Express yourself!

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“Thinking too much or too hard can get in the way of creativity.” (Learning and Teaching Scotland, 2001, p27). This is something that really resonates with me as I am a very creative person, however I am also a person guilty of over thinking and putting a lot of pressure on myself. It is at these moments when the head takes over that I feel the need to stop, breathe and hand the reins back over to the heart, where creative expression is waiting to burst out.

This year I decided to pursue the Expressive Arts elective and I could not be happier with my decision to do so! As someone who likes to express myself, I have really enjoyed exploring what teaching and learning through music, art, drama and dance can look like within a primary school context. It has also encouraged me to do a lot of self-reflection about who I am as a practitioner and the experiences I have had in my life which have given me such a strong connection with the arts.

The craze started young!

I can’t remember a time in my life where the arts did not play a key role. My parents are both very creative and as a result of this I have a lot of positive childhood memories of singing, playing a variety of instruments, doing arts and crafts, going to dance classes and much more. Some of my fondest childhood memories include my mum singing songs to my sisters and I to help us fall asleep at night and my dad using his guitar to take us on a ‘Bear Hunt’ around the garden at our birthday parties.

Having the confidence to stand up and perform in front of a large number of people is not something I shy away from, rather the opposite in fact! Since singing my first solo to an audience at age six, I have been drawn to any opportunity where creative performance is a prominent feature. Not only do I enjoy the performance aspect of expressive arts but I like being able to connect with an audience.

I think that being so heavily involved in, and enthusiastic about, expressive arts is something that has had a real impact on who I am as a person and, ultimately, who I am as a teacher. During my first year placement a teacher said to me that there are sometimes days in the classroom when you need to put on your ‘smiling teacher face’. By this she meant that there will be days when you feel awful but you still have to put a smile on your face as you are the person that those children look up to. In this respect teaching can be like putting on a performance- when you are in teacher role you take on the character that those children need you to be. This is something that has really stuck with me and I always tried to put on my best ‘teacher face’.

Image from: http://ilovetypographywallpaper.blogspot.co.uk/2011/12/believe-in-yourself_25.html

I believe it is important to have a good balance of performing the ‘teacher role’ and being yourself. This is something that I found very difficult in our first placement as I had only just started the journey of exploring who I was as a teacher and found myself trying to be the teacher I was observing rather than drawing on her practice and bringing myself to the placement. As I am normally such a confident performer, I became overly critical of myself for not being more ‘myself’ and struggled to bring my lively personality to the experience as much as I had hoped to- a perfect example of how thinking too much can get in the way of creativity!

However, in this last year there have been two main experiences, which have really boosted my confidence and have helped me to see that people are drawn to me when I am completely myself. The first of these was my second year placement at the International School of Stuttgart. I was delighted to be in a school setting for this placement and having reflected on the year before, I went into the experience with the intention of exploring who I am as a practitioner. In IB schools there is a big focus on international mindedness and valuing each individual for who they are. This encourages staff and pupils to learn from each other’s cultures and traditions and gave me the opportunity to be completely myself.

Grade 1 butterfly!

As a result of this open, welcoming atmosphere and my own personal goal of bringing more of myself to my teaching, I really enjoyed the experience and even turned up dressed as a butterfly on my second week! The children responded very well to this and as a result I was able to use the butterfly theme as a stimulus for other lessons. Having had positive feedback from pupils and teachers when acting more myself, I was able to really enjoy the lessons I planned and delivered.

The second of these two experiences was taking part in West End Stage Summer School. This involved a week taking part in workshops in singing, dancing and acting led by West End professionals in preparation for a performance in Her Majesty’s Theatre at the end of the week. In an environment where everyone was fully committed to giving their all in the different workshops, I felt fully able to express myself and as a result I was the happiest I have ever been. This hugely positive experience made me reflect on how I could use this passion and enjoyment to inspire children in the classroom. This is where the Expressive Arts module came at a perfect time! It has shown me how I can take the two things that I am passionate about (teaching and expressive arts) and interlink them.

Craft (2002, p91) says that “imagination and creativity involve an approach in life which begins with: ‘perhaps if’ or ‘what if’”. So why don’t we take more time as teachers to ask ‘what if’? It’s time to be yourself, express yourself!

