Friday, March 11, 2022

Short story-Cinnamon and Spice

 Cinnamon and Spice

Episode 1: The meeting

Under slightly overcast afternoon skies, the thirty seater Coaster bus drove along with moderate speed, splashing water under its wheels from recent showers. The bus ride home seemed unusually long and boring. The familiar scenery appeared particularly repetitive and monotonous.

It was a scenery that Cinnamon would have argued a few months ago that he could never get tired of seeing, but today it appeared as a blank canvas with random splashes of dull green paint. His only consolation was that the seat next to him remained empty for much of the journey; he would have had a hard time dealing with unwanted conversation. As the bus slowed for the next stop, he prayed softly that the seat next to him would remain unoccupied. 

“Hi, may I have this seat?” asked the new passenger with a bright friendly smile on her face. Despite the pleasant no that he had been rehearsing in his mind for such a moment as this, his mouth betrayed him.

“Yes, please sit.”

“Thank you!” She sat and settled herself in the seat next to him. 

A few minutes later, the bus completed taking on its new passengers and slowly commenced its trip. Cinnamon was happy that the new passenger stayed quiet. But that did not last long.

“Hi, I am Spice,” relayed the new passenger and reached out her hand to Cinnamon for a handshake.

“You are who?” asked Cinnamon with a surprised smirk on his face, and only a cursory glance on the extended hand.

“My name is Spice Parker from Nutgrove,” She said not sure she understood why he reacted that way to her name.

“What is your name, if I may ask?”

“I am Cinnamon.”

“Yeh right! That’s funny. We have just met and you are making fun of my name.”

“I am not! Here is my ID.” 

He reached into his folder and showed Spice his college ID card. Spice gazed at his ID wide-eyed and surprised.

“Cinnamon and Spice, so cool! Sounds like the main characters in a Disney cartoon,” she laughed out loud while Cinnamon gazed out of the window very unamused. The persons in the neighbouring seat looked across the aisle at her with the most disgusted look on their faces. 

“Don’t you find it funny, Cinnamon and Spice?” asked Spice.

“I am not in the mood for funny,” replied Cinnamon.

“So what is eating you? You can tell me; we are Cinnamon and Spice,” she said nudging him in the side with her elbow. A short smile escaped Cinnamon’s lips.

“This was the third interview for the month. Everyone asking for experience. How am I to get experience if no one wants to give me a job?…answer me that!”

Cinnamon left college almost a year ago and have been searching for full employment. He had completed a degree with honours in accounting. Over the past year, he was doing add jobs with his dad who is a plumber. 

“There is this ice cream shop in the next village, can we get off the bus, buy ice cream and talk some more?” asked Spice genuinely wanting to do something nice for her new friend.

“Miss, I don’t have any money to buy ice cream,” he replied with a frown on his face.

“Who are you calling miss! You are older than I am Mr.,” replied Spice with a mischievous smile on her face. She had surmised that if Cinnamon had completed college and she is still in college, she is younger than he is.

“It’s ok, it’s my treat. When you get your job you can return the favour.”

They rode silently toward the next stop. Cinnamon gaze out of the window and Spice looks ahead and observes the scenery through the windscreen. …but their minds had a lot to say.

Cinnamon: did I really agree to get off this bus with this crazy gyal… I hardly know? Her mother must be crazy too, naming her Spice…Spice?

Spice: Cinnamon! What an awesome name. He is so cute. I can’t wait to learn all about him.  


Join me next time for another in the series, Cinnamon and Spice






Cinnamon and Spice

Episode 2: Getting to know you

At three-thirty pm the bus pulled into the village and Cinnamon reluctantly followed Spice from the bus. Urlings was a buzzing village with many shops and stores along the main road. Cinnamon passed this village many times to and from home but never stopped. Spice, beaming with excitement shouted much louder than was necessary, “The ice cream shop is only a few minutes up the road. There is a small park at the back of the building where we can sit and talk.” 

Hope you have a lot to talk about cause I am not in the mood for too much talking, Cinnamon thought. His expression was serious. Spice eagerly led the way to the ice cream parlour. 

“You just have to take the cookies and cream. Theirs is the best you will ever taste,”  

“Ok, I will give it a try.”

They went into the shop and were greeted by a very pleasant girl not much older than they were. They got the ice cream they wanted and Spice led the way to the back of the building. The back of the building had a beautiful garden with several picnic benches. Some benches were sheltered under trees while others were under small tents. A variety of colourful tropical flowers lined the perimeter. A few of the benches were occupied with persons enjoying a variety of sweet treats.  Spice led the way to a bench under a low hanging tree at the far end of the garden. 

“How did you find out about this place, it’s nice,” Cinnamon asked as he gazed around the garden.

“My dad and I came here a few times during our father-daughter outings,” responded Spice as her voice broke momentarily with emotions. 

