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way to make a working program, using regular teachers during school hours and I volunteered to help in any way I could.
In April of this year, I we- contacted by the Special Programs coordinator.
Would I be interested in teaching creative writing to a small group of G & T primary-age children? Absolutely! I was told that there would be nine children. I bought supplies and made plans. Twenty minutes before leaving the house to teach these children, armed with pens and paper and a small pan of banana bread for a treat, the school board secretary phoned to tell me that a few more kids had turned in permission slips— there would be 14! Scratch Plan A!
Well, when I arrived at school there were 18 children, so eager to write that they chose to stay after school in the spring. Throughout the course, I was impressed with their attitude. Some had to miss a session or two because of transportation problems.
There was no further contact from the Special Programs coordinator— about extra supplies—or what I was doing with the children. No one asked for goals or objectives or lesson plans. It was never made clear whether I was respon
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