Have you ever asked yourself what happens if the teacher becomes the bully? What happens to kids who are bullied in the classroom, or the school environment? But then again, aside the kids who are bullied, what happens to the kids who witness, or are exposed to the bullying? They may be on the sideline (spectators), but this time, rather than being sporting spectators, they are witnessing one or more of their classmates, or school mates being bullied.
As you reflect on the scenario, think about it in what ever form: moderately, mildly, or harshly, but take the time to mull over such situations, because many parents and advocates are beginning to ask “Is bullying and attacking children a sign of the Times.” So I urge you to think about this; become practical in your thoughts, if necessary; jot down your thoughts. You may decide to take a piece of paper, draw two columns. In one column marked: Kids Bullied, jot down what comes to mind. Let your mind roll; think about issues ranging from mental, physical, emotional and spiritual issues that may arise as a result of bullying. In the second column marked Kids Who Witnessed Bullying, write down what comes to mind. Let your mind spin on the subject, and write down everything that comes to mind on the subject. Remember to jot down your thoughts freely; it’s not the time to edit what comes to your mind. Later, you can edit what you have written on the paper, and maybe shift ideas from one column to the next.
As you reflect on the issue of bullying in the school environment, I want to remind you that there are schools who have drafted strong policies against bullying. While some of the policies are effectively implemented in some areas, others have either been lackadaisical in implementing the strongly worded policies, or they simply put the policies on their shelves. However, there are other schools who have not or basically not taken any strong measures against bully. Some of these schools that have not taken a formal approach against bully may simply believe that it is general knowledge that bullying is prohibited, and not because they tolerate bullying.
We have read a lot about bullying, we have seen a lot and probably witnessed some bullying as we moved around school environments and the community. In the newspapers, we’ve read about students committing suicide because of being continually bullied. We have read about students dropping out of school because they were continually bullied, and we have seen students interest in school wear away, and their interest in learning diminished. Most recently, in February 2011, we read and heard the story of a first grade teacher in Montgomery County who was arrested on charges that she assaulted nine of her students at Greencastle Elementary School in the Briggs Chaney region of Silver Spring. The story was aired on the local media, and published in several newspapers.
The Gazette newspaper wrote "Susan Lee Burke, a first-grade teacher who has worked with Montgomery County Public Schools since 2001, choked, kicked, punched and scratched students in her class from Dec. 1 through Dec. 31, said Montgomery County Police spokesman Capt. Paul Starks. All the students were between 6- and 7-years-old, and Burke has been charged with nine counts of second-degree assault.”
As I followed the unfolding of the story, I was horrified that some parents didn’t listen to their kids who had claimed they were chocked, punched, and kicked by the same teacher. One mother said, her daughter had informed her about being abused by her teacher. The daughter said, “I told Mommy, but she didn’t believe me.’ And the mother said, ‘I thought my daughter was exaggerating.” Of course, we understand that our kids are just kids, and sometimes they tend to exaggerate, but as parent, it is important to understand, and listen to our kids. Moreover, we must learn to monitor our kids- are there changes in my child’s behavior today? What is my child doing this week that appears out of place? Does my child appear frustrated, and upset? Is my child speaking to me? Am I listening? Is my child afraid to speak to me about something? Is there a topic my child seems (openly, or wordlessly) touchy about? Is there a teacher my child is refusing to talk about? Coax, but don’t push your child to speak about something you think is important.
When I listened to stories about bullying by teachers, I wonder whether the parents did not see the warning signs, or they simply refused to see the warning signs. How did they miss the signs? Or, did parents expressed concerns to administration, but the concerns were treated lightly?
Research shows that bullying can mess up a kid's future. Young people who bully are more likely than those who don't bully to skip school and drop out of school. They are also more likely to smoke, drink alcohol and get into fights (Nansel et al, 2003; Olweus, 1993). For kids who watch bullying, they are being exposed to a form of violence. They may also see bullying as acceptable, and also begin to bully the kid(s) being bullied.
Bullying can also scare some people so much that they skip school. As many as 160,000 students may stay home on any given day because they're afraid of being bullied (Pollack, 1998). Bullied can result to physical, emotional and psychological problems. In a most recent case, The family of a Howard County student has filed a $10 million federal lawsuit against several officials in the school system, alleging that administrators failed to protect the student from bullying that led to his suffering from symptoms of post-traumatic stress disorder. The lawsuit againt the Howard County school system is just one of many in the United States.
