Has anyone ever said to you,
"If you have nothing nice to say, then don't say anything"
?
Or maybe a version of
"If you wouldn't say it to their face, you shouldn't say anything"
?
Perhaps you've heard
"Beware what you say, the walls have ears." with it's companion
"Never eavesdrop, you rarely hear anything you want to hear."
I like to stay away from using negatives.
Mostly because people tend to remember best what comes after the cautionary term.
In the first two cases, that would be a resounding,
"say anything."
This combined with,
"Honesty is the best policy."
often results in people who say things that start with,
"You probably don't want to hear this from me, but...".
"You probably don't want to hear this from me, but"
"You really should discipline your child."
"Your husband/partner is an ass."
"You should really fasten your child in the cart."
"You should get your child under control."
The last ones are my favorite because my kids were drama kings and queens.
My oldest would lay on the ground
kicking his feet and banging his head on the cold hard floors
at the supermarket,
Target,
the mall,
Home Depot,
church.
Well let's just go with anywhere and everywhere.
I shan't go into the other two
too,
other than noting that my daughter
is as accomplished as her mother
in her ability to
hit the high notes,
and quite loudly too.
As a parent, I asked my kids to
"be positive and supportive in all you do and say."
This allows for criticism from the heart,
but delivered in a kind-hearted way,
and worded in positive terms.
"You look fantastic in that (orange) dress,
I wonder if it comes in blue - it would really set off your eyes."
"You did a great job with that poem,
I wonder what it would sound like if you made the lines rhyme."
"How did I like the (unusually seasoned) casserole?
It was indescribable. Unlike any dish I've ever had,"
Make sure you are nodding and smiling as you deliver this statement.
Then there is my favorite when seeing someone from you past
that you barely recognize and
looks so different it's hard to even recognize them
and you probably were hoping to never see again
but your happy because they look worse than you (bad you).
"Oh my goodness! It's you. I can't believe you're here."
Or another favorite,
"<name>, is that you? Look at you!"
Goodness,
(remember I have children that might read this
so I am trying to keep things clean)
I sound like a fairy-tale princess or fairy godmother.
Kind as candy.
Always positive and supportive.
Unfortunately this is the kind of person I am,
naturally.
After years of this philosophy
it becomes a neural pattern,
so much so, that you start to fail to see the predators.
That's what's put me in the position I am in now,
Under watch and key of my parents,
in their basement,
becoming me all over again.
Well hopefully a better and more assertive me than before.
In case you're curious,
My children and ex didn't take to my mindset
In the end mocking me for my outlook,
finding ways to "trigger" me to anger or outrage,
enjoying my outbursts at the hurtful things they said and did
with their fathers egging on
with a "good one," then
hating and despising me for
getting off that crazy train.
I jumped off that crazy train by investing in a business
that required my immediate attention for one year.
Only a year.
But that was too long so they left.
At first it was just for one or two weeks,
then over Thanksgiving,
then January, February,
and in April they left for good to be nomads.
I haven't seen them since.
Tuesday, October 3, 2017
Friday, September 29, 2017
For the love of others
"You can do anything you put your mind to."
"When you give 100% you can achieve great things."
If only.
For me there's a little phrase missing from those statements. Something I am hoping I can correct because it is so ingrained in my psyche from so many years of humbleness training (aka guilt training) that it is currently impossible for me to do anything for myself.
Not even basic hygiene. Or meals. It was selfish of me to take the time to do it when I had others to consider. Then, when there was very little money, it was selfish to spend extravagantly on things like fruits and vegetables. After all it was only me.
But if somebody else needed something, I was there to help. If I had what they needed I would offer it up, no questions asked. But forget about asking for it back when they were done.
If I could do something I knew someone else needed, I would do it without letting anybody know. If I were asked to do something, I wouldn't go around telling everybody what I'd done. That was bragging and being self centered. I needed to remain humble. Besides, I could never be self-centered that was the road to God's wrath and a tragic future.
Well it feels as if God's wrath found me anyway (more on this in a future post).
So, if you haven't guessed, I can do anything I put my mind to - as long as it is for somebody else and they probably won't find out.
When I give 100% I can achieve great things - for others.
I'd often lie to people about gifts I had for them so they wouldn't know their true cost or how I'd really been able to procure them. How messed up is that?!
From there, it was a simple transition to covering up for others and their "mistakes".
Anything to keep the peace.
Oh, and that worked out so well for me.
I'm dreading writing about these experiences, though they are rather juicy and scandalous.
But what must,
must......
"When you give 100% you can achieve great things."
If only.
For me there's a little phrase missing from those statements. Something I am hoping I can correct because it is so ingrained in my psyche from so many years of humbleness training (aka guilt training) that it is currently impossible for me to do anything for myself.
