Category: Education

Young writers’ reading list

Posted on by Suki

The most important thing that young writers can do to develop their skills is write, write, and write some more.

In conjunction with writing, young writers should read great writing: fiction, nonfiction, poetry, jokes, text messages…. The form doesn’t actually matter. The more great writing they read, the more the rhythm of language will take root in their heads.

But finally, young writers can be really inspired by books about writing and reading. Below are a few of my favorites for young writers of a variety of ages.

Spilling Ink: A Young Writer’s Handbook

The two adult writers of this book address kid writers as equals: fellow writers struggling to find out what they want to say and to say it well. My students love the advice in this book and they love the “I Dare You” prompts sprinkled throughout.


Rip the Page!

This is a book full of fun, inspiring prompts. My students love it. But I do ask them not to actually rip the pages…

Zen in the Art of Writing: Essays on Creativity
Ray Bradbury was probably the single most inspiring writer to me as a young writer. I didn’t discover this book until I was looking for a good book on writing for my more advanced writing students. This is not for novice writers or readers, and at times Bradbury can be a bit bawdy. (One of the pieces is entitled “Drunk, and in charge of a bicycle”!) But my advanced students love it as much as I do. It would be a great one to read along with reading the books that Bradbury references in his essays.


Shelf Life: Stories by the Book

It often takes a whole semester before students realize what all these stories have in common: they are all about books and reading in one way or another. There aren’t many contemporary short story collections for kids that don’t focus on “classic” stories. Although I love the great writers of the past (see Little Worlds below), some kids just aren’t ready to read past the antiquated language and into a world that doesn’t connect well with theirs. The situations and characters in Shelf Life are accessible and inspiring.

Little Worlds: A Collection of Short Stories for the Middle School

There aren’t a lot of great collections of classic stories for kids. I have to say, most of these stories require a high school reading level. I would also venture to say that most middle schoolers wouldn’t have the depth of understanding needed to really “get” these stories. For that reason, I always have to apologize about the book’s title to my teen readers, who may think that it’s a book for “little kids.” But of course, few of the stories in this collection were actually written for kids. They include many of the greatest short stories that have inspired writers for generations.

My “Teaching Writing” series:

“I Am Jazz” Community Reading

Posted on by Suki

This month Santa Cruz families will come together to read a book at the library. Yes, this happens all the time, but not with this book and this message.

“I am Jazz” was published in 2014, co-written by 14-year-old Jazz Jennings, a transgender activist whose life had been profiled in a television documentary. Although the book deals with Jazz’s life and challenges in a child-appropriate manner, it attracted the attention of anti-LGBTQ groups. After a group succeeded in forcing a Wisconsin school to cancel a reading, the community came together, packing 600 people into the public library for a reading.

Each year since that event, communities have hosted readings to foster awareness and acceptance of transgender children. Awareness of transgender people has increased since then—Jennings is now a popular YouTube personality—but the challenges of being transgender, and parenting a transgender child, have not gone away.

 

A more accepting world

“What I get from the book is how happy Jazz is to be affirmed,” says Michelle Brandt, one of the organizers of the event and the mother of a transgender man who came out at 15. “I see that comfort and joy about being yourself, and not having to hide, to be affirmed and seen.”

Psychologists confirm that affirmation of a child’s gender is the top thing that adults can do to alleviate the common problems exhibited by transgender children, including self-harm and suicidal ideation. Children whose families and communities use their gender of identification and a gender-appropriate name show fewer signs of psychological distress and have overall happier childhood experiences.

Introducing this book to the broader community, organizers say, is a way to create a more accepting world for their children.

“The book is a big deal to our family,” explains a mom of a young trans child. “I read it two years ago when my child was questioning her gender. It was like her coming-out book. It wasn’t until I read the book to her that she said, ‘That’s me, I’m a girl.’ It put language in a kid-friendly way to her lived experience and allowed her to feel comfortable claiming that she was transgender.”

 

A G-rated kids’ book

Brandt is the director of the TransFamily Support Group of Santa Cruz, one of the groups sponsoring the reading. She points out that kids already know their gender—families don’t have to fear taking their kids to this G-rated event about inclusion and acceptance.

“I’d like parents to leave with a broader understanding of gender as a spectrum and more comfort with having gender discussions with their kids,” Brandt explains.

Jamie Joy, Youth Program Coordinator at the Diversity Center of Santa Cruz, another sponsor of the event, also hopes that the event will draw parents from the broader community who don’t necessarily have transgender children.