The UK Workplace Bullying Advice Online, in an article, “Bullying in schools,” states: “Bullying is the general term applied to a pattern of behaviour whereby one person with a lot of internal anger, resentment and aggression and lacking interpersonal skills chooses to displace their aggression onto another person, chosen for their vulnerability with respect to the bully, using tactics of constant criticism, nit-picking, exclusion, isolation, teasing etc with verbal, psychological, emotional and (especially with children) physical violence.”
After reading the above definition of Bullying provided by the UK Workplace, it is easy to see that bullies are careful in identifying their prey. They search for people who are vulnerable. In the case of teachers, as adults, the students are easy preys. Take an example of an elementary school teacher in a program my son attends. This teacher, in the past demonstrated aggression and resentment, and has continued to show lack of interpersonal skills. The teacher, Ms. KR chooses to displace her aggression onto her students, including my son, a first grader. Any attempt to speak with Ms. KR appears impossible, not only is she defensive, but her aggression and internal resentments become evident by her boisterousness, and what appears to be her readiness to use her claws on anyone who dares question her actions against selected students. Ms. KR demonstrated the same aggressive and boisterous approach when I met with her, in the presence of another parent on March 7th to inquired why she “kept my son in time out” for his "entire" recess period on Friday, March 4th, and what occured during that period that resulted to my son's frustration- a frustration that he demonstrated throughout Friday's evening and throughout the night. In her response, Ms. KR was not only defiant, but also inconsistent, loud and rowdy. Eventhough this was not Ms. KR first harssment of my son, she said she did not know my son, and therefore who I was inquiring about. Later, she said, she doesn’t remember whether on March 4th my son was set aside on the play ground during recess. But again later, she acknowledged that she put my son in time out, but said it was for "five minutes.” She added that whilst my son was in the school, she had the right to put my son in time out for recess, and do whatever she wanted. At this time, Ms. KR had gotten into my face, and speaking in a loud unruly tone challenged me to question her authority as a teacher in the school. This incident took place in the corridors of the school, directly in front of the main office, and within the hearing of staff and administrators. The following day, my son again came home, crying that Ms. KR had screamed at him, and kept him in the cafeteria for his entire recess period.
What was bothersome about March 4th situation was the manner my son behaved from the moment I picked him up, and throughout the night. When I picked up my son, he bursted into tears, and in between sobs said that Ms. KR was angry, and she had shouted at him, "Michael sit down," while the other kids played during the entire recess period. When I tried to inquire from my son further, he kept crying, "Mommy please hug me. Mommy you love me." The crying and sobbing continued, as we went through dinner, and bathtime. While in bed, the sobbing intensified, with my son calling out Ms. KR's name intermittently. In the middle of the night, my son jumped up crying, and then sobbing. This went on till morning. This frustration, and restlessness from March 4th experience bothered me, and I couldn't help but wonder what really occured that day, and what was Ms. KR's role in my son's life that frightened and frustrated him.
Imagine such teachers as Ms. KR, and Ms Lee Burke. They are not alone; there are many of such teachers, and school staff who tower above their students. For those students favored by these teachers, they are likely free of her bullying, but the unfortunate students, including my son, who are being picked on until steps are taken to curtail the situation. One can only imagine teachers who bully, including Ms KR who towers above students like a nine feet, nine inch tall giant, and snarling at the first graders like the main contender at a boxing match as she screams at the helpless students who are at her mercy. One can't help, but wonder, are other teachers and staff watching? Are there parents who witness such brutish acts carried out by Ms. KR, and feel that because it doesn’t affect their own kids, it therefore doesn’t matter? Well, for parents who feel that because their kids are not affected, that means they can turn a blind eye, they must be reminded their kids are also affected, probably indirectly. Moreover, today it may be other kids, including mine, or another person's, but tomorrow it will be their kids; maybe not at the hands of Ms. KR, but another person. And during such situations, parent and teacher who may be turning a blind eye must remember that, for every kid they stand up for today, they will be protecting their own kids for tomorrow.
If teachers the likes of Ms. KR can scoff at parents and get by, one can only imagine the treatment little children assigned in the care of Ms. KR face. She scoffs at the kids, and probably calls them names, and finds means to punish kids whose parents question her for bullying and marginalizing their children.
