"Witch lehs ywrd xdakes" is a topic that seems to be gibberish or may have been written in a coded manner. It does not make sense as a coherent phrase or sentence. It is possible that there was an error in typing or that the intended message is unclear. In general, it is important to ensure that words are spelled correctly and that sentences have proper grammar and punctuation. Mistakes in spelling and syntax can lead to miscommunication and confusion. When writing, it is crucial to double-check one's work for errors and make sure that the intended message is clear and understandable.
Feeling dry in the creativity department, I browsed through one of my favorite social accounts which features various artworks from different artists. While browsing, thoughts of "How on earth can kids be able to do that?", "This artwork is too beautiful to be recreated by kids" etc. came to mind. Then it suddenly dawned on me that these are the types of thoughts that rob children of the opportunity to display and use their prior knowledge and skills, on how they ought to recreate an artwork.
The difference in how children chose to recreate the artwork could be seen in how some children preferred to use rulers to create the squares, while others thought of just folding the paper into equal parts. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child s confidence and her perception of what made a successful learner.
When writing, it is crucial to double-check one's work for errors and make sure that the intended message is clear and understandable. If there is a specific meaning or intention behind "Witch lehs ywrd xdakes," it would be helpful to provide further context or clarification. Without additional information, it is difficult to determine what the phrase is supposed to convey.
The Magic of Learning
As a parent, I distinctly remember the joy disappear from my child as she struggled with learning sight words in Prep. In her class, the children’s names were hung around the room and their names moved between sight word lists as they progressed. Watching names move across the word lists, she quickly realised that she wasn’t progressing as well as her peers. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child’s confidence and her perception of what made a ‘successful learner’. With my developmental experience, I also knew that something was contributing to her difficulty. Even though we offered her extra support and care, this particular literacy skill was becoming a struggle. Fortunately, a wonderful teacher took our concerns seriously, noticed our child’s struggle and provided clear and helpful guidance.
There are lots of us who find it challenging to clarify concerns, especially when we have to do this within established organisations. It can be further complicated when it involves our children, their developmental complexity, or when we find it difficult to articulate our concerns.
The challenges of the system
Please know that I share the following thoughts with the caveat that there are wonderful teachers who have the capacity to activate their student’s curiosity, managing the layers of individual student complexity, while seamlessly introducing curriculum and core content to their students.
However, I have often wondered if the ‘magic of learning and teaching’ is sometimes being lost as we shift our attention to outcomes and academic excellence. Or, are we losing sight of academic rigour as we ask schools to manage student’s emotional well-being along with the many other roles they play? These are serious questions with no clear answers.
We know that the complexity in curriculum delivery does put pressure on the ‘process’ aspects of learning and on student’s emotional well-being. I imagine that it must be difficult to engage student’s curiosity and the metacognitive processes of their thinking; help them to develop skills to manage social-emotional challenges; or foster their critical analysis and reflection; as you deliver dense curriculum content. This is complicated by the number of students with learning differences, developmental challenges, and emotional struggles.
Achievement is also multifaceted. For some students, achievement is functionally linked to managing the sensory challenging classroom environment, being able to get to the school gate or managing the anxiety created by their learning and social challenges. For others, it may be about their progress in grades to show their persistence in a subject area.
I think we all know that it can be easy to lose perspective about what matters to students amongst these system challenges. Interestingly, when students feel safe and nurtured, like they belong, they demonstrate greater capacity to learn. More importantly, when teachers notice small things about their preferences in learning, it matters.
How do we listen to students?
There is magic that is offered in childhood when we stop, slow down and notice children’s engagement in play and learning.
Recently, I had a conversation with a very experienced teacher about how best to support a young child in their class. As we spoke, I felt that at some level there was a hesitancy to explore this child’s experience of learning. It felt like there was fear of blame in what was already a tenuous situation. As I spoke with the teacher, I felt a need to say:
“Yes, in time this child will learn new ways to manage their feelings. And, he and you are working really hard. You are helping to think about his experience, even when things appear to be falling apart. You are using yourself to show him how much he matters in this classroom. Let’s think about some simple and easy things we can do to help make this easier for you both.”
In this moment, as we gave voice to this child and his teacher’s experience, it felt like there was a chance to create hope for him, and about him with his teacher. When we notice and wonder about what drives a student’s experience, we can learn so much about them as individuals. In a technical therapeutic sense, noticing involves paying attention to what might be unsaid. A student who calls out and distracts the class might be saying:
“I’m struggling with understanding this, so I will hide my shame by calling out.”
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” -Alexander Den Heijer
As parents and teachers, we can speak for children, and must do so with grace, kindness and compassion. It may mean that we advocate for minor changes at the classroom level. Sometimes, it may also mean letting go of our expectations and re-defining how we see excellence and success. As we do this, we also need to acknowledge the efforts of wonderful educators who do slow things down and notice potential in students.
When things do go wrong, as can happen, adults need to have difficult conversations to address concerns, hurt and disappointment, and then find a way to trust that things will settle. This is hard work for any adult, especially with our own histories and experiences of learning and in life. From the perspective of our child, it can help to see adults safely repairing relationships. It also helps children to see adults, who in spite of their differences, are thoughtful about them and hear their needs, even when they lack the capacity to implement effective changes in the classroom.
Final thoughts for parents
I know how difficult it can be to advocate for your child in a complex system that is not easily understood. I would encourage you to share your knowledge of your child with grace, to share the unsaid struggle when they cannot do so, and to listen and clarify information shared by educators with kindness. Perhaps, if we work together in this, we can create that magic and joy that learning brings for children again.
About Catherine
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
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Reviews for "Using Witch Lehs Ywrd Xdakes to Manifest Your Desires"
1. John - 1 star
I was really disappointed with "Witch lehs ywrd xdakes". The plot was confusing and hard to follow, and the characters were flat and uninteresting. The writing style was also really strange and made it difficult to connect with the story. Overall, I found the book to be a great waste of time and wouldn't recommend it to anyone.
2. Sarah - 2 stars
I had high hopes for "Witch lehs ywrd xdakes" but it fell short for me. The pacing was incredibly slow and the story lacked any real excitement or suspense. The characters were also underdeveloped, making it hard to care about what happened to them. Additionally, the book seemed to rely too heavily on cliches and predictable plot twists. I was left feeling unsatisfied and would suggest looking for a better read.
3. Michael - 2 stars
"Witch lehs ywrd xdakes" had an interesting concept, but the execution was lacking. The writing was choppy and filled with grammatical errors that pulled me out of the story. The dialogue felt forced and unnatural, and I struggled to connect with the characters. The overall story felt disjointed and rushed, leaving me wanting more development and depth. I had high hopes for this book, but unfortunately, it didn't live up to my expectations.