May19
Children never cease to amaze me. They never run out of creative ideas. The younger ones seem to be much more spontaneous; the older ones often pick up topics and cull from situations in their conscious environment. Either way, imagination obviously is the basis of their stories, poems, and illustrations, often instantaneously and spontaneously manifested within seconds of the slightest stimulation — a statement, an idea, a comment, a memory.
The eight sessions I spent with 17 children aged 6 to 13 this summer were exceptionally revealing–about the kids and about myself. Frankly, I had thought I had the program wrapped up tightly when Ms. Luz Estudillo and I talked about conducting a Young Writers’ Workshop at the Headway School for Giftedness.
Little did I realize that these precocious bright kids can be more challenging to my usual flexibility and adaptability. Most were attentive, and patiently listened to explanations. Some often got ahead of the short lectures with their series of questions. Others couldn’t seem to refrain from their excited sharing and expressions. But all had more than enough to say during the many passionate discussions, and writing sessions. (Several times, I had tried to feign anger and frustration, in an attempt to get a common response — silence. Worked for a few seconds, then off we were again, almost everyone talking at the same time.)
I had tapped into countless experiences workshops with high school and college students, as well as professionals, yet kept totally open to approaches and content. The lesson plans were often mere rough outlines, open to changes and adjustments on the spot, and usually depending on the children’s reactions.
In our few weeks together, we learned to imagine, create, listen and report the facts, and express our opinions in the best words we could muster. This compilation of their works proves the deep well from which they pull their thoughts and ideas.
My role, I knew, was not to correct their grammar and spelling (I leave that to their regular teachers). But we did spent some time to help each other reading and checking each other’s work. The workshop however was meant to bolster each child’s natural ability to imagine and create, and translate their thoughts and ideas into written words, sentences, paragraphs.
We found though, that at the end, we were not only learning to write. More importantly, we were rediscovering ourselves, and learning a few other lessons in life: team work and cooperation; acceptance of our imperfection; trusting friends to help us with point we may have overlooked; respect for each others’ thoughts and ideas; listen when someone else is talking and they will listen when you are talking,
Perhaps, in a few months or years, we can look at this compilation of works, and tell ourselves “I should have included this or that point”, or “written my paragraph this way.” (I know I will say this to myself about this piece).
But then that’s the essence of learning to write – organizing and putting our thoughts on paper, editing ourselves, allowing others to edit our work when needed, and finally letting go of the final material for publishing. Anyway, we have infinite opportunities to imagine, and experiences to write about. Continue to write. It’s the only way to perfect our craft.
had tapped into countless experiences workshops with high school and college students, as well as professionals, yet kept totally open to approaches and content. The lesson plans were often mere rough outlines, open to changes and adjustments on the spot, and usually depending on the children’s reactions.
