Geo is a nonspeaking autistic with trisomy 21, whole body apraxia, and an incredible mind. His passions include advocating for understanding between typically speaking people and nonspeakers, ensuring that his peers and future nonspeakers have access to communication, education, and participation, and educating the general public on whole body apraxia.

He uses a low tech AAC and points to communicate by typing one letter at a time. (Please reach out if you would like to know more).

Here is what he has to say:

A List of How Nonspeakers Need Help in Church

by Geo Nelson

1. Give nonspeakers time to respond. Be diligent in slowing down.

How it seems to us is that speakers answer for us a lot. Let us communicate back using our hearts instead of our mouths. We understand everything and are hearing everything at the same time so it takes time to filter out what you say from the rest of the background noise.

2. Let regulation be the goal, not compliance.

Our systems as nonspeakers are sensitive to everything. Most nonspeakers have whole body apraxia which is a motor impairment that impacts everything that we do and often because of Apraxia we are not able to speak or move the way we want to. This is incredibly difficult. Every movement we make challenges in the region of the brain that nonspeakers already struggle with because of Apraxia.

3. Let our nervous systems rest in Church.

It’s in church that we are equal, however, our impairment is not what gets in the way. It is perceptions, lots of perceptions that get in the way of having an equally fulfilling and rewarding sacramental life in the Orthodox Church. Christ enters into all of us in the same way through Holy Communion, renovating our hearts in the same way. The Nous is incredibly nondiscriminatory to we who are in broken bodies. Nonspeakers are lessons in seeing not the outside of man but the inner nous so that God may be glorified in His wisdom, love and inscrutibly irrefutable commitment to the least.

4. Love so much more than you think you are able to.

It’s only through sacrifice, hinting always in sacramental respect at the same nature that sacrificing Himself has opened the doors to eternal bliss. Love has saved our souls.

His love makes hard things easy

His love makes old things new

His love lines the hearts of the lost

Bearing our mistakes in His love, safety, help, grace, beauty, in His goodness, His infinite unending giving of love in sacrifice means my God lives to sacrifice on behalf of His bride the Church.

Open spelling has allowed me to communicate. Hardly anyone has what I have and I speak empathetically, haltingly, hopefully, and sacrificially on behalf of Love and for my Nonspeaking sisters and brothers in the faith and all those who see God in one another.

I’m sorry, having Apraxia should not mean I am excluded from any part of sacramental life in the Church. Deriding nonspeakers as not intelligent leads to loss of essential parts of the Body of Christ, the Bride, God’s normative invitation to all mankind.

In Nonspeakers, Love walks among you, often unnoticed, intelligently aware, noticing everything, acknowledging nothing — having inside so much to give and share that most of us turn to communication with God as a means to organize our suffering and live as real humans in this temporary lifetime on earth, always looking forward to our inheritance and new bodies.

Having heard these words, give kindness and, in mind, in heart, and in soul, be one in Christ, Lord of all and Savior of the World.

Going to God’s Divine Liturgy in a Parish that lets me participate in mystery through inclusion as a whole person, capable of confession and able to give and serve in meaningful ways — my experience should be normative, not unique.

Thank you St. Katherine, patron of my home parish.

Access is defined as “permission, liberty, or the ability to enter, approach, or pass to and from a place or to approach or communicate with a person or thing” and “the method or possibility of getting near to a place or person.”

Physical access of course is a legal obligation, but what about relational access? Sacramental access? Not just access from a place of pity or even compassion, but access as co-equal participants both with unique, vital, and valuable gifts to offer.

Most often barriers to relational access are not the disability but the perception of the disability by the surrounding community.

Enter the least dangerous assumption. Coined by Anne Donnellan in 1984, it posits

“…in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults.”

Basically, what will do the least harm?

The word conclusive is tricky. Most people will assume that if a “professional” or “expert” administers an IQ test that will literally inform the opportunities a person has — or doesn’t have — for their entire lives, that the test is bullet proof.

Unfortunately for nonspeakers with apraxia, a motor-cognitive dissonance (brain body disconnect), IQ tests are inconclusive because they all depend on the presupposition that the connection between the brain and the body is not impaired. All IQ tests require working fine motor skills which is an area of significant impairment in those with apraxia.

So, what do we do?

We presume competence. It’s a fancy way of saying, presume all people can and want to learn regardless of what their bodies do on the outside.

