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Monthly Archives: September 2015



43 Old Cemetery Road: Dying to Meet You

Recently, my husband began frequenting a local library, which, to be honest, we knew existed, but a) never got round to going, or b) never really thought about visiting for some reason. But, just a few weeks ago, the treasure was uncovered.

Although it’s a local library in a suburb of Seoul, I was absolutely amazed that they has such an extensive collection of children’s books IN ENGLISH! I have seriously underestimated this country for the past (almost) 9 years, I can tell you.

Until now, I can’t even calculate how much I’ve spent on books – which have been finished within 30 minutes of purchase on many occasions – such a waste….

But now, Phoenix has the whole of the children’s section to keep him occupied – and, of course, all FOR FREE!

The first book he borrowed today was this one by Kate Klise and illustrated by M. Sarah Klise:


MAIN CHARACTERS:      Olive the Ghost, E. Gadds the Lawyer, Ignatius B. Grumply the author, Seymour Hope the 11 year-old boy who lives in this house.

PLOT:                               Ignatius B. Grumply moves into the house at 43, Old Cemetery Road to find some peace and     quiet, but he soon finds out that it is already occupied by Seymour, his cat, Shadow and an irritable ghost called Olive. Since Ignatius is a writer, he is distracted by Olive who keeps disturbing him. Ignatius was about to move out of the house because he didn’t pay the bills but Seymour saves the day and buys the house so that they get to stay there as a family.

The book is presented as a series of letters and extracts from the newspaper, the Ghastly Times, which kind of confused Phoenix at the beginning, because he was looking for Chapter One for a while.

But even though it was difficult to get started, Phoenix gave it a 3 out of 5 stars.

He says it was a new experience for him, since he was used to reading chapter books, but once he got started he thought it was quite interesting to read something new like this.

He recommends it for 7 to 11 year olds. But, perhaps I would narrow the gap a little to 8 – 11yrs, since perhaps some of the vocabulary might be slightly complicated for some of our younger friends.

Certainly worth a read though – especially to give our kiddies a new experience with reading a book that’s not in the traditional chapter book format.

Thank you, Phoenix for choosing this one, and sharing your views!

This book is currently retailing for £3.80 on Amazon UK



Continuing the theme of the Growth mindset at Phoenix’s school, he was shown a video called ‘Austin’s Butterfly’, which I found very cute – as well as extremely eye-opening and inspiring.

It’s about the process of drawing a butterfly for a first grader called Austin. As you can see from the picture below, the process of transformation between the first picture and the last is amazing. And all of this was possible because he took on board the comments of his peers and never gave up. Each setback or step along the process was a learning experience for him – and just look at what he produced! Fantastic!

As you watch the video, look at how engaged the children are! Look at how many fantastic ideas they have! Look at how much they want to LEARN and IMPROVE!

Phoenix was very inspired by this video and it sparked a very interesting conversation between us. Click to watch the video here.

I hope you find it interesting too.


 You can also click the picture to watch the video

What an interesting site I found on people who never gave up and then went on to find great successes – often changing our world or the world around them, completely.

(‘Educating Phoenix’ cannot take responsibility for the accuracy of the content of external websites and the information contain therein.)


Albert Einstein did not speak until he was 4-years-old and did not read until he was 7. His parents thought he was “sub-normal,” and one of his teachers described him as “mentally slow, unsociable, and adrift forever in foolish dreams.” He was expelled from school and was refused admittance to the Zurich Polytechnic School. He did eventually learn to speak and read. Even to do a little math.

Louis Pasteur was only a mediocre pupil in undergraduate studies and ranked 15th out of 22 students in chemistry. In 1872, Pierre Pachet, Professor of Physiology at Toulouse, wrote that “Louis Pasteur’s theory of germs is ridiculous fiction.”

Henry Ford failed and went broke five times before he succeeded.

