Category: Love Learning

How Being Inspired Transforms the Quality and Effectiveness of Our Education

Inspiration To Become A Cake Decorator

When I was in ninth grade, I moved to Salt Lake City. I was intimidated by the size of the building, the number of students, and how challenging the work was. My grades dropped into the bucket. It was a long year!

At Easter, I noticed a beautiful sugar egg in the home economics room. It was the upcoming project. I asked if the ninth graders were going to do it, only to find that it was reserved for the Juniors and Seniors. I knew I would never get to make one because we moved too often.

I wanted to make that egg. I asked the teacher if I could please have a copy of the directions. She gave them to me. I had been INSPIRED, and the teacher had responded.

I had none of the hard materials needed for the project. So, I improvised. Instead of a plastic egg mold, I used an empty Leggs nylon container. Instead of pastry bags, I used bread sacks with a hole cut in a corner. Instead of plastic bunnies and chicks, I used hand-drawn figures. My mom had those eggs for years. They were terrible! I was happy with them and thought they were beautiful. This initial inspiration and desire began a 50+ year love affair with cake decorating.

One of the most enjoyable things I did with this decorating spark was teach thousands of children and adults to make gingerbread houses. My family and I gave hundreds away to homeless shelters and community centers. I taught all my children and grandchildren to make them. Every year, I helped my kids help their friends make gingerbread houses in their school classes. I’ll bet you can tell this became a family tradition. In fact, just this Saturday, Jodie went to Maggie’s special needs class, and they all made a gingerbread house.

Just Before Christmas Essay Competition

I am sharing this story of my fascination with decorating because in 2010, I hosted a Just Before Christmas Essay Competition. The prize was a kit so the family could do this wonderful activity.

The topic was The Inspiration Connection: How Being Inspired Transforms the Quality and Effectiveness of Our Education. The winner was a friend of mine who lived in Nevada. Her boys were older teens. I sent the kit, and they all had a fabulous time making their houses.

Jody Jarvis was a homeschool mom. However, her beautiful essay applies to all families regardless of how you choose to educate your kids. It applies to school subjects and anything we want to inspire our kids to learn or participate in. When decorating came into my life, I was inspired. Jody shares a great example of how inspiring her kids and being an example increased their desire to learn and participate in a family activity.

All these years later, Jody lives just a couple of miles from my home. I have visited her and recently attended a big family event. It was fun, and one of the things that got me to reread her winning essay. Enjoy.

The Inspiration Connection: How Being Inspired Transforms the Quality and Effectiveness of Our Education

by Jody Jarvis

When educational experiences are required, the result is bored students, who daydream, who memorize the minimum required, and forget it the next day. For the student, the learning experience seems to drag on forever (“Are we done yet?”), and minutes seem like an eternity. For the teacher, it seems like pulling teeth just to get the student to participate.

When educational experiences are inspired, the result is excited students who focus on the activity with zeal, who go above and beyond the expected, and remember it the rest of their lives. For the student, the learning experience seems to fly by (Are we done already?!), hours seem like mere minutes. For the teacher, it feels as if the student is pulling them along instead of the other way around, or that the student is hot on their heels and the race to the finish could be won by either participant – them or the student.

Recently, I had an experience in both scenarios. My kids and I participated in an online class and had to read several classic books. Two stood out. One was called Mythology by Hamilton. While the stories themselves can be considered classic, our family’s opinion of this rendition was not great. It was dry reading, and we had to push ourselves to even try. None of us finished the book, with me having read the least of the three of us. We did it only because it was part of the class, but it seemed to drag on “FOREVER!!” We tried to read the minimum required, but couldn’t even pull that off. Our attention, as we read, was on other things, and so, for the most part, I do not think we will remember much of what we read.

The other story was a different experience altogether. It was called Elantris by Brandon Sanderson. We couldn’t read it fast enough. We couldn’t put it down. Since we read separately to mark our books with our personal ah-ha’s and underline our favorite lines, I was ahead of the boys in the story. When I got to the exciting parts, I would exclaim over the storyline or hint that something amazing was coming up. But I wouldn’t tell them what it was. “You have to read it yourself!” I would say. I didn’t want to spoil it for them. They tried their best to catch up to where I was. There came a time when none of us could put the book down; we just had to see how it turned out.

To get my kids (and me) to read the first book, we had to remind each other, set aside time each day, remind each other that it was part of a class assignment, and remind each other again of our need to read it. In other words – require. To get them to read the second book, all I had to do was give them a taste of how much I was enjoying it, to add a little mystery and suspense, and be the example. In other words – inspire!

What did we learn from the first book? Not much, really. Maybe a tiny bit about the Greek Gods and how depraved they were, but not much else, and I am sure we will forget whatever it was we did get out of it in a matter of weeks, perhaps.

What did we learn from the second book? Tons! We learned about different leadership styles, we learned that a leader must continue even when it gets hard, and we learned about compassion, strategy, love, and loyalty.

The difference was partly the books we read (one was very dry, the other exciting and thrilling). But I also believe that my example as a parent played a huge part. I lost interest in the Mythology book. I decided I needed to work on other things (convincing myself that since I wasn’t a true member of the class, I didn’t need to finish the reading). How might this have played out differently if I had put more effort into learning about Mythology with my kids? How might it have been different if I were excited to read the book, read it ahead of them, and enticed them with hints of what was to come in the next chapters? I was excited by Elantris, and my enthusiasm pulled my kids along. When they were asked which was their favorite book in the class, they both said Elantris. Least favorite? I’ll leave it to you to guess, but I bet you already know.

Now, what should I inspire them

about next…?

Learning Play – Creating a Rain Stick

The Spark

I was watching Jack, almost 3, and Mary, who was 10 months old. It was getting crazy. I was trying to write an article and keep the Christmas Tree from tipping over for the third time that day. I began asking myself, “What can I get Jack interested in?” We have a large rain stick in the living room, so I got it out.

Jack was fascinated. He tipped it upside down many times to hear it “rain”. I asked him if he knew how the rain stick worked. He didn’t. So, I used my fingers to explain how there were crossed spines inside and small seeds. When the seeds hit the spines, they made the sound. I could see he was a bit confused.