References

Craft, A. (2002) Creativity and Early Years Education: A Lifewide Foundation. London: Continuum

Learning and Teaching Scotland (2001) Creativity in Education. Dundee: Learning and Teaching Scotland.

One fish, two fish, red fish, blue fish

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Before our recent Mathematics input, I had never considered using stories as a way of exploring mathematical language and concepts. I’m sure most people would agree that stories are first and foremost thought of as something linked to literacy and language. However, after reading the well-known Dr Seuss book, “One fish, two fish, red fish, blue fish” I was amazed by how many mathematical concepts could be covered if this short story was unpicked.

The first obvious concept that is addressed by this book is counting but there are also many others. Below I have highlighted the main mathematical concepts that could be explored through this book, based on the mathematical language used by the author.

Counting, Addition and Subtraction:

One, two, three, four etc.
Take (subtraction, numbers less than)
More (addition, numbers greater than)

Time:

Today
Tomorrow
Every day
Was (concept of the past)
Long (length of time)

Speed:

Fast
Slow

Distance:

Here
There
High
Low
Near
Far

Temperatures:

Hot
Cold

Shapes:

Kite
Box
Ring
Fat
Thin
Little
Long
In/out (looking at 3D shapes and volume/depth)

Directions:

Up
Right
Left
Pull

Measuring

Grow
Long
Some
Lot

There are many props/ resources that can be used to aid the exploration of these different concepts in a story telling setting. As this story covers many different aspects I am going to focus on Counting, Addition and Subtraction. One great resource to help children in the early years with these concepts are counting bears (see image).

Image from http://www.earlyyearsresources.co.uk/numeracy-c46/data-handling-c326/counting-bears-p10999

As this story talks about different colours, the bears allow children to see that counting can be done with objects that look the same but also objects that are different. Instead of “One fish, two fish” you could say “One bear, two bears…” and start by counting on. If the children are ready to move on to counting backwards the bears can be counted back into the tub. Language such as “Take two bears away” or “Add one more” can link the language used in the story directly to the activity.

Number lines are also great resources for counting , adding and subtracting as they act as a good visual for children. Without these visual representations, counting can be seen as quite an abstract concept and some children simply start by learning the number sequence 1-10 before seeing the relevance of each number.

The type of question used to assess children’s understanding might be, “If I have three bears and add on four more bears, how many will I now have?” This models the kind of mathematical language that is expected and, depending on their answer, shows if a child has understood the concept or not.

Placement Reflections 1PP1

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Having just come to the end of my first year placement, I would like to share some of my reflections from the last 4 weeks. In the first week I was quite overwhelmed by the workload faced by every teacher. This was on top of being solely responsible for and managing a class of 29 pupils with varying abilities, needs and language barriers. It was a steep learning curve for me as I had never experienced anything like it, particularly as I had never had the experience of planning lessons during my previous experiences in a classroom setting.

One of my first challenges was keeping the class focused on a task when the class teacher was not in the room. This meant that I had to show my authority as a teacher but found that I would have to gain the respect of the class. I had to stop at regular intervals to tell the class that the noise level was unacceptable and became quite agitated and stressed. After reflecting on the lesson and discussing with the class teacher, she suggested adopting her approach of counting down from 5, getting quieter on every number, as the class knew that this means it is time to give you their attention. I started to use this strategy and it made a positive difference.

Although this strategy worked to begin with, the class started to ignore me when I used this strategy and so it did not work as well for me as it did for the class teacher. After discussing this issue with the class teacher she suggested I used my own behaviour management strategy. This is something that I developed over the third and fourth weeks of the placement. Pollard (2008, p.304) states that tone of voice and customary routines can be used as children arrive to achieve quiet. The strategy I used involved me saying “hands on heads, shoulders, ears… (etc.) fingers on lips.” The order of body parts I said changed each time to keep the class focused but I always started with “hands on heads” and finished with “fingers on lips.” This let the class know that they should have everything out of their hands and be ready to listen to instructions. At first, some children were resistant to join in and so the class teacher encouraged me to praise those who were participating and to give the class something to work towards, such as house points or fuzz balls. After giving out 5 house points to one child, I immediately saw other children trying harder with the strategy.