Not even basic hygiene. Or meals. It was selfish of me to take the time to do it when I had others to consider. Then, when there was very little money, it was selfish to spend extravagantly on things like fruits and vegetables. After all it was only me.
But if somebody else needed something, I was there to help. If I had what they needed I would offer it up, no questions asked. But forget about asking for it back when they were done.
If I could do something I knew someone else needed, I would do it without letting anybody know. If I were asked to do something, I wouldn't go around telling everybody what I'd done. That was bragging and being self centered. I needed to remain humble. Besides, I could never be self-centered that was the road to God's wrath and a tragic future.
Well it feels as if God's wrath found me anyway (more on this in a future post).
So, if you haven't guessed, I can do anything I put my mind to - as long as it is for somebody else and they probably won't find out.
When I give 100% I can achieve great things - for others.
I'd often lie to people about gifts I had for them so they wouldn't know their true cost or how I'd really been able to procure them. How messed up is that?!
From there, it was a simple transition to covering up for others and their "mistakes".
Anything to keep the peace.
Oh, and that worked out so well for me.
I'm dreading writing about these experiences, though they are rather juicy and scandalous.
But what must,
must......
Thursday, September 28, 2017
I wish I were a not-nice person
I still have kids, so in case they come upon this blog I'll be keeping my language clean-ish. Hence the "not-so-nice" instead of the female pooch in today's title.
And I do wish I were not nice, maybe even downright mean and selfish. Oh how wonderful my life would be if I were narcissistic and my ego impenetrable by mundane things like other people, their opinions or even their illogical feelings. Then I would feel like I'm always right, not be riddled by guilt and concern or self flagellation for decisions made from as early as preschool.
Instead I am still. I am unmoving, trapped, repeating over and over, continuing and any other definition you can conjure up for the word. I am caught in the spider's web, paralyzed by venom and awaiting certain consumption by a dangerous predator.
I am a witness to my own demise while also the main character and the director of the story that is my life. Don't mistake this as the victim or the martyr, I have an active role. If only I had the energy to move out of my own way.
You'd think it takes a lot of energy to lose everything you are and everything you have.
Turns out it can happen in the blink of an eye or the flutter of a butterfly's wings.
And I do wish I were not nice, maybe even downright mean and selfish. Oh how wonderful my life would be if I were narcissistic and my ego impenetrable by mundane things like other people, their opinions or even their illogical feelings. Then I would feel like I'm always right, not be riddled by guilt and concern or self flagellation for decisions made from as early as preschool.
Instead I am still. I am unmoving, trapped, repeating over and over, continuing and any other definition you can conjure up for the word. I am caught in the spider's web, paralyzed by venom and awaiting certain consumption by a dangerous predator.
I am a witness to my own demise while also the main character and the director of the story that is my life. Don't mistake this as the victim or the martyr, I have an active role. If only I had the energy to move out of my own way.
You'd think it takes a lot of energy to lose everything you are and everything you have.
Turns out it can happen in the blink of an eye or the flutter of a butterfly's wings.
Wednesday, September 27, 2017
The Care And Feeding of Kari
About seven months ago I lost almost everything.
Next month the rest will go.
And it's all my fault.
Sunday, July 31, 2011
BP8 - Cricket is a Sketchfu Ninja while John shouts "Go Animate!"
Two great teachers using technology to attract and lure students to learning. Take a look:
Take a look at my friend Cricket's blog (see my comments here). She has created a wonderful program to help teach Art using Sketchfu. She was already a talented artist, but with Sketchfu she is enabling and inspiring her high school students to create, explore and design. And I can't wait to see what they develop.
Another brave teaching buddy is John Parsons. He developed a writing assignment using Go Animate (see my comments here). This is one of my kid's favorites programs to use, and without it summer writing projects would have been a battle. Just watch John's video and you can see ow simple it is to set up, work with and share using the program online. There are plenty of avatars to choose from and so much to say!
Take a look at my friend Cricket's blog (see my comments here). She has created a wonderful program to help teach Art using Sketchfu. She was already a talented artist, but with Sketchfu she is enabling and inspiring her high school students to create, explore and design. And I can't wait to see what they develop.
Another brave teaching buddy is John Parsons. He developed a writing assignment using Go Animate (see my comments here). This is one of my kid's favorites programs to use, and without it summer writing projects would have been a battle. Just watch John's video and you can see ow simple it is to set up, work with and share using the program online. There are plenty of avatars to choose from and so much to say!
Saturday, July 30, 2011
Final Project - Using Google Maps
Relevant and Innovative Learning Scenario
Kari Haugeto
Brief Overview: Travel is always more fun when shared. But we usually wait until after the experience. With Google Maps our family created our travel plans, researched our destinations, invited friends and family to make recommendations and then used the map as a geographic scrapbook of our adventure. We hope the Map will continue to grow as other visit the same areas we traveled building on our experiences. You can do this too, whether before, after or during your next venture. This Google Maps clinic will provide you with the tools to do this and much more.
