The Breakfast Girl: A Learning Story of Practical Life, Homeschool Style

Since hearing about Learning Stories, I have written many in my head, but only two on paper -- or on screen as the case may be. When I was reflecting on last week's homeschool happenings, another one came to mind, so I thought I would get it down and share it before the moment passed. I hope it inspires you to try Learning Stories as a form of documentation, assessment and planning in your home or school.

The Breakfast Girl

Nina, growing in independence, and shining with pride and joy

I was catching up on a few things when Nina finished her Five Before Breakfast and decided it was time to eat.  So, she asked if she could serve the oatmeal that I had made, which was warming on the stove.  With purpose and independence, she took bowls from the cupboard and silverware from the drawer and, then, began to spoon out a serving of oatmeal for herself.  

Although Nina was hungry, she did not simply sit down to eat what she had served herself after doing so.  Instead, she spooned out a second portion of oatmeal for her baby brother, who was still doing his Five Before Breakfast, and one for her big brother, who was still sleeping.  She also prepared one for me.

At this point, Nina still did not begin to dig into her breakfast.  Rather, she asked if she could go in the fridge, where she found defrosted raspberries in a bag and our big jug of maple syrup.  She, then, spooned some of the raspberries out and put them next to each serving oatmeal.  After this, she found the small silver pitcher that we use for maple syrup in the cupboard and poured some maple syrup from the large jug of it that we keep in the fridge into the small pitcher that we use at the table.

With sides and toppings to the oatmeal all set, I would have thought that Nina would have finally begun to dig into breakfast so that she could satiate her hungry morning belly.

She did not.

Instead, Nina went to another cupboard, got a small, lidded plastic container, spooned some oatmeal which was still leftover in the pan into it it, added some raspberries and syrup and declared, "for Daddy."  (Daddy was already at work.)  She put the container in a bag in the fridge so Daddy could have it the next day. (Later, Nina and her brother added many other things to the bag, but that is  "Part Two" of this Learning Story, which I hope to share another day.)

The oatmeal and raspberries Nina prepared are on the top right, between the salmon can and the mixed vegetable salad.

With everyone else in the family accounted for (and Nina's brothers finally ready to eat alongside her), Nina led a prayer and, happily, dug into the breakfast that she had so independently prepared for everyone -- eating a few bites of raspberries first.

What It Means

Nina, at but five-and-a-half years old, you demonstrate independence, competence, kindness and a sense of service.  As you served breakfast for everyone last week, you also proved to Mommy that, even if we do not always "do Montessori" in ideal ways at home, practical life skills are constantly practiced and mastered.

As you spooned oatmeal and raspberries out onto people's plates, as you poured maple syrup from one container to another, as you placed dishes on the table for the family..., you proved your mastery of so many practical life skills.  You also showed a sense of independence and service.

When you paused to think of Daddy, even though he had already gone to work, you demonstrated the practical kindness that you so often do.  Even though preparing leftovers for Daddy could have waited until after you had eaten breakfast yourself, you decided to get them ready and and in the fridge first.  Nina, you often prioritize other people's needs.  You truly have a compassionate heart.

The fact that you served raspberries alongside the oatmeal and, then, ate the produce first evidences that you understand the importance of including "produce power" in our daily diet and are happy to follow our new practice of eating "raw foods first" in the morning.

Throughout the entire time that you served breakfast, you remembered some of our family rules, guidelines and practices.  You finished your Five Before Breakfast before asking to eat; you asked for permission before going in the fridge; you served a portion of the meal into a container for Daddy to eat later; you shared your time and talent; you led prayers...  The list goes on.  As I reflect upon all that you did on that morning last week, I recognize growth of skills and of character.  You are quite a young lady, Nina!

Opportunities and Possibilities

Nina shows both skill and independence in serving breakfast for herself and her family.  She also demonstrates an enthusiasm for serving Daddy's needs.