Something else that I needed to work on was being more relaxed while teaching. I found that when taking a small group I was able to be more relaxed and consequently their behaviour was much better. I was also more relaxed when I knew my lesson plans well and as a result didn’t have to focus as much on the content of what I was teaching. This gave me more head space to think about behaviour management strategies, body posture, tone of voice etc. Through feedback from the class teacher and from my formative assessment, I learned that the children needed me to be very structured and consistent in my learning style as they were more likely to trust someone who is confident about what they are teaching. Medwell and Simpson (2008, p.107) say that the most important thing is to appear confident.

This confidence is something that I had to build throughout the 4 weeks. By the end of the four weeks I was able to see that the children responded much better to lessons that I showed confidence in teaching. If I was at all unsure about an aspect of the lesson the children became confused and this was reflected in the results of the activities. Rogers (2011, p.193) says that pupils very quickly get an idea of whether or not a teacher is in control, and that they feel more secure in their knowledge if the teaching style is confident, authoritative and positive. When the children were at all unsure or thought I was not in control of the lesson, they became restless and didn’t follow my instructions.

One of the main aspects of my practice that I had to work on was the pace of my lessons. During the first week I had the children sitting on the carpet for too long, on a couple of occasions, which caused them to become bored and restless. Hayes (2006, p.45) says that “decisions have to be made about the time spent reviewing and revising existing knowledge”. This is something I needed to take on board as it was an area that I was picked up on after my formative assessment, as it slowed down the pace of the lesson. I made improvements to the pace of my lessons by using resources, such as online timers, and by selecting a few children to answer questions rather than listening to every child’s answer.

At the end of the second week I realised that I needed to manage my time better. Planning in advance allowed me to have meaningful discussions with the class teacher about my lessons and allowed for changes to be made if need be. I also needed to think about making my lessons more challenging and exciting. This required me to look at the second level experiences and outcomes and to come up with activities that were engaging and would motivate the class. “Effective teachers try hard to make learning fun and effective; they take into account different pupil needs, yet maintain discipline and help pupils to achieve high standards of work” (Hayes, 2006, p.20). In the last couple of weeks of my placement, I worked hard to come up with more exciting activities that I could differentiate to meet the needs of every pupil.

Over the course of the placement, I learnt a lot about teaching a class that includes children with additional support needs, particularly those on the autistic spectrum. I learnt that some of these children have triggers that can make them upset or angry. This can be something as small as a word or phrase that has been used by the teacher, which they have particular associations with, or can be caused by the behaviour of others in the class. Change is also something that children with autism can find particularly challenging. Attfield and Morgan (2007, p.32) say that a prime reason for behaviour difficulties for a child with autism is anxiety, which is often caused by uncertainty, change and unfamiliarity of people and places. This anxiety can lead to anger and frustration, which may come across as aggression but the child is actually just feeling overwhelmed. This is something that I witnessed , as a child with autism was annoyed by a peer and became aggressive. This made me realise the importance of building relationships with these children and knowing how to make them feel calmer in these situations. Plimely (2006, p.17) talks about the vital importance of keeping in touch with parents/carers of children with additional support needs so that all adults involved in the care of these children are able to help them through the events that have happened. Developing these good home/school links is of vital importance when considering what is best for these children.

Overall, the main aspects that I will take away from this placement is that I need to have more confidence and be more relaxed when teaching, in order for some of my personality to come through. I need to make sure activities are planned in enough time that changes can be made if necessary and also so that they are as engaging and motivating as possible. It is important not to make assumptions about the stage of any child and to use results of activities to know what the next steps are for the children.

References

Attfield, E. and Morgan S. (2007) Living with Autistic Spectrum Disorders: Guidance for Parents, Carers and Siblings. London: SAGE Publications Ltd.

Hayes, D. (2006) Inspiring Primary Teaching: Insights into excellent primary practice. Exeter: Learning Matters Ltd.

Medwell, J. and Simpson, F. (2008) Successful Teaching Placement in Scotland. Exeter: Learning Matters Ltd.

Plimely, L. (2006) Supporting Pupils with Autistic Spectrum Disorders: A Guide for School Support Staff. London: SAGE Publications Ltd.

Pollard, A. (2008) Reflective Teaching (3rd ed.) London: Continuum.

Rogers, B. (2011) You Know the Fair Rule.

