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"Do you know anyone who experiences difficulties when it comes to learning and memory? I sure do. Not only have
I had the experience of teaching children who must face challenges daily in the classroom, but ADHD also runs in my family.
This book is not only for children, but for all ages, challenged or not."
-Pamela M Hebert, Author
Born and raised in Hawaii, author Pamela M. Oakland Hebert
taught for a decade with the Department of Education in Honolulu, where she was an Elementary School Teacher. Ms. Hebert holds
a Bachelor’s Degree in Education, as well as a Minor in Art, from the University of Hawaii. Elliot Finley’s
Jus’ Plain Ole Daisy is her first novel.
****EDUCATIONAL CHALLENGES
PROMPT TEACHER TO PEN MAGICAL NEW TALE****
Every year, millions of children are diagnosed as educationally “challenged”.
It is important for them to know that, despite their struggle in the classroom, they are OKAY, and that not everyone
takes in and processes information the same way. According to popular educational theory, there exists what are known as “multiple
intelligences,” but approaching and educating the different "intelligences" is not yet a mainstream consideration.
Children need to know they have strengths that might not be obvious, and to
try to recognize and cultivate these strengths so that they may feel good about themselves, rather than isolated. Such is
the intriguing premise behind Elliot Finley's Jus' Plain Ole Daisy by teacher, historian, and author Pamela M. Oakland
Hebert. She insists such students will be inspired by the fictitious main character, Elliot, who overcomes
her limitations by realizing her talent, and will be enraptured by the magic of Daisy and the Shaman.
A Question and Answer session with the Author:
Q: What were your personal reasons for writing the book?
A: I admit the character of Elliot Finley and I have similarities.
I had problems focusing on subjects that did not interest me, just like Elliot. I sometimes felt I did not measure up in the
classroom, and I know millions of other children in this world feel the same.
Q: Was there a silver lining to your academic problems?
A: I did gain insight into my strengths as I reached high
school. It took all those years to understand that I was better at certain things, and I learned to focus on those strengths.
I went on to teach elementary school for ten years, and saw the same debilitating condition in a few of the children that
filtered through my classroom every year. I want to reach every child through a medium they love: storytelling.
Q: Was that the origin for this particular book?
A: That, and as a single mother, I saw in my child
great strength in the academics, which brought relief because I thought she would not experience the same feelings of inadequecies
that I did. But, I saw her struggle in other areas, just like everyone else, and it was then that I realized it is not
just about understanding that we do not process information or perform the same academically, but that we all have gifts
in certain areas that others may not; we just have to focus on what that area is. |
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Photo by Celeste Esposito DeLuze |
Q: How did you get into writing?
A: Toward the end of my teaching career, my class
would write and perform plays for other children across multiple grade levels. We had a lot of fun, even those that professed
not being fond of school. We also invited parents and volunteers in the
community to come into our room twice a week. We'd set up tables in the four corners of the room,
and while most of the class did their silent reading, the "tutors" worked with each child, one on
one, to help edit what the children had written for language arts as a response to whatever activity we
did that week. The attention they received was incredible, and their reading, writing, and editing capabilities
expanded HAPPILY as a result. No one complained that writing was a painful process for them during those years. This overflowed into
my own personal life, and the need to reach out to children who struggle in the classroom inspired
this book. |
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