An Encouraging Word from Paul Stankard for Educators

If you have been reading this blog, then you have seen several entries about Paul Stankard, a brilliant glass paperweight artist who I profiled in the June issue of Highlights Magazine. In May he spoke at the Masters of Art in Education Commencement Address at Muskingum College. He gave me permission to share the following excerpts with you:
“Tonight I want to share with you the struggles and successes of one student, one child with special needs and how that person, who is now talking to you, became successful in spite of, or maybe because of, a learning disability.
I was educated at a time when little was known about learning problems, and my fourteen years in school were distorted by undiagnosed dyslexia. I learned to trust those teachers who encouraged me to persevere, and now as a senior looking back I recognize that I've been driven by an inner need to be educated. I've acted on that need, and over the years learned how to dilute the effects of my learning challenges….
During the research for my autobiography, I retrieved my grammar school records, and was both surprised and saddened to learn that my first IQ score was very low. My grammar school years were not that difficult, because I was nearly invisible in the large classes that averaged forty-three to forty-five students. In the 1950’s, the good sisters of Saint Mary’s Parochial School managed their classrooms with loving kindness and a wooden pointer, and if you were identified as a poor student but were well behaved, you were left alone. This contributed to my failing the third grade and being put on probation in the fifth grade, which resulted in being tutored on school nights by my mother. My poor performance in school was responsible for my having low self esteem, and as sad as it sounds, I was jealous of the smart kids.
Reading was like torture; I was constantly being corrected for repeating the same mistakes. Simple words like “was” I read as “saw “and I couldn't distinguish N from M among other challenges. In math I transposed numbers, and the most embarrassing deficiency was not being able to distinguish right from left. In the seventh grade, I made my right index finger raw by repeatedly scratching it in order to feel my right hand. My parents thought I had a nervous tick and constantly told me to quite picking at my finger.
My Mother had me read poetry aloud, which I learned to love. My Mom would first recite the poem and then I would read it. With my good memorization skills, I could sound out the words and connect them to the rhythmic flow of the poem. Often I could identify the poem’s idea, and took great satisfaction in my small successes in reading…
High School was comfortable in a strange way because no one had any academic expectations for me. The courses that I loved most were the industrial arts, and I would earn B‘s in wood and metal shop.
You all know how some times, one little event, one small experience, can make a profound difference in the course of a life. You educators will have a multitude of opportunities to provide meaningful experiences to your students. One such experience happened to me during high school.
Mrs. Reid, my English teacher for three years running would often read books out loud to the class for fifteen to twenty minutes at a time. Mrs. Reid’s reading out loud allowed me to experience the classics in a way that I couldn't have done otherwise.
Years later, in the mid seventies, the Franklin Mint, a direct market retailer, was offering The Greatest Books Ever Written on audio cassettes. I ordered the series and became enthralled listening to the quarterly installments. I credit Mrs. Reid with introducing me to a great joy that actually changed my life. She cultivated a love of literature in me that celebrates the power of the spoken and written word. The classics have challenged me to take creative risks and seek out the same depth of human emotion in my work that I feel in great books.
In 1972, I left the factory environment to be on the creative side. By good fortune I turned on the radio and heard an interview with Olympic-gold medalist Bruce Jenner. Jenner was discussing how, as a poor student and reader in middle school, he was diagnosed with dyslexia. Fascinated in what I was listening to, I stopped working and focused on every word that was being said. It was a Eureka moment, because I thought Jenner was talking about me, and now, after all these years, I discovered the reason I was a poor student, and this meant I wasn't stupid! After learning that there was a neurological basis for my inability to process information like most people, I knew my passion could outwit my brain, to be successful with what God gave me…
Fast forward to the late eighties when a major intellectual breakthrough occurred for me. I became a member of the nonprofit organization “Recordings for the Blind and Dyslexic“, and my world expanded with access to the organization’s library of over 90,000 unabridged books on tape. Two special books, “How to Read and Why” and “The Western Canon” both by Harold Bloom, gave me a seemly endless reading list. These two thought provoking books introduced me to great literature that celebrate the mysteries surrounding: sex, death and God, which have become primary themes woven into my artistic vision.
For a person who once couldn't read, I now can say I’ve read from Homer to Walt Whitman to James Joyce, and I enjoy discussing my favorite books from the nearly two hundred mostly classics I've read.
With each book listened to, I ceremoniously place a copy on my living room library shelf to symbolize a victory over past challenges…
It’s not uncommon to meet talented studio artists who have experienced poor academic performance caused by disinterest in school or by learning disabilities. I love how creativity allows people to reach their full potential in life, and how this fascinating ingredient, distinguishes humans from other living creatures. You're the gifted and talented teachers that will inspire young students, especially those having difficulties, to never give up, because, in the end, they have to know that perseverance will help them reach their full potential….
Let me reiterate what you already know. Do what you love by listening to your heart, and understand why it feels right. I think it’s ironic, that my learning challenges gave me the emotional strength to over-compensate my shortcomings and to grow with artistic authority. It’s interesting to know how my low self-esteem has motivated me to get it right in a way that most knowledgeable people would consider obsessive.”
To read some of Paul’s poems, go to his poetry page on his website.