Talk to all people at an age appropriate level. Biological age. For example, if a 10 year old nonspeaking autistic with an impulsive body walks through the doors of your church, or spins through the doors, or jumps through, think about a typical 10 year old boy in your parish, and speak the same way to the nonspeaker. It takes a little practice at first, but it will become second nature. With this simple reframing on the part of the majority of the parish, two way relational access is established. And, it’s free!

If an adult man with down’s syndrome comes to church, greet him and treat him like other adult men in your parish. Invite him to things. Talk to him. Eat with him. Get to know him. Be candid. Let your guard down. Yes, presumption of competence works for people with Down’s Syndrome too. And Fragile X. And Cerebral Palsy. And any other disability on the planet.

All the questions and arguments coming into your mind right now are fine. “What if I can’t understand them?” “What if they don’t understand me?” But here’s the thing…

Just try it for a while.

That’s it. Presume competence for a while and see how it goes. I bet you’ll be surprised.

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To Be Continued…

https://annedonnellan.com/

https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

https://www.merriam-webster.com/dictionary/access

https://dictionary.cambridge.org/us/dictionary/english/access

S2C Lessons

Well, I sent out the last post and then broke everything I own on the internet. Seriously, I couldn’t access substack or my website but…I figured it out, no thanks to Chad (chatgpt). Seriously they? can’t tell the truth and I am only using him? it? for interior decorating from here on out.

I’m not one to talk about things that everyone is talking about but I thought this podcast - The Alien in the Room - was super interesting. It helped me understand why AI gives us shades of the truth, which are really just accurate predictions, semi accurate predictions, or downright crap predictions.

Below is a link to an old lesson with updated formatting.

Here are some other podcasts, music, interesting things our family has been into:

The Slowpoke: How Sloths Grow Invisibility - Radiolab (podcast) for kids (and grownups)

Our Holiday Gift-Giving Guide - This American Life - I dare you not to cry.

some king of peace - piano reworks - Olafur Arnalds - this album gives me chills and is an example of taking something old and collaborating to make it new.

New Beginnings - S2C formatted lesson #goalsetting #resolutions

We celebrate all things big and will be partying (eating lots) until after the New Year starting tomorrow! I hope you have delight, joy, and peace to end 2025.

Amazon makes it so easy to buy things. If I’m buying from a site that needs me to put in my card info…no thanks. Too hard.

Most of the time, I’m able to slow down, think if it’s something I really need or want, and actually decide if I want it to show up on my doorstep in like five minutes.

That wasn’t and isn’t always true though. When I’m stressed. When my husband’s gone on deployment, even when I’m really excited about something…I click before I think it through. (This wouldn’t be terrible, except I’m someone who lacks the executive functioning to return things).

Yesterday, the day before Thanksgiving, my daughter brought up a really good point and it triggered a thought that caused me to sit down and write this.

She spelled:

I’VE HAD HIGH IMPULSIVITY BECAUSE REGULATION IS HARD WHEN I’M EXCITED. THANKSGIVING IS MY FAVORITE HOLIDAY.

Most of the time, I think of impulsivity as triggered by something negative but that isn’t always true. It can be triggered by any sensory or emotional stimuli.

We all have different parts of our brain in charge of certain movements we make with our body. Two of the quickest places are Reflexive and Impulsive.

You know reflexive - reflex - think touching a hot stove, and pulling your hand back. We don’t leave our hand long enough to think, “that’s hot I should move my hand.” Reflexive movements are triggered by sensory stimuli. These quick movements happen WITHOUT THOUGHT and are our brains sweet way of trying to protect us.

Thanks brain.

Impulsive movements also happen without thought but are not just triggered by sensory - they can also be triggered by emotional stimuli! Like loving Thanksgiving so much.

Because my kids have apraxia aka a “brain body disconnect,” they sometimes get stuck in these impulsive spaces. They struggle with planned movement (which my son and I wrote about here). Planned or purposeful movement starts with a thought or idea, is carried out, reflected on, and can be repeated. It’s me checking my budget, comparing different products, and deciding that I want to buy x, y, or z.

Anytime we can help ourselves or others move from the protective parts of our brain to the thinking parts, we support regulation and autonomy.

So, how can we help?

1. Talk to your loved ones, including nonspeakers, about what the day will look like. This isn’t a rigid plan but a “it will probably go something like this” type thing.

2. If you can, create a “sensory room” or if at another home, a “sensory plan.” This can be as simple as a room that is off limits for playing, has the curtains closed, music on, heavy blankets - whatever is cozy and regulating! Let everyone know that if they start to feel dysregulated, they can go to that room and/or that you’ll help them get there. Bring a travel sensory tool kit if you’re heading to another house.