My first interaction with Ms. KR left me wondering about those who get into the teaching profession. On that fateful day, I realized that Ms. KR had enrolled my son in English as a Second Language Program without my prior knowledge, even though my son was clearly not a candidate for the program. When I tried informing Ms. KR that my son was not a candidate for the program, she insisted that even though my son was born in the USA, and English was a first language in our home, I (the parent) “do not speak good English.” In another incident involving Ms. KR few weeks later, Ms KR grabbed my son by his arm and shoved him in an office. This incident occurred in my presence and the presence of a staff and each of these incidents were documented individually and reported to the head of the program. There was also another incident involving Ms. KR after the shoving of my son.
In all of these incidents, I was taken aback by Ms KR’s aggressiveness and began asking myself how does such a person who completely brushes aside education policies, and drafts their own rules and lacks respect and regard for parents do get into the teaching profession? If persons such as Ms. KR can dismiss a parent in their presence, what happens to children in her care when there is no other adult present? How do such teachers like Lee Burke and Ms. KR cover their track within a school environment for so long?
It is possible that other parents and students have had some negative experiences with Ms KR, as was the case in teacher Lee Burke, but the school administration turned a blind eye to the incidents?
As I close this post, I want to ask, “Do you believe that I am sitting and watching idly as my son is being bullied, and allowing Ms. KR to feels she is above reprimand? If you think so, think twice?
Tuesday, March 8, 2011
Sunday, February 6, 2011
Recreating My Child's Day
© Musue N. Haddad
As parents, we tend to ask our kids about their day, but we do so either directly, or indirectly. During the course of our interactions with our children, we are aware that, diving immediately into discussing events that occur during their school's day, or the day with a sitter happens naturally for most kids. However, for a few children, articulating their full day’s experience can be a challenge. Some of the challenges may include, but are not limited to the child’s inability to adequately voice their experiences and opinions, or express themselves, whether the child had an unfavorable experience; if the child feels he/she did not perform well, or perhaps he/she is just tired and or hungry.
Even though he has a wonderful teacher, I do try to get a sense of my son’s day, because it is one of the important ways of being a fully involved parent, an approach to also engaging and observing my son, knowing him and his everyday as well as understanding him.
How do I get a sense of my child’s day at school? I adopt several strategies, and the form or approach used on a particular day is determined when I pick up my son. Why do I decide the form of strategies that will applied while picking up my son? I do so base on his countenance, or expressions - both physical and emotional, as well as events that may have occurred that day. Let’s look at an example of a day that I pick up my son from school. Usually, when I go to pick up my son, he will run and jump into my arms. While struggling to keep him in my arms, he will then gently kiss me with a big warm smile and then announce, “Mommy, I got green today.” Green is his classroom’s Color code for Good Behavior, Yellow is a warning Code, and then there's Red, Orange, Purple, but may be not in that order. If I go to pick up my son, and he demonstrates such warm welcome, the strategy for reviewing his day may be minimal. Some days though, when I go to pick up my son, he may be playing with his school mates, but as soon he sees me, he will look at me without any hint of smile, and either look down, or walk to sit at the edge of a chair with a sad face. It is on such days that I try to be extra warm and loving.
My son recreated his school's Behavior colored Coded chart at home which he uses for his fluffy animals.
Though I am aware of my son’s daily schedule, that is his classes for each day, and extra- curricular activities, I still encourage him to talk about his day on our way home. I do so to encourage him to tell me about his activities, and then monitor his expressions and body reactions as he responds. “Is he responding to my questions, is he interested in discussing his day, what areas is he achy about, and what topic(s) seems to make his face glow.” I add humor, where necessary and ask with interest, “What book did you read? “Oh, that sounds like a nice book,” I will say, adding, “Did you like the book? Did you go for recess? Did you go for P.E? What did you do during P.E? Who did you play with? What did you do during Math, Language Arts?” Such questions give me an idea of where I need to work extra that evening, or during the week. If he didn’t go for recess, I may take him out to run or count the stairs in the building, or we take extra “trash” outside. On cold days, I may take him outside for about five minutes to let exercise his muscles and explore the environment.
After we arrive home, I will later delve further into specific areas of his day that may be interesting, that is the areas that he may be achy about, and areas I would like to know more about. It is during such indirect scrutiny that other strategies become applicable: For example, my son comes home, and is skimming over an issue, or he refuses to discuss an issue, I will use some of the following strategies to hopefully get him to say, or demonstrate what happened.