Scientific Literacy- Group TDT

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The term ‘Scientific Literacy’ is one that can often be heard in academic conversation but what does it actually mean? To be literate is having the “ability to read and write” (Oxford Dictionary, no date), therefore it would be assumed that being ‘scientifically literate’ is about having the knowledge to be able to understand different scientific concepts. However, scientific literacy is not just about knowing how to carry out a range of different experiments. It refers to having a knowledge of scientific concepts and being able to apply what we know to decisions that we make throughout our daily lives, regarding “personal decision making, participation in civic and cultural affairs and economic productivity” (Literacy.net, no date). This entails that being scientifically literate gives you the proficiency to be able to “ask (about), find and determine” (NSES, no date) scientific experiments, and establish whether information that has been shared is of a reliable background. From this we can use individual methods to judge and evaluate the experiments, resulting in conclusions which have come from personal knowledge and research.

The best and most well-known example of scientific literacy, or a lack of scientific literacy- leading to inaccurate reporting- is the MMR vaccine scare. This started when a paper was published in 1998 and reported that twelve children had been found to have bowel syndrome and signs of autism after receiving the vaccine. However, the report provided no hard evidence to support the argument that there was any link between the MMR vaccine and autism. The main author of the report, Dr Andrew Wakefield, initially stated at a press conference that parents should avoid the MMR vaccine. It was later found that the author of the report did not have the medical qualifications to assess the risk of the MMR vaccine, and he was found guilty of four counts of dishonesty. These events had a major effect on public confidence in the MMR vaccine. Vaccination rates continued to fall, even after there were many reports showing that there was no link between the vaccine and autism. When it was found that Wakefield had actually been funded by a lawyer firm that wanted litigation against MMR, confidence eventually returned but a combination of poor scientific practice and lack of scientific literacy led to inaccurate reporting in the media for several years.

In terms of scientific literacy in the classroom, the process of fair testing is an important part to any science-based activity that you may be conducting with your pupils. Therefore, it is vital that you teach them just how important this element is. Fair testing means that only one factor is changed at any one time ensuring that all the other conditions are left the same throughout. In scientific terms, changing a factor is known as changing a variable. It is essential that children understand the effects that changing one or more variables has in order to fully understand the experiments you teach them. But how does teaching fair testing link to scientific literacy? By making your children aware of fair testing, you are stating that an experiment will have no deliberate advantages or disadvantages as they follow a procedure that will provide a legitimate outcome. Through this, students will then be able to “identify questions and draw evidence-based conclusions”. Fair testing ensures that there is less of a bias within the experiment. Scientific literacy is linked to fair testing through the fact that it is “evidence-based” and not simply an answer that people are to believe. Fair testing helps to reduce this idea of “bad science” in schools. It will help your pupils to progress within their scientific literacy and encourage them to become more questioning, providing results that have evidence to back up the findings.

References

Literacy.net (no date): Scientific Literacy: [online] Available from: <http://www.literacynet.org/science/scientificliteracy.html> [10/02/16]

National Science Education Standards (no date): Chapter 2 – Principles and Definitions: [online] Available from: <http://www.nap.edu/read/4962/chapter/4> [10/02/16]

OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.

Oxford Dictionary (no date): Literate: [online] Available from: <http://www.oxforddictionaries.com/definition/english/literate> [10/02/16]

Radio 4, Science Betrayed, Thursday 24 March 2011 at 20:59 (available online at http://bobnational.net/record/55921)

John Muir, Shaun Finnigan, Danielle Mackay, Rachel Billes

The sky is the limit!

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After spending some time reading other people’s ePortfolio blog posts this morning, I have come away quite enlightened. Throughout the time I have spent writing my blog posts, reflecting on my personal development and discovering new aspects of the curriculum, I have adapted and improved my blogs as I have been inspired by the other posts I have read.

One of my more recent discoveries was how to align pictures alongside text as I think that it makes the blog nicer to look at and easier to read. This is something that I have seen done by
many others and wanted to incorporate it into my own posts.

Something else that I would like to start integrating into my posts is direct links to professional practice and more references to academic text. This will take more time and commitment on my part but ultimately I will need to take this step forward in order to further my professional development.