“Talking about gender with young kids is so important because they are already receiving messages that reinforce harmful stereotypes,” Joy explains. “Books like “I am Jazz” are a great way to connect with kids and help them understand the beauty of diversity. The more we teach our youth about celebrating difference, the less violence and bullying there will be in our community.”

The emphasis at the reading will be on community and fun.

“We’ll talk about gender stereotypes, read family-friendly kids’ books, and do an interactive activity around gender,” Joy explains. “I want the parents to walk away knowing their kids can be who they want to be, or give them a little more freedom to not perpetuate the whole girls-have-to-wear-pink and boys-don’t-cry thing.”

 

Transition in place

The organizers point out that community support is the point of this gathering, and they are grateful for our public library’s willingness to host the event. Community support is of vital importance to trans children. Because of the typical arc of children’s understanding of their gender and parents’ comfort with transitions, most children don’t transition until after they’ve been in school. Without support from the adults around them, the result is often that children’s education gets disrupted.

“It’s more comfortable for kids to transition in place,” Brandt explains. “You’re the same person, and the only reason you’d have to leave your school is if you’re not being affirmed in your gender when you transition.”

Santa Cruz’s self-identity is of a liberal, accepting place, but even here it is common for trans kids to leave their current school environment when they transition due to lack of support by the adults and students around them.

 

Understanding is key

Although it can be uncomfortable for families with transgender or questioning kids to put themselves in the public eye, the event organizers believe that it’s necessary that at least some families ‘come out of the closet.’ The more our community understands the needs of transgender people, the more information and resources will be available.

Michelle Brandt points out that with more information, she would have known that she had a transgender boy when he was four, rather than the ‘tomboy’ she thought she was raising.

“I would have liked to have more information about the gender spectrum,” Brandt says. “I would have liked to have more information about what the options were for transition. You’re not on a path that is so predetermined as you think it is. With enough information, I could have had a conversation with him as a boy instead of ‘Isn’t that sweet, my gender nonconforming girl?’”

Above all, a public reading of “I Am Jazz” should help parents understand that supporting their children is not forcing change. Gender differences are a natural part of the spectrum of humanity, and affirming children’s gender identity will only make our society a safer, healthier place for everyone.

“The Diversity Center hopes to educate and support people of all ages and identities in understanding gender as a spectrum rather than a binary,” Jamie Joy explains. “We do this through community events as well as trainings and presentations. Please reach out to us if you want to learn more!”

 

Details:

National “I Am Jazz” Community Reading

Friday, December 7, 3:30-4:30 pm

Santa Cruz Public Libraries Downtown Branch

Second Floor Meeting Room

 

Resources:

  • Interested in more details about the scientific understanding of gender? Check out our companion article, “Gender is Not a Binary.”
  • The Transfamily Support Group of Santa Cruz has monthly meetings and a website of resources to support the families of transgender youth and adults. Find more information at http://www.transfamiliesca.org/
  • The Diversity Center of Santa Cruz County offers support and information for those on the gender spectrum and their families. Find more information at http://www.diversitycenter.org/
  • The Santa Cruz Public Libraries host a wide variety of community events. Find more information at https://www.santacruzpl.org/

The value of creative writing: a spoonful of sugar

Posted on by Suki

One of the consistent misunderstandings I see amongst parents, other teachers, and even students themselves is how working on creative writing skills translates to improved skills in “serious” or academic writing. Most people seem to consider creative writing “extra-curricular” and therefore not academically important.

However, research has proven many benefits of “extracurricular” study, such as the link between musical study and improved math skills. Similarly, creative writing embeds important skill-building exercises like the medicine in Mary Poppins’s “spoonful of sugar.” Here are some of those lessons.

1. Any writing is good writing

Writing is a ‘practice.’ No matter what the task, whether it’s texting with friends or writing a poem, using words develops the brain just like lifting weights develops muscles. Exercise is a great metaphor because it’s something that many people detest just the way people detest writing. The common advice you see about getting more exercise applies to writing: find a way to make it social, do it in a location that you enjoy, chart your progress, reward yourself.

Creative writing is something that is attractive to many kids in part because of its social character. No one is going to want to read your book report on “Little House on the Prairie” (apologies to my third-grade teacher), but there’s an audience for your Pokemon fan fiction or your poem about autumn. And creative writing shows progress in a pleasurable way. My students have chosen to write everything from an encyclopedic description of sports cars to a NaNoWriMo dystopian novel.