While our place is filled with several writing materials, writing pads, coloring sheets, posters, and ordinary papers, sometimes I take a special (color coded) paper with a pencil before him, and ask him to draw something to put up. Usually, whatever is on my son’s mind is somehow reflected in his drawing, or writings. After such attempt, I then take the work and express the utmost admiration for the work, and then ask him to tell me what he just completed. I try not to condemn the work, no matter how bad the scene, or the coloring, or how confusing it appears. Such narration, or explanation, for me is a break through.
Use fluffy animals, or dolls as characters to recreate the event, or scene that my son is reluctant, or unable to talk about. One animal or doll is named after my son, and the list goes on. My son will then speak about the situation, moving the dolls to demonstrate what happened, adding voice, or narration.
We play games- role play. My son becomes the other person and I take the place of my son. But he then has to explain what I (playing my son) need to do. I allow him to begin the role play before asking, what I [now my son] did, since he is acting out the role of the other person's, while also directing me to do what he did.
Using pictures/drawing- we both take turns to draw, or write. He becomes the director, directing me what to do to complete the drawing, and or writing of the scene.
Photo caption: On left is a sample of my son's work illustrating an event on the date indicated. As you will note, the drawing shows a lady, and few kids. My son drew the picture; identified himself, and the kids, as well as the lady. He also demonstrated what occured, and where.
Using still cameras, video camera, and or audio recorder. Dependent on the mood of my son, I will allow him to play with his toys, and then place an audio recorder nearby, and walk away. During his play, I realize that my son mimics, and recreates some important events from his day. I allow the recorder to roll and after he his play, I will listen to the tape later. I had my son in a school environment, and this strategy helped me realize that the environment was not conducive. My son started screaming at his animals and dolls, "Get out of here! I told you to get out!” And the aggression kept increasing. One day, we role played, and I was in utter shock to see that level of screaming, and the sadness on my son’s face.
It is sometimes difficult to listen, and or look at some of the challenges our kids’ experience, but we as parents have the tools to listen and help our children during the process. The strategies can also help us to discuss some of your observations, and the challenges- if you suspect bully, with staff of your child’s school, or just document the observation, the frequency, dates, and other important information, because they may become handy for discussing, and finding solution to the problem(s).
Moreover, listening to our children, and expressing interest in their day is the first step to helping them overcome whatever situation they experience. We can do so by listening lovingly, and earnestly. As we listen, we must also watch the expressions on their faces, and their body language. At what point during the recreation process did you see a change in their expression? Do you think its okay to push further using the same strategy, or is it time to adopt another approach? Would a hug, a quiet time on the lap help? What’s about having what we come to call Home Theatre? We close the window, turn the light off, pop popcorn and sit with orange juice to watch movie. A journey in the movie world doesn’t solve the problem, but it helps take our mind off the problem for a while. When we revisit the situation, the mood is not as tense as it was earlier, or yesterday.
I learned a lot from reading, building on strategies used by others; I also learned from working with my son, and also during my interaction with other kids, as well as listening to others. As we are aware, kids respond differently, and most of the strategies mentioned above about recreating events in my son’s day are approaches that proved successful for him. Not all strategies work for every child, and kids respond differently based on their learning styles, and their growth and development. Find out what works best for your kids, and modify the strategies, and approaches to meet the needs of your child. Most importantly, love them, create a nurturing environment; even if your child can not easily and clearly express themselves, they can still communicate. Listen with your eyes, your ears, and listen with your heart.
As parents, we tend to ask our kids about their day, but we do so either directly, or indirectly. During the course of our interactions with our children, we are aware that, diving immediately into discussing events that occur during their school's day, or the day with a sitter happens naturally for most kids. However, for a few children, articulating their full day’s experience can be a challenge. Some of the challenges may include, but are not limited to the child’s inability to adequately voice their experiences and opinions, or express themselves, whether the child had an unfavorable experience; if the child feels he/she did not perform well, or perhaps he/she is just tired and or hungry.
Even though he has a wonderful teacher, I do try to get a sense of my son’s day, because it is one of the important ways of being a fully involved parent, an approach to also engaging and observing my son, knowing him and his everyday as well as understanding him.