1. Target Audience- Families with young children that travel for education and pleasure, looking to involve their children in more of the process and presentation of their adventure.
2. Materials– You will need these items to participate:
• Computer
• Internet connection
• Web browser
• Google account
• Google Earth app
• A trip to document
3. Objectives– At the end of this scenario the learners will be able to:
• Create and design personalized maps using Google Maps
• Choose and import images, documents and movies related to your subject to the map
• Demonstrate that you can share them with the world or a private audience and open them up for collaboration with remote users
• Demonstrate that you can add images, video and/or written content to another person’s map
• Integrate your map with Google earth
• Export your data into other applications that use Google Earth and Google Maps
4. Procedure–
• Ask students about places they have been, are planning to visit and where they go all the time.
• Type an address or business name into the Google maps search bar to show how search works
• Show how navigate, to zoom in and out of the map.
• Also show how to switch from Views (Satellite to Earth to Map) and the Features menu
• As a group decide the theme of map for the class.
• Each student should choose a place or trip they will map themselves. Based on their subject have them create a title and description for their map.
• The map will include at least five markers, so have them list five spots to mark as well.
• Show students how to create a personal map in Google maps and have them follow along.
• Make sure they make the map publically available.
• Show the students the marker menu and how to create windows. Next add the 5 markers. They should choose icons when appropriate.
• Show the students how to upload images, how to insert video and images into windows
• Have the students use the line tool to show path from one point to another. Also show them how to mark an area. Depending on their map theme they may not need to use these tools but they important to know.
• Next show students how to use the features menu. Spend time of the webcams, images, videos and wiki.
• Give the students time to find images or movies and write content for their markers.
• Show students how to invite collaborators. Have them allow everyone to edit this map but email invitations to all class members and you.
• Find a link to another Google map
• Show students how adding markers, images, video, windows and features is the same as in their own map.
• Show them how to leave comments on another person’s map.
• Then show how they can do the same thing to help update the maps on Google.
• Have the students visit 5 other maps from the class and leave comments or post markers with content.
• Have students email friends or family to invite them to comment or leave markers as well.
5. Web 2.0 Tool– Google Maps (http://maps.google.com/) and Google Earth give a unique visual perspective of our planet, allow us to document everything from the mundane morning school run to a detailed scrapbook-style journal of our travel and includes collaborative features allowing us to develop maps together and share them with just family and friends or the world.
6. Social Participation/Social Learning– Even though we’re making personal maps, we are also learning how to share the maps with others and how to add to other people’s maps.
• As a class choose the subject theme for all our maps
• Create a publicly available map
• Invite others to view and collaborate in the building of the map
• Go to other people’s maps and add content
7. Making Connections– What we are doing is taking an experience the learner has already enjoyed or is planning and having them make geographic connections by placing items on the map. When organizing these items in the map they will also review their experiences, recall events and possibly find other facts about the area they had visited or plan to visit. It also puts everything in a format that allows them to share their experiences with others and have others with similar experiences to include theirs.
8. Create/Produce – In the end each learner will have created a map based on the chosen theme that includes information provided by classmates. They can then share this with friends or the world allowing the project to continue to grow.
9. Assessment –See Rubric for Google Maps Clinic here.
10. Reflection – Reflection is an integral part of this exercise. The student will be called upon to recall their experiences and share them with others. But we are also interested in ways to improve the program and better match the interests of the learner. Therefore learners will be asked to complete a Google Form. The form will ask them to explain the value of the exercise to them, describe how they might have performed this task in the past, list other ways they might use the same tools and list specific programs they are familiar with that perform similar functions. There will also be a text area where they can make suggestions.
The leader/trainer should track student progress through the exercises and keep a log of the questions that arise during discussions and in emails before and afterwards. This log will be helpful in expanding any descriptions or improving tutorials. If possible, note student enthusiasm for different aspects of the program and at the end cross-reference these with the reflection. The end result should be a log with a reflective abstract heading and bullet points for improvements and additions.
Kari Haugeto
Brief Overview: Travel is always more fun when shared. But we usually wait until after the experience. With Google Maps our family created our travel plans, researched our destinations, invited friends and family to make recommendations and then used the map as a geographic scrapbook of our adventure. We hope the Map will continue to grow as other visit the same areas we traveled building on our experiences. You can do this too, whether before, after or during your next venture. This Google Maps clinic will provide you with the tools to do this and much more.
1. Target Audience- Families with young children that travel for education and pleasure, looking to involve their children in more of the process and presentation of their adventure.