Things that make a Writer Ecstatic

The July issue of Children's Book Insider has a one-page feature article about yours-truly and some of my experiences writing Teaching the Story. If you want to find out more about writing for children and young adults, this is a wonderful resource which you should consider subscribing to.

Blood Red Horse

I haven't been deliberately picking out books with colors in the title, but I'm always excited when my local library adds new YA books on CD's to their collection. I picked up Blood Red Horse by K.M. Grant and was not disappointed to listen to a book that would appeal to both boys and girls. (The SCBWI-Carolinas listserve has been having a lively discussion on what types of books appeal to boys and whether we as writers write to their interests, or write what we feel passionately about. Interesting dilemma for writers!)

This first book in the de Granville Trilogy recounts (in vivid, gory detail- thus the boy interest!) is written from the perspective of two young men during the 12^th century Crusade. One, a Christian knight, the other a Muslim emir. Through the events which are shown in remarkable, historic detail, they both end up loving the same "blood red horse." The valued animal ends up being a catalyst for partial reconciliation between the two enemies. The author not only portrays the conflicts and experiences of both young men, but it is also an eye-opening account of the Crusades. I highly recommend it for readers in middle school and high school. Younger mature readers might also appreciate it, although given the nature of the subject, there is quite a bit of violence.

Things that make writers jubilant!

Several blogs ago I mentioned that my article about internationally acclaimed paperweight artist, Paul Stankard, came out in the June issue of Highlights Magazine. Yesterday I was surprised to open a plain, white box from Honesdale, Pa (and who else lives in Honesdale but Highlights???) to find that I had received a plaque inscribed with the following:

Highlights for Children

Author of the Month

Carol Baldwin

"Paperweight Magic"

June, 2007

That pretty much made my day!

Blue

In addition to meeting educators at the Mid-South conference, I also met Joyce Hostetter, the author of Blue (Calkins Creek Books, 2006). This award-winning novel is set in Hickory, NC in 1944 and the story is well-shown through the eyes and heart of 13-year-old Ann Fay Honeycutt. Whether she likes it or not, the end of World War II and the polio epidemic impact Ann's life and leaves her a young woman who has faced heartache and pain—in her family and in her own body. These changes, along with how she overcomes entrenched family prejudices against African Americans, make this novel an excellent read for students in grades 5-8. I also recommend this book to my fellow writers. I am writing historical fiction that takes place in Charlotte during the 50's and it is inspiring (and educational!) to read other books in the same genre. (Boyds Mill Press, 2006)

Musings from Mid-South

Last weekend I was privileged to be a presenter at the 18^th Annual Mid-South Reading and Writing Institute. Over 1400 educators from Alabama, Tennessee, and other southern states came together for two days to improve their classroom reading and writing practices. Here were some of my highlights:

Peter Johnston, Professor, and International Literacy Consultant from Albany, NY opened the conference on Friday morning with a talk related to his book, "Choice Words." He spoke about how important it is to have reciprocal learning in the classroom. Students who contribute are then seen by their peers as "a teacher too." A thread woven through the classroom should be that change is possible and "errors" take on a new meaning. Similarly, teachers become learners and communicate that they're on the same page as their students, learning together. (For those of you who have taken writing workshops with me, this fits into my view of interactive writing activities in which students and the teacher come up with the best way to "jazz-up" a sentence.) Johnston encouraged teachers to make the classroom a fun place where students take responsibility for gaining knowledge.

I had so many conversations with Dr. Robert Wortman, Adjunct Associate Professor of Language Reading and Culture, College of Education, University of Arizona that I began to feel as if I was taking one of his courses. One of the themes which he kept returning to was: "Read like a writer; write like a reader." This is worth repeating to all of your students!

I attended one of the sessions given by Alan Farstrup, Executive Director of the International Reading Association. He commented that the term "reading wars" is very unfortunate. "We all have the same goal," he said, "to educate children." Teachers shouldn't be asking about phonics vs. whole language; the question should be, "What are all of the components we need to teach reading?" It is his experience that parents are concerned that too much classroom time is spent on testing.

