Storybookers

Ice Cream Or A Story, Given The Choice Which One Would Kids Choose?

Do We Really Know What Kids Want?

Being a storyteller I know that children and adults love stories.  But I wasn’t prepared for what I found out today.

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I’ve just taken part in the Play Day at Somerford Grove, Tottenham, London, UK.  A great day of fun in the sun.  This was part of my time delivering drama and storytelling workshops with Northumberland Park Community School on their Summer Transition Programme.  

The best thing about this storytelling day was that I had now acquired a troupe of little helper to help out.  A loyal band of great little storytellers all face-painted in the character from the Anansi story we’d been working on.   We’d also managed to pick up a very talented drummer who helped support the narrative with his improvised percussion.

Part way through the day a group of children and their guardians appeared at my tent.  Keen little faces eager to hear some Caribbean and African tales.  They sit and I tell them of Shamba and his magical control of  the weather.  When I finish the story the children are asked, “Do you want another story or do you want to get some ice cream?”

Like you, probably, I’m expecting a tent full of tumbleweed faster than you can say, “Do you want a flake with that?”  But no.  The kids want another story.  And then another.  If it wasn’t for the fact that other children wanted in and there was plenty more to do and see I suspect they would have sat there soaking in stories for the rest of the afternoon.

So, when thinking of treats for kids rather than going directly to sweets or computer games.  Think again.  Perhaps all they need is some family storytelling time.

Posted 508 weeks ago

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3 Simple Ways to instantly Create an Inclusive Classroom Enviroment

Posted by Norman Bailey on Sunday, September 6, 2015 Under: Storytelling

Inclusion is not about getting children to fit in, it's about helping each child feel that they belong.  Creating an inclusive climate in the classroom helps refugee children to settle and feel welcome and valued. 

1. Bring other cultures into the classroom
It’s good idea to ensure your pupils learn something about the countries and the cultural background their classmates come from.  This encourages discussion about moving home, cultural diversity and sees all children as resources for learning.  A welcoming and receptive classroom give
s recognition and praise to the skills and knowledge children bring and contributes to their developing successes and achievement

2. Use Targeted Literacy Methods to Improve Reading, Writing, and Communication Skills

Low literacy skills are associated with a range of indicators of disadvantage, however, timely intervention and positive steps to deliver improved outcomes can break the cycle of deprivation and exclusion.  This also impacts on a cross curriculum level as children improved literacy skills, raised self-esteem and increased interest in the wider world can make a substantial difference in a range of other subjects.

3 Use Storytelling to Build Bridges
 Storytelling is powerful tools for building bridges because it encourages children to explore other ways of life and to tell stories from their own background.  Used correctly it bypassing the many reading and writing barriers.  Stories like Mary Hoffman’s ‘The Colour of Home’, for example, powerfully illustrates the benefits to pupils and teachers of finding ways of opening dialogue between cultures unfamiliar with each other.

Start building bridges today

In : Storytelling