After they were seated on the bench, Spice told him about her outings, “When my dad was alive he would take me on an outing once or twice monthly. We would go to the East or West Bus Station and get on the bus at the front of the line and just go where the bus is going. We would get off in a village and walk around. We would eat at places like these, meet new friends, visit family members; or sometimes we would visit friends we met on an earlier trip. In areas with heritage sites, we would visit those sites. It was really fun and a special time for us.”

“I am sorry to hear about your dad.”

“Thank you. He died of Covid a little over a year ago. He was a doctor and contracted Covid from one of his patients before society knew as much as we do now about the disease.”

“That’s really sad,” lamented Cinnamon. “So you take these bus trips in memory of your dad?”

“Yes, I do and I still enjoy doing them. I meet the most awesome people and many look forward to when I visit them again. Some even call me to come and visit. My mom comes with me sometimes.”

As the smile came back to her cheeks, “Dad left me many very good friends all over the island of all ages, both male and female. I think that is the best inheritance any child could have.”

They continued to enjoy the ice cream in silence when Spice asked.

“What is your dad like?”

“Dad is cool…a bit strange at times.”

Spice shuffled forward on her bench, and with a playful smile on her face asked Cinnamon to tell her something strange about his dad. Cinnamon did not have to think long.

“As I said earlier, my dad is a plumber. I find it strange that he would turn down a paying job to do a favour for a friend or someone in the village, and he would actually seem to enjoy doing that more,” relayed Cinnamon with an astonished look on his face.

“A few months ago, I assisted him to do the plumbing for a new house for a lady in the village. The job cost about $ 2500 - $ 3000.00. At the end of the job, Dad came home overjoyed with a goat.” Spice could not contain herself with laughter. 

“Wait nah, you have not heard the worst part. So I asked him where my share is. He said when the goat drop the first kid will be mine and if it’s a ram he will name him Cinnamon.” 

They were now both rocking with laughter. 

“So hear nah…a few mornings ago, I was awakened from deep sleep to the sound of my name. When I got up and hurried outside thinking it was some emergency, I heard, “Sorry it’s not you I was calling, it’s your goat.”

Spice laughed as she wiped her hands and the table of her ice cream. “I can see why you are desperate to get a job,” she mused. 

“Dad had a friend who is an accountant, and I will arrange a visit for you to speak with him. Maybe he can give you some pointers as you go forward with your application.”

“Thank you very much, I believe that will help.”

The November evening broke early and it was time to get back to the bus stop. They exchanged numbers and promised to contact each other shortly. Cinnamon continued towards home and Spice took the next bus going in the opposite direction. 

Cinnamon and Spice

Episode 3: Just imagine

Cinnamon was visibly nervous when he met Spice at the East Bus Station at 10:00 am. Cinnamon’s appointment with the Director of Smith and Smith's Accounting firm was scheduled for 10:30 am. Mr Smith was happy to offer Cinnamon the meeting as a favour to Spice’s father who was his client and longtime friend.

“Why are you looking so nervous,” Spice asked as she stood facing Cinnamon under the shed at the Obtis’ Bus Stop bar. “You look like a mouse after the cat stole his cheese,” says Spice enjoying a giggle.

“I am trying not to be nervous but it’s not as easy as it sounds,” he replied, looking down at his feet as he was too embarrassed to look directly into her face.

“No need to be nervous, I will be with you all the way,” she said with the usual cheeky smile on her face.

They started the 10-minute walk to the accounting firm. They chatted like old friends and were actually astonished by how soon they arrived at the building. They entered the reception area and introduced themselves to the receptionist who guided them toward the conference room where Mr. Smith would meet with them.

“Spice!” Mr. Smith shouted and gave Spice a low Covid elbow. She returned the bump and sat a few chairs down from him. Cinnamon took the next seat to her right as though hanging close for support. 

“Young man, I read your resume; very impressive and Spice spoke very highly of you,” Said Mr. Smith.

“I shared it with the other partners and they are all in agreement that we offer you a three-month internship with a stipend. If things work as we anticipate it will, we will off you an entry-level position or give you the recommendation to help you with your job search.”

Cinnamon cleared the lump from his throat before responding, “Thank you, sir. I really do appreciate your help.” 

Cinnamon and Spice left the building feeling as though they accomplished a great task. They walked down Old Parham road laughing and chatting.

“Can I tell a joke?” asked Cinnamon. “I am hungry a kill me. I was too nervous to eat breakfast.”

“I didn’t have breakfast either.”

“Ha ha you were nervous as well.” Laughed Cinnamon.

“See boy, sorry for marga pussy; they turn round scratch you!”

“I see you like these pussy jokes.”

“Well…I do love cats. I have two…and if I could be an animal, I would be a beautiful fluffy black and white cat. What would you be?