Figuring It Out

“Jack, do you know what a cactus is?” “No?” “I’ll bet we can find one on the computer.” (I didn’t have any books on cacti in my library.) We went to the computer and pulled up some pictures of cacti. I explained that when the cactus dies, the arms can be made into rain sticks before they dry. I showed him some cacti with long spines and explained that the spines are pushed into the dead cactus. We got our rain stick, and I was able to let him feel the ends of the spines in the stick.

With Jack on one knee and Mary on the other, we googled making a rain stick. The first thing up was a video series showing how to make a rain stick from a cardboard tube. We watched the video on how to choose a tube. We watched how to insert the spines, which were made of nails, pins, or toothpicks. We watched the first part on covering the tube ends, and finished off with the video on what to put inside.

Jack was fascinated and watched all the videos. He didn’t get bored or wiggly. I helped him stay tuned in by having mini-conversations. “Look, Jack, there are three lengths of tubes. Which size would you choose?” “Hey, look, she is using nails and a hammer. You would like to hammer nails, I bet.” “See those toothpicks, they would make a really different sound.” It went on and on, and he was fully engaged with how it was done. (The hardest part so far was keeping Mary’s hands busy and off the keyboard!)

Creating Our Rainstick

“You know what, Jack, I’ll bet we can make a rain stick.” “Yeahhhhh”, he said. We pulled out our really great junk box and found a long tube that we thought might work. I handed it to Jack, he put it up to his eye and said, “Hey, it’s my looker looker”; so much for the rain stick. LOL

We took our tube, some straight pins, and duct tape to the kitchen. Jack was content to watch me make the rain stick. He tried pushing in a pin, but decided it hurt his thumb. We talked about dead cacti, thorny spines, and rain sticks while I pushed in pins and taped on an end. Jack chose red lentils and rice to put inside.

He was interested in how the spines looked from the inside of the tube. He understood now what I had been showing him with my fingers, and he showed it back to me. Then I taped the other end and covered the whole thing with duct tape. A rain stick is normally covered with paper or cloth and then painted or decorated, but I wanted to be sure those pesky pins didn’t come out.

Jack excitedly turned it over. It didn’t “rain”. There was just a spattering thunk. Hmmmmm. He tried it a few times. Then he looked at me and, with a serious face, said, “It’s too little,” (meaning short). He had figured out that there was no rain sound because the tube was too short. Amazing! Aren’t children smart?

I told him that we could construct a rain stick out of three toilet paper tubes taped together. He was all for that and rummaged in the junk box for the tubes. Then his enthusiasm waned. He and Mary busied themselves with trucks on the living room carpet while I taped the tubes together. Then I called Jack in and told him I was going to use toothpicks this time and showed him how it would work. Then he was off again to Mary and the trucks. I finished the tube and called Jack in to put the rice inside. I finished taping the ends and covered them with duct tape. Then I called Jack, and he gave it a try. His face beamed when it “rained.”

When his mom returned home, he showed her the rain stick, and I explained about the dead cactus. She said, “Jack knows about cacti. Remember the story about the boy and his bottom.” A wide grin spread over Jack’s face as he recalled the Dr. Seuss story about a boy who sat on a cactus. Now it all came together in his mind.

It was a great time and took only about forty minutes from start to finish; just a mere 40 minutes, and Jack learned so much and had a lot of fun. Then I went back to my article, and Jack and Mary played with the trucks till their mom got home.

Helping children LOVE learning is about catching a spark from a child (in this case, seeing Jack’s interest in the rain stick), then responding.

Learning play doesn’t require a great amount of time, expensive supplies, or a perfect result to be worth it. So, play and learn!

Nurturing Leadership Skills in Children: Parent-Led Approaches

Today, I’m sharing an article written by my friend, Laura Pearson. I’ve watched my daughter, Jodie, do much of what Laura has shared in this well-written article, so I can appreciate the value of the counsel. I know this information will be helpful to both you and your children. Enjoy. : )

Leadership isn’t reserved for boardrooms or political arenas—it’s a skill set that can begin forming in the sandbox, the classroom, and the kitchen table. Parents hold a unique position to influence this growth, helping their children learn how to inspire others, take responsibility, and navigate challenges with confidence. By embedding leadership opportunities into everyday life, you can set your child on a path toward self-assured, compassionate decision-making. Below are a handful of approaches that blend warmth, guidance, and practical skill-building.

Encourage Initiative and Exploration

Kids often need permission to take the first step toward independence. That could be proposing a new family game night, organizing their school supplies in a way that works for them, or even trying a recipe without help. Letting kids make decisions safely builds their sense of agency while allowing you to provide a safety net. The goal isn’t to shield them from every challenge, but to create opportunities where their choices have visible outcomes—good or bad—so they can learn to weigh options, predict consequences, and adapt. These low-risk leadership opportunities help them grow more confident.

Demonstrating Leadership Through Continued Education

One of the most impactful ways to teach leadership is to demonstrate that growth is a continuous process. Enrolling in various nursing bachelor’s degree options not only opens doors for your own career but also sends a clear message to children about the importance of dedication and self-improvement. Balancing coursework with family and professional responsibilities models perseverance, strategic planning, and the ability to prioritize effectively. It shows that leaders are willing to challenge themselves, adapt, and commit to long-term goals. When kids watch a parent work hard to achieve something meaningful, they learn that leadership is as much about action as it is about aspiration.

Embrace imperfection and accountability

Many children equate leadership with being flawless. In reality, good leaders are willing to acknowledge mistakes and learn from them. If your child forgets to bring their homework home or mishandles a group project, resist the urge to rescue them immediately. Instead, focus on talking openly about mistakes with empathy—yours and theirs. Sharing a time you made an error, how you fixed it, and what you learned reinforces the idea that accountability is a strength, not a weakness. This approach normalizes imperfection, helping them see that growth often happens in the recovery process.

Foster Resilience Through Real Ventures

Nothing builds resilience quite like pursuing a challenging goal in the real world. Encourage your child to test their skills outside of home and school, whether through a bake sale, a neighborhood dog-walking service, or a charity fundraiser. When you support young entrepreneurs’ real ventures, you help them develop persistence, creativity, and the ability to troubleshoot under pressure. Even small projects can teach budgeting, customer service, and time management—all vital leadership skills.

Build Communication, Teamwork, and Critical Thinking

Leadership isn’t just about making decisions; it’s also about working well with others and thinking clearly under pressure. Sports teams, school clubs, and volunteer projects all offer ways in which teamwork strengthens communication skills. These experiences train them to lead by collaboration, fostering an environment where everyone feels heard and valued.