3. Let everyone in the family know that you know that the holidays can bring up emotions and that you know that impulsivity isn’t a choice! Just knowing that your loved ones don’t view you as “bad,” “naughty,” or “troublesome” is very regulating.

4. Help others understand. You don’t have to sit down and explicitly explain concepts - just your own posture, demeanor, preparation, and the language you use will rub off on people.

I asked my son who also does not use speech to communicate if he had any advice on how we can support them and he spelled:

EVERYONE OUGHT TO HAVE EXTRA LOVE AND EMPATHY FOR EVERYONE ELSE

Happy Thanksgiving from our family to yours.

~ Gigi

My 11 year old nonspeaking son (he writes at iosemt.substack.com) spelled the question above to his SLP and SPED teacher using his Letterboard after they observed him calmly and beautifully spelling for at least a half hour in a lesson context. He answered age appropriate questions with clear, precise, regulated spel…

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Imagine if the test decided my fate.

Imagine if after that, I was no longer offered an education.

Imagine if I couldn’t tell anyone about it.

Couldn’t speak.

Couldn’t explain.

Couldn’t write.

…

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Find out more about Reins here

REINS

MAKING SENSE OF MY SENSES

By Geo Nelson

REINS HAS IMPRINTED MY MOTOR AND HAD AN EFFECT ON MY NERVOUS SYSTEM

ALL THE HORSES ARE ASSURING ME THAT CHANGE IS POSSIBLE

TO STEER MY OWN HORSE IS TO STEER MY OWN FUTURE

CHALLENGING MY MOTOR PLANNING SKILLS ANSWERS THE QUESTION CAN I INCREASE IN AUTONOMY INCREMENTALLY

HAVING THE COMPANIONSHIP IN HORSES SUSTAINS MY MOTOR AND LETS ME PRACTICE

HELPING ME MAKE MY LIFE MY OWN

The Nelson Family - Merry Christmas everyone!

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Geo has been riding at Reins since 2019. He is an autistic unreliable speaker with down syndrome - with an intact mind and an apraxic uncooperative body. He does not have access to speech as a robust and meaningful means of communication. He shares his thoughts by spelling on a letterboard. Geo works with Certified S2C practitioners using best practice in order to ensure that his spelled thoughts are truly his own. No person is touching him as he spells and he is the author of his ideas, thoughts, spelled words, and future. To read more by Geo, please read his blog! iosemt.substack.com

All words in Caps are authored by Geo himself.

So, if I get tons of you to subscribe for free there’s a chance I could get a used pair of Nellie’s socks and a lifetime subscription. I’ve been a paid subscriber since the get-go because at the time, no one else was actually doing journalism and I’ve got this weird thing for truth.

So. Here’s a link!

The Free Press

A new media company built on the ideals that were once the bedrock of American journalism.

By Bari Weiss

Next up. Lots of strangeness interesting vibes in the broader spellerverse recently. At least for me. Firstly.

What is Vani and how do we I feel about it?

Even though I know typing apps are intrinsically problematic for those with apraxia, I was still weirdly excited. What is it? Basically, it’s an app that makes your iPad into a Letterboard. Features include being able to change background / letter colors, algebra math boards, and voice output with many more to come I’m sure.

Initial problems - if your poke swipes down at all, the laminate swipes away. They’ve said that will be addressed in their next update.

Because there is little/no tactile feedback (even less than a keyboard) this app would not replace any physical stencil / letterboard in the acquisition phase of S2C… You can’t make a kid play baseball better just by giving them a fancier bat.

That being said, once someone is open/fluent on the laminate (like actually open), it may be an option for them to explore if they want to.

Possible benefits.

It’s sorta cool. My ten and eleven year old spellers like iPads. I like iPads. Make an app and I’m at least a little interested.

Schools (whether right or wrong) seem to LOVE anything tech. It may be an option for proficient spellers in the application phase in a school setting???

Basically. Don’t ruin this by trying to use the three boards on the app or by trying it with someone in the early acquisition phase. If they haven’t been successful with typing apps before, there’s no reason to think they’ll magically be successful with this one just because it looks like a Letterboard.

*More to come on Vani including thoughts from nonspeakers.

WTHeck is going on with this communication4all “case study”?

