"A teacher affects eternity; 

  he can never tell, where [her] his influence stops"

 (Henry Brooks Adams, 1838-1918 )

The foundation of this writer's philosophy of teaching is predicated on one simple belief, which is that all children can learn.  When I write for my audience it is another way of imparting information and affecting a child's life. 

From this concept springs all other aspects pertaining to this philosophy. A secondary theorem is that all learning springs from a desire to develop understanding of the world, and it is the responsibility of the teacher to nurture this desire within her/his charges. As a writer I create a world where children can reach out and test the limits of their imagination in safety. 

  Good teaching is primarily based on the premise that every student can learn, show concern for one another, and choose to act responsibly in the classroom.   As an author I allow the child to take their classroom with them.  They carry it with them in their backpack.  The survey it under the covers, flashlight in hand, as they read in the dark of night.

The purpose of teaching is to provide a positive environment where all students can learn and the purpose of my writing is to construct a positive universe for the children who read my books.  

Self-control, respect, cooperation and individual responsibility are the foundation of teaching, and as such, is one of the most important factors for the transfer of learning and future academic success. Students develop abilities and incorporate knowledge through their interactions with texts, other people, and their own critical reflections and insights. My writing is designed to mirror those reflections and insights.

This growing cognition and these attributes are necessarily mitigated according to the students’ background, values, needs, and desires.

  To teach is to inspire, to motivate, to protect, and to serve the new generation.  It is a commitment to the improvement of life and to the human condition.   To teach is to accept the difficulty of the job, knowing that one can never be fully prepared for the experience. (When experienced teachers were asked if their college methods courses truly prepared them for what they are actually teaching today, virtually all said "no".)

The role of teacher is closely related to the theories and views of Dr. Albert Ellis, but also incorporates the work of Dr. William Glasser, Dr. Carl Rogers, and Dr. Thomas Gordon.  As such, the teaching method employed is one of teaching by example. Thus the teacher's role is one of demonstrating appropriate behavior, providing strategies for the students to solve their problems, and pointing out to students when their behavior is inappropriate. Therefore, it then becomes the responsibility of the teacher to develop rational-emotive therapeutic interventions that combine the cognitive, behavioral, and emotive components to teach students that they can effectively combat their own uncomfortable feelings and develop discipline and self-control.

 To be a teacher requires a large investment in time, energy, and money.  It requires a deep commitment, a multitude of talents, and a full measure of patience.  Anyone who directs the learning of others knows that it can be rewarding, but also constantly demanding. Teaching is the wisdom to be able to say the right thing at the right time so a child's self esteem and self-image is not dashed to bits in moments of confusion. Teaching is a natural outgrowth of a commitment to children, to life and to the search for truth.  Teaching is an additional way to contribute to posterity.  To teach is to put into reality the values, beliefs, and knowledge that are central to one's very being.

   Mosetta M. Penick Phillips-Cermak, Ph.D.

 The Wishing Flower

When I try to analyze my writing and those elements that are contributing factors, a number of life’s memories are obvious determinates.

  First and foremost, I am a Baby Boomer.  Although the US Government defines us as being born between 1946 and 1964, I think that the dates need to include those  "pre-boomers" born or conceived at the onset of the USA entry into World War II.  There are many baby boomers who were much more than a mere twinkle in their father's eye as the new soldiers said farewell to their new wives.  So, for the purpose of this litany, a baby boomer is anyone born between 1942 and 1964. 

               Born in the 1940's means that I remember TV in its infancy.  I remember sock hops and when Studebaker and Packard became one company, and the day the McDonald first opened in our city.   We parked our car and walked up to the window to buy their ten cent hamburgers.   

               It further means that I remember the "real"  Mickey Mouse Club, Walt Disney  the man, and Rin Tin Tin.  I still miss Rin Tin Tin.