Allow Choice and Agency Without Fear of Failure

One of the hardest but most valuable lessons for young leaders is that failure isn’t final—it’s feedback. Whether picking a science fair topic or organizing a small group activity, let them own the process. Letting children learn from failure builds resilience and encourages them to take thoughtful risks. Your role is to guide reflection afterward, helping them identify what worked, what didn’t, and what they’d try differently.

Nurturing leadership in children doesn’t require grand gestures or specialized programs. It’s about weaving responsibility, agency, and empathy into the fabric of everyday life. By modeling strong values, encouraging initiative, embracing mistakes, supporting real-world challenges, fostering teamwork, and allowing room for failure, you equip your child with skills they’ll carry into every stage of life.

Leadership, after all, begins at home—one choice, one conversation, and one opportunity at a time.

Discover transformative insights and practical tips for busy parents at Mary Ann Johnson Coach, where meaningful conversations and learning experiences await!

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Learning Play – Chemistry Via a Child’s Spark – Part 2

Part 2

of the wonderful experience I had with my Colorado grands in the summer of 2012, as we embarked on our chemistry adventure.

The adult books we got from the library had hundreds of pictures of crystals with very long names. Ashley worked on sounding out dozens of them. We found an amazing picture that showed crystals that were transparent, translucent, and opaque. Wow, a follow-up to the ‘mini conversation’ we had had earlier. We spent a few minutes selecting items from the library that fit each description. Windows were transparent, colored glass was translucent, and the door frames were opaque (sorta).

We collect rocks, we wear rocks, and we eat rocks!

We saw a picture of a rock collection in an egg carton. Right away, they began discussing where we could go to find good rocks to make our own rock collection. The girls thought it would be fun to find the rocks and then figure out if they were igneous or sedimentary.

There was a chart in both the adult books and the kids’ book showing the softest rock, talc, and the hardest rock, diamond. They couldn’t believe there were ground-up rocks in body power and that wedding rings contained rocks. We read a book on the history of salt, which is a crystal. Ashley and Lizzy thought it was funny that we eat a rock, of sorts, on our food.

We were at the library poring over the books for about an hour and a half. When it was time to go, Lizzy said, “Grandma, shouldn’t we take some of these books home so we can look at them some more?” It was Saturday afternoon, a beautiful day. They were on vacation at Grandma’s. The neighbor girl they loved to play with was home. Yet here were a six-year-old and an eight-year-old diligently learning about rocks and crystals. They were absorbed in the information. It was fun. They LOVED it.

On the walk home from the library, the girls were busy searching the ground for specimens to add to the rock collection they planned on making. When we got home, our sugar crystals had already begun to form. It was exciting. We scooped a few out and sampled them. Yummmmm.

While I was making dinner, which was peanut butter and honey sandwiches, we noticed that the honey had formed some sugar crystals. The girls compared them to the crystals forming in their “sugar jars”. We discussed the fact that you can melt sugar and honey crystals by heating them, but that it would take a much higher temperature to melt quartz crystals.

Books over scooters. What!!

Later, I found Lizzy and Ashley sitting at the bottom of the stairs, looking at the books they brought home from the library. They had originally gone out to ride their scooters, but the books were so compelling that they never made it to the driveway. They were comparing the crystals in each other’s books, chatting away about the shapes, sizes, and colors.

When I went to check on them next, they had finally made it to the driveway and were buzzing around the parking lot on their scooters. Ashley hollered to me and said, “Grandma, we are finding crystals.” Lizzy asked me, “What are those people called who dig and look for rocks?” “Miners”, I replied. Then Lizzy said, “We could become miners, Grandma, and find crystals.” Ashley said, “I told her we could be scientists and study crystals.” Then she thought a moment, “Yeah, we could be partners finding and studying crystals.” I realized that their imaginative play that evening had centered on what we had learned during the day. When that happens, you know learning has been impactful.

Before bed, we read another children’s book about rocks, which reminded us of all the new words and facts we had learned. They were excited for the coming day. We planned to use the hardness scale and scratch chalk with a penny. Chalk is a 1 on the hardness scale, and a penny is a three. We had decided to collect 10 rocks for their new collection and determine if they are igneous, sedimentary, or metamorphic. The activities we accomplished on this special visit weekend could be spread out over several weeks for your children. It doesn’t need to take up an entire weekend. 🙂

The Result

This is the result you want when you see a Spark and respond. You want to see enthusiasm for the topic and excitement in the learning process. You want the learning to carry over into play and life. Recognizing a Spark and then responding are skills that any adult can learn. They facilitate a parent’s ability to inspire their children and help them feel excitement when learning new things. We had a wonderful adventure. It was fun.

They don’t know everything about volcanoes and how rocks and crystals are made, but what they do know, they will remember.

They LOVED learning some chemistry while making crystals!

A Series of Conversations – Learning by Doing

Remember that monthly call I have with my friend Joy Petty? We had another invigorating conversation I want to share. I’m no expert on this topic, but I have had experience with it. Joy is an expert.

Learning by doing is a powerful way to teach children. When they experience something new or exciting, it’s an effective way to absorb information and to learn. This can be helpful for those who learn best by doing rather than reading or hearing. We all have kids who learn in different ways. I love reading, but I’m also a hands-on learner who needs repetition.

What Kid Loves Shakespeare?

I’ll be honest, I never got Shakespeare. I took a class in my senior year, and we read Shakespeare and talked about it. I was as in the dark as before I took the class. A few years later, I saw the movie Romeo and Juliet, and my dislike for Shakespeare faded somewhat. I could understand more of what was happening. Reading Shakespeare wasn’t all that helpful to me, even though I am a reader at heart. (Joy would say that’s because Shakespeare is meant to be seen and heard!)

For the last 10 years, Joy has been mentoring youth through project-based learning experiences (with what she learned from LEMI, Leadership Education Mentoring Institute). These projects incorporate multiple kinds of hands-on learning. The first project was called Shakespeare Conquest, where her students became familiar with Shakespeare through many immersive experiences, including reading, watching, and listening to dozens of plays, giving presentations on Shakespearean life, and participating in a Shakespeare play at the end of the year. Trying to read and memorize Shakespeare’s lines was challenging, and some of them didn’t think they could do it. But through all the weeks of practice, they learned to speak the Shakespearean language and enjoyed it so much that they’ve put on a Shakespeare play almost every year since.