I’m just going to come out and say it as kindly as I can because someone has to. Communication4All is a nonprofit with a lovely mission. To provide communication access to as many people as possible free of charge. Find their mission here. Which sounds great and is commendable (except it doesn’t actually work that well in real life) and I get it. Until I didn’t. A couple days ago I watched session 4 of a “case study” with a 6 year old kid named Leon because it landed in my inbox. It floored me. Basically they’re like, ‘watch this! He couldn’t sit still now after six months he’s spelling his thoughts!’…except what I watched was shocking, and not in the good way.

I generally don’t call people out or speak poorly about other practitioners/methodologies and I don’t intend to do that now, however, I feel like this is more like when there’s a person dying on the sidewalk and a bunch of people are just watching because everyone thinks someone else is going to help.

1. THIS IS NOT S2C. As an S2C practitioner committed to best practice, I do not in any way want to be associated professionally with what I saw in that video.

2. I owe it to my non speaking kids to say:

3. THIS IS NOT OK.

4. Making a kid spell I WANT CANDY (when who knows for sure if he really does or not) is not “talking”

5. I have spent years working with my own kids and their schools and am protective of their futures and the futures of all nonspeakers. This isn’t about us, it’s about them (nonspeakers and protecting their right and access to communication).

6. I want Leon’s Mom to know that this isn’t normative practice.

7. I want Leon to know, there is still hope.

My non speaking son urgently wanted to write a letter to Leon after he saw just a 2 minute clip of the “case study.” He stayed up until 10pm to write it.

Here’s the video I watched.

*More to come including thoughts from nonspeakers.

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Poetry

My non speaking son Geo wrote his first poem with his other practitioner Tara. Sharing here because he’s already posted it on his site iosemt.substack.com

This is a transcript of the poem. Geo spelled the words out letter by letter on his laminate including the line breaks.

Having multiple CRPs is such a priority and I’m thankful that Geo is open with several people which brings me to…

Blogs

Some killer blogs on how to be a great CRP coming from Tara Sayuri Whitty. I so appreciate her thoughtfulness and how practical her writing is. These are great to print out and have on hand.

Practicing S2C at Home

Slow is smooth, & smooth is fast

Channel your inner coach

And finally. We’re not trying to get you to slow down just to be a drag.

It’s also not a cop out because we’re not as good as those practitioners who promise they can get you there faster. We are as good.

Here’s a blog I wrote as the beginning of a broken seesaw series that may shed light on going slow to go fast.

Patience.

Happy Spelling,

Gigi

Four: Take the preferences and personality of your nonspeaker into account: This seems obvious but it took me a long time to really wrap my head around. I am a mom, but I am also an ambassador or representative for my nonspeaker, especially while they are in the acquisition phase of spelling to communicate. My nonspeaking son would be MORTIFIED if I were rude or even too forward, blunt, or entitled in any way in an IEP meeting. It doesn’t mean he doesn’t want me to stand up for him. He wants me to write, to speak, to model, to help people understand nonspeakers.

When I think about how my kids feel about the way I act, it is very sobering. I also consider the fallout. I want people to get to know my kids without being predisposed to dislike them because they dislike me.

Five: When all else fails, find a way around. I came across this quote while writing a lesson about water, and I love it.

Margaret Atwood said:

So, go where you want to go, with flow. This year has not turned out at all like we expected. The teacher we were planning to have found a different path. The new teacher seems amazing, but it’s like starting all over. I told Geo, let’s give it a few weeks and assess. I reached out to our nearby Farm School to see if it would be an option for him to go there and for me to train a CRP. I want him to know that we do hard things, but we are flexible. If something isn’t working, sometimes thinking outside the box provides another way.

Six: There are times to blaze trails more forcefully and also, let them know they matter. These thoughts I’ve put down are not the only way and not always the best way. We also need people to hold others accountable. And sometimes at the right time in the right way, someone fierce gets laws changed and it’s amazing. I think it’s important to let our nonspeakers know that their very existence in and around others is important. It is paving a way, one difficult brick at a time, so that future nonspeakers can walk the path of education and communication with less difficulty than those who came before. Every little bit matters.

As a (mostly) nonconfrontationist, the above approach makes me feel uneasy. For a long time, I thought that in order to be a good advocate for my disabled kids, I had become an expert in the law, find skilled advocates, and go to battle. I thought I had to be a lawyer, speech giver, soap box stander…fierce. Now I think sometimes (not all the time) there’s another way.

For those of you who are skilled in the fiery advocate arena, this isn’t me throwing shade (do people still say this? did they ever?)

