About smcneil2013

I am a special needs educator with a love for philosophy and nature. I have an academic history in International Law and Human Rights and am a life long learner. I live in Zimbabwe and hope to travel to more places!

“What are you extra-good at?”

Instead of finding the faults, finding potential is even more important to the lives of our students. Extra-curricular activities have oftentimes been gateways to discovering and nurturing hidden talents or interests that could become career choices or hobbies later in life.

Last year, my talented group of drama students performed monologues that they had written and adapted from various genres. One student created an account of being a solider from war, another, a news anchor, a crazy scientist with a split personality, a mermaid escaping the ocean and a myriad of themes. Extra-curricular activities, often not taken too serious, are a fun way that students can let their hair down and build other skills that may not be incorporated into the school day. Skills of natural socialisation, problem solving in real life situations, application of various skills and the best part is creating their own accounts from their experiences or just to communicate about social issues.

 

For children with Learning Challenges I have used dramatic arts as a way to unlock their hidden sparks! I have marvelled at the products they have created and performed. In general, they are often socially awkward but some have found their place on the stage and even gained some stardom!

It is essential and in most cases, a necessity to encourage them to step out and explore extracurricular activities.. the possibilities are endless.

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Dyslexia- Gift of Genius

It has been just a bit more than a year since I have blogged. I have been working on research for my educational pursuits and found this year slip away quite fast.

I feel as though I can now think for myself again and not let anxiety control my thoughts. My research Dissertation was on ADHD-classroom management techniques, my aim was to add to literature concerning ADHD in my context and satisfy a few wonderings I have had concerning this issue. I hope to get it published in the near future too and possibly write a post about it.

This post has been a nagging issue for me. I have had the great privilege of working with students that have had many academic challenges in their elementary years. Diagnostically

240_F_110325881_KRyqQhX4IrcbFHvOmA8YNtpoWX1Wqev0these have been due to Dyslexia. Dyslexia seems to be a hit on the streets and around parent coffee tables, even educators seem to throw it around and experiment with all sorts of strategies to help these children.  I am an undercover Dyslexic and have found ways to cope with and remedy some challenges I have. This is why I believe Dyslexic children can achieve just as much and more than anyone else.

What fascinates me the most are their genius tendencies. I have had the most complex and most enjoyable conversations with Dyslexic students. Their innate ability to retain such amazing facts about areas of their interest. They teach me so much and challenge me to think deeper

 

about everything! Ron Davis believe so too in his book The Gift of Dyslexia which proposes that:

The gift of mastery develops in many ways and in many areas. For Albert Einstein it was physics; for Walt Disney, it was art; for Greg Louganis, it was athletic prowess.

One boy in particular was held back due to lack of progress in his academics and reading was an area of great anxiety and challenge for him. it was presumed that he would struggle with math and he believed that he would. During one lesson, I challenged him to visualise the numbers he was to remember in a way as to encourage him to internalise the math process and patterns. This opened pandoras box! From that moment onwards we both discovered his special ability to use visualisation in math. In grade 2 he was able to add and subtract up to 5 digit numbers mentally! Now in grade 4 he is calculating multiplication and division of multididgit numbers mentally! I have seen such a resilience in him and perseverance which is feeding into building his confidence in reading. My challenge in my job has been fighting back tears in most lessons!

I continue to marvel at the brain and its uniqueness, I believe we haven’t fully discovered the gifts of Learning Disabilities such as Dyslexia.

For your reading: Ron Davis-The Gift of Dyslexia

Being a young Zimbabwean professional -Pedagogy of the Oppressed by Paulo Feire

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As a young professional existing in the dawn of a new political era in Zimbabwe, I ponder with weighted thoughts on the journey thus far. I have had conversations with various people on the journey towards self actualization and career fulfillment for a young professional in an economy and system that oppresses and subdues its young.

I remember watching a bee fly countless times into a closed window later stinging the glass to its self inflicted death. This feeling of helplessness and the surge of raw emotion has been the plight of the young professional in Zimbabwe. Without pity the oppressive system has suffocated the opportunities for growth and development and furthermore, employers have in turn dealt heavy blows to the young professional.