Joy’s own experience was similar to the kids. Before her training and preparation to teach the Shakespeare Conquest class, she wasn’t very familiar with Shakespeare, and didn’t see the point in spending so much time on it. She didn’t have the time or energy to care about Shakespeare until she began the project. As she immersed herself in it, she was better able to help the youth learn their lines and understand what they were saying. Only when she experienced it herself could she begin to understand how much we learn about human nature, as well as how much cultural literacy we gain from Shakespeare.

This was Joy’s experience with the kids she worked with. They didn’t care about Shakespeare until they began to learn the lines and perform them on stage. Being immersed in the story made ALL the difference.

In her work with kids, Joy helps them participate in simulations. It is a safe way to learn.
For example, when they were learning about the Civil War, they had a battle with Nerf guns. But one side didn’t have as many bullets as the other, and their supplies (the nerf bullets they needed to keep fighting) ran out much more quickly. They got a first-hand idea of how men would feel as they fought in battles without the necessary supplies. They had a greater appreciation as they studied the stories because they had experienced not having all the supplies they needed to win.

At one point while learning about the Revolutionary War, the students each stood in a bucket of ice water. They were talking about the winter and how many soldiers had frostbitten feet and hands. Their appreciation for what these men, and some women, went through as they fought for America’s independence grew exponentially.

For the past several years, Joy has put on a Youth Experience Summit, a four-day summer youth event called YES Week. The point of the event is to give the youth a safe space to learn through simulations/immersive learning. The YES Week website talks about why:

Learning Is In the Doing

“Simulations can provide learners with hands-on experiences, allowing them to actively engage with and better retain what they learn. In simulations, learning happens through experience. By immersing students in realistic scenarios, they have the opportunity to explore, experiment, and make decisions in a safe environment.”

“Simulations help learning stick. Research in education has shown that 70% of information retention comes from direct experience, which is why simulations are so effective. Students actively participate in problem-solving, critical thinking, and decision-making, leading to a deeper, more meaningful learning experience.”

“Simulations offer a safe space for mistakes. The process of making and reflecting on mistakes is crucial for deep learning, and simulations provide an opportunity to do so without real-world consequences. This encourages students to take risks and explore different solutions without being afraid to fail.”

Immersive Learning Doesn’t Just Apply to Shakespeare and History

Often, our kids miss these experiential/immersive types of learning. One reason is that we live in perilous times, and parents want their kids to stay safe. But we can offer them ways to have real experiences with what life is going to be like in safe ways. We can plant a garden and have them help put food on the table, literally. We can take them on trips to meet people unlike themselves, eat different kinds of foods, and experience different cultures. We can attend other churches. I did this in my junior year with my parents’ blessing and learned why I held the beliefs I did. We can help them participate in a sport that is new to them. My parents helped me try skiing. I knew it wasn’t for me because I had tried it. LOL

You can watch all the cooking shows you want, but to really understand and love cooking, you eventually must cook. You can watch others ride bikes for years, and you may enjoy it, but to feel the exhilaration of riding, you have to ride. When we experience what we want to know about and understand, through simulations or immersive learning experiences, we gain a depth of knowledge we might otherwise miss.

Understanding Money Management Through Immersive Learning

Let me share one way my daughter has allowed her children to have an immersive learning experience. Three of her kids are now 13, 15, and 17. A few years ago, she opened a bank account for each of them and got them a debit card. They talked about how debit cards are used and the consequences of misusing them. Then she stood back. Yes, they did overdraw, and when they got their weekly money, they had to use it to pay the bill. That hurt.

Here is what has happened in the last 3 years or so. Jack, who is 17, took a job feeding a neighbor’s horses twice a week. He wanted money in his account and access to his debit card. An allowance wasn’t cutting it, and after a short time, he could see the necessity of getting a job. He still feeds the horses, but now has a second job at a pizza parlor also.

Mary, who is 15, is carefully considering starting a nail business. She loves doing people’s nails, has lots of friends, and wants more money in her account. She has been using her money to purchase what she needs to do this work, and she practices. She did nails at our family reunion two weeks ago. She is careful with how she uses her debit card (her money) because she has a goal in mind.

Ben, who is 13, is still pondering his options. But it all began with experimental learning – what does it take to have and use a bank account and debit card? Just this week, he came and asked me if I had any jobs he could do. He needed to earn $15 for something he wanted. I gave him a job, paid him, and he deposited the money in his account. Then he was able to use his card to buy the item.

Immersed in Learning the Value of Preparation

When Don and I had six of our seven children, we wanted them to have an immersive learning opportunity with the idea of preparing ahead. They wondered why we had so many items in our garage that we didn’t use. Money was tight, and wouldn’t it be better spent on a new shirt or a pair of shoes, or how about a gallon of milk? They wondered why we had a propane stove, why we spent money on food storage for the future, why we had a port-a-potty, why they had to help in the garden, why I canned in the fall, and they had to help, and on and on. Don and I wanted them to experience why we did what we did as a family.

We decided to spend a full day and night pretending we had no electricity or water. Imagine that with 6 children. The port-a-potty was well used day and night. LOL. We cooked on the camp stove. Ok, that was not as fun as when we went camping, and we did get a better stove later. However, I was glad I wasn’t cooking on an open fire! LOL. It was late fall when we chose to have this learning experience, so they were all glad we had a propane heater. The only drawback was that Don and I didn’t know how to use it. We all got cold before we finally figured it out.

The next year, there was far less complaining about snapping beans in the fall, weeding the garden, being asked to manage money wisely, etc. They had experienced the value of what we were doing as a family, preparing for the unexpected.

Sewing and Immersive Learning

Here is another cool example of immersive learning. My friend Livia’s son got involved in theater at his school. He worked on sets and learned to sew and patch things. One day, he found a hole in his backpack. Because he had learned to sew while helping in the theater group, he fixed it and kept using it. He was proud of that backpack. Now, he will fix things even if he could buy something new.

Learning by doing, being immersed in the learning, is a powerful way for us to help our children move into a more prepared adulthood. Don’t be afraid to let them experiment in safe ways.