To help Nina take the next steps in the practical life skill of preparing and serving meals, we can choose one morning a week that Nina is in charge of planning, making and serving -- from start to finish -- for the family.   We can also have Nina prepare Daddy's lunch bag for him at least one day a week. 

First, we can practice by having Mommy act as a helper to Nina throughout the entire planning, preparing and serving process of a breakfast menu, which does not require use of our stove.  Then, we can encourage Nina to plan, prepare and serve whatever breakfast meal that we worked together to get on the table, entirely on her own as a service to our family.

Likewise, we can ask Nina to get Daddy's lunch bag ready one day a week using leftovers from breakfast and other meals, as well as sides form the cupboards and fridge.

Over time, we can also teach Nina how to use the stove safely so that she can prepare other types of breakfast foods for us.  At this point, she sometimes helps to turn burners on and off, to stir foods in pots and to flip foods on the griddle, but, for safety sake (both her own and her ever-watchful, model-after-siblings, baby brother's), we stress that no child should use the stove without an adult's help.

 

Nina's Reactions

When I read this story to Nina, she beamed with a big smile and recalled, "That's what I did last week!"  She then ran into the kitchen declaring "I'm getting some oatmeal for Dad," since we happened to have leftover oatmeal today, too.

She is excited to make Daddy's lunches and to learn to make a family breakfast --from start to finish -- all on her own. 

What is a Learning Story?

Learning Stories are a form of assessment, reflection and sharing that I first heard about through a Reggio yahoogroup I belonged to some years ago, which offered a link to this website.  Basically, they consist of narration and photos (or other visual documentation) that tell the story of a child's singular learning experience, followed by a "What It Means" section, an "Opportunities and Possibilities" section and a "Parent's Voice" section.   There is no right or wrong way to write them, but, to be most effective, there are conventions that a man named Tom Drummond conveniently summarized in a PDF entitled Writing Learning Stories.

What learning have you observed recently and how does it inform possible future activities?

Although my interest in Learning Stories was initially inspired by an interest in Reggio practices, I feel that Learning Stories can be an effective tool in Montessori-inspired teaching, too. If you'd like to see other folks' Montessori-inspired ideas and work, click on over to Montessori Monday, where this post is being shared.

A Learning Story: A Boy, The Good Shepherd and A Story

Some time ago, I wrote about Learning Stories and Our Boy Who Drew A List.  Since then, many Learning Stories about Luke, Nina and Jack have gone undocumented.  However, the learning never ceases and my observation of it brings such joy.

Last night, while I was taking time to purge a pile of paper, I ran across a picture Luke had drawn at the beginning of the month.  It made me smile and reminded me of a story I have been meaning to tell.

  A Boy, The Good Shepherd and A Story

I was lying on the couch one evening, not feeling very well, as Daddy took care of the dinner dishes.  Luke, who had been busy drawing something in order to keep himself somewhat calm and quiet, came over to me.  He crawled up onto me with a paper in hand and asked, “Mommy, can I tell you a story?”

When I said, “Of course, I would love you to.” Luke settled in, stroking my hair with one hand as he held his picture with the other.  He began to narrate the following story about a picture he had drawn. 

"Luke’s Sheep (Because the Shepherd’s Named Luke)"

by Luke Stanger, as narrated to Mom on 10/1/2011

There was once a shepherd. He had one, two sheep and a lamb.

Well, the Mom and the Dad black sheep were lost in the forest. Well, a huge open-jawed eagle came swooping for their baby and, all the sudden, they ran back into their pen.

Well, out flew the tiniest duck in the world from inside a huge egg. He was looking to see if the eagle was around.

Then, with a startle, the shepherd flew his spear at the bird. (The shepherd was holding his staff.) The spear hit the eagle. The eagle fell onto the ground and had a big bloody body.

As Luke told the story, his voice and hands became increasingly animated and expressive.  His tender stroking of “sick Mommy” made way for his enthusiastic storytelling.  Still, he remained seated close to me, making eye contact occasionally.