2. Materials– You will need these items to participate:
• Computer
• Internet connection
• Web browser
• Google account
• Google Earth app
• A trip to document
3. Objectives– At the end of this scenario the learners will be able to:
• Create and design personalized maps using Google Maps
• Choose and import images, documents and movies related to your subject to the map
• Demonstrate that you can share them with the world or a private audience and open them up for collaboration with remote users
• Demonstrate that you can add images, video and/or written content to another person’s map
• Integrate your map with Google earth
• Export your data into other applications that use Google Earth and Google Maps
4. Procedure–
• Ask students about places they have been, are planning to visit and where they go all the time.
• Type an address or business name into the Google maps search bar to show how search works
• Show how navigate, to zoom in and out of the map.
• Also show how to switch from Views (Satellite to Earth to Map) and the Features menu
• As a group decide the theme of map for the class.
• Each student should choose a place or trip they will map themselves. Based on their subject have them create a title and description for their map.
• The map will include at least five markers, so have them list five spots to mark as well.
• Show students how to create a personal map in Google maps and have them follow along.
• Make sure they make the map publically available.
• Show the students the marker menu and how to create windows. Next add the 5 markers. They should choose icons when appropriate.
• Show the students how to upload images, how to insert video and images into windows
• Have the students use the line tool to show path from one point to another. Also show them how to mark an area. Depending on their map theme they may not need to use these tools but they important to know.
• Next show students how to use the features menu. Spend time of the webcams, images, videos and wiki.
• Give the students time to find images or movies and write content for their markers.
• Show students how to invite collaborators. Have them allow everyone to edit this map but email invitations to all class members and you.
• Find a link to another Google map
• Show students how adding markers, images, video, windows and features is the same as in their own map.
• Show them how to leave comments on another person’s map.
• Then show how they can do the same thing to help update the maps on Google.
• Have the students visit 5 other maps from the class and leave comments or post markers with content.
• Have students email friends or family to invite them to comment or leave markers as well.
5. Web 2.0 Tool– Google Maps (http://maps.google.com/) and Google Earth give a unique visual perspective of our planet, allow us to document everything from the mundane morning school run to a detailed scrapbook-style journal of our travel and includes collaborative features allowing us to develop maps together and share them with just family and friends or the world.
6. Social Participation/Social Learning– Even though we’re making personal maps, we are also learning how to share the maps with others and how to add to other people’s maps.
• As a class choose the subject theme for all our maps
• Create a publicly available map
• Invite others to view and collaborate in the building of the map
• Go to other people’s maps and add content
7. Making Connections– What we are doing is taking an experience the learner has already enjoyed or is planning and having them make geographic connections by placing items on the map. When organizing these items in the map they will also review their experiences, recall events and possibly find other facts about the area they had visited or plan to visit. It also puts everything in a format that allows them to share their experiences with others and have others with similar experiences to include theirs.
8. Create/Produce – In the end each learner will have created a map based on the chosen theme that includes information provided by classmates. They can then share this with friends or the world allowing the project to continue to grow.
9. Assessment –See Rubric for Google Maps Clinic here.
10. Reflection – Reflection is an integral part of this exercise. The student will be called upon to recall their experiences and share them with others. But we are also interested in ways to improve the program and better match the interests of the learner. Therefore learners will be asked to complete a Google Form. The form will ask them to explain the value of the exercise to them, describe how they might have performed this task in the past, list other ways they might use the same tools and list specific programs they are familiar with that perform similar functions. There will also be a text area where they can make suggestions.
The leader/trainer should track student progress through the exercises and keep a log of the questions that arise during discussions and in emails before and afterwards. This log will be helpful in expanding any descriptions or improving tutorials. If possible, note student enthusiasm for different aspects of the program and at the end cross-reference these with the reflection. The end result should be a log with a reflective abstract heading and bullet points for improvements and additions.
Friday, July 22, 2011
PE5 - Google Maps
 |
| Some changes to the map, but more to come. |
I am amazed by the interest my kids have shown in building our map. You can probably tell from my posts that we do a lot of stuff together. But this is a project the kids keep asking for.
 |
| Google Earth is my kids favorite map view. |
The last few days we have played with adding video, images and written content to our markers. We've also played with the marker avatars. Currently it is mostly airplanes, ships and hiking tours. Once we arrive we'll add our own video, etc.
In the mean time, we have been playing with the wiki, traffic, pictures, videos and webcam features. I do not recommend having them all selected at the same time.
 |
| There are a lot of features available in Google Maps. |
One item I am having difficulty locating is the time stamp. This is a very important addition to the map because it will give a timeline of events. Ideally we will be able to create a video with an animated map that follow this trip.
Also we aren’t sure if we should just keep updating this map as we continue to travel or if we should just overlay the maps at the end of the year.
The map is open to the public for edits and I am hoping we’ll have some takers soon. I also have some people lined up for my RILS once we get on the ship.
Tomorrow is a travel day. Bon voyage!
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