President Thomas S. Monson, a man I admire, explained: “God left the world unfinished for men and women to work their skill upon. He left the electricity in the cloud, the oil in the earth. He left the rivers unbridged, the forests unfelled, and the cities unbuilt. God gives to us the challenge of raw materials, not the ease of finished things. He leaves the pictures unpainted and the music unsung and the problems unsolved, that might know the joys and glories of creation.”

I loved this quote. It illustrates why we teach kids to ‘do’ Shakespeare, to experience money management and the need for work, the value of preparation for what may come, and how to make do because you know how, etc.

This summer, I’ve been rewriting and posting old articles from the days when I spent time helping my grands with immersive learning. You know the ones; they are called Learning Play. They fit in this category of immersive learning perfectly because when you experience something, it stays with you, and the learning can be fun.

Be creative and find ways to immerse your children in learning and preparing for life and adulthood.

Learning Play – The Nothing Special Day

Back in the day, when my grands were small, I did many learning activities with them. I enjoyed it and so did they. As I mentioned earlier this spring, I’m sharing some of those past learning activities with you because you can have as much enjoyment and fun with your children or grands as I did. Sometimes all we need is an idea, and then we can run with it. So here goes!

I don’t want you to get the idea that Learning Play always requires a lot of thought or special activities. Sometimes you just get together, play, and learn. It doesn’t always require fabulous, well-researched information. There are times when we want to kick back and rest while remaining consistent in our efforts to bond, enjoy, and learn. Then, there are times when an intervening circumstance requires that we do something that takes less planning time.

This activity was motivated by intervening circumstances, and I was tired. : ) I wasn’t going to stress out, but rather, have fun, join in a family activity, and be together. I didn’t do any big planning. I didn’t go to the library for fabulous books. I didn’t research the internet for crafts or projects. I didn’t have a wonderful topic in mind that I wanted to introduce to my grandchildren.

First, We Cook and Then We Paint

On my way to my grandchildren’s home, I picked up a package of biscuits. I thought it would be fun to make cinnamon snakes. When I got there, I announced that we were going to paint and cook. Jack replied, “OK, Grandma. First, we cook and then we paint.” So that is where we began.

There was no reason to make cinnamon snakes. I didn’t have a book on snakes or any intention of learning about snakes. I just knew that the children enjoyed cooking. So, we began our day with cinnamon snakes. I didn’t realize that rolling dough into a snake would take more dexterity than they had. It required practice, and an occasional snake hit the floor. When working with children, be prepared for a bit of dirt in the finished project! LOL

At that time, Don, my husband, was creating an air gun shooting range for himself. He had cut out several small wooden animals for targets. That was our painting project, painting Grandpa’s animals so he could put them in his range.

I gave each child a brush, a large piece of paper, and a wooden animal. We poured the paint right on the paper. When they were done and wanted another animal and a different color, we traded papers. Grandpa was very satisfied with the result. This particular range wouldn’t have his usual perfection, but it had memories and was fun to use.

I had discovered an old book, Where Everyday Things Come From, by Aldren Watson, in my home library. (Available on Amazon) It had no cover and had been read many times by children over the years. The explanations weren’t scientific, and the pictures weren’t precise, just fun. It told, in simple language, that the things we use every day, such as plastic, coal, glass, rubber, and electricity, can come from unexpected sources. The kids enjoyed the book.

I had a coloring page of a darling ladybug. I thought we would review what we had learned earlier when we studied ladybugs. No dice! No one wanted to color or talk about ladybugs. Not even Maggie, who loves coloring pages!

That was it. We had a fun time and enjoyed being together. We helped Grandpa out.

It was a peaceful Learning Play Day.

A Series of conversations – Start Where You Are, Use What You Have, Do What You Can

A few Sundays ago, my husband tuned in to a show my mom likes to watch, Music and the Spoken Word. The episode he pulled up for her was from Jan. 12, 2025.

It was an interesting and thought-provoking 30 minutes, and Don and I had a conversation about it. We had experienced what was shared. Our experiences weren’t as dramatic as the one shared in the program, but they were powerful for us, nonetheless.

Lloyd D. Newell, who was the moderator at the time, began by saying, “Every great thing has a beginning. A business begins with an idea. A piece of art develops from a moment of inspiration. A skill set or talent blossoms from a desire to try something new. Anything great or grand first comes from something small and simple.” I knew what he said was true. I’ve heard this in many seminars and classes and have read it in books. Even more than this, I have lived it.

However, I have also experienced that beginning, taking that first step, can be intimidating. The program and my conversation with Don got me thinking about what I have learned and experienced, both successfully and at times, less successfully. Beginning is a practice. Like riding a bike, you must begin, and then keep going, even if you fall a few times.

Start where you are. Use what you have. Do what you can.

Arthur Ashe, the first African American winner of the Men’s US Open Championship, shared his thoughts on how to take that first step, how to begin. He said, “Start where you are. Use what you have. Do what you can.”

It doesn’t seem like that would be enough, but it is. That has been my experience. I have written about the importance and magnificence of small and simple things, done consistently, and the amazing results that come.

Newell shared the story of Sarah Gilbert, whose life exemplified what Arthur Ash shared and what I have lived. Her first step towards a grand goal seemed impossible. In 1851, Sarah wanted to immigrate to America with her family. Her family was large, and their funds were small. There was no way for them to accomplish such a high goal, or so it appeared. Sarah thought about her options, came up with an idea, and then began right where she was, with what she had. She did what she could.

She bought a blind horse and an old wagon. Her husband repaired the wagon and added eight seats to the wagon bed. Each week, Sarah would take paying customers to town to do their shopping. While in town, Sarah would buy simple things she could resell in her small village. Each week, she saved a few pennies. I’m sure when she looked at the jar of savings, it was discouraging, at times. I mean, a few pennies a week. How could this ever get her family to America?

Sarah did eventually get her family to America! It took 27 years. She stuck with her simple system week after week, no matter how discouraging it felt, and, in the end, by small and simple steps, done consistently, she accomplished the impossible. She started where she was. She used what she had, and she did what she could. The result was amazing.

The ideas and dreams we each have require action. We must begin somewhere, even if we aren’t sure how we can make it happen. We must take the first step, where we are, with what we have, and then keep taking steps.

Becoming a successful speaker, teacher, and coach for over a decade began with one small step

When I was five, I decided I wanted to be a speaker. When I was eight, I knew I would write and publish a book. Then I married and raised seven children in Montana. I couldn’t see how any of this could come to pass for me. When I was in my early fifties, we moved to Utah, and I was asked to speak at a homeschool meeting. I didn’t feel competent at that time, even though I had homeschooled my last two children. But I took that step, and ten years later, I was speaking and teaching all over the United States, and I had a published book. All because I was willing to step out and take that first small, scary step.

