I grew up in Manhattan, a city child who couldn't wait to get out into the country in the summer. I cultivated "country legs," which were scratched, scabbed, bruised, dirty, and a little brown. I've been thinking about country legs as I move back and forth between New York City and my home out here in Western PA. These days I can tell where I am by looking at my hands. Clean and relatively smooth? I am in New York. Not quite clean finger nails, hands a little gritty and perhaps stained? I am in Pennsylvania, where I still have to pull weeds, cut up beets and tomatos, plant the iris that someone sent me from Montana, and, as of this morning, bring in some wood.
So, two very different lives, lived in two very different environments this fall and winter. When I am here, I want to make sure I keep doing all the small things that make this place my home. I insist on taking the time to get my fall tomato scene together. I will feel like I have lost my country chops if I have to buy canned tomatoes this winter. I will not let the porch look ragged and unoccupied. And I will take the time to think and work on long term projects, (and keep this blog going), not rush from thing to thing. There are some very interesting things to think about this winter, exactly because I do go out into the world, leaving behind the tomatos and flower beds, and wood piles.
For example, what is the best way to help Spanish speaking adults get enough English to pass a proficiency test as quickly as possible? I am thinking about that this after a day and a half working with GED teachers of Spanish speaking adults. It seems to me that the rapid acquisition of vocabulary, and the ability to scan (orally and visually) and recognize enough words to make sense of material are critical. So how do I help teachers plan lessons that practice this skill?
Also, what are the skills that three and four year olds need to get kindergarten ready? The more I work with this age and younger children, the more I am convinced that the key lies in helping them (1) physically and mentally slow down and focus on the world around them, and (2) see the connections and patterns. Listening, looking, scanning and pattern recognition again
What would a box (wooden) of Third Way math materials look like? How could I produce materials that would help young children both understand basic math and make the transition from objects to paper. (Not writing numbers, but looking at marks, and pictures.) Seems like I am back to focus, scanning, and pattern recognition.
Well time to go get my first armload of wood for the season. Now the question is simpler. Where did I put the axe last spring?
this is a really nice post.
Posted by: chepkirui | October 02, 2011 at 06:52 AM
Beautiful post. Wish I could sit by the fire with you and chat.
Posted by: Emily | October 02, 2011 at 03:19 PM