The Pedagogy of the Oppressed written by Paulo Freire in 1968 philosophically aligns oppression to the dehumanization of the oppressed by the oppressor. It is in fact that humanization as put by Freire is a vocation of all human beings and to dehumanize others is to first dehumanize ones self.

He points out that humanization is thwarted by injustice, exploitation, oppression and violence of the oppressors. In my experience of existing in oppressive systems, the people become figures and objects that allow the suppressors to militate against them without a sense of humanity. Graduates in Zimbabwe are forced to do jobs outside of their passion and training in order to survive. The older generation continues to urge them on to remain positive and patient, whats angering for me is that generations have passed without change and hope,  the passivity of the older generation allows for the

41OtPGPAMuL._SX333_BO1,204,203,200_suppressor to continue their reign over our growth. As a younger lady I was told to look after my job as it would be my lifetime vocation regardless of other ambitions I have or structural deterioration. I see this irrational contentment with suppression by the older generation that even now with cash shortages they continue to queue day and night outside banks for a few coins.

The idiocy of accepting suppression and hoping it will just goes away by chance is frustrating to me. Paulo describes the suppressed’s voice as a yearning for freedom and justice and by their struggle to recover their lost humanity. To me to restore humanity is to restore sanity although it has to take more than a yearning.

Strongly put, dehumanization marks both those whose humanity has been stolen and those who have stolen it, further distorting the vocation of becoming fully human. An organization or system that suppresses people cannot become better without humanity. As a future educational leader or political voice that has been bred in oppression I have often times witnessed how the oppressed oppress each other and easily forget the plight of the oppressed.  Paulo warns that the oppressed become the oppressor, this truth is so when one decides to dehumanize the people they are to lead and their struggles, once shared….

I will stop here for now and continue this blog after I have extracted more of its truths in reflection to my reality as a young professional..

THRASS-Teaching Handwriting, Reading and Spelling Skills

I have always been of the belief that Professional Development is first the responsibility of an individual and then an organizational investment. Over the years I have invested in my ponderings to sharpen my skills in special education and to analyze my current practices. In an environment such as this one where finances stand in the way of needed development one has to be opportunistic and create an environment where one can grow regardless.

So recently, I embarked on training in a decoding program that has been part of community development efforts in Zimbabwean local schools for a few years now. My goal was to see what strategies are being used in the community and evaluate the strategies I currently use. It was nice to have discussions with other educators outside of the “IB world” and I found the same issues discussed in international communities of which I am part of, such as the ECIS, My IB and the online course forum Coursera, relating to decoding have the same strands. Perhaps with different names and pronunciations the same rules apply across the board.

Decoding has always been an area of great interest to me as it is one of the most essential tools and skills needed by children and especially children with Learning Challenges, more specifically Dyslexia. The part that stuck out to me the most was the use of rhyme and rhythm in decoding and breaking up word sounds, I know a few students that will enjoy this particularly. I had been thinking of new ways, particularly multisensory methods to teach phonemic awareness, decoding readiness skills such as breaking words into syllables, graphemes, diagraphes, trigraphs, quadgraphs etc. The introduction of spelling rules also allows for the growth of vocabulary and this area will be beneficial to my EAL students. I plan on using the multi-sensory elements of this program to liven up my phonics lessons and am hopeful this will be an exciting improvement.

Introverted-“Loud in here quiet out there.”

Being introverted is a misunderstood disposition which I find brings many challenges and triumphs in my life and career. The need to create a tranquil space where I can think or hear my thoughts is something I crave to do even subconsciously. This has been labelled as me lacking in interpersonal skills by colleagues, being viewed as proud and distant in groups. As an introvert this kind of judgement or misunderstanding may throw us into a frenzy of research into Emotional Intelligence Theories and self help quests. The worst thing you can do is tell us the problems we have, we think and overthink about them until we burn out or find a solution. For me, to change would be to deny self and I don’t know any other way to be.

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In classrooms I empathize with the introverted child, who always seems to be misunderstood for needing space.

As an artist and performer, I have been accused of being an extrovert but as introverts do, we learn to play that card to survive and not appear stand-offish. My thoughts consume me so much that I may appear detached from the going-ons around me especially when I lack the interest to engage, but on the contrary I am deeply thinking through or past the point of engagement.

