passion. My parents dragged my brother and I all over the country in a camper since we could crawl, so I think it’s hard wired. As a teacher, I would live like a pauper all year and save my money so I could travel all summer.

What are your favorite books?

I always feel that this is a cruel question. Ha. Here are a few I recommend to people: My Lady Jane (Princess Bride style snark and adventure), Shatter Me Series by Mafi (swoon worthy dystopian), Clockwork Angel by Clare (book boyfriend heaven set in Victorian England), Whine with Cheese by Wayne (smoking, hot rom-com), and The Scorpio Races by Stiefvater (one of the most unique books I’ve ever read).

What are your favorite TV shows/movies?

TV: Firefly, Friends, The Office, The Walking Dead, Suits, and Stranger Things.

Film: Austenland, Emma, Braveheart, Empire Strikes Back, and Zoolander.

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

Sorry, here is my shameless plug. If you love writing or need a gift for someone who loves it, check out the Prompt Me Series. They are all under $10. Happy writing!

Where to find more about Robin Woods

www.RobinWoodsFiction.com

Facebook Fan Page

GoodReads Author Page

Twitter

Instagram

Amazon Author Page

Pinterest

BookBub Author Page

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

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

Summer Reading Crunch

                                  Photo courtesy of: Kinga Cichewicz@ all_who_wander

When I was at the library the other day I saw parents and children hunting down books assigned for the summer reading break.

Depending on how much time your child has to complete the book, this can be a hassle, especially if they procrastinate.

            
The book may not be in stock at the library or the bookstore and it needs to be reserved (thank goodness for the Nook and Kindle); or your child is sulking about the prospect of trading out their blinking and beeping electronic device for some old prosaic paperback.

The horror!

Ahh, I remember those days with my own children fondly. The bargaining, the time setting, the reward systems, the intense debates.

For those lucky folk pioneering into this new territory of parenthood (or those who've been braving it out for many a year), I would like to pass on what I learned during my struggle to convince my kids that reading can be fun. 

1. Set a time limit

The amount of time you expect your child to read depends on their age. Beginning readers should strive to read 15-20 minutes a day. As my children grew in age and skill, I extended their summer reading time.

            

2. Reward System

When my children reached middle-school age, if they wanted to play video games, they had to read for an hour first.

               

3. Take Turns

Alternate reading portions of the book with your child. You can break it down by page, character, or chapter.  

4. Change the location

Read at the park, or the beach, or wherever you feel inspired.

5. Make it fun

Read with different accents. Thanks to the Harry Potter Series we've got some pretty stellar  British accents in my house.   

Whether your child is a baby or in high-school, reading everyday is great for their health. It's good for grown-ups, too. So, grab a novel, curl up next to your budding reader, and get lost in a book!

How do you get your children to read?

                                                                Photo courtesy of: Leandro DeCarvalho

   

          

Diary of a First Year Kindergarten Teacher: 16th Entry

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Monday, September 23
Dear Diary,

Needless to say it was a long weekend. I spent most of my time lesson planning on good touch, bad touch. I also emailed the school nurse.

I was hoping she'd be able to speak to my students about personal safety, but due to her limited schedule, she just doesn't have the time.

            
When I came to work today there was a notice of a two-day suspension for Tyrone Whiting in my mailbox.

I wasn't able to speak with Ms. Temple, the disciplinarian, or Mrs. Bernard to find out what the next step is for Tyrone because they were in meetings all day.

To my surprise, Katie Thomas was present today. I guess her parents were unable to have her moved to my grade partner's classroom because she arrived in my line this morning.

Katie's stepmother offered me a kind smile and simply asked to be notified if Katie had any trouble. Thankfully, there wasn't any for Katie; some of my other students weren't as fortunate.

            
There were a couple of fights during snack time involving my usual heavy hitters: Devon Wilson, Brandon White,  Christopher Matthews, and Rafael Cruz.

           
I know it's only the very beginning of the school year but some of my students just aren't comprehending the classroom behavioral expectations.
         