How do I get a sense of my child’s day at school? I adopt several strategies, and the form or approach used on a particular day is determined when I pick up my son. Why do I decide the form of strategies that will applied while picking up my son? I do so base on his countenance, or expressions - both physical and emotional, as well as events that may have occurred that day. Let’s look at an example of a day that I pick up my son from school. Usually, when I go to pick up my son, he will run and jump into my arms. While struggling to keep him in my arms, he will then gently kiss me with a big warm smile and then announce, “Mommy, I got green today.” Green is his classroom’s Color code for Good Behavior, Yellow is a warning Code, and then there's Red, Orange, Purple, but may be not in that order. If I go to pick up my son, and he demonstrates such warm welcome, the strategy for reviewing his day may be minimal. Some days though, when I go to pick up my son, he may be playing with his school mates, but as soon he sees me, he will look at me without any hint of smile, and either look down, or walk to sit at the edge of a chair with a sad face. It is on such days that I try to be extra warm and loving.
My son recreated his school's Behavior colored Coded chart at home which he uses for his fluffy animals.
Though I am aware of my son’s daily schedule, that is his classes for each day, and extra- curricular activities, I still encourage him to talk about his day on our way home. I do so to encourage him to tell me about his activities, and then monitor his expressions and body reactions as he responds. “Is he responding to my questions, is he interested in discussing his day, what areas is he achy about, and what topic(s) seems to make his face glow.” I add humor, where necessary and ask with interest, “What book did you read? “Oh, that sounds like a nice book,” I will say, adding, “Did you like the book? Did you go for recess? Did you go for P.E? What did you do during P.E? Who did you play with? What did you do during Math, Language Arts?” Such questions give me an idea of where I need to work extra that evening, or during the week. If he didn’t go for recess, I may take him out to run or count the stairs in the building, or we take extra “trash” outside. On cold days, I may take him outside for about five minutes to let exercise his muscles and explore the environment.
After we arrive home, I will later delve further into specific areas of his day that may be interesting, that is the areas that he may be achy about, and areas I would like to know more about. It is during such indirect scrutiny that other strategies become applicable: For example, my son comes home, and is skimming over an issue, or he refuses to discuss an issue, I will use some of the following strategies to hopefully get him to say, or demonstrate what happened.
While our place is filled with several writing materials, writing pads, coloring sheets, posters, and ordinary papers, sometimes I take a special (color coded) paper with a pencil before him, and ask him to draw something to put up. Usually, whatever is on my son’s mind is somehow reflected in his drawing, or writings. After such attempt, I then take the work and express the utmost admiration for the work, and then ask him to tell me what he just completed. I try not to condemn the work, no matter how bad the scene, or the coloring, or how confusing it appears. Such narration, or explanation, for me is a break through.
Use fluffy animals, or dolls as characters to recreate the event, or scene that my son is reluctant, or unable to talk about. One animal or doll is named after my son, and the list goes on. My son will then speak about the situation, moving the dolls to demonstrate what happened, adding voice, or narration.
We play games- role play. My son becomes the other person and I take the place of my son. But he then has to explain what I (playing my son) need to do. I allow him to begin the role play before asking, what I [now my son] did, since he is acting out the role of the other person's, while also directing me to do what he did.
Using pictures/drawing- we both take turns to draw, or write. He becomes the director, directing me what to do to complete the drawing, and or writing of the scene.
Photo caption: On left is a sample of my son's work illustrating an event on the date indicated. As you will note, the drawing shows a lady, and few kids. My son drew the picture; identified himself, and the kids, as well as the lady. He also demonstrated what occured, and where.
Using still cameras, video camera, and or audio recorder. Dependent on the mood of my son, I will allow him to play with his toys, and then place an audio recorder nearby, and walk away. During his play, I realize that my son mimics, and recreates some important events from his day. I allow the recorder to roll and after he his play, I will listen to the tape later. I had my son in a school environment, and this strategy helped me realize that the environment was not conducive. My son started screaming at his animals and dolls, "Get out of here! I told you to get out!” And the aggression kept increasing. One day, we role played, and I was in utter shock to see that level of screaming, and the sadness on my son’s face.
It is sometimes difficult to listen, and or look at some of the challenges our kids’ experience, but we as parents have the tools to listen and help our children during the process. The strategies can also help us to discuss some of your observations, and the challenges- if you suspect bully, with staff of your child’s school, or just document the observation, the frequency, dates, and other important information, because they may become handy for discussing, and finding solution to the problem(s).
