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About the Author
Erdiston College Tutor, Emeritus
Patricia Doreen Hendy is a graduate of McGill University, Montreal, Canada (1980). She writes poetry under the pseudonym, Paterika Hengreaves. She has travelled extensively. On her arrival in New Zealand in April of 2004, she was a member of the “Hibiscus Coast Writers” founded in 1993 and whose Patron is Brian Morris (NZIBS). This of writers met once each week at 1.00 p.m. at Red Beach Methodist Church Hall, Whangaparaoa with Dee Evans who was the group’s President at the time.
Patricia was a member of the Lioness Club North of Barbados and held the post of Secretary. Patricia likes gardening, crocheting, travelling and writing. Patricia is a mother and a widow. She has two grown children (Charles and Françoise). Her husband, Edgar Hendy whom she married in September1966 died on June 6, 1995 from complications of diabetes. She has six sister and two brothers. The youngest sister (Angela Barnes) died in Ohio, USA. Patricia is a supporter of the theory that one’s environment is more influential than heredity in determining one’s development.
Patricia is a Barbadian Educator whose teaching career started firstly as a supernumerary teacher for pupils 6-7 years at All Saints Girls School, St Peter in 1961 before moving on to the post of Secondary School Teacher where she taught the core curriculum subjects for three years (September 1961–August 1966) to students in Stream B whose ranged in age from 13-14 years at St. Leonard’s Girls School. In September of 1967 she left Erdiston Teachers’ Training College where she was a student-teacher to further her teaching goals in Canada, the country from which she obtained her teaching credentials. On returning to Barbados she was given the post of Senior Teacher at St. Lucy Secondary School (renamed Darryl Jordan Secondary School). She taught five subjects on the Business Education Curriculum. Then in 1980 she was sent to set up the Business Education Department at The Garrison Secondary School now renamed Graydon Sealy Secondary School. Her tenor at this school lasted from 1980-1989.
During those years she spent in secondary schools Patricia worked closely with the Caribbean Examination Council (CXC) that began in 1978 where she attended many CXC workshops, was a CXC marker, Examiner and Chief Examiner in Office Procedures/Administration. For fourteen years, Patricia worked closely with the Caribbean Examination Council on tasks the Council assigned. Her work with CXC was curtailed on account of her acceptance in 1989, the position of Business Education Tutor at Erdiston Teachers’ Training College. At the College, she tutored student-teachers in Curriculum Development, Measurement and Evaluation; Teaching Methodology, Information Technology and supervised teachers in training during their school-based teaching practice.
In 1993 Patricia was seconded to the Barbados Ministry of Education Youth Affairs and Culture as an Education Officer in the Division of Management and Supervision. She returned to her substantive post at Erdiston Teachers’ Training College in 1997 and worked there for the next seven years before she retired in 2004. Her involvement as an educator in the Barbados Ministry of Education spanned forty-three years of which, five years were spent on study-leave over-seas.
Patricia has reached a phase of her life where retirement has allowed her to spend quality time with her hobbies (gardening, crocheting, travelling, writing, sharing her knowledge in the field of education through writing, and providing resource materials available to teachers through poetry. Patricia firmly believes that poetry is a dynamic tool for interdisciplinary teaching because themes are easily extracted from poems; that is why she has been creating poems for classroom use because of the plethora of time she has to do so. Her writing is done to a great extent through her two website blogs: (poetrynest.blogspot.com) and (poetrydish.blogspot.com) she created poetrynest in 2005 and poetrydish in 2008.
The blog, poetrynest draws visitors from 164 countries arriving from the seven continents and Oceania. At 12.23 PM (Eastern Time) on August 4, 2014 page views on poetrynest reached 90 228. This blog houses creations depicting metered poems, free verse and video poems all of which contain penetrating themes. Such themes are useful resource material for constructivist teachers who teach across the curriculum.
The blog, poetrydish shows visitors from 106 countries arriving from the seven continents and Oceania. At 11.57 AM (Eastern Time) on August 4, 2014 page views on poetrydish reached 55.063. The role of this blog is to provide a critique on each poem found in poetrynest. Each poem is accorded an in-depth analysis with respect to form, styles, genre, techniques used, how to conduct graphic scansion on metered poems, insight into the structure of English words in English poetry as found in those poems in poetrynest with respect to arrangement, meaning, the images, the sound, poets role in creating poems and what to look for when analyzing poems.
About the Book
Teaching in 21st century classroom is about learning across the curriculum. Students must see those connections that integrate the various subjects being taught in schools and those purposes these subjects serve beyond those formal school years. Teaching subjects in isolation has no place in the technological world of the 21st century where teachers more than ever before must bring to bear the philosophy of constructivism in designing the teaching environment and to execute the teaching task in a well defined manner so students are able to make vital connections, develop the ability to transfer concepts and ideas across subject matter lines.
No teacher worth his or her salt is a “sage on the stage” and therefore cannot look at students as empty vessels to be filled with knowledge, regardless of whatever age they may be, students do have knowledge acquired vicariously and whether it is appropriate or not, their knowledge is there to be use, refined and be channeled through avenues found in cooperative learning strategies. These strategies can be found in project-based assignment, immediate feedback so they know how well they are doing, be given appropriate remedial exercises and lots of resource materials to work with until they achieve the objectives satisfactorily.
Resource materials, whether they be paper-based or electronic are found always at the top of teachers’ preparation’s list. Teachers are constantly looking for various kinds of resource materials to augment their delivery of their daily instructional plans in meaningful and rewarding ways for their students so that, their students acquire knowledge through their application of process skills (discussing, writing, classifying, listening, drawing, dramatizing, recognizing, composing) as they see scenarios through the prism of comprehending, analyzing, synthesizing thus finding solutions to problems they tackled.
Constructivist teachers more than ever before require loads of resource materials for classroom instruction. Resource materials of all types help guide students toward their construction of mental pictures as they sieve through various possibilities or scenarios. Students are able to construct knowledge in a social context learn by discovery, intuition and intrinsic motivation; why, because students have their own learning styles.
The planning of lessons is a daily task for teachers and this insures that any such material collected is appropriate for every lesson presented to students. Resource materials must accompany every lesson plan and must be replenished often. These important truths about learning and the role resource materials play in knowledge acquisition place poetry in an expanded light that goes beyond the role of providing pleasurable reading for lovers of this art form. This expanded light is shown in the book “Open Door Poetry.” that goes beyond that of an anthology of poems housing two hundred and eighty-eight poems divided into sixteen chapters.
“Open Door Poetry” offers a frame-work of ideas and interpretations of poems that are written in traditional and non-traditional formats and genres. Traditional form refers to poems that are metered and non-traditional forms refer to poems written in free verse. Free verse poems have a way of discarding all the rules of traditional versification. Comments are provided at the end of each poem bringing into focus the various roles being performed by personas. As such, these poems contain dynamic resource materials for teachers whose students are in the range of 12-16 years in the secondary school or the high school as the case may be. These poems as featured in “Open Door Poetry” are designed to provide resource materials for teachers who use thematic webs and thematic lesson plans. Various kinds of themes can be extracted from reading the poems. As a matter of fact, the way these poems are treated in “Open Door Poetry” places poems beyond the simple borders of reading, writing and performance by providing a conduit for arousing learners’ senses in the learning process that has taken on a global significance, where rote learning is a thing of the past. Poetry is no longer seen as the “Cinderella” on the school’s curriculum because it provides powerful tools in facilitating interdisciplinary teaching approaches in student centered classrooms.