In a meeting,one class teacher proclaimed that this academic year he would like to challenge “Joe” to be more social and he is going to place him in many groups for collaboration. As much as collaboration has its place in the educational experience, the thoughts that introverts could be stifled or lost in the chatter. And usually I have found that working in collaboration with colleagues on projects can be exhausting as the chatterboxes usually leave things for the last minute or do not commit to the end and furthermore talk about the process instead of getting on with it.

Joe, whom I teach, has learning challenges and the most brilliant ideas and creativity. He writes fiction short stories at his own will and during his free time although being told he lacks the ability to concentrate on one thing at a time. He has trained himself to master the art of channeling his thoughts and creations onto paper regardless of his dyslexia.

One afternoon Joe looked at me and said “I’m just tired of hearing people talk and them getting in my space, I cant think.” I remember feeling the same way just moments before. To be introverted is difficult in such an extremely extroverted world you almost have to fight to be yourself and moments of extroversion make you feel exhausted at the end of day.

The best parts about myself are due to my introverted nature, the deep thoughtfulness I put into everything, the unfailing endurance I daily apply to my commitments and goals, the ability to be reflective about all aspects of myself and the constant reminder of my purpose and vision..As an educator I ensure my classroom reflects the possibility to nurture all natures.

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The freedom to see the world and experience life the way I was intended to..

Flow- Mihaly Csikszentmihalyi

“The best moments in our lives are not the passive, receptive, relaxing times… The best moments usually occur if a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile.” ~ Mihaly Csikszentmihalyi (1990, p. 3)- Pursuit of Happiness

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As I ponder on the Theory of Flow by Mihaly Csikszentmihalyi, its application to education and life in general, it is a refreshing challenge with many layers to it. It’s the belief that happiness is found when one is pushed beyond comfort, this kind of happiness is prepared for and cultivated by setting challenges for one’s self. Contrary to our belief that a a life of no resistance or challenge is ideal, we can all attest that these hard places mold us into better people. As cliche as it sounds.. its a bitter truth. I have seen this scenario play out with my students. Flow is when they encounter a dreaded story that they may have attempted to read but without adequate preparation (vocabulary, language, spelling pattern fluency). As one can imagine the knock in confidence experienced by the student and even anxiety developed from this experience. One day,  finally looking at the dreaded story again, after a period of preparation, the students is able to read it with ease and fluency. This is that sweet moment of flow, that peak moment..well, until another challenge is posed. It is characterized by the the removal of the interference of the mind (emotions).

“Consciousness and emotion are there to correct your trajectory; when what you are doing is seamlessly perfect, you don’t need them (Csikszentmihalyi, 2002, p. 116).”

The Theory outlines that when one is in Flow:

  • Completely involved ( focused and concentrating) on a creative activity, nothing else seems to matter
  • Gives a sense of ecstasy
  • Balance of skill and challenge
  • Inner clarity
  • Knowing the activity/task is possible (no worry of failure)
  • Serenity
  • Timelessness
  • Intrinsic motivation

I have just scratched the surface for the purpose of provocation, but this theory resonates strongly within, due to an innate belief in our need for challenge even though faced reluctantly.

All the world’s a stage!!

 

I will always exist on a stage..

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My career as an actress has been a whole lifetime of experiences I will never forget. In nostalgia I reminisce about the beauty and art of acting. I remember once crying at the end of a performance because at some stage the differentiation between the character and myself was nonexistent, the applause forced the annulment of this union. As a creative, I am passionate and there are no half measures given.. I remember strings of script lines I learnt, the stale smell of wooden stage flooring and musky costume pieces from various eras (the worst looking were always the best!), oh the rush and relief!

Productions I have been part of..

QueenyNongogo Athol Fugard (Best Actress Award/Cup)-2007

Mrs MalapropThe Rivals R.B Sheridan (Best Actress Award/Cup and Best Comic Play Cup-Allied Arts Zimbabwe)- 2006

Lady Bracknell- The Importance of Being Earnest- Oscar Wilde (Best Actress Award/Cup) 2008

ReaganKing Lear– Shakespeare Festival- 2008

CassyThe Beachboys Musical– REPS Production- 2009