You Must Start Somewhere

Newell ended the program by sharing this thought – “A simple idea inspires action and action is repeated and improved upon over time, eventually turning into something grand. No great thing can ever be accomplished if you don’t start somewhere.”

This success formula led me to become a speaker and published author. However, even before then, I was using this formula. I wasn’t even aware I was utilizing a success principle. : ) To help raise our seven children in Montana with small means, I taught myself to decorate cakes. I reached out to a woman who was a professional, and she graciously helped me. Then, for over 21 years, I created amazing cakes so my children could have shoes, a new sweater, go on a camping trip, and for one daughter, a trip to Europe in high school. She and I made cakes together and sold them in our neighborhood and church to help fund her trip.

Like Sarah, if you looked at our means, you would have thought it was impossible to do what we did. But we lived the formula, even when we didn’t know we were doing anything important. I began where I was. I had taken a cake class in high school, and that gave me the courage to try. : ) I used what I had, a friend whom I bravely asked for help. I did what I could. I kept learning, practicing, and selling cakes to help care for our family.

Do you have a dream? Is there something you want to accomplish that seems too lofty? Start where you are, use what you have, and do what you can.

You will be successful.

Learning Play – Inventions and Inventors

One day in 2011, I found the most amazing book at the library!!! I happened across it accidentally. It was about Leonardo Da Vinci and the amazing visions he had. But that wasn’t all. The book showed how, in time, all his inventive ideas were created by other people and who those people were. Oh my gosh, I wanted to share this with my grands.

However, it was a book with lots of words and way over their heads. I pondered what to do. My daughter suggested I help them understand what an invention is. Voila, a perfect solution to my dilemma. So that’s what I did.

The Creation Box

We had so much fun. I took my creation box, a cardboard box that I collect junk in – plastic ware, Styrofoam cups, old keys, buttons, wiggly eyes, toilet paper tubes, paper towel tubes, paper clips, popsicle sticks, washers, Styrofoam balls and cones, yarn, whatever comes my way that would otherwise be thrown out. I mean, a grandma (or mom) can use this sort of thing. : )

I began by asking Jack if he knew what an invention was. He said he thought it was a place to go. I told them that an invention was an idea in someone’s head that was then turned into something real. I suggested we look at some inventions. We looked at the pictures in the Leonardo Da Vinci book. I worried they would be bored because it was a bit over their heads, but they loved it! We examined the old drawings and how the actual invention appeared after it was created. I shared that Leonardo had people making his inventions move and work, but that the real inventions used electricity and motors.

Interested in Inventions

We looked at pictures of old TV sets and Philo Farnsworth, the inventor of television. The kids couldn’t believe how different they looked today, and Jack was enthralled with the name Philo. We looked at a book about the Day-Glo brothers and the brilliant paint colors they invented.

The children were excited about all these wonderful inventions. Then I asked them if they would like to make an invention. Oh my, then they were very excited. We sorted through all the items scattered on the table from the creation box and began putting them together. I had brought the hot glue gun with me because I knew, as little as they are, that regular glue wouldn’t work. Because of the ages of my grands, I had to do all the gluing.

Our Super-duper Rocket-propelled Robot

We blew up balloons first because they wanted balloons on their invention. When we began, they didn’t have an idea of what we were making, but as we worked, they finally decided we were creating a robot.

Jack’s “All Alone” Invention

The best part of the day was when a light went on in Jack’s brain. He saw the Styrofoam cone and a long tube. He put the cone on top of the tube and realized he had made a rocket. He was so excited about his own “all alone” invention.

We glued the rocket to our robot. Now we had a rocket-powered robot. It was a fun learning day, and they will remember what an invention is and that they may grow up and invent something themselves.

If you have older children, it would be wonderful to do this project and then study one new inventor each week or month, for the whole summer. There are all kinds of experiments, projects, and crafts that you can do to demonstrate and mimic what the inventors did. Get your older kids off technology and get them thinking. It will improve their summer. : )

Books About Inventions For Kids

The Day-Glo Brothers by Chris Barton
Neo Leo by Gene Barretta
The Boy Who Invented TV by Kathleen Krull
So You Want To Be An Inventor? By Judith St. George – A wonderful book about the traits of inventors, some of which aren’t valued, like daydreaming. : )
Now & Ben: The Modern Inventions of Benjamin Franklin by Gene Barretta
The Kid Who Invented the Popsicle: And Other Surprising Stories about Inventions by Don L. Wulffson
Brainstorm! The Stories of Twenty American Kid Inventors by Tom Tucker
Kids Inventing! A Handbook for Young Inventors by Susan Casey
Girls Think of Everything: Stories of Ingenious Inventions by Women by Catherine Thimmesh
The Kids’ Invention Book (Kids’ Ventures) by Arlene Erlbach

Inventions Made by Kids

Back in 2011, Allan Chu, 17 years old, invented a way to speed up the Internet! He was tired of how slow it could be, so he took matters into his own hands. He invented an algorithm that compresses data and allows information on the internet to be presented much more quickly. An algorithm is a step-by-step mathematical procedure that solves a problem, especially by a computer. Allan entered a math, science, and technology competition and won first place and $3,000! Quite an accomplishment for such a young person!

If you have ever thought about inventing something yourself, you don’t need to be a math and science genius to devise something clever. Have you ever heard of a Popsicle? Well, in 1905, an 11-year-old boy named Frank Epperson invented it. He accidentally left his favorite fruit drink with a stirrer in it outside on the porch overnight. When he awoke, the drink was frozen, and he found a delicious new treat. He went on to patent his idea and is the creator of the Popsicle, Fudgsicle, Creamsicle, and Dreamsicle!

Inventions are worth learning about and fun to make! Give it a try

and have some summer fun.

Learning Play – Stars

Summer is the perfect time to learn about stars because after you do a few fun activities, you can lie under the stars as a family, breathe the air, and stare into the night sky. What a relaxing thing to do. As I said a few weeks ago, this summer I am sharing some old grandma school times I had with my grands back in 2011. Bigger kids like helping younger ones, so even though these are simple things, you can do them as a family and get the older kids involved. Just don’t pick a Friday or Saturday night. : )

It’s wise to remember that no matter how WONDERFUL your plans for a family activity, some days don’t work out as you plan. Wouldn’t it be superb if all your family activities and learning moments were stellar (no pun intended), but they aren’t! In that long-ago activity, I made some classic mistakes and share them to help you avoid them.

