[stylist] New THOUGHT PROVOKER #151- The Braille Princess

[Aziza C]

I like what Robert's done. Yes, it'll be a heavy load for the class,
however, Braille interests sighted youngsters. And, if this student is
willing to share what she knows with her classmates, and the teacher
is willing to encourage it, then by all means, let the class learn
Braille. I commend the child for being so firm in her belief that her
fellow classmates should learn how to read like she does, and being
able to explain the differences between her form of reading and
theres.

Thank you.
Aziza

On 11/15/09, Justin Williams <justin.williams2 at gmail.com> wrote:
> I like the open mindedness of the teacher, but she shouldn't teach the other
> kids to read Braille.  Its not necessary.
>
> -----Original Message-----
> From: stylist-bounces at nfbnet.org [mailto:stylist-bounces at nfbnet.org] On
> Behalf Of Robert Newman
> Sent: Sunday, November 15, 2009 10:43 AM
> To: 'Writer's Division Mailing List'
> Subject: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>
> Fellow Writers
> RE: The Braille Princess
>
> With this 200th year celebration of Louis Braille's birthday and our thank
> you to him for Braille, I have written a TP centering on the importance of
> literacy and learning to read early, print for the print reader and Braille
> for the Braille reader. If you have not read the PROVOKER, it follows.
> Recall that I collect responses and post them upon my web site for all the
> WWW to read and learn from and that URL is- Http://thoughtprovoker.info
> <http://thoughtprovoker.info/>   If you wish to receive THOUGHT PROVOKERS
> sent directly to you, just write me and ask, at-  newmanrl at cox.net
>
> THOUGHT PROVOKER 151
> The Braille Princess
>
> "This is our first day of kindergarten." The faces of the small children
> grouped around the teacher all looked up with energy filled expectation. "I
> want us to talk about one very, very important skill all teachers want their
> students to learn. It is reading. First, to make sure we understand new
> words --- what is a skill?" Teacher and students shared back and forth,
> clarifying several key words.
>
> The teacher asked, "How many of you can read?" Nearly all hands shot up. "Oh
> my, what a smart class." Testing prior to the beginning of school had shown
> the teacher each student's skill level. Nearly all of them could read, most
> only a few words and a very few could actually read beginning children's
> books.
>
> "Why do you think being able to read is important?" Many voices and hands
> answered her question.
>
> Pointing to a small girl bouncing on her knees, hand pumping, the teacher
> chose, "Breanna."
>
>  "To read to your mommy and daddy."
>
> "Good answer. Reading to your parents is an excellent reason. Thank you."
>
> After taking several more answers the teacher moved into the next phase of
> the day's plan. "It is also important for you children to learn from one
> another. Today, I have asked two students to bring one of their favorite
> books and read it to the class. And by the end of this school year, I expect
> that you all will have your turn." Indicating the kid-size chair at her
> side, "Michael, you are first."
>
> Seated, the small boy nervously fingered his brightly colored book, holding
> its cover forward to show it to his audience. "My favorite book is 'Ruffles,
> The Big Red Dog." Positioning it on his lap, he began reading.
>
> "Thank you Michael. And now, Kendra. Please come up to our reading chair."
> Tapping the chair, the teacher watched the small girl with her arching cane
> home in on the sound guide.
>
> "Students, remember, earlier today, we learned about why Kendra uses a white
> cane when she moves around the school."
>
> A young voice from the audience said, "She blind."
>
> "Yes, she is blind." Carrying on, the teacher said, "And so now we are going
> to learn about Braille, which is how Kendra can read."
>
> The small girl seated, cane at her feet, the teacher asked, "Kendra, first
> please show and tell us the name of your book. Then tell the class a little
> about Braille."
>
> Composure intact, Kendra answered, "I learned to read when I was three. You
> read print because you can see it. I read Braille, because I am blind and
> blind people read Braille with their fingers. Braille is raised dots. I can
> read as good as anybody." She raised the book up for all to see its cover.
> "My favorite book is the 'Princess and the Pea.' My daddy calls me his
> Princess."
>
> "Hey," exclaimed a student! "No picture! No letters!"
>
> After the stories were read, the teacher again addressed her class. "Miss
> Young, my assistant has arranged the chairs in a circle. Each of you have
> your own chair, your name is on it. So to find your chair, you must read the
> name-tag." The classroom noise level fell, then swelled; expressions on
> faces ranged from blank wonderment, to knowing intelligence. "Reading is
> important. I know some of you cannot read yet. However, soon I expect that
> you will. So for help now, ask your neighbor or Miss Young or me to assist
> you." The noisy reading and sorting began.
>
> "She's sitting in my chair!" The outcry of the small red-haired boy was all
> but lost in the overall noise level.
>
> "Kendra --- Tommy, we need to check the label," intervened the frazzled
> Para. Lightly touching the petite blind girl sitting quietly on the chair in
> question, "Honey, did you feel for the Braille label on the back of the
> seat?" Leaning forward to look herself as she spoke.
>
>  "A problem here?" The teacher walked up.
>
> "Oh my," Miss Young looked at her boss, "the name-tag is missing."
>
> "Tommy knocked it off and it fell on the seat," said the boy from the next
> chair over.
>
> "Yes, I'm sitting on my name," said Kendra. "And Tommy, you need to learn to
> read Braille."
>
> The eyes of the two adults met, both smiled, the teacher said, "Kendra, we
> are going to call you, our Braille Princess."
>
>
>
> Robert Leslie Newman
> Email- newmanrl at cox.net
> THOUGHT PROVOKER Website-
> Http://www.thoughtprovoker.info
>
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