Don’t let me drizzle on your rizzle (is this a thing?)

For the rest of us, I like to use what I call the “IEP meeting over a cup of coffee” approach. And no, I’m not joking.

One: De-defensive the other side of the table. Teachers and therapists are usually on the defensive…for good reason. It is based on their past experiences. My first goal going into a meeting is to help us all find REGULATION. It’s impossible to collaborate if anyone is on the defensive. Or if I’m crying and begging them to get rid of a color goal. No one is going to be able to focus on writing good goals if their bodies trip into fight or flight.

I (now) believe that the vast majority of school educators love and want good for kids. Our “good” may look different and that’s where we strive to find common ground over time.

Just like in S2C where we wouldn’t approach an issue head on because it’s disregulating, we can give a sideways glance to the IEP meeting, at least in the beginning..

At the start of the meeting, I try to acknowledge what we all know is true. “Teachers, therapists, you all do such hard work and are underappreciated. Thank you! I am so grateful for the option not to homeschool!” (Which I have done - props to all you homeschooling parents and caregivers out there). Sometimes I do even bring coffee.

Two: Most of the time, real change takes time. This one is hard for me. I want people to immediately see what I know is true.

But asking a special education teacher to immediately believe that your nonspeaker is intellectually competent and maybe even gifted before they even know them is a little like asking an atheist to come to Christ, shout hallelujah, and then risk their lives being a missionary. They aren’t going to do it just because you tell them to (at least not that I know of).

True knowledge and understanding, the kind that causes someone to cry when they see a nonspeaker spell openly on a Letterboard, can’t be bullied or shoved into or onto someone. It has to be discovered - by that person.

Bit by bit, piece by piece, in a way that is personal and applicable to the discoverer.

Three. Don’t throw all your cards on the table. The tendency, for me at least, is to want to show or tell the highest level of fluency my nonspeaker has mastered in order to show they are competent. “She knew what NASA stands for and spelled it on the 26 board!” “He knew what DNA stands for…it was a blue question…I didn’t even know that!” While this may make others in the spellerverse smile and cheer; these words fly right past most people, and make us look like delusional babbling heads.

In most instances, I believe an educator will be able to attach much more meaning to a totally accurate, clearly purposeful spell word or green question - even on the three boards.

These crumbs are key to the start of the exploration. The discovery has to begin at a believable point for people.

To Be Continued…

Alternative ways to respond:

“Whoa no way, thanks for telling me, how do you feel about that?”

“Oh wow, tell me more…”

“How does that affect you?”

“How does that make you feel?”

“How have others in your life responded to that news?”

“Thanks so much for telling me that, I would love to know more”

“No way, that’s rad!”

“Okay, I never would have expected that, can you explain it to me?”

“When did you find out?”

“How long have you known?”

“What is the best thing and the most challenging thing about being autistic?”

“Do you prefer to be called a person with autism or an autistic?”

“How can I support you?”

“How can I be a good friend to you?”

“Thank you for being so vulnerable.”

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Anyone have any others?

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Fault Line

19.7MB ∙ PDF file

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An S2C formatted lesson about the concept of fault. Plus, fault lines, mountains, volcanic islands and lots of cool things. Image details and credit in body of lesson.

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C. S. Lewis

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Left to right. Suzanna Yuuki, Harrison, and Haruhiko (Geo) walk to see a movie at the Regal in Temecula, CA.

Cumulatively, between the three of them, Harrison, Yuuki, and George have been working multiple times a week for 8 years learning to use Spelling to Communicate. And it was worth it.

(For those new to S2C: Geo, Harrison, and Yuuki pointed to or “poked” letters one by one to spell out the sentences in all caps below). It was not rehearsed. It was not practiced. It is their original thoughts. Because of their motor challenges, they are not able to solely use speech or another method to communicate effectively. They are Non/Minimal speakers who use Spelling to Communicate.

Geo - laminate / small 26 stencil. Yuuki - 26 sensory board. Harrison small 26 stencil / laminate

MY NAME IS GEORGE NELSON

I AM TEN YEARS OLD

I LIKE TO SPELL WITH NINA MY SISTER AND I LIKE WORKING WITH MY MOM TO LEARN HOW TO COMMUNICATE OPENLY

HI! IM HARRISON TURLEY AND I LIVE IN CALIFORNIA

IM 10 YEARS OLD AND I ENJOY GOING TO THE BEACH AND DISNEYLAND

I WANT TO BE AN ASTRONAUT WHEN IM OLDER

IM INTERESTED IN THE UNIVERSE AND HOW IT WORKS

MY NAME AND AGE ARE SUZANNA YUUKI

10 GOING ON 100

IM GOING TO PLAY YOU A SONG I LIKE FOR MY BIO

ITS BY GUSTAV HOLST AND CALLED THE PLANETS

AND THE SONG IS

Mercury, the Winged Messenger

Some of the questions were asked individually and some during a group triad session.