Learning With Children – Stars

REMEMBER, when a child has an interest, and you don’t hear/see it, you will be in trouble. Last Friday, Jack was OK with the ladybugs I brought, but somewhere between the week before and last Friday, he had decided he wanted to make gingerbread. This is a Christmas tradition I began when my children were small, so he is familiar with it. In his young mind, it isn’t about Christmas. However, I showed up with ladybugs in hand. I told Jack I thought we could do gingerbread men the next time I came, but a week is a horrendously long time for a three-year-old, so his mom said they would make them on the weekend.

Tuesday, when I got to my daughter’s home, I had stars in hand. Jack met me at the door and asked if we were making gingerbread. They hadn’t been able to do it on the weekend. Jodie reminded Jack they were making gingerbread men after the activity with me. Jack was not a happy camper. If I had been wise, I would have scrapped the stars and gone to the kitchen to make gingerbread. The truth is that although we did wonderful activities today, Jack’s heart was in the kitchen. But your kids aren’t waiting to make gingerbread men, so you will love these activities. : )

We began by hanging a large piece of black construction paper on the underside of the top bunk. Then we made a very dark fort with blankets and crawled inside. I had painted stars with glow paint earlier. I think glow star stickers would have shown up better, but I didn’t have any, just the paint. As I have said, keep it simple and use what you have. However, the kids liked being in the ‘fort’.

I had painted the stars into the shape of the Big Dipper. It’s the easiest of the constellations to talk about. I showed them a real dipper and we compared it to the shape of the stars. We talked about how the stars were created and by whom. We talked about the size of stars. Jack was sure they were very tiny. We held a small rock up to our eye, and it seemed big. We then put it as far away as our arms would stretch, and it was small. I told Maggie, Jack, and Mary that stars were like that, big, but very far away. We discussed why you can’t see stars in the day; they are there, but the sun outshines them.

I didn’t have my usual stack of wonderful books as I hadn’t had good luck at the library. I only had three, and not the best, but we still enjoyed reading them.

Star Crafts for Children

We did two-star crafts. We made a star mobile with construction paper stars and pieces of straw. It was a pattern, so we reviewed the pattern…star, straw, star, straw. We used plastic needles to thread the stars and straws onto the string. That was fun. Maggie liked the activity so much that we made her mobile twice as long. The reason she liked it is that she is learning to use her thumb and forefinger to grab hold of things. It is a new and exciting skill for her, and this activity gave her lots of practice. (Remember, Maggie has cerebral palsy, and doing anything with her hands is challenging.)

Our second craft was called “Stars in a Bottle”. Plastic bottles were filled with mineral oil so the sequins would float. We glued the lids on because I didn’t want mineral oil spills. The star sequins were supposed to float in the mineral oil and sparkle, but they didn’t stay suspended as well as I hoped. It was fun anyway.

We had some shiny stars for a treat (Hershey Kisses) and read our final book. Then it was off to the kitchen so they could make their gingerbread. When I left, they were all busy measuring and stirring.

As I said, we enjoyed reading the few books I had, but I thought it would be nice to give you more options. Because our small library has a limited selection and I often need to order books from other libraries, I am working on getting four weeks’ worth of books. To assure our next few Grandma Activity Days are successful, I talked with Jack. He let me know what he was interested in learning about. Wise grandma! : )

Books About Stars for Children:

• How to Catch a Star by Oliver Jeffers
• The North Star by Peter H. Reynolds
• The Magic School Bus Sees Stars: A Book About Stars by Joanna Cole
• The Stars, 2nd Edition: A New Way to See Them by H.A. Ray
• Fancy Nancy Sees Stars by Jane O’Connor
• Mr. Putter and Tabby See the Stars by Cynthia Rylant
• Little Star by Anthony DeStefano
• Stars Will Still Shine by Cynthia Rylant
• Shining Star by Megan McDonald
• How the Stars Fell into the Sky: A Navajo Legend by Jerrie Oughton
• How Many Stars in the Sky? by Lenny Holt
• Stars by Mary Lyn Ray
• The Big Dipper by Franklyn Branley and Molly
• Stars by Steve Tomecek and Sachiko Yoshikawa.
• Zoo in the Sky: A Book of Animal Constellations by Jacqueline Mitton
• Our Stars by Anne Rockwell
• Star Climbing by Lou Fancher

As I said in the first Learning with Children article, being together as a family, doing something new and interesting, and letting the older kids help the younger kids, leads to great memories and family bonding, even if it doesn’t all go as planned.

So, keep doing it!

Introducing ‘Learning Play’ – Cows

When I first began writing and publishing articles, it was in 2010. My grands, the ones I still live with, were all under five. As their grandma, I wanted to find ways to play and connect. I’m not a board game person! Tea parties and dress up are not on my list of fun things! The truth is, I like learning. I always have. I thought a lot about how I could ‘play’ with my grands and make it work for all of us. What I came up with was learning for fun. Every Tuesday, for several years, we would gather and play/learn. They looked forward to it and occasionally would tell me what they wanted to know or ask about at our next Tuesday session. It was a hit and was called Grandma School. : )

I’ve been moving articles from my old site to this new home for nine years, come May 2025. Why has it taken so long? Well, I always have new experiences and lessons to share. And I had over 600 articles on the old site. That’s a lot of rewriting. : ) Not everything applies or will be shared here, but there are fun things on that old site, especially when it comes to learning with kids and making it fun.

So, over the summer, I’m going to share many of the cool lessons I taught my grands and the tools I used to do it. If you have kids under eleven or twelve, it will give you summer fodder to keep them occupied and entertained while they learn and help chase away summer boredom. It will also help you move them from technology to imagination, a very good thing to do now and then.

Another Idea

If this is a family activity, then those over twelve can help those under twelve. You’ll be surprised how involved they get when they are doing the teaching. If all your kids are over twelve, then share these cool articles with someone in your neighborhood or family who has younger children or grands. At the bottom of this article are great resources for extended learning and learning for your older children. You’ll be amazed at the possibilities.