Walt Disney was fired by a newspaper editor because “he lacked imagination and had no good ideas.” He went bankrupt several times before he built Disneyland. In fact, the proposed park was rejected by the city of Anaheim on the grounds that it would only attract riffraff.

 12 publishers rejected J.K. Rowling‘s book about a boy wizard before a small London house picked up Harry Potter and the Philosopher’s Stone.


I have to say that I was very impressed with the assembly at Phoenix’s school recently. The topic was the Growth Mindset and the message was an extremely interesting and positive one.

For too long now, we, perhaps especially schools and parents, have focused on IQ tests as a measurement of potential. High IQs mean that a person has a high level of natural intelligence and is destined for great things; low IQ test scores, in contrast, can immediately close many doors.Carol_Dweck1

The Head of Primary School at Phoenix’s school also interestingly informed his audience that the IQ test was originally designed by Alfred Binet as a method of identifying children who were not benefiting from the public school system in Paris, so that new educational programs could be designed to put them back on track. I found this quite ironic really, because these tests were never designed for the purpose we use them for today. They were never meant to be a measure of fixed intelligence.

The assembly was centred around the research and findings of Professor Carol Dweck, a cognitive psychologist at Stanford University, and especially her theory of the Growth Mindset. I found it such an interesting concept that I found her on Google and watched her TED talk (see link).

The GROWTH MINDSET is a kind of an antidote to the IQ test, he goes on to say. Growth Mindset people believe that intelligence is not fixed – it can be grown. They believe that intelligence levels and skill in whichever field can be developed and improved through hard work and perseverance.  A failure along the way is considered a great learning experience. The motto (if you like) of Growth Mindset people is “Learn at all Costs” – they are not afraid to fail. They understand that even geniuses need to work hard; that is what made them geniuses in the first place.

In contrast, FIXED MINDSET people believe that intelligence is fixed. We are all born with a certain amount of intelligence and this can be measured. Fixed Mindset people like to be given praise because this affirms their belief that they are good at something. They tend to avoid situations in which they may fail, because this confirms that they are not as ‘intelligent’ as they thought. They are also unlikely to persevere with something difficult for the fear of failure. The motto of Fixed Mindset people is ‘Look good at all Costs’

So, if we compare the two, it may look like this:



The interesting thing, and I see this every day in my work as a teacher, is that children’s attitude to learning changes depending on the way they are praised when completing tasks.

One thing Carol Dweck emphasises is HOW TO PRAISE. Now this is very intriguing. As parents, haven’t we all, at some point, been guilty of saying “Good boy! You’re so clever!” But research shows that this type of praise fosters a FIXED MINDSET. Children tend to “play it safe” because they are always wanting the praise to confirm their intelligence.

GROWTH MINDSET praise focuses on the PROCESS, the EFFORT and the STRATEGIES used to solve a problem. So instead of saying ‘You must be so clever!” what we should be saying is: “Well done! You must have worked so hard on that.” Research has shown that this type of praise encourages children to find new ways to solve problems, they enjoy the challenges of harder problems, and they accept that setbacks mean that they are learning.

So, we should be praising the process and the effort rather than saying that a child must be clever for doing a task correctly.

The great news is that we can all GROW our intelligence. Schools use IQ tests in many of their Entrance Tests as a way of measuring fixed intelligence. If we want our children to go to these schools, I guess we have no choice but to prepare them for those tests. But our goal must reach far beyond these tests. I believe that we must foster a learning environment that encourages challenge, applauds learning from setbacks and embraces the idea of ‘NOT YET’. Our children might not be able to do something YET, but they are on the learning curve to success and we must encourage the path they’re on to get there.

As Phoenix said: ‘Even Thomas Edison tried more than 1,000 times to create the lightbulb. Why would we even think we could do something brilliantly first time?”

For your interest, here are some very interesting facts on great innovators in history who have failed – but succeeded. Perhaps fantastic examples of the GROWTH MINDSET at work….? (

Thank you for reading!