Tag Archive | teaching

A Man Alone

An old enemy of Odo’s, Ibudan – a notorious smuggler with a mercenary attitude, no friend of the Cardassians, but no true friend of his fellow Bajorans either – appears to have been murdered, and everything seems to point to Odo as the murderer. Only Odo, misunderstood and standing alone as a Shapeshifter, different from everyone around him, can prove his innocence.

“You don’t know me. You have no reason to believe that I wouldn’t kill Ibudan if it suited my fancy. So don’t tell me there isn’t some doubt inside of you, some question about whether or not I murdered the man.” – Odo to Sisko


We’re also re-introduced to Keiko and Molly O’Brien, Quark’s brother Rom and his son Nog in this episode.

I immediately identify with Odo in this episode – a man cut off from his own people, unable to find his tribe, only awkwardly fitting in with his surroundings.

Of course I have never been accused of murder, never been framed for murder (although I have been accused of things I didn’t do, on more than one occasion). But for some reason I have always been a loner. Not on purpose, not at all. but somehow I always seem to be at variance with those I find myself in company with. As a child, I always seemed to be on the fringe, the outskirts of the cool crowd. As a teenager, I found the geeky group, but that only lasted until the end of school. As soon as I moved into the world of work, I was back on the outskirts again.

To be fair, I’m not sure that my geekiness is to blame. But I am awkward and gauche. I even considered at one time that I would make the perfect, archetypal (although female) vicar. I could just see myself in a parish, slightly confused, slightly out-of-touch and distracted. 🙂

[Agatha Christie’s Miss Marple: Murder at the Vicarage]

I see myself as well in Keiko as she is arguing with Miles about being brought to the middle of nowhere, feeling that she has no sense of purpose, that her expertise is being wasted, If only it were as simple as opening a school on the station. Of course, in a sense, I did just that when we were back in Federation Territory, homeschooling my kids from 1999. But now here at the Wormhole, my youngest is 12 and I’m right at the end of the life of the station school. Jadzia and Quark are even considering going into state school for the last year or two, Dr Bashir having gone in to sixth form to complete his GCSEs a couple of years ago.

I’m in my 40s now, but I still haven’t quite figured out what I want to do with my life. I bummed around as a secretary in London until I had children (a very well paid secretary though, I remember – I was getting £14 per hour 20 years ago) and since then I have been bumming around at home, teaching them. It’s been fun, but hard, and without reward other than satisfaction.

So now I’m poor, and although not without ambition, it’s a bit of a challenge to start a career from scratch in your 40s, especially when you don’t really know what you want to do. Policing? Botany? Starship Captaincy? Actually, I’m interested in everything, which made me perfect for teaching homeschool. Do I have to pick one?



Book Review: Dyslexia-friendly Teacher’s Toolkit

I had picked up the “The Dyslexia-Friendly Teacher’s Toolkit: Strategies for Teaching Students 3-18” once or twice and skimmed through it in the bookshop and had concluded from that brief look that there wouldn’t be much relevent for home educators and that most of the strategies are classroom-based.

That is true, but I was pleasantly surprised. Not only are some of the strategies adaptable to a home-based setting, but home educators are addressed specifically (I think it may have been on the chapter on maths).

The book spends a lot of time at the beginning talking about what constitutes dyslexia and identifying the different strains of difficulties (not just reading and phonics and spelling, but also memory, audio processing, and other language difficulties).

It’s not a book I would want to buy myself necessarily, but it did have a lot of useful links and recommendations for other books (my interest is relating to helping older children, so a lot of the early identification tips and strategies are not relevant for me).

Another slight disppointment was that it was billed as containing photocopiable dyslexia-friendly worksheets, but there were about 2 in the whole book – it wouldn’t have taken a lot of thought or effort to include some more useful sheets.

All in all, definitely worth a read if you can find it in the library, but I’ll keep on looking for better recommendations.