How do you deal with difficult behaviors in your classroom?

           

Diary of a First Year Kindergarten Teacher: 15th Entry

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TRIGGER WARNING: Contains sensitive material about sexual assault.
While this is a work of fiction, situations like those depicted in this story do occur in classrooms. I believe it is essential for these stories to be told.  You can't cure a disease without knowing the symptoms first. 

Friday, September 20
Dear Diary,

I stayed late today to tidy up the classroom (It seems that if I don't sweep the floors, vacuum the carpet, wash the tables, and wipe down the bathroom it won't get done.) and get my lesson materials ready for Monday. 

         
Since I was unable to complete the individual behavior charts yesterday for Devon Wilson, Ramona Johnson and Christopher Matthews, I did them this afternoon.

            
Sadly, I also had to write a pink slip for one of my students. The behavior was much too serious to leave it undocumented.

So in order to cover all of my bases, I was left with only one option. The child needs help and a consistent paper trail is one way to make sure he gets it.

An incident that I had never conceived of occurred in my classroom this morning. 

A sexual assault. 

A sexual assault in kindergarten!  

           
I was completely blindsided by this. The boy who acted out the harmful behavior was, Tyrone Whiting, one of my better-behaved boys.

Thankfully, Miss Mary was present for the incident, so I had a witness as to how I handled the situation.

            
After a reading of, "No, David!" the children were directed to the tables to draw a picture of David and write the title as best they could.

During this time period, Miss Mary was working with a small group of students who needed support to complete the task. 

         
I was rotating among the tables to offer assistance as needed. I was in the middle of correcting Christopher Matthews for eating his crayons, when I heard a commotion at the table behind me.               

When I turned to face the students seated there, Katie Thomas, Tyrone and Cyrus Jackson were all staring, wide-eyed, at me. I knew immediately that something was wrong.

         
"What's going on?" I asked.

            
Katie told me Tyrone had touched her inappropriately while Cyrus nodded in agreement.

Naturally, everyone in the class stopped what they were doing to look at the trio. My mind started spinning as I tried to process what I had just heard. I knew that I had to act quickly before I lost control of the situation. 

           
I told the children to flip their papers over and draw whatever they wanted on the back. I asked Miss Mary to keep the paper flowing for those who finished their drawings.

After that, I separated Tyrone and Katie and called down to the office to report what had happened.

"Mrs. Conroy will be up in a minute," Ms. Monroe had said.

Mrs. Conroy is the school counselor.

By the time Mrs. Conroy entered my classroom, I had taken three separate statements from Katie, Tyrone and Cyrus about the incident.

Although Tyrone admitted to touching Katie inappropriately, he said he'd touched her by accident. 

           
In contrast, Katie and Cyrus stated that they both had told Tyrone to stop what he was doing, and he didn't until Cyrus threatened to tell the teacher.             

            
When Mrs. Conroy arrived we spoke briefly about what had taken place. She advised me to write a pink slip and an intervention form for Tyrone; she would handle the rest. After that, she left with Katie and Tyrone.

            
Katie's father, Mr. Thomas, had a few angry words for me at dismissal. "Where were you while this was happening? Weren't you paying attention? What kind of a teacher let's this happen?"

            
Katie had gone home shortly after the incident with Tyrone, but her father had returned to pick up his other children. 

           
I explained to Mr. Thomas that, I wished I had become aware of what was going on with Katie sooner, but I couldn't see what was happening because it had occurred under the table and was out of my line of sight. 

         
Mr. Thomas didn't seem too happy with my defense, and as a parent, I guess I can understand that. However, there are 25 children in my classroom and I'm dealing with a lot of difficult behaviors.

            
After I left work at 6:00, I called my husband and told him what had happened with my students.

To help lift my spirits, he took me out to dinner. At the restaurant, we sat at the bar, and although I don't usually drink, I had a few glasses of sangria and got a little tipsy.

Have you ever dealt with a similar situation?