Since I had a computer nearby, I asked Luke if I might record his story.  He smiled and handed me the computer.  Then, he began his story again, pacing his telling of it so I could type the words.  When his story was nearly done, I asked him what happened to the sheep and the shepherd and how they felt.  He replied:

The sheep felt good because the baby was saved by the shepherd.

The shepherd hugged his sheep.

When I read him back what he had narrated, he stopped me at one point in order to correct a sentence.  He told me that he had made a mistake.  He did not mean, “Then, with a startle, the shepherd flew his spear at the bird.”  It was an eagle.  He wanted the story to read with the line, “Then, with a startle, the shepherd flew his spear at the eagle.” After making the correction, he asked me to reread him the story.  He smiled with satisfaction as I did.

I set the computer aside and hugged Luke.  He gave me a strong squeeze back.  Then, Daddy came into the room.  As Daddy sat in a chair nearby, I mentioned that Luke had written a wonderful story.  While Daddy was commenting back, Luke walked over to him, drawing in hand.  Luke climbed up into Daddy’s lap and asked me to read his story so Daddy could hear it.

What It Means

Luke, it warms my heart to have experienced this moment with you.

You saw that I was not feeling well, so you tried your best to remain peaceful during our after-dinner hour by busying yourself drawing.  I know that night time can be a difficult time for you, because you feel energetic and wound-up despite it being “wind down” time.  You made such a good choice to channel your energy into the creative pursuit of drawing and telling a story.

I am touched about how you shared your illustration and story with me.  Often, when you aren’t feeling well, we snuggle, I stroke you hair or skin, and I tell you a story.  You offered to do the same for me, showing tender compassion.  It can be difficult to think about others and how we might make them feel loved and cared for.  You did that.

As you told me your story the first time, you proved so many things.  Your story contained a definite beginning, middle and an end.  It also contained conflict and drama.  Plus, it was told using interesting, specific vocabulary.   Both your illustration and your words demonstrated that your talent as an author-illustrator.  They also informed me that you are synthesizing the Good Shepherd parable we have talked about before. 

When you told me your story for the second time, you showed an understanding of phonemes, or the sounds and pieces of words.  You broke longer words up into parts and spoke at a pace that you felt I could type at.

Then, when I read your story back, you chose to change the word “bird” to “eagle”, which showed me that you know how to revise stories to make them even more interesting and understandable.  Your attention to detail is interesting.

Finally, once you had created your story and narrated it to me, you sought to share it with your father.  Inviting others to enjoy our creative works shows confidence and initiative. 

It is a joy to watch your skills and creativity unfold, as well as your compassion and sense of self and others.  It is also wonderful to see how you integrate the principles of our faith – of the Shepherd protecting His sheep into your work and play.

Opportunities and Possibilities

You demonstrated initiative, creativity and compassion in so many ways through creating and sharing your story, Luke’s Sheep. 

I wonder if you could think of other ways to show love, kindness and caring to those around you who are feeling sick or unhappy…  I wonder if you could do the same for people you do not know.  Might you draw pictures, write stories or create other works to share with them?  Could you dedicate some time to simply being present with folks who aren’t feeling their best, sharing your time and smile with them?

I also wonder if we could continue to encourage your interest in writing and illustrating stories?  Might we make a notebook of your creative works?  Could we make a book?  Would you like to publish some online?  Might we collect all your work in one place and occasionally choose which ones you want to enjoy just for yourself, as things to draw or write, and those you would like to share with others?  Maybe we could look into working with other children on a creative writing or illustrating project.  Sometimes working together with others in a creative circle or workshop can be fun and inspiring.

Finally, I wonder if you would like to explore the Good Shepherd parables and other faith stories in other ways.  You seem to enjoy the parable Boxes we make.  Might we try collaging, painting, sculpting or other artwork about faith stories?  Would you like to write your own faith stories book?

