ELT Learning Corner

Returning to the classroom as a student after almost a decade hiatus as a teacher has been a transformative experience. Through this journey, I've gained a profound understanding of the student's perspective, including the struggles, anxieties, and stressors they navigate. This newfound empathy has allowed me to connect with my students on a deeper level. I firmly believe that every teacher should take a break from instructing and become a student again, immersing themselves in the learning environment. This periodic role reversal would provide invaluable insights into the evolving needs and challenges of students across different time periods, enabling teachers to refine their approach and create a more supportive and effective learning environment.

By: António Xavier

of the

‘Some learners seem naturally enthusiastic about learning, but many need- or expect- their teachers to inspire, challenge, and stimulate them. That is, effective learning in the classroom depends on the teacher's ability to maintain and enhance the interest that brought students to school or into the course in the first place. Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in school or the classroom.’

Nsamenang and Tchombe (2018, p. 123).

Dear English language teacher,

We are writing to let you know about an opportunity to participate in a voluntary research study about ‘Angolan English language teachers’ needs.’ This study is being conducted by the Angolan English Language Teacher Association and coordinated by the Teacher Training Department.

*Benefits*
This research will not benefit you directly. However, your participation in this study will help us to better understand your perceptions of your needs and current challenges. In return, it will provide useful insights to design a Continuing Professional Development Program to be run by ANELTA across the country.

*Risks and Discomforts*
There are no anticipated risks beyond those encountered in everyday life.

*Privacy and Confidentiality*
No identifying information will be collected. No IP addresses nor email will be collected.

*Voluntary Participation*
Taking part in this research study is entirely up to you. You may choose to participate or not to participate. You may discontinue your participation at any time without any penalty.

Participation includes filling out a survey that may take about 10-15 minutes.
The main criteria to be included in this study is that participants must be English language teachers in Angola.

To participate in this study, please follow the link below:
https://forms.gle/umrVQfmiE2b7jhU96

Note: By proceeding with the survey link, you give consent to participate in this study.

If you would like additional information about this study, please contact us at [email protected] and/or [email protected]

Thank you for your consideration, and once again, please do not hesitate to contact us if you are interested in learning more about this research project approved by

ANELTA Board:
Coodirnator: Isequiel Afonso
Deputy coordinator: António Xavier
Assistant: Carla Yohannes.

ANELTA NEEDS ANALYSIS SURVEY Dear English Language Teacher, The purpose of this survey is to collect data on the current objective and subjective needs of English language teachers across the country, with the view to design a Continuous Professional Development Program to be administered by ANELTA throughout the country and th...

of in L2
‘If family, academic, and social environments do not actively require, or support, the acquisition of L2, monolingual high school students may have little motivation to study the L2, engage in activities outside of the classroom that enhance L2 learning, or pursue L2 study beyond the required courses,

Sparks (2019, p. 737).

Hello dear friends,

I am delighted to announce that my paper, "Enhancing ESL and EFL Learners' Pragmatic Competence Through Interactive Activities” has received the Association for Graduate English Students (AGES) Essay Prize in the Master's Category. A three-member faculty panel from Kent State University reviewed my paper and wrote:

The paper, “Enhancing ESL and EFL Learners’ Pragmatic Competence Through Interactive Activities” presents a theory-informed discussion of the teaching of intercultural pragmatics in English language classes. Drawing on an array of research studies and meta-analyses, the paper elucidates the varying conceptualizations of pragmatic competence and the challenges that English learners encounter in learning pragmatics. It then makes a compelling argument for the explicit teaching of pragmatics through interactive and experiential activities in English language classes. Finally, the paper presents clear and informative descriptions of six meta-pragmatic and sociocultural awareness-raising activities that offer teachers of English as a second or foreign language tangible strategies for teaching pragmatics. What distinguishes this paper is its integration of theoretical insights with practical application; by bridging the gap between research and practice, it equips language instructors with evidence-based techniques to nurture the development of their students' pragmatic competence.”

This award marks a signif**ant milestone in my new academic journey, motivating me to continue exploring ESL and EFL teaching methods and sharing my passion through writing and participating in academic events. I extend my gratitude to the AGES Prize organizers and the faculty reviewers. I look forward to embracing future academic challenges and opportunities.