Gigi: In your own words, what is S2C?

Yuuki: S2C IS THE BEST CHANCE AT LIFE FOR PEOPLE WITH MOTOR DIFFERENCES

George: S2C IS LIFE

Harrison: S2C IS THE BEST THING TO EVER HAPPEN TO ME

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Gigi: What is one piece of advice that you would give to a person with motor differences just starting their S2C journey?

Yuuki: LOVE EVERY PART OF THE JOURNEY

SHOULD BE ENJOYABLE

I WANT TO ALWAYS REMIND EVERY SPELLER TO ALWAYS TRUST PEOPLE REMEMBER THEY ARE ON A JOURNEY TOO LETS ALL TRY TO SURPRISE THE WORLD WITH FORGIVENESS

George: S2C IS THE RIGHT WAY TO ACHIEVE SPELLING AS COMMUNICATION

KEEP TRUSTING THE PROCESS

Harrison: DONT WORRY EVERYTHING WILL WORK OUT

Gigi: What was walking into your first S2C session like? Did you already know that it would open up communication forever?

George: THE FIRST SESSION I HAD WAS NOT SO GOOD

NOT TO WORRY THESE DAYS IM SPELLING OPENLY

Harrison: AT THE FIRST SESSION I FELT LIKE SOMETHING HAD BEEN LIFTED OFF MY CHEST AND I KNEW THAT I WOULD NEVER BE THE SAME

Gigi: What advice would you give to practitioners?

George: SLOW TIME DOWN FOR YOUR SPELLER SO THEY HAVE TIME TO THINK

Gigi: What advice would you give to parents in the beginning of this journey?

George: NO SPELLER LIMITATION SEEMS TO EXIST SO JUST RELAX BECAUSE

Gigi: What are you most looking forward to this year?

George: MOTOMORPHOSIS OF COURSE

Gigi: What’s one thing you enjoyed from last year?

George: I DEFINITELY LOVED MEETING TONS OF SPELLERS

George works on the 26 stencil and laminate with S2C practitioner Gigi Nelson. He also just answered with an open sentence on the 26 stencil with S2C practitioner Tara that he recently began working with! He is practicing on the three boards with an additional CRP so that he can generalize the use of letter boards in his school.

Harrison is working on the laminate and keyboard with Gigi and is open on the 26 stencil with his CRP (mom) at home! He has access to education at home and is hoping to start learning Trigonometry.

Suzanna Yuuki is open on the sensory 26 board with Gigi and working with Tara as well. She is also beginning to work with an additional CRP so that she can use her letterboard in school. Yuuki continues to work on flow! She has a very complex motor system and has navigated a lot during her journey to fluency.

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Learn more:

S2C: Tutoring (coaching) the body while engaging the mind to practice and achieve functional and purposeful communication.

I have included The Big Tens formatted as a short group lesson.

The Big Tens

51.8MB ∙ PDF file

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Three ten year old S2C spellers share their thoughts

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Blue Octopus with Curled Limbs and Visible Suckers found here

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An icon of Saint Patrick found here

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My grandma crossed words. She fled her homeland on a train as a child, went to South Africa, Egypt, then grew up in London before moving to DC as a young adult. Her accent alone made you feel like you should really know how to brew a proper pot of tea.

I didn’t cross words until recently we figured out that we can cast the NYT crossword puzzle on the tv and it blows up big enough that my over 40 eyes can see it and we can both work on it at the same time. I like it.

I was surprised though that my even tempered, never yells, longest fuse ever husband could complain so much about a person named Will Shortz.

And so, here is a lesson about crosswords and…Will Shortz.

Spiral Staircase

12.3MB ∙ PDF file

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An S2C formatted lesson about crossword puzzles and Will Shortz Photo details and credit in lesson.

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Monument to Bashō

What is perfect anyway?! When a new client comes through my door, one thing I try to undo fast is the idea that a mispoke is a mistake. Would I expect someone learning a new sport to immediately master it? No way.

The same with life. We were never meant to be great at it all the ti…

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