Creating a self portrait is not your typical selfie! When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I'd have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting. At least once during the year, likely toward the beginning, I would center a lesson around self portraits. In younger classes, there would be more than one. Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs? It also teaches children spatial awareness. Where should he beginwith his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper? A Lesson on Creating Self Portraits Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old's drawing should look very different than that of a five-year-old.) The teacher will need to model how to draw a self portrait. Gather the children around an easel or board and clip a paper to it. Narrate the process as you walk through the steps. "I am going to draw a picture of myself. I am going to start with my head." Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you're teaching in an English speaking classroom.) and build vocabulary for all students. Question: Why should the teacher use their hands when giving instructions? === The answer to the above question is
OPTIONS:
- not enough information
- so that deaf children understand
- so the students are aware of what the teacher is talking about
- to make the children laugh

Answer: so the students are aware of what the teacher is talking about

In the 1970s I was a student nurse in psychiatry. I was rostered to the brain injury ward in a chronic hospital, where the patients had severe brain damage from tumours, car accidents, strokes, metabolic diseases, degenerative diseases, and alcoholism. Only about half were ambulant. Most had severely impacted recent and long term memories. They could not bathe or feed themselves. The majority sat most of the day in chairs lined along the sides of the day room. They were spoon-fed meals and wheeled into the toilet. One of those patients was Connie S. She was maybe 55 yrs old and she spent a lot of the day screaming in her chair. She could not speak, walk, or cooperate. One nurse was very impatient with her and once I heard that nurse say to her, "You think the water is too hot, do you? Then have it cold!" as she bathed her in cold water. I remember standing up for her to that nurse. I worked that ward for over a year and then, one day, just like that, Connie S. woke up. She suddenly began speaking and walking. She apparently remembered most of the things had had happened to her in the ward. Soon, she walked right out of that ward and never came back. As she left, she appeared dignified and so happy, so relieved. I was too junior at that stage to know what her diagnosis was supposed to have been, but no-one expected her ever to leave. No-one left that ward. It was the end of the line. I remember being really glad that I had stood up for her and thinking how ashamed the nasty nurse must have been. It is now many years later and I often think of this woman and wonder how she fared in her post-hospital life. Her name is not common, but every so often I meet people with the same name and ask them if they know of a relative to whom this happened, but, so far, no-one has known of her. Question: Who is the narrator of this episode? === The answer to the above question is
OPTIONS:
- The former student nurse who stood up for the 55-year-old woman, Connie
- A patient at the chronic hospital
- not enough information
- The impatient nurse

Answer: The former student nurse who stood up for the 55-year-old woman, Connie

I was once distinctly unsettled by a utility man who called to read the gas meter. We were living in an old house at the time and I was home alone with the youngest child (who was around six months old), balanced on my hip as I opened the door. The visitor looked genuine, dressed in the expected uniform. He was around 6.3 and probably not the most tidily presented utility man I'd met, but I believed him to be genuine and willingly invited him in out of the foul weather. It was pouring down outside, a freezing cold winter's day. As I closed the door I remembered that I should have asked to see his company I.D. , so as I opened the meter cupboard and switched on the light, I politely said, 'Oops, I should have asked to see your I.D. if you don't mind?. He stood there in front of the door and made no move to produce his card or do anything in fact. He just glared down at me in the most menacing way and said in a very sinister voice 'Isn't it a little bit late for that now? What are you going to do if I tell you I don't have it?'. There was an embarrassed silence. He continued to stare down at me without making a move for what seemed like minutes but was probably seconds. He didn't produce his I.D., instead he almost grudgingly read the meter as I looked on and then he swiftly left without saying goodbye. I closed the door and locked it, and then took a while to get my pulse rate back to normal and to realise I'd just learned a very big lesson. Such a creepy individual, I didn't make that mistake again. Question: Who was 6 foot, 3 inches? === The answer to the above question is
OPTIONS:
- The utility worker.
- not enough information
- The youngest child.
- The man in the home.

Answer:
The utility worker.