Saturday's keynote speaker was the entertaining, passionate author and educator, Lester Laminick. Speaking on the topic of "Reading and Writing and Teaching and Learning: What Happened to Common Sense?" he challenged teachers who like Dorothy in the Wizard of Oz, should face their fears. For teachers, that means they must teach what they can teach and what they know students need. "We fear what we cannot see," Lester said, "which is causing us to lose our common sense." He further encouraged, "As teachers you are searching for something that is already in you. To be readers and writers - it's not in a kit or a script- it comes from the knowledge base of [being a] teacher." Lester encouraged all teachers not to "lose your common sense about education." I had the opportunity to chat with Lester while we were waiting for our flight back to Charlotte. When I admitted to being nervous before participating in my first Mid-South conference he said, "If it's not fun, then just stay home and write!" And since it is a lot of fun…I'll look forward to going back next year!

Midwest Book Review

Here's my latest review!

Teaching The Story: Fiction Writing In Middle School" was developed from materials that freelance writer Carol Baldwin developed when she taught creative writing in several different middle-school classrooms over the years. "Teaching The Story" is a thoroughly 'student friendly' curriculum supplement that will enable classroom teachers to prepare their students for standardizing testing, as well as for their academic writing assignments. Baldwin's flexible approach to teaching creative writing skills to children are especially appropriate for students seeking to write coherent and readable sports, fantasy, science fiction, mystery, and historical stories. Enhanced with more than seventy customizable transparencies and reproducibles included on an accompanying CD, "Teaching The Story" is strongly recommended for use with grades 5 through 8.

-The Midwest Book Review, "Library Bookwatch" and "Internet Bookwatch," June 2007

Attention Virginia Homeschool Parents!

Barby Mouring, a friend of mine, will be selling autographed copies of Teaching the Story at the Northern Viriginia Homeschool Conference July 13-14 at the Dulles Expo Center. You'll find her in the Used Curricula Sale Room. Please stop by and take a look at my book!

Some Recent Reads

I recently finished listening to Rash by Peter Hautman. Although the language might offend some readers, the plot, story, and writing are excellent. Fast forward the calendar about 70 years and you'll see Hautman's view of the future. In this way, Rash provides a clever commentary on our present society which is preoccupied with health and safety. In addition, the manner in which Bo Marsten, the main character, handles conflicts with his family, peers, school, and government are true to life and lead to a satisfying resolution. I believe this book will appeal to boys and girls from ages to 11-15.

Copper Sun by Sharon Draper was the winner of the Coretta Scott King Literary Award in 2007. It is told from the perspectives of an African slave girl and an indentured girl whose lives intersect in a South Carolina rice plantation in the early 1700's. Although I found some of the story predictable, the vivid horrors of slavery and the cruelty of slave owners definitely made this book a worthwhile read. In addition, the girls' journey south to Florida and to Fort Mose was a departure from the stories of slaves escaping to the north. The girls' emotions, interactions, and the development of their friendship are portrayed well. There are several references to sexuality as the main character is bought as a 16^th birthday present for the masters' son, so parents should use discernment in recommending this book for younger readers.

Ebby and Grandma Carol

For those of you who have known me for awhile, you know that last October, Creighton and I became the proud grandparents to Stephanie Evans Clark. "Ebby" as her parents decided to call her, was born to Leslie and Neill and weighed in at just under 2 lbs. We are thankful that she is doing so well and is a growing, happy baby. This picture was taken last week on a family vacation in Arkansas.

Literacy Makes Corporate Cents

On a recent vacation in Arkansas, I spent a day in Little Rock, with my sister-in-law, Barbara Baldwin. As an area manager for AT&T, Inc. she told me about AT&T's interest in promoting literacy. "If we don't take an interest in children learning to read," she commented, "we won't have skilled employees in the future." This promotion of literacy through corporate America was further reinforced during a visit to Heifer International, a non-profit organization committed to ending hunger and poverty and promoting ecological stewardship of natural resources. In addition to their extensive programs which promote self-reliance through gifts of livestock, their "Feed to Read" program has games for kids, extensive book list, an incentive reading program related back to Heifer, as well as grant information for educators.

As an educational consultant committed to helping young adults become more proficient writers, I found this support of literacy through multi-million dollar organizations encouraging. I would be interested in hearing about other companies with programs to support literacy. If you know of any, e-mail them to me and I'll list them on this blog.