  I learned to hula-hoop (without the “shoop-shoop”noise), and my bike had coaster brakes with balloon tires.  I went to the drive-in-theater with my family, and they charged per car, and not per person.  

 I also remember the "Police Action" in Korea, putting “black out” curtains up to the window, and "The Bay of Pigs” incident.   Being born in the 1940’s afforded me  the privilege to see Martin Luther King, Jr. when he came to Cleveland to speak, but I had to suffer through his assassination, the death of JFK, and Bobby Kennedy. 

            I saw The Greatest Show on Earth (1953) and Ben Hur(1959)  as first run movies at our local theater.  I listened to “Ballad of Davy Crockett”, and begged for a coon-skin cap.  I watched the first broadcast of "The Wizard of Oz", on our huge floor model television with the tiny screen, on a grey, cold November evening.  It was all in black and white. 

           I watched the advent of the computer and the Internet.  I remember that only our University had a computer, and that it had its own two story building to contain the components.  I even remember the announcement of the development of the personal computer.

             I watched "The Many Loves of Dobbie Gillis" on TV along with the very first episode of  "The Flintstones."  I rushed home from my part-time evening job at the local library just to see it. 

            I was a Beatnik,  before there were any Flower Children.  My rebellion included (or was limited to) 1) wearing all black, all the time; 2) going to college (most women didn’t) to get an education that valued knowing all that was knowable, rather than finding a husband, and 3) cutting my hair without permission. 

             We watched "The Western" on TV, and yet we never threatened anyone with a gun or shot anyone.  No one wanted to be the bad guy.  You were only the bad guy when you lost. 

Coming of age in those days meant turning 21 years old, and until then you obeyed your parents and teacher,  and followed the rules.  After 21, you still followed the rules, but your opinion counted, becaused you voted.

             I wrote my school and college papers, along with my short stories on a manual typewriter, without white-out or correction tape.  Boy, how I love my computer.  

            The flag under which I was born only had 48 stars.  I remenber when two more states were added.  I actually said the Pledge to our flag in school every day.             

            I grew up with a moral code of honor that is emphatic about right and wrong.  I believe that integrity counts, that there are consequences for every action,  the USA is still "One Nation Under God", and that God is as viable today as any time in human history. 

            Mahatma ("Great Soul") Mohandas Karamchand Gandhi said that the seven deadly sins are 1) wealth without work, 2) Pleasure without conscience, 3) Knowledge without character, 4) Commerce without morality, 5) Science without humanity, 6) Worship without sacrifice, and 7) Politics without principles.  

            I believe in these, and I infuse this into my life, and my writing. 

Mosetta M. Penick Phillips-Cermak, Ph.D.

Like most authors, writing is a labor of love.  But writing "The Wishing Flower" was based on a set of belief first formulated as my mother read to me ever night. 

When I wrote this fairytale, I wanted to share with others the feeling that I remembered of being special. 

"The Wishing Flower" represents every child in the world.  From the flower, the children see that you don't have to be perfect to be loved and valued

If , as the poster says, "Children learn what they live", then "The Wishing Flower" will help children to feel safe and develop the positive self-esteem that they need to survive the twenty-first century.

I work in an inner city school system.  Many of the children do not even own a book of their own. Recently I learned that their are no libraries in the area in which I work.  They have all been shut down!  The kids tell me that they are afraid to walk to the library in a close-by community for fear that they will be attacked by gangs. 

I may not be able to change that situation, but I can try to get my book into the hands of as many children as possible.  I'll never get rich from this book because I keep buying them from the publisher and giving them away.

So what is my challenge?  Invest in a child.  Buy a book, or borrow it from the library, and read it to a child.    Buy a class set of books, if you can afford it, and give them to an inner city neighborhood school.

I believe it is the little things that we do for children that can have the most impact. If we start early enough reinforcing our love, maybe we can curb some of the violence we see in young people.

What do you think?

Visit and take a look at the book.

Mosetta M. Penick Phillips-Cermak, Ph. D.