Possibilities are endless.  Your imagination and talent are limitless, too.  I know sometimes it’s fun to just play, create and explore with no particular purpose in mind.  At other times, doing so with a reason in mind or to share with others is great.  However you wish to continue creating, Mommy and Daddy are here to support you.

Thank you for sharing your story and your caring with me,

Mommy

Why Learning Stories?

Learning Stories are an effective tool to encouraging parents and educators to take time to observe children, reflect on what children are doing and facilitate opportunities for future learning.  For more information about them, Learning Stories Examples is a great place to start.  Typically, Learning stories have a number of photographs in them and at least one of the child, but since I was not feeling well when this story unfolded, I did not take any photos.

If you’ve written a Learning Story about your own child, I would love for you to leave a link in the comments below.  Also, please share your tools and approached for observing and reflecting upon the growth and learning of the children you care for.

P.S. We'd it if you'd consider helping us win $250 in sensory stuff by voting for us through leaving a comment at our entry at My Special Needs Network.

This month’s S-O-S Best of the Best (BOB), which will be live on the 15^th, features special moments in our day to day lives as folks facing special needs.  Contributions include thoughts and stories about simply being a family and enjoying our children just as they are.  In other words, instead of focusing on the usual therapies, methodologies and schedules that families with special needs must contend with, they celebrate the joy that unfolds in life daily.   Luke’s imagination, desire to synthesize and expand upon learning though hands-on activities and willingness to share his gifts bring smiles to our family on a regular basis.  I share the Learning Story above as a part of BOB in hopes that it will encourage others to reflect upon the simple, yet special moments of life with children, how they learn and how we learn from them.  I encourage you to try utilizing Learning Stories in your own parenting or teaching journey.

This post is also being shared at Gratituesday at Heavenly Homemakers since moments like the ones described above, and the time to reflect upon them as has been done with this post, are things I am thankful for.  What a gift our children are and what responsibility, grace and joy we are given in observing, responding to and reflecting upon their growth.

A Learning Story: The Boy Who Drew A List and Made A Book

Learning Stories are a form of assessment, reflection and sharing that I first heard about through a Reggio yahoogroup I belong to, which offered a link to this website.  Basically, they consist of narration and photos (or other visual documentation) that tell the story of a child's singular learning experience, followed by a "What It Means" section, an "Opportunities and Possibilities" section and a "Parent's Voice" section.   There is no right or wrong way to write them, but, to be most effective, there are conventions that a man named Tom Drummond conveniently summarized in a PDF entitled Writing Learning Stories.

Folks who used to scrapbook or currently blog, like me, might enjoy adapting the Learning Stories concept for their own use to create both memories and documentation about their child's learning and development.  I know I intend to start creating some well-developed ones.

Here is my first attempt:

The Boy Who Drew A List and Made A Book

Recently, we have gotten our printer working again, and Luke is very excited about it.  Daily, he asks for print outs of different things that interest him.  This morning, he asked me to print him a number of things and waited, not so patiently, while I finished what I was doing, so I could print him some things.  As he waited, he persisted in his request by making comments such as, "I like print out books, Mom," and, "Please print me some cats and babies."   He kept asking for things over and over until I got annoyed and corrected his behavior.

Despite this, when I was ready and Luke had demonstrated some better behavior, I printed him some coloring pages. He quickly set to work coloring them.

He colored the cat page, before writing "Dad" and "Luke" on it, 

because there was "a kitty Daddy and there was a kitty Luke, Mom."

He also colored the baby one, wrote "LUKE" on both that one and the cat one,

"because they are my things.  That's why I wrote 'Luke' on them, Mama," 

and he wrote Jack on the baby one because "that's the baby's name."

When he finished the cat and baby coloring, Luke asked me for more print outs.  I told him that we had other things to do and that if he kept asking me over and over again to print things, I would not print him anything.  Asking once and knowing I would help him later was what I expected.

