Feeding Needs
Ben and I were batting ideas back and forth about stories and I was telling him about how positive the reaction was to having a skeleton story before we storyask. I wrote: "As for the kids "creating" the skeletons....I think it solves that need that teachers and students have had to "end" a story. Since they have a skeleton....they already have an ending. Something inside says "Ah!!" and can now focus on being truly present in the story...."
Ben's question for me was: "Can you expand on that? I still don't make it to the ending of stories even with the skeleton stories."
Responding to Ben helped me to work that thought out. (thank goodness for the Internet!!!) Here is what I wrote back. I'm sharing it just in case it helps someone else figure a few things out.....
"That is because you (Ben...who is so good at being in the moment of a story) don't worry about it. You know that it is the "work in the moment" that creates acquisition. Many, many people find it difficult, if not impossible, to feel comfortable that way.
There are a myriad of reasons why we feel this way. We live in a "Git 'Er Done!" society. The bottom line is often getting to the finish line. The entire idea of a story not only implies, it demands, a beginning a middle and an END. We like closure. We feel driven towards it. We need, want and like a goal to work towards. One of the things that drives many teachers and some students crazy is "parking" in a story and hanging out there.
Most of us have set up stories with a setting, a character and a problem. The "work" of storyasking "feels like" we need to get the character to solve the problem and end the story. Even when we tell ourselves, and our students that we are just trying to get reps, the drive to solve the problem and find an ending does not go away for many people. It also is totally outside the comprehension of folks outside of the CI bubble.
By providing the class (and ourselves) with a skeleton story, we give them (and again ourselves) permission to play. There is a part of the mind that can relax and say...Ok...now..I know where this goes....what's the rest of the story? I'd love to know more about it. Let's figure it out!!
Now...not all skeleton stories have an ending. For some reason, our minds don't mind that so much. We have an outline to fill in...an exoskeleton (or is it now an endoskeleton?!) so to speak to build on. AND WE NEED THAT STRUCTURE.
Without it, the activity feels too much like a free-fall. A shot in the dark. A whim. It looks like, and feels like, we have resorted to telling stories instead of teaching. You know how hard that is for people. And they have reason to feel that way. They will be asked to account for where they are going and what their students are doing. You (Ben again) personally have great instincts with that. Not everyone does. They need a more concrete plan.
Now you and I know....that that what we PLANNED to do....is to teach via stories, not tell stories instead of teach. But if we feel, the students perceive, or others think that we are storytelling instead of teaching, we have lost credibility.
And we need credibility as much as we need structure.
So...inadvertantly...we have found a way to feed those needs. We have a structure that is composed of the target phrases and has been created by student input. We like it. The students like it. If we chose appropriate structures, it will meet state criteria and admins will like it.
What's not to like?
with love,
Laurie
Ben's question for me was: "Can you expand on that? I still don't make it to the ending of stories even with the skeleton stories."
Responding to Ben helped me to work that thought out. (thank goodness for the Internet!!!) Here is what I wrote back. I'm sharing it just in case it helps someone else figure a few things out.....
"That is because you (Ben...who is so good at being in the moment of a story) don't worry about it. You know that it is the "work in the moment" that creates acquisition. Many, many people find it difficult, if not impossible, to feel comfortable that way.
There are a myriad of reasons why we feel this way. We live in a "Git 'Er Done!" society. The bottom line is often getting to the finish line. The entire idea of a story not only implies, it demands, a beginning a middle and an END. We like closure. We feel driven towards it. We need, want and like a goal to work towards. One of the things that drives many teachers and some students crazy is "parking" in a story and hanging out there.
Most of us have set up stories with a setting, a character and a problem. The "work" of storyasking "feels like" we need to get the character to solve the problem and end the story. Even when we tell ourselves, and our students that we are just trying to get reps, the drive to solve the problem and find an ending does not go away for many people. It also is totally outside the comprehension of folks outside of the CI bubble.
By providing the class (and ourselves) with a skeleton story, we give them (and again ourselves) permission to play. There is a part of the mind that can relax and say...Ok...now..I know where this goes....what's the rest of the story? I'd love to know more about it. Let's figure it out!!
Now...not all skeleton stories have an ending. For some reason, our minds don't mind that so much. We have an outline to fill in...an exoskeleton (or is it now an endoskeleton?!) so to speak to build on. AND WE NEED THAT STRUCTURE.
Without it, the activity feels too much like a free-fall. A shot in the dark. A whim. It looks like, and feels like, we have resorted to telling stories instead of teaching. You know how hard that is for people. And they have reason to feel that way. They will be asked to account for where they are going and what their students are doing. You (Ben again) personally have great instincts with that. Not everyone does. They need a more concrete plan.
Now you and I know....that that what we PLANNED to do....is to teach via stories, not tell stories instead of teach. But if we feel, the students perceive, or others think that we are storytelling instead of teaching, we have lost credibility.
And we need credibility as much as we need structure.
So...inadvertantly...we have found a way to feed those needs. We have a structure that is composed of the target phrases and has been created by student input. We like it. The students like it. If we chose appropriate structures, it will meet state criteria and admins will like it.
What's not to like?
with love,
Laurie
I really agree that the students, ourselves as well quite frankly, need structure. I don't like feeling like I'm blindfolded floating in a boat. The kids need a sense of direction and the skeleton does that. It's easier to add details and ask a story as well. But I discovered that choosing good characters is just as important!
I tried getting my classes to come up with skeleton stories. I had no problems with my 7th graders who are open and willing to 'test' anything. I introduced the idea with having the class write a parallel story to one we had just done to help provide some structure. My students have never really done any creative writing and this worked pretty well to get them going.
But my 8th graders are something else. A part from their age, different ethnic groups that were once mortal enemies are going to school together. They are quick to accuse each other of the slighest offense. Last year I had to stop using their ideas for names because of the problem with insulting pet names.
To avoid problems, I have been inventing names or using famous people. But with skeleton stories I wanted them to really own the story. Even with warnings, my 8th graders went in for the kill and I had to drop my attempt that day.
But I tried again and only took famous people, no made-up names. And one girl came up with the best one ever, Mr Bean! They united together to come up with a skeleton story in less than 2 min and filling in the 'gaps' became very easy! Mr Bean always comes up with slightly twisted and funny solutions to his predicaments.
They had the expressions "is waiting", "suddenly" and "is running".
Mr Bean is waiting in line at the bank. He needs some money. There is a lady in front of him wearing a sexy skirt. Toilet paper is hanging from her skirt. Mr Bean pulls it. While he is pulling the toilet paper, her skirt starts tearing. Mr Bean puts the toilet paper in a young boy's school bag who is waiting with his father in line. The lady suddenly sees her skirt is tearing and Mr Bean quickly points to the boy! The lady is running up to the father and yells at him. Now Mr Bean is running to his car that is waiting because the lady suddenly realizes it is he that tore her skirt.
We had a blast. So, using Mr Bean created a structure inherent with his character that the kids could latch onto as well! It let them work together for awhile at least...
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I love it!!! You are right....a good character gives a story direction! And in this case united a group of kids who have been working hard not to be united. Thank you Mr. Bean!! Thank you Carol!
with love,
Laurie
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