I should be 80, https://www.youtube.com/watch?v=VI9Xx8tjwq4

West Coast native plants

Cows parsnip - very pungent and is an acquired taste.  Broad leaves, soft bristles on the stock, hollow.

Salmon berry shoots - peeled and eaten as a snack.

Elderberry seeds - mixed with wild crabapples elders used to juice to make.

Hellebare root - most toxic plant to first nation on coast.  Medicinal - do not ingest - use for bathing if deathly ill.  Burned when there is a death when the spirits are travelling through the village.  For flu season boiled in old pot cooking vessel and inhale the fumes.  Left to simmer - keep adding H2O.

Hemlock  - cambium layer - removed with special knife curved - somewhat resembles v/v mines the handle cooked all day over low heat w sugar and ooucha oil.

cottonwood - cambium layer - in early spring scrape cambium layer - taste like watermelon, resembles wet tissue paper.

alder bark harvest in spring (2 week window) oxides bright orange to deep red.  Used during TB epidemic.  Used for smoky salmon.

butter cup root - dug on mud flats, taste similar to sweet potato, very starchy.

crab apples - cheexwa - five sm apple chestas - caneas when these trees grow - passed down as property at potluck.  Known as wa-wobs prior and shortly up to 1950s blanched and preserved in barrels of ooluchan oil.

red cedar most important plant on the coast of BC for first nation people. Trunk used for making boxes - stem but paddles - planks for big houses. Bark used for clothing.  Very soft wood, when stems can be bent.

spruce roots - roots pulled p and steamed at dug convet.

Spanish course

http://www.101languages.net/spanish/free-spanish-course/

Early Language Development Milestones

http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/speechlanguage/brochure_speech.aspx

http://www.asha.org/public/speech/development/chart/


http://www.ldonline.org/article/6313

http://www.parents.com/toddlers-preschoolers/development/language/language-development-milestones-ages-1-to-4/

10 things that help early childhood language development

1. Be responsive to child initiated communication.
2. Engage in non-verbal communication
3. Child directed language
4. Use self talk and parallel talk
5. Vocabulary
6. Support bilingual development
7. Attend to individual development needs
8. Engage infants and toddlers with books and stories
9. Be playful with language
10. Create a communication friendly environment.

Social - psychology, etc.

Circle of control/concern

Guy Winch, psychological injuries

http://uthscsa.edu/gme/documents/Circles.pdf

http://www.therapistaid.com/therapy-worksheet/gratitude-exercises/positive_psychology/adolescents

Learned helplessness https://www.youtube.com/watch?v=gFmFOmprTt0

http://mastermindshow.com/robert/

Nutrition

http://www.upworthy.com/no-one-applauds-this-woman-because-theyre-too-creeped-out-at-themselves-to-put-their-hands-together?c=reccon1

http://www.herbwisdom.com/herb-cats-claw.html

http://www.thehealthyhomeeconomist.com/top-five-foods-to-never-buy-at-the-healthfood-store/

http://www.drfranklipman.com/soy-is-not-a-health-food-6-things-to-know-about-soys-big-downside/

http://www.rd.com/slideshows/13-things-you-didnt-know-about-organic-food/#slideshow=slide1

http://www.elephantjournal.com/2014/11/a-nutrition-myth-that-keeps-us-fat-sick-tired/

http://visual.ly/shelf-life-food

http://www.sciencedaily.com/releases/2013/03/130305154531.htm

http://66.147.244.123/~rodalein/wp-content/uploads/2012/12/FSTbookletFINAL.pdf

teaching music

http://www.storytimesongs.com/guitar.html

What have I gotten myself into?

So, the previous post was about the delight of teaching small children, but this one is about the other side of it.

I was in another school for the same time of assignment, covering 40 minute blocks for other teachers and I had a kindergarten class in the library.

It is interesting watching how small children interact. I was short one proper seat at a table, so I got one child to sit at a coffee type table on the floor. Well, some how the last place I'd want to be sitting became the special place to sit and I had bit of conflict between children as several begged to also be permitted to have the special seating arrangement.

So, I ended up with about 4 of them on the floor around the coffee table. Well, I'm new at this and how was I to know that 5-year-old children working with felt pens make craters in their paper that go through the paper and dye coffee tables? And furthermore, how was I to know that Mr. Crater creator was not the most co-operative 5-year-old? He wasn't receptive to moving back to the more child-resistant tables. He wasn't receptive to allowing me to put something under his work to save dyeing the the table. He wasn't receptive to instructions on how to not make holes in his paper.

I have this theory about time. It really isn't constant like people commonly believe. I swear, that 5 minutes working with that child took an hour or more to get through. Time absolutely expanded as I watched each second go by until I could get these guys to pack up and head back to their classroom.

Finally it was time. Two of my little angels did not want to clean up and how was I to know that firmly telling them they needed to clean up was the wrong thing to do? So, in corner one we had a child lying on his back, legs and arms waving wildly in the air, screaming at the top of his lungs, and in corner two we had a matching companion. Way, way , way more expansion of time happening here, and if you'd been there, you would know that I do not lie about this time expansion thing. In this case, a minute feels like a day.

How was I to know that to get 5-year-olds to clean up you have to play vacuum cleaner?

The Set Up

I do teacher-on-call work and I've been doing it for some time. I was on this one day assignment where I was finding the class exceptionally challenging. Anyway, kids try a lot of different things, but the plan these two came up with, well, what a set-up.

These two teenage boys, about 15, were planning something. I could tell the way they were kind of huddled and glancing at me to see what I was doing. My radar was up, I needed to watch those two.

So, the one asks if he can go to the washroom. I'm still wondering what they are up to, but I let him go. Well, he pulls his shirt up so it isn't covering his butt and starts doing this wiggly dance on his way out. I'm watching him closely, thinking, "what the heck is he up to?" And the wiggly dance thing, wiggle the butt as much as you can kind of dance, continues as he leaves the classroom.

I look back at his friend, still wondering what they are up to, and out of his mouth comes, "Mrs. W., shame on you, I saw you watching. I saw you watching his bum, shame on you Mrs. W."

Well, I swear, I've never been so grateful for an out of control class in my life. The saving grace was that the class was so out of control, they missed the prank.