Later in the day, after we had enjoyed outdoor time, lunch and some other activities together, I sat down to do some work.  As soon as the computer was turned on, Luke requested more print outs.  I told him I could not comply with his request yet, because I had to finish a task.  I then eminded him not to persist in asking me for print outs over and over and, instead, suggested that he build some K'nex rockets or entertain his brother.  He did both of these things and also sketched some drawings of:

some astronauts,

a football guy,

 a hockey guy

and a dog.

After some time, Luke was ready for me to take a break and thought I might be ready to stop my work as well.  So, he brought me his drawings and asked me to print them.  I thought he meant for me to copy them, but he explained he wanted me to print out similar things.  He said he had drawn the sketches "because you were too busy, Mom, and I wanted you to know what I like...  I didn't want to forget what I wanted you to print."

At this point, I closed out of what I was doing and did a Google search for coloring images of astronauts, football players, hockey players and a dog.  Luke fixed his eyes on the computer and picked out which images he wanted me print, taking them off the printer tray as quickly as the printer could spit them out.

Immediately, Luke set to work coloring the printouts -- not with the care he sometimes uses when coloring -- but with great gusto and typical-of-Luke creativity:

 He added nothing to the astronaut, but told a story to himself about the astronaut as he colored him.

He ensured the hockey player had a puck to use.

  He gave the football player a  field goal and a "G" on the Packers goal line, 

because "he's trying to make them win, Mum.  

He plays with the Steelers."

And, he added reins all around the husky,

"so he can pull the sled, Mum,"

plus "footprints underneath him.  

And there's 'husky' (written)  underneath him and I put a 'R' for ran."  

Once they were colored, Luke gathered all these pictures together back to back, "so I can make a book, Mama."  The unbound book is now waiting for Daddy to bring them to work to staple them.

What It Means

Luke, I am so proud of the patience you showed in waiting for me to print you things.  I know being patient is difficult for you, but you are becoming stronger at demonstrating this virtue

I was pleased with how you are beginning to use letters on your own to label and add details to your drawings. Sometimes, you ask me how to spell things, but usually you use your memory or invent your own spellings or representations for words.  It shows your creativity.

Your creativity also shows in how you approached "making a list" by drawing sketches.  This demonstrated clever problem solving.  Since you did not want to forget what you wanted me to print, and knew you could not keep asking me over and over for things or would get nothing, you came up with a reasonable solution.  It made me very proud.

I am so glad you like coloring and make everything you do your own by adding details, words and ideas that come from your own imagination.  I enjoy looking at your drawings and colorings and reading your books with you. 

Opportunities and Possibilities

You are very creative in your art work, problem solving and book making.  

To make your artwork even more appealing and expressive, you could take your time with it.  Choose your colors purposefully and take time using them.  Experiment with different media -- crayons, colroed pencils, chalk, paints, collaging, etc.  Continue to add your own details and letters to express your thoughts and share the stories you imagine. 

To continue practicing effective problem solving strategies, think about things you want and what others have expressed they need.  Then, as you did today, use your creativity and talents to come up with a solution that can make everybody happy.  Use virtues, such as patience, to help you think of and carry out solutions.

As you make further books, maybe you can go beyond simple coloring and drawing.  Take pictures of your sculptures, constructions and models and create storybooks with them.  Make collages.  Do paintings.  Write more text.  Think of all the different artwork we see in books we enjoy and try making some like it.

Thank you,

Mommy

I am sharing this at Works for Me Wednesday, because writing Learning Stories works for us as a way of documenting, reflecting upon and sharing our children's development.  I am also sharing it at Homeschool Hints, since this form of documentation could help other homeschooling parents in building state-mandated assessment portfolios or in illuminating learning that is happening now or could happen (think emergent curriculum) with their children.  Please visit the links at both sites to see what works in others' homes and homeschools.