Using this ‘learning play’ with my grands created FUN times and built terrific memories. Enjoy, as I roll them out again.

LET’S BEGIN WITH COWS

The study of mammals is called mammalogy. This is a branch of zoology, which is the study of animals. One Tuesday, we studied a mammal – cows.

Jack’s first question on this Tuesday was, “What are we going to learn today, Grandma?” So, we played a guessing game to see if they could figure it out. When I finally said, “We’re going to learn about cows today,” Jack yelled, “Woo-hoo, Cows!” Kids are soooo easy to please.

As usual, we started with books about cows. We didn’t actually read the books, but we talked about the pictures and I told them fun cow facts, such as, “Did you know a cow has four stomachs. You only have one, but a cow has four!!” That type of comment is usually followed by a question such as “Why Grandma?” Then we get to learn a bit more. Jack’s favorite cow fact was: “Daddy cows are called bulls and they go Moo really, really loud.” I did such a great daddy cow impersonation that it sent Jack into gales of laughter.

Books About Cows

I know that many people have stopped using libraries, but I still do, and that’s where our great books came from. You can find stories, pictures, and facts online, but kids like holding books and looking at the pictures. So, in case you want to take a short trip to the library, here is a list of great books. They will give you lots of cool facts to share, and they have fun pictures.

• Cows in the Parlor: A Visit to the Dairy Farm by Cynthia McFarland
• My Cows by Heather Miller
• Milk: From Cow to Carton by Aliki
• Cows on the Farm by Mari C. Schuh
• Life on a Cattle Farm By Judy Wolfman
• Cattle Kids: A Year on the Western Range, Cat Urbigkit
• Cows, by Rachael Bell

A Cow Activity

After the books, we did a cow activity. I had created a picture sheet on my computer that showed cool foods that are made from cow’s milk: cheese, cream, ice cream, milk for cereal, cottage cheese, sour cream, etc. I also had the real item on the table, if we had it. We looked at the pictures, talked about each item, and then tasted it. Of course, we all liked the cookie dough best. (It has milk in it!)

A Cow Game

We created a fun game by cutting two copies of the food sheet into separate pictures. Then we played Memory. The kids enjoyed it so much that they played it with their mom and dad later.

A Cow Craft

We made cow door hangers, a very simple project, that I am sure you can figure out how to do from looking at the picture. But just in case you want directions or your older children want to make a talking cow, click here.

We had the most fun learning to use scissors. This was new for the kids. Jack tried it the traditional way, but then switched to using two hands and having me hold and turn the paper. Special scissors with 4 finger holes allowed me to help Maggie cut her own cow spots. She was thrilled. (Remember, Maggie, who is now eighteen, has severe cerebral palsy, so doing anything with help thrilled her and still does.)

If I am missing an item, I don’t run to the store. I make do. Simple is what made these types of play dates doable for me, then and now. We had large paper plates, but cut the smaller circle from tagboard. We had skinny chenille stems, so our tails weren’t as fluffy as the model cow’s, but no one noticed. We didn’t have any little bells lying around, so we cut them out of paper. I think our cow door hanger craft turned out every bit as lovely as the one on the web!

A Cooking Activity

We ended the day by making mac and cheese. Cooking was a favorite activity, so everyone helped. The kids liked tasting the powdered cheese. We had our mac and cheese for lunch, and it was delicious. Maggie, Jack, and Mary decided that having cows in our world is a very good thing.

Extend The Learning

While we ate our mac and cheese, I read a silly story called The Cow Loves Cookies by Karma Wilson and Marcellus Hall. If you want to extend your ‘cow learning’, then explore some of these other resources – easy readers and chapter books.

• Sixteen Cows by Lisa Wheeler
• The Story of Ferdinand by Munroe Leaf
• Kiss the Cow! by Phyllis Root and Will Hillenbrand
• Counting Cows by Michelle Medlock Adams and Mark Meyers
• The Cow That Went OINK by Bernard Most
• Donna O’Neeshuck Was Chased by Some Cows by Bill Grossman and Sue Truesdell
• George Washington’s Cows by David Small
• Moonstruck: The True Story of the Cow Who Jumped Over the Moon by Gennifer Choldenko
• The Smallest Cow in the World (I Can Read Book 3) by Katherine Paterson and Jane Clark Brown
• The Blue Cow (Sugar Creek Gang Series) by Paul Hutchens
• The Cow in the House: Level 1 (Easy-to-Read, Puffin) by Harriet Ziefert and Emily Bolam
• Mrs. Wow Never Wanted a Cow (Beginner Books) by Martha Freeman and Steven Salerno

Learning for OLDER Children

You can expand your study of cows and let it take you in new directions. These books would engage older children in learning about cows.

Cow books about math:
• Whole-y Cow: Fractions Are Fun by Taryn Souders and Tatjiana Mai-Wyss
Cow books about giving:
• 14 Cows for America by Carmen Agra Deedy. The true story of a gift from a village in Kenya to the USA after 9/11.
Cow tales from other countries:
• The Silver Cow: A Welsh Tale by Susan Cooper and Warwick Hutton
• Hamish the Highland Cow by Natalie Russell
• The Cow-Tail Switch: And Other West African Stories by Harold Courlander, George Herzog and Madye Lee Chastain
Cows in history:
• Dadblamed Union Army Cow by Susan Fletcher. The story about a cow that marched (clopped?) in the Civil War with the Fifty-Ninth Regiment of Indiana Volunteers, giving milk to the soldiers. Go here for facts about this book.
Cows in Art:
• Learn to Draw Farm Animals: Step-by-step instructions by Jickie Torres and Robbin Cuddy
• The Blue Rider: The Yellow Cow Sees the World in Blue (Adventures in Art) by Doris Kutschbach
Cows and English:
• Herd of Cows, Flock of Sheep: Adventures in Collective Nouns (Language Adventures Book) by Rick Walton and Julie Olson
Cows and a girl with Autism:
• Temple Grandin: How the Girl Who Loved Cows Embraced Autism and Changed the World by Sy Montgomery and Temple Grandin
Books about cows that aren’t even cows:
• Sam the Sea Cow (Reading Rainbow Books) by Francine Jacobs and Laura Kelly
• Sea Cows, Shamans, and Scurvy: Alaska’s First Naturalist: Georg Wilhelm Steller by Ann Arnold
Information about cows for kids.