Moreover, listening to our children, and expressing interest in their day is the first step to helping them overcome whatever situation they experience. We can do so by listening lovingly, and earnestly. As we listen, we must also watch the expressions on their faces, and their body language. At what point during the recreation process did you see a change in their expression? Do you think its okay to push further using the same strategy, or is it time to adopt another approach? Would a hug, a quiet time on the lap help? What’s about having what we come to call Home Theatre? We close the window, turn the light off, pop popcorn and sit with orange juice to watch movie. A journey in the movie world doesn’t solve the problem, but it helps take our mind off the problem for a while. When we revisit the situation, the mood is not as tense as it was earlier, or yesterday.
I learned a lot from reading, building on strategies used by others; I also learned from working with my son, and also during my interaction with other kids, as well as listening to others. As we are aware, kids respond differently, and most of the strategies mentioned above about recreating events in my son’s day are approaches that proved successful for him. Not all strategies work for every child, and kids respond differently based on their learning styles, and their growth and development. Find out what works best for your kids, and modify the strategies, and approaches to meet the needs of your child. Most importantly, love them, create a nurturing environment; even if your child can not easily and clearly express themselves, they can still communicate. Listen with your eyes, your ears, and listen with your heart.
Friday, January 28, 2011
Introduction
Hello there,
My name is Musue Haddad. I’m a mother, a professional and a problogger. This blog, one of four blogs, is in response to your request for my story, and secrets to raising my son, Michael. In this blog, I will discuss the beauty and challenges of raising my son, Prince Michael; what I learned on this journey, and how these experiences have reinforced my appreciation for being his mother.
The experiences have provided me a deeper understanding of the politics, and economics of the education system, as well as strategies to help me cope with societal demands and influences in being a [single]parent and a professional.
In this blog, I intend to use personal stories to delve in a wide range of issues, but not in the order outlined below:
. The challenge of being a single mother, and pursuing professional career
. Thrust the thrash, kick it, embrace the reward, walk tall!
. Keeping my eyes on the prize!
. The importance of being the first teacher to my child, Prince Michael
. Knowing/understanding my child - a key to everything.
. The politics and economics of the school system
. How much am I willing to compromise when it comes to my child?
. Finding a baby sitter, a school, a teacher, play mate, etc
. Single parent and vulnerability - the label attracts flies
. And many more real life experiences
As I begin this journey, I hope that my experiences, including the challenges I faced, and continue to face will give you some ideas, inspire you, and give you hope in raising your child, or as you help someone in raising a child.
Thank you for the confidence, and support. Visit my blogs and feel free to comment:
. http://musue-haddad.blogspot.com/ - satarical
. http://musuehaddad-poems.blogspot.com/ - poems
. http://musuehaddadspiritualgrowth.blogspot.com/ - Growing from Within
My name is Musue Haddad. I’m a mother, a professional and a problogger. This blog, one of four blogs, is in response to your request for my story, and secrets to raising my son, Michael. In this blog, I will discuss the beauty and challenges of raising my son, Prince Michael; what I learned on this journey, and how these experiences have reinforced my appreciation for being his mother.
The experiences have provided me a deeper understanding of the politics, and economics of the education system, as well as strategies to help me cope with societal demands and influences in being a [single]parent and a professional.
In this blog, I intend to use personal stories to delve in a wide range of issues, but not in the order outlined below:
. The challenge of being a single mother, and pursuing professional career
. Thrust the thrash, kick it, embrace the reward, walk tall!
. Keeping my eyes on the prize!
. The importance of being the first teacher to my child, Prince Michael
. Knowing/understanding my child - a key to everything.
. The politics and economics of the school system
. How much am I willing to compromise when it comes to my child?
. Finding a baby sitter, a school, a teacher, play mate, etc
. Single parent and vulnerability - the label attracts flies
. And many more real life experiences
As I begin this journey, I hope that my experiences, including the challenges I faced, and continue to face will give you some ideas, inspire you, and give you hope in raising your child, or as you help someone in raising a child.
Thank you for the confidence, and support. Visit my blogs and feel free to comment:
. http://musue-haddad.blogspot.com/ - satarical
. http://musuehaddad-poems.blogspot.com/ - poems
. http://musuehaddadspiritualgrowth.blogspot.com/ - Growing from Within
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