One of the most exciting posts that I read today was about classroom management. This post used the computer game ‘Sims 4’ to design the layout of a classroom. (See below)

https://blogs.glowscotland.org.uk/glowblogs/cebeportfolio/2016/01/06/180/

As I was reading this post I felt lots of little light bulbs going off in my head. What a great
example of thinking outside the box! It reminded me that with education the sky really is the limit. If more of us were to take that step outside of the box then just imagine how the future of education could be transformed. This has inspired not only the way I write my blog posts but the way I look at how I will be an engaging and fun teacher, whilst focusing on the 8 key areas of the curriculum. As is highlighted in the Disney film ‘Big Hero Six’, you sometimes need to look for a new angle.

Google it!

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https://animoto.com/play/JZR8xafJvrvdtoIOs1x4xA

In our second technology workshop we discussed accessing, retrieving and presenting information from the internet and how we can teach children about internet safety. We looked at different websites, including fake websites, which give false information on certain topics.This could be an issue if pupils are asked to do a research task, therefore it is important to explain to children that they cannot trust everything they read.

An ICT skill that can be taught when thinking about internet safety is Boolean Searching. This is a way of being more selective, when looking for information, through the use of quotation marks and by putting the word ‘and’ between search words. This narrows down the huge number of searches that appear when you ‘Google’ something.

We often use the phrase, “I’ll just Google it!” when we are actually referring to looking up a piece of information. There are many other search engines that can be shown to children such as:

‘KidsClick!’ http://www.kidsclick.org
‘AolKids.’ http://kids.aol.com
‘AskKids’ http://www.askkids.com

When looking at presenting information we were shown three different resources; Fakebook, Prezi and Animoto- which I used to make the video at the top of this blog post. These are great classroom resources as children can present their research findings in an interactive and engaging way, rather than simply making a poster or filling out a worksheet.

Exciting Animations!

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In our first technology workshop we looked at how to make different types of animation and good ways of using and teaching these techniques in the classroom.

The first activity was making a flip book animation with a folded over piece of paper. The instruction was to start by drawing something on the inside of the paper. When the paper is folded over you should be able to see the image shining through, providing an ‘onion skin’ so that the next drawing can be drawn with only a slight alteration. This then allows the image to move when the paper is opened and shut at regular intervals. When doing this task with a class it is important to be prepared with folded pieces of paper for the pupils in the class, as they may not fold them exactly in half and the activity may not work as well. A clear demonstration will also be necessary to ensure that the pupils fully understand the task.

We then tried making another type of flip animation using the corner of our notepads; however post-it notes would be the best resource to use for this activity. The video below describes how this type of animation works.

Our third animation activity involved recreating a scene from the film ‘Frozen’ using the programme ‘Pivot Animator’. Like the previous activity this programme is designed so that you can make a scene using stick men and then make subtle changes to the picture using the ‘onion skin’ as a guide. This sequence of pictures makes the animation come to life. In the classroom you may choose to pick a story line or ask the children to recreate a specific scene from a film, as we did with the film ‘Frozen’. We learnt how to add different characters, how to change the colour of the characters and how to make our own characters. It may take a whole lesson to explain one of these skills to your class depending on their stage. It is also important to avoid teaching more than 3 new ICT skills in one lesson as it can be overwhelming for some pupils.

The above video is an example of an animation created using ‘Pivot Animator’. This is one of the very few videos on youtube, made using this programme, that does not involve any violence or inappropriate images. This is why it is important to be clear with your pupils that although others are using the programme in this way, it is a great classroom tool and similar inappropriate use will not be tolerated in the classroom setting.

For our third and final activity we worked in pairs and were shown how to use plasticine models to create an animation using the programme ‘Zu3D’. We learnt how to use cameras which plugged into the computer and that it was important to take five shots for each frame as it took an average of 25 scenes before the video was only a second long. We were also shown how to add in text at the start and end of the video and sound, if we wanted to include these aspects in our animations. Finally, we were shown how to save our animation in video format. A copy of our animation is available to download and view below.

Using animation in the classroom is not only a great way of teaching ICT skills but an opportunity to draw on other areas of the curriculum such as literacy, music and art. For example, the animation could be used as a stimulus for a story writing exercise. The children could also consider the use and impacts of the music used for animations and could even choose a piece of music as a stimulus for their animation. The plasticine models allow a link with art and the making of the actual animations requires team work and co-operation. It allows the pupils to be creative and to explore new ways of creating and developing ideas through the use of technology.

The Mystery that is Mathematics

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What is the first thing that you think of when someone says maths? Do you feel full of confidence and excitement or rather dread and fear?

