Category Archives: Telling Stories

How to keep going when you’ve forgotten the lines of the story

Ummmmmm… Forgot your story?

So you’re spinning a splendid saga when suddenly…you’ve forgotten the next part.

It happens.

Be prepared.

There’s nothing worse for a child listening enchanted on the edge of their bed, then to have that magical trance broken, by a wavering hesitant adult.

The storyteller being hesitant about the tale is a real atmosphere killer. Not only could your audience lose confidence in your story, they could lose confidence in you.

You are, after all, to their tender young minds, the person who knows everything, and the fount of all knowledge!

Fortunately, there are a number of ways to deal with this! Continue reading How to keep going when you’ve forgotten the lines of the story

Choosing a new book to read at bedtime

The new book dilemma…

You have bought a new book to read at bedtime with your child.

It’s won all sorts of awards for being fun and engaging and at the same time teaching children something important about life.

You ignored that warning message in your head saying that you’d better check that your daughter will like it before your bought it.

“I love the pictures and the story is AMAZING! Of course she’s going to love it! I love it, so she will as well…”

Continue reading Choosing a new book to read at bedtime

First day at school

Olivia has been looking forward to going to school for well over a year now and yesterday, at 08.45, she finally got her wish.

Weirdly, her excitement and confidence was incredibly catching and I was actually more emotional when we’d been shopping for her school uniform a couple of weeks before.

Walking O in to her class for the first time was a very strange experience.

There was a clear divide between first-child parents and those for whom, this was all old-hat. Continue reading First day at school

Positive Langauge in storytelling to achieve action and change

Don’t don’t, do do

We all get frustrated on telling our kids not to do something the first thing they do (or continue to do) is to go and do it!

Storytelling is a great way of helping you with this particular challenge. This particular post is about one aspect of creating a story: The use of language.

Not just any old language, but specifically positive language.

It turns out this is because in order not to do something, our brains have to process the idea of doing it before not doing it.

Don’t scratch your nose in a minute

I bet you thought about scratching your nose. Or if you haven’t you may realise you’ve done it in a minute after you’ve stopped thinking about not doing it.

As adults, we’re (mostly – and I think we all know at least one adult who will always do the opposite of what they’re told to do) able to process that very swiftly and get on with the job of not doing it.

Children on the other hand, aren’t so lucky. Their natural desire to learn and explore (which should totally be encouraged btw) simply filters out the “do not” bit and they quite obediently go and explore whatever it is you’ve asked them not to.

There is a simple trick to getting this right:

Don’t say “don’t do abc”. Do say “do do xyz” instead

Instead of telling them “Don’t climb on the furniture” try saying “Let’s stay on the floor”

Instead of “Don’t run into the road” try “Wait for me at the curb”

Instead of “Don’t throw stones” try “can you find any red ones?”

You saw how complicated it is to explain how this works, so just imagine all the extra processing that a brain needs in order to not do something and why children find it so easy to (apparently) misbehave…

Build this positive language into the stories that you tell your children and you’ll be able to deliver very strong lessons and achieve fantastic results from surprisingly short stores.

Frameworks and Boundaries for kids

Painting with my daughter gave me a great example of how, as a parent, my best intentions are not always what she needs.

In this case it was the idea that I had that she might like to paint a house on a blank piece of paper. I was thinking to myself that I wouldn’t try and influence or force her to draw any particular kind of house, instead I would let her draw whatever kind of house she liked. Maybe it’d be a rabbit’s house or her granny’s house or maybe something completely different.

What actually happened was quite a surprise and a fantastic learning opportunity for me.

Of course you could argue that “a house” is perhaps a too open question for a child… Maybe asking what Mr Rabbit’s house looks like would have been better (it isn’t – I’ve tried it). Looking at the reams of drawings and paper that are nothing but different coloured swirls where she’s just gone round and round and round where I’ve not had a hand in helping her direct her imagination, I can’t help but compare them to how much more enjoyment she gets and the (relatively) well shaped art work that she and I have done together where I’ve helped her with an outline of what to do (I’ll add a photo of my favourite piece soon).

It seems that while I might like to think that by keeping out and letting her explore the world in her own way would be good, it actually turns out that a bit of gentle guidance is essential. No wonder our kids (nearly) always turn out like their parents…