“Hmmm, I would be a mad Pitbull; so I can chase your cute fluffy cat all over the island!” they were both staggering across the sidewalk with laughter.

They were now on High Street and Spice grabbed Cinnamon by the arm and dragged him into Burger King. “Let's get something to eat here.” They ordered burgers and milkshakes and chose a seat. It was a slow afternoon as only a few patrons were seated inside the restaurant.

Cinnamon gazed across the table and looked boldly into Spice’s eyes. “I am glad I offered you a seat next to me on the bus.

“I am glad as well,” replied Spice as she gazed back adoringly. “…and so you know it wasn’t nerves why I couldn’t eat breakfast…it was because I was so excited about seeing you again.”

“I know the feeling; I thought of you every moment since.” 

Cinnamon reached his hand across the table as his heart pounded in his chest. He had never done anything so brave before. Spice reached across the table and took it, and a bolt of fire flashed through their veins the moment they touched. The room seemed suddenly to have emptied, there was no other sound other than their beating hearts. He extended his other hand, she took it. 

They didn’t feel the gentle tension; they didn’t feel their bodies drifting upwards from the chairs; they didn’t feel their lips getting closer; they didn’t feel each other’s breathing on their faces….Cinnamon didn’t feel the words coming until he said…

“Spice, can I taste your milkshake?”


The end


It is now official another season is coming


Tuesday, January 14, 2014

God Bless your Dawning
 
It sure must have been a wonderful day
When you came into the world,
Kicking and screaming,
Gasping and grabbing
Peeping and smiling;
Hoping for something;  reaching for everything.
 
The years flew by, and now you are grown,
Kind and helpful
Patient and resourceful
Strong and cheerful;
Those whose life you have touched; bless your dawning.
Happy Birthday

Sunday, July 24, 2011

Spotlight on Emerging Technology: Online Learning in K-12 Schoolshttp://www.slideshare.net/lloydphi/spotlight-on-online-learning-k-12

Please see link above or below for powerpoint presentation on : Spotlight on Emerging Technology: Online Learning in K-12 Schools:


http://www.slideshare.net/lloydphi/spotlight-on-online-learning-k-12

Spotlight on Emerging Technology: Online Learning in K-12 Schools

Follow link below to view powerpoint presentation on: Spotlight on Emerging Technology: Online Learning in K-12 Schools:

http://www.slideshare.net/lloydphi/spotlight-on-online-learning-k-12


Sunday, June 26, 2011

Refection-Reaching and Engaging all Learners though Technology


As classroom teachers we all face with the responsibility of meeting the diverse needs of our students. This course has as its main theme to provide teachers with the tools to think about and implement strategies to use technology to meet the needs of all students. The course opened with discussions on the benefits of technology in meeting the needs of diverse learners. Among the many benefits, Throne & Smith (2009) highlighted the important roles that technology can play to personalize learning by bridging the gap between the content and students learning preferences. They also suggested that technology can engage all students as it enables them to connect with the real world in a fun and informative manner.

This course provided teachers with systematic approach to using technology to meet the needs of diverse learners. The first step points teachers to the need to know their students. In particular, their learning styles, readiness, interest and intelligence preferences. Technology offers teachers many survey options that they can use to assess their students. The results of technological surveys must be confirmed by careful observation and continuous monitoring and re-assessment. The second step guide teachers to customize their curriculum. Mc Laughlin (2010) suggested to teachers to build maximum flexibility into the curriculum with the view to provide every student with maximum opportunities to learn the material. The final step in the processes is to link the students to the curriculum. This is where technology offers its greatest advantage to reaching and engaging all learners.

This course has pointed me to several ways that I can intentionally respond to the diverse needs of my students through the use of technology. I have adjusted all my teaching by using multiple modalities in each of my lessons. Multiple modalities give me the option of differentiating the product, process or content of learning according to the learning styles, interest or readiness of my students (Tomlinson, 2009). I have started using technology to support students’ recognition by offering them various ways of receiving sensory information: varying font size and color, pictures, sound, moving images, video are some of the tool used. In addition, students are encouraged to use internet research tools to acquire background and other readiness information. I have also commenced thinking and using technology to support my students’ strategic networks. I have guided my students to use the technological resources to plan and organize their ideas through the use of concept maps and graphic organizers. In addition, learning material is customized so that students can use technological resources to work on task at their pace and interest. They are also guided to use multi-media tools such as digital storytelling, windows movie maker, PowerPoint to construct presentation to demonstrate their mastery of content.

Tomlinson (2009) suggested to us that differentiation is not a teaching strategy but an approach to teaching and learning that will benefit all students no matter their gifts, interests, disabilities or learning challenges. It is therefore important for all teachers to think of multiple ways to reach all students using a variety of teaching strategies and modalities. We must always endeavor to maximize our students learning at all times. Technology integration gives us the best option for doing this.