During our first maths input this afternoon, I realised just how many people experience the latter mentioned feelings of fear and anxiety. There were even people who talked about feeling physically sick just at the thought of it. Why is this? As teachers it will be important to think about why maths is such a huge cause for concern, for so many, and what methods can be used to change peoples’ attitudes to Maths Jokes.009 wards such an important part of the curriculum.

A main point that came out of the discussions during the workshop was that if people did not feel like they were good at maths they kept that mentality throughout their time at school, and still find it difficult to see the opportunities to become more confident in this subject. When we are challenged by something, especially as children, a natural reaction is often to switch off, shut things out or give up. I think this has something to do with feeling vulnerable and embarrassed, especially when we start comparing ourselves with others who seem to know it all.

I would like to spend some time sharing and reflecting on my own experience of maths in primary and secondary school. From when I first started school in primary 1 right up to primary 7, I found myself in all of the ‘top groups’ including maths. I always felt happy and confident during maths lessons and very able to explain to others how to get to an answer without much worry or concern. Of course there were areas which I found difficult but they didn’t make me scared or less confident in my abilities.

My high confidence in maths continued into the first couple of years of high school but I no longer enjoyed the lessons as much, as most of the work we did came straight from the textbook. I can’t quite pin-point the moment that I started to feel less confident in my abilities in maths but I know that it started to creep in during my exam years.

Our standard grade teacher encouraged us all to sit higher maths as she believed that we were all capable of continuing at that level. It was this confidence in our class that made me choose maths as a subject in fifth year. This was probably the year that knocked my confidence the most because I had always felt good at maths until this point. My parents arranged for me to be tutored in maths as I was able to do the work but perhaps required more time to go over areas of difficulty. That being said, I have forgotten a lot of what I learnt that year and have found myself telling others that maths is something I am not very good at, despite the fact that I managed to get a B in my Higher exam.

Looking back on my own experiences it is clear to me that a lot of our self esteem and self concept, especially in more difficult areas such as maths, comes from the teacher and their teaching style. My favourite maths lessons were the ones where we were able to do group tasks or challenges in order to find the solution to a problem.

Learning from peers can be very beneficial as one of your class mates may explain something to you, in a way that is easier for you to understand than what the teacher originally demonstrated. Explaining something to others, that you understand well, is also a great way of consolidating what you already know. During one higher maths lesson the teacher came over and heard me explaining how I worked through one of the questions to a class mate who was feeling confused. He told me that I should be a maths teacher to which I responded, “No way! I can only explain it well because I understand this bit.”

My main reflections on this topic are that you don’t have to have the highest qualification in maths to teach it well. As long as you find a way of understanding the maths that you need to teach your pupils and can help them to understand your methods in an enthusiastic, fun and interactive way then there is no need to feel anxious or scared.

$hilbert-math-quote$

Children are the real teachers

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https://www.youtube.com/watch?v=0oelgh3lemc

As someone who is a regular Facebook user, I see a lot of weird and wonderful videos on my timeline on a daily basis but this one has to have been my favourite by far. This child is having a conversation with her mum after her parents have gone through a divorce and her depth of enlightenment and understanding of the world is quite incredible.

She talks about how she wants “everyone to be steady” and in line with her heart. This is a great example of how at this age children may not know words for what they are trying to describe, in this case compassion, but can more often than not explain what they mean much better than any adult could. She talks about how much better the world would be if everyone smiled and if everyone could be friends. This message is so heart felt and is so important to remember when we are currently seeing a lot of hatred and violence around the world.

My favourite line that the child keeps repeating is, “I’m not trying to be mean” because it shows that she understands that people can try and enforce their opinions on others in a mean way but she is trying to achieve the opposite.

She then goes on to talk about how “everyone’s heart is something” which shows that she has strong morals about equality and everyone being seen as unique and having something to offer in the world. There is a constant theme in her argument that if she can do something, like smile or be nice, then everyone can because we are all the same. Her idea that everyone in the world would be monsters if we weren’t friends is such a powerful statement.

Have adults forgotten the importance of smiling? Have we as a society forgotten how to be friends? Are there people who have turned into monsters? What would the world be like if everyone kept it “steady” and “in line with the heart”?.

Children have so much to teach us.

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