Best regards
António Xavier

A - SEU NO DE DOS – UM AO DE -APRENDIZAGEM NAS .

POR: ISEQUIEL AFONSO, MESTRANDO EM EDUCAÇÃO

A gamif**ação desempenha um papel fundamental na aferição dos conteúdos transmitidos pelos professores. No nosso ensino, ainda não lhe é atribuído o seu real valor ou é mesmo inexistente em muitos contextos de ensino-aprendizagem. Quando introduzida, é muitas vezes confundida como um jogo qualquer, sem os respectivos elementos do jogo. Este texto visa lançar luz sobre a necessidade de implementação/introdução deste valioso instrumento de avaliação dos conteúdos nas aulas e que pode, desta feita, resultar em mais dinâmica, maior inovação e interação ao processo de ensino-aprendizagem, bem como sobre como avaliamos. A par disso, o texto ressaltará igualmente o papel fulcral que as novas tecnologias jogam no uso ef**az da gamif**ação em todo este processo.

Começamos a nossa abordagem definindo o conceito de gamif**ação. Segundo (Griffin, 2014) citado por Raguze e Pierre da Silva (2016, p. 3), “gamif**ação é a utilização de elementos de jogos e game design fora do contexto de jogos”. Aqui vale realçar a expressão elementos dos jogos para compreender a dimensão da gamif**ação ou seja o que está envolvido nela. Por esta razão, pode-se dizer que quando estes elementos não estão presentes, não estamos diante da gamif**ação propriamente dita. Este ponto suscita a seguinte questão: quais são então estes elementos do jogo ou da gamif**ação?

Para entender esta dimensão dos elementos do jogo, socorremo-nos à Ulbricht & Fadel (2014) citado por Murr e Ferrari (2020, p. 9) que ressaltam que “Os elementos de jogos mais usados em gamif**ação são pontos, níveis, rankings, desafios, missões, medalhas, conquistas, integração, loops de engajamento, personalização, feedback, regras, narrativa, entre outros”. Sobre este prisma, quanto mais questões os alunos acertarem na gamif**ação, mais estrelas, mais pontos, mais medalhas ganham e, consequentemente, sobem também de nível. Se for numa avaliação com foco na aprendizagem colaborativa/cooperativa, O grupo com mais estrelas, medalhas e pontuações será considerado o vencedor do jogo. Neste sentido, a plataforma, ou aplicativo gerará em si o resultado com o número de acertos e o respectivo número de pontos, com os seguintes dizeres: “Incrível Subiste de nível!”, Fez bonito, incrível, excelente! É isso ai, boa, isso mesmo!, dependendo do tipo de jogo e da plataforma. Nesta perspectiva, pela pontuação resultante das atividades da gamif**ação, fornecer-se-á o devido feedback aos alunos e, consequentemente, os alunos terão uma visão mais abrangente dos seus pontos fortes e fracos. Aqui para um feedback mais construtivo, recomendamos igualmente o uso da autoavaliação que pode ser adaptada em função do número de grupo formados para realização da actividade de gamif**ação. Este introduzir da autoavaliação focado em cada grupo, aumentará o processo de reflexão das aprendizagens dos alunos, isto é, se houve engajamento na actividade como tal.

IINTRODUÇÃO DA GAMIFICAÇAO NA AULA

Quando se pode introduzir a gamif**ação na aula? A nossa sugestão é que ela seja introduzida nas avaliações formativas, com o intuito do professor aferir o domínio dos conteúdos abordados por parte dos alunos. As avaliações formativas visam igualmente confirmar o saber fazer por parte dos alunos e, é isso que se requer da prática docente. Neste sentido, Freire (2002, p. 17) corrobora com isso quando afirma que: “a prática docente crítica, implicante do pensar certo, envolve o movimento dinâmico, dialético, entre o fazer e o pensar sobre o fazer”.

Esta prática do saber fazer, ressalta o papel fulcral das avaliações formativas, sempre que estiver em jogo o mensurar dos objectivos que são previamente estabelecidos, sