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This book will transform and inspire any parent, teacher or professionals who work with children.
Here, you will learn about the powerful methods that will benefit both you and the students.
Introduction and Foreword
1 – How And What Kid’s Are We Teaching In 2020+?
2 – From Danger Zones To Safe Zones
3 – Where Is The Read Thread?
5 – Kid’s With Different ChallengesS
6 – Forget The Past And the Background
7 – Dealing With Parents
8 – Working In the Moment For The Future
9 – Teaching Atmosphere
10 – Make A Simple Plan And Stick To It
11 – Everyday Routine
12 – Clear The Plate
13 – Dont let lots of things happen at once
14 – Stay Calm An Be An Authority
15 – Memory And Repetition
16 – From The Abstact To The Concrete
17 – Master it slow with perfection
18 – Activating All Sences
19 – Practice Makes Perfect
20 – Short, Continually And Intensive
21- Log It All
22 – Homework Or Not?
23 – Dont Teach How – Teach How To Find Steps and Routines
To overcome the pain we live with, it helps to prevent others to experience pain in their lives. Be it trauma, diagnoses, family, social issues or behaviour challenges.
When some of our children are struggling with issues out of our control, we need to be their guardians and establish a healthy foundation for planting new and possitive memories. How they see themself, how we see them, how clever they are and help them develop a better vision of themself and their future.
Who am I to talk about these subjects? First of all, I grew up in several foster homes and have lived through a rather traumatizing childhood and thereby developed a mental state referred to as complicated trauma.
I have never been diagnosed or medicated, but I lived with several children who were and experienced countless situations where things could have been done a lot different. Ex. if conflicts were better prevented instead of waiting for them to get solved.
Secondly I studied in many different schools, I have been teaching adults and pupils in both Denmark and Jordan, and also observed the school systems and children in Jordan and Egypt. Finding they have many similar problems and no better solutions for this group of children, who have PTSD, have symptoms or are diagnosed with some form of ADHD and medicated.
Also, I have been living as a multilingual family with 3 languages in our home. I speak 5 languages and I studied as a teacher and worked on multilingual schools teaching kids to read and adults danish for 16 years. Furthermore, I have been teaching English, art, nature/science and pc-courses.
Somehow I have always been able to find support in the resourceful adults around me. I have used their inspiration and motivation to empower myself by learning and they showed me great examples of how I can be one of these resourceful adults for others when I grew up.
I started to read as 5 years old, and I have rebuild myself through learning, painting, music, writing, martial art and being with animals, kids and in nature. By not nurturing the negative and making the positive things grow and expand, as I call it:
“Focus on the Flowers!”
I want to thank all the adults who motivated and cared for me, my teachers, co-students, friends, colleagues and students who helped and inspired me to develop my experience and methods so I could help others.
With this book I hereby hope to give back to our future the methods I have used and gained success by. One may think that what I mention is nothing new, and that is true, but it is a combination of what works.
I hope to inspire teachers and parents all over the world to believe in themselves and the things they experience in their work to be valued and important for our way of teaching and treating each other as equal human beings in an ever-changing world.
Also this is an encouragement and a confirmation on that what they know is right they should trust it, develop it, be creative and continue with confidence what they are already doing. There is not a single ”only this way” to teach but it’s more a mindset of being open and expand what works in a given situation and revaluate when another situation and group comes around.
Throughout the years I have learned and seen it proved countless of time. That it is not the child who have a problem learning, but that 100’s of issues surrounding the child daily have a huge impact on their ability to create a fundament for learning.
My intention is also not to scold or criticize anyone, but merely to draw attention to things that are not noticed and could be corrected when people get aware of it. Also, I hope the text will not seem confusing or that I’m jumping around when I mention the same thing several places, because it is woven in together. I have therefore created an index list at the end of the book to get a clear overview of all the things I am going to mention here.
These methods and tools are working for all children even though I have developed and tested them in challenging environments with challenged people, they are universal and timeless. Because we as human beings have never changed, but our societies and narrative did and it is really all about thinking about the fundamental needs of any human being. Knowing that every single one of us is striving to progress and dream of having success in doing so.
Watching and participating in changing the world to a better place, just by reading and learning is very powerful. Whenever someone is reading and gaining knowledge they are improving not only themself but also their loved ones and the whole society around them.
So no matter what challenges and difficulties our students carry with them, they are never more important or crucial to use time on than teaching that child to read.
Every group of children is unique, depending on their surroundings, their age and the place they live. We know that children can master different things at different ages. We have to remind ourselves that we are not just working with children who have a specific background, there is also an actual situation and there is the universal access to any human being.
Let’s just try to forget how the kids look and where they come from and what set of values you might think the children have and consider the fact that: We are actually working with bodies and brains that come with their feelings and their rights. I will talk more about the brain in another chapter, and for now, drag attention to observing what the children in our surroundings are stimulated by.
In the old days, let me just cut it out in soft terms, most children lived in homes where they had to be quiet, disciplined, work in the house and there was a big gap between being a child and an adult. The child had to obey the adults, sleep early and make up their own games. So where did all the fun come from? Where was the place they got excited, what was it they thought about and looked forward to doing the next day? Going to school!
Why? Because they were free without adults when they walked to school and could make all kind of plans, walking with friends, bullying other kids, making groups and adventure trips. In the classroom, there were books with pictures, and they gained information they did not have access to from home. There was group work, and projects to plan and planches to create, there was art and paint and clay to experiment with, there were colourful pictures on the wall, stuffed animals and big gyms and tools to play with, which they didn’t have access to from home.
After the camera and pictures in picture viewers became available, and the television and film making, it became a revolution in making film and pictures for education, again information gained in ways that were not possible from home.
Now if you think about it everything has turned around, but the teaching methods stay the same. The school and teachers are not the main sources of knowledge anymore and lots of teachers and parents don’t understand what’s wrong.
Why don’t the children learn what is intended after 9 years, why do so many multilanguage children in the schools end up without the exam and why is the kid’s daily schooldays filled with conflicts and wasting of time? Because they are pressuring the child to crawl before he walks… not noticing, he is already running but complain of the sound running shoes make. Metaphorical speaking.
After observing children for 30+ years, I have noticed that children have totally lost their disciplinary zone and skills. I’m not talking about recreating the black school, but I’m talking about the fact that every human being has to learn some disciplinary skills if they should be able to learn anything all.
In this time the majority of children have seen all the films from home, read lots of books, made lots of adventures and when they come to school. They don’t need this as they did before they need something else, and they want to learn under disciplined predetermined frames. Many times the students themselves crave it from the teachers. They want peace in their minds, and very quickly judge a teacher and the teaching quality from unstructured teachings and the sound level in the classroom.
I use a modern term to describe this which I think covers pretty well what I’m trying to explain here: They are “spammed” with info and pictures and adventures, so how can the school compete with that, and should it?
I will say, yes and no. Yes, that we have to give the children examples that are exemplary in our context. And we as the school environment and teachers should give the children other experiences which they cannot get from home or from outside. One of the things I will return to several times, is ex. their own process of learning, as their project and plans.
The feeling of cooperating, focus, patience in practice, balance, planning, defining problems and solutions, being a team and solving our missions together. Not by just telling them, ordering them, but by practising what we preach and facilitate this environment in our interaction with the children in the learning process. So we have moved on from the ”What we do.” to the ”Why we do it.”
Also the area of disciplining themselves, through experiencing the advantages of being free while progressing. By using methods that need self-discipline which enables them to enter a process where time and engagement and producing creates the value of the result more than to be fast, correct and strong or loud and rebellious. The process itself is the result and where the success criteria are to be found.
By encouraging the kids to set small goals and achieve them in small steps their self-esteem increase and make them feel they can stand independently and be the captain in their own learning process. The children express they have greater courage, a feeling of security and that the future is to be dealt with. Not to fear or worry about, but to prepare for and they now know how to empower themself.
The unexplored advantage we have in this urban time is to use the kid’s knowledge gained from home and environment, to teach them the methods of how to handle and analyze all that content they have been spammed with. To be critical thinkers that can talk, exchange information and express themselves about ex. ethics, source critique and mastering simple methods as reading, designing, drawing, writing, conflict prevention and calculating.
These areas are often neglected in favour of massive value related content often prepared for with an actual political agenda, which is completely irrelevant to the child’s learning process while furthermore polluting the atmosphere.
Our responsibility towards our common future is too serious to waste any time on not teaching every child the most basic tools to encounter and deal with the challenges life has in store for them after school.
Title: How to Teach Kids to read in 2020+
Author: Helene Larsen
Layout: Fusion Illusion
Format: ePub – Mobi
Font: Roboto – Montserrat
Edition: First Edition
Publisher: 1pen ePublish
Copyright: 1pen ePublish
Chief Editor – Webmaster – Author – Teacher – Graphic Designer – Illustrator – Networker