Reference:

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. USA: Corwin Press, INC.

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. USA: Laureate Education, INC.

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved June 18, 2011from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl

Laureate Education, Inc. (Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Carol Ann Tomlinson, Stephanie Throne and Grace Smith.

Wilder, P. (2011). Strategy guide: Assessing student interest and strengths. Retrieved June 18, 2011 from http://www.readwritethink.org/professional-development/strategy-guides/assessing-student-interests-strengths-30100.html

Friday, April 22, 2011

Reflection-Integrating Technology in the Content Area


The course, Integrating Technology across the Curriculum focuses attention on the idea of self-directed learning through the GAME plan. Cennamo,Ross & Ertmer (2009) suggested that self-directed learning is an individuals effort to learn new skills and knowledge through a clearly defined plans or procedures. These procedures are what encompass the GAME plan. Cennamo (2010) suggested that the GAME plan represents setting clear goals, choosing methods of achieving these goals, regularly monitor those actions and effectively evaluate the final outcome of the actions. Cennamo (2010) also suggested that it is not only important for teachers to use this strategy to increase their knowledge and acquire new skills but it is important for them to guide their students to use this plan to become Self-directed Learners. Learners that can use available technology to acquire information and to transfer the acquired information into usable products.

During the course, I embarked on a GAME plan that sought to engage students' thinking through the exploring of real-world issues and solving real-world problems using digital tools and resources. My goal was to learn new tools and to guide my students to use these tools, through Inquiry-based approaches, to investigate and seek solutions to authentic local and global problems. Cennamo, Ross & Ertmer (2009) described Authentic Instruction as, "an instructional approach that uses real-world issues and authentic problems to facilitate and inspire students' learning and creativity" (p.27). The same source surmised that Authentic Instruction enables teachers,"to meet their curriculum standards in ways that can engage and support their students' interest, creativity and motivation" (p. 40). As I learned new tools and strategies, I updated my action plan, after careful monitoring and evaluation. In addition, the students were introduced to creative ways of demonstrating their learning using technological resources. In summary, the GAME plan supported my teaching by providing a framework that encourages continuous planning, monitoring and evaluation in all aspects of the teaching/learning process.


This course has pointed me to several areas that I can use technology to improve my content delivery. I found the principals of Individualized Learning most urgent and hence I have made the greatest efforts to implement them in my instructions. Individualized Learning proposed the idea that all teachers should develop GAME plans that set goals, actions, monitor and evaluate every child to ensure that they can benefit fully from all teaching/learning activities (Cennamo, Ross & Ertmer, 2009). The study resources suggest that this can be successfully achieved with the support of technology. Hence, I am planning more effectively to avoid one size-fit all instructions, but rather more individually-based approaches that uses technological tools to meet the individual needs of my students. For example, I provide additional links for my gifted students to further their research and collaborative tools for my slow learners to give them additional time and opportunities to communicate their ideas. With the aid of technological resources, individualized assessment and evaluation are given attention as well. I guide my students to use a variety of media to demonstrate their understanding of the content materials. Digital storytelling is one of the tools that I am aggressively investigating for future use in my assessment.

This course exposed me to a variety of technological tools that can be integrated into my two specialized subjects, Geography and Social Studies.

Reference:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaning classroom use-A standards-based approach. USA: Cengage Learning.

Saturday, April 16, 2011

Using the GAME Plan Process with Students

The GAME plan process has proven to be very effective in assisting me to set goals, actively plan, monitor, and evaluate my teaching/learning activities. It also emphasised the need to keep an updated portfolio as a means of continuous reflection and evaluation. The GAME plan therefore served two main purposes for my professional development. Firstly, it guided my personal development in understanding and using several technological tools. Secondly, it guided my development in integrating technology into the curriculum and my students use of technology in their learning. Indeed, it effectively supports the idea of, Self Directed Learning. Cennamo, Ross & Ertmer (2009) suggested that Self Directed Learning is, locating opportunities and completing tasks to meet ones own learning goals. This week, I was introduced to the Digital Storytelling tools. I am very exciting about the prospects of formulating a GAME plan to master these tools and introducing them to my students.

The role of teachers in meeting the standard of the NETS-S, is to guide students to the many technological tools that are available to assist them to become more independent learners. In addition, it is important for teachers to guide the students through all aspects of the GAME plan: setting goals, take action to meet those goals, monitoring progress, evaluating development and extend the learning to new situations (Cennamo, Ross & Eetmer, 2009). During this course we discussed, constructed lesson plans and units that clearly demonstrated how the GAME plan can be used to develop the following NEST-S: Creativity and Innovation, Communication and Collaboration, Critical Thinking, Problem Solving, and Decision Making and Digital Citizenship.

Reference: Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaning classroom use-A standards-based approach. USA: Cengage Learning.