2. Creative writing uses the same skills as academic writing

Good creative writing features specific, appropriate word choice. Good academic writing features specific, appropriate word choice.

Good creative writing features strong, varied sentences, clearly written. Good academic writing features strong, varied sentences, clearly written.

Good creative writing is well-organized and offers the right amount of information to lead the reader through a story. Good academic writing is well-organized and offers the right amount of information to lead the reader through an argument.

Good creative writing makes the writer’s world come alive in the reader’s brain. Good academic writing makes the writer’s argument come alive in the reader’s brain.

But while many students resist “working” on their writing, they are very open to developing their creative writing skills.

3. Creative writing opens the door

Pretty much every reluctant writer I’ve ever worked with has come to me after someone has “taught” them to write. Usually that someone thought that kids need to learn to write the way they learn to make a cake: Give them a recipe, tell them to follow the rules, expect them to enjoy the product.

But that’s not how writing works. For most people, writing isn’t inherently pleasurable, and introducing it as a bunch of rules to be followed to produce a bad-tasting result doesn’t work. It’s like asking a kid to make a cake out of overcooked broccoli—why bother following the recipe if no one is going to enjoy the product?

When kids are excited to share their work, that excitement translates to a permanent, solid base of enthusiasm that fuels enthusiasm for future academic writing.

Forget the work—let’s “play”!

Recently, one of my online creative writing students expressed great pleasure at the end of class for having spent an hour “not learning anything.” I let it slide, happy that he couldn’t see me at my desk, laughing at the success of my pedagogic deception. My students are learning—they just don’t know it.

My “Teaching Writing” series:

Gifted Kids: The disconnect between input and output

Posted on by Suki

…and what you can do about it

It’s hard to educate a child who is profoundly asynchronous, as many gifted children are. While a young gifted child may have a high school level vocabulary, they may struggle to hold a pencil. And the disconnect becomes even more pronounced as the child grows and seems to become more mature. When a child can read and discuss a history text at a high level, we expect that they should also be able to write an essay at the same level. However, it’s an unusual gifted child of 10 years old that can write a coherent essay; even more unusual for a 10-year-old to want to write a coherent essay.

My students’ parents have been asking me this question for years: How can I accelerate my child’s writing to match their analytical abilities? My answer is a multi-step one. Hopefully this will be helpful both for homeschooling parents who are frustrated with their child’s writing output, and school parents whose children are being held back from accessing classes they seem ready for.

1) A disconnect between input and output is completely normal for gifted kids

For homeschooling families, this can seem like a personal struggle. You may not notice other homeschooled kids having similar difficulties, but the fact is, it’s extremely common (within our uncommon demographic), and will require some patience on your part.

If your student is in school, you may be frustrated that educators generally understand little about gifted children and may use this disconnect as “proof” that your child isn’t gifted. It certainly isn’t proof that your child isn’t gifted; however, it may be evidence that your child is not mature enough yet to access advanced courses which require high-level output.

2) Forcing gets the wrong result

One of the first instincts when homeschoolers and teachers sense a lagging skill is to push on it. However, issues of asynchronous development don’t go away if you push on them—they tend to be exacerbated. Especially in writing, it’s important to remember that good writing never comes from being forced. Students need to develop fluency in writing things they want to write before they can be challenged to write academically.

3) Focus on success

I borrowed my “focus on success” approach from teachers in Special Education. They have to accept that some of their students will never be able to function at a high level, so it doesn’t make sense to focus on the things these kids can’t do. Instead they focus on making the kids feel successful at the things they can do, then work on improving their lagging skills as best they can.

How this translates to gifted kids is that if you focus on the lagging areas too much, the kids start to think of themselves as having a problem to be addressed. Then they start to think that the problem “defines” them and they may start to try to avoid confronting it. Especially if they are perfectionists, which is common in gifted kids, they start to shy away from “working on” the “problem” because they don’t feel successful at it. Then they develop a block, and once that happens, you have a lot more work to do to get back to the place where they can work on their skills.

4) Remember that maturity is important

Our gifted kids can seem so mature, but that’s only because certain parts of their brains are developed beyond what is expected for their biological age. The other parts of their brain show age-appropriate (and sometimes lower) development. In some areas of education, you simply have to have the patience to wait for maturity to happen. As long as your child is progressing and is happy and healthy, you probably have nothing to worry about. Waiting for maturity is the right approach, as frustrating as it can be. (The exception is if your child is indicating the presence of a disability such as dyslexia or dysgraphia. In that case, you need professional help.)

There is nowhere I have noticed the importance of maturity more than in developing academic writing skills. Even my best, most fluent creative writers balk at writing essays before they are mature enough to see the need for them. Sometimes the change is almost as sudden as flipping a switch: A child who refused to do any academic writing is suddenly a teen who writes, edits, and takes pride in a serious academic essay. Sometimes the process is slow—and it often happens too late for the comfort of parents and teachers.

5) Input almost always develops before output

I have heard of kids who love to write before they can read, but this is extremely unusual and not necessarily something you should want. Avid young readers who resist academic writing are simply not ready for it, and pushing them won’t help. If input is what they are enjoying, and if their output is keeping pace with their biological age, then you’re doing fine.

6) Adapt as much as you can so input progresses while output develops naturally with maturity

While you are waiting for maturity, you can help foster a love of writing by not pushing writing assignments that are meaningless to them. As long as writing is meaningful, most students will want to do it. Read “Approaching Formal Writing” for tips on how to work on writing skills in age-appropriate ways.

As I explain in my article “Adapting Curriculum,” there are many ways outside of formal writing to continue to engage with advanced materials while not expecting advanced output. For example, if you are reading college-level literature, you can:

  • Have lots of verbal discussions about the book
  • Make it social by taking part in a book group
  • Make creative projects based on the book—visual art, videos, creative writing, comics
  • Ask your child to dictate their ideas while you type or use dictation software
  • Watch movie adaptations and do comparative analysis
  • Go on field trips related to the book’s subject

You can do these sorts of activities for pretty much any subject. Don’t discount the importance of creative output in demonstrating a child’s understanding of a text—this is a natural way for children to interact with their studies.

7) Be patient and realize that much of maturity is biological

No matter how advanced our kids are intellectually, they are still, like all of us, one with their biology. In time, their bodies will grow, their hormones will mature, and it will all sync up. Remaining patient and trusting the process is one of the greatest challenges in parenting gifted children. We need to keep our eyes on the goal: producing happy, healthy, productive adults.

My “Teaching Writing” series:

The value of the personal touch….online!

Posted on by Suki

This photo is of a group of students who met for the first time. They are members of a long-running writing group and it was as if they were old friends…because they are even though they’ve never met IRL.

In my summer off from teaching online at Athena’s, I didn’t stop working. I read books, updated my classrooms, emailed with students and parents, consulted with our wise Athena (a.k.a. Dr. Kirsten), and sat in a circle on a lawn with some of my longtime students.

Wait, don’t I teach online? Isn’t online teaching all about being separated from your students?

Yes! And No!

Teaching is about connecting

One of my most important jobs as an online teacher is finding ways to connect with my students personally even though we are not in the same room, the same state, and even sometimes the same country. It’s a tricky part of online teaching.

This summer I got to see the fruits of my labor when I was hired to speak at a conference that, it turned out, a good number of Athena’s students would attend. I declared a time and place for the meeting and then, well, decided I’d have to wing it.

30-some homeschoolers meet on a lawn…

If I’d been a classroom teacher, I would have had physical memories to draw on: I could have brought familiar items from the classroom or done activities we’d already done together. But what would we do in an outdoor space?

The first challenge was to get everyone to make a circle. School is very good at teaching kids how to form geometric shapes. Homeschool, not so much!

Once we’d done it, though, I felt like we were back in our Blackboard classroom (which had developed ninety-degree weather, well-watered grass, and slices of watermelon being passed out by a parent). All the eager hands; those familiar voices chiming in with their creative, intelligent, and wacky ideas; and the smiles, though this time they were real rather than emojis. 😊

And then we connected

Here I am presenting at the conference.

When I asked the students what they liked about Athena’s, they pointed out everything that we teachers hope to convey: a safe space for all kinds of kids; a place where they could express their ideas; a place where they could explore a wide variety of topics with teachers who love what they teach and other passionate students.

I noticed that Dr. Kirsten had to wipe away tears!

Online education fills a need

The fact is, yes, we teach online. But no, we aren’t disconnected from our students. Online learning will never replace physical get-togethers, but it it fills a need that many students have. Our students feel that they are part of a community of kids and adults who share values and passions.

For me, the experience was one of the most memorable of my teaching career. Nevertheless, I’m happy to be back in our webinar room….though it is BYO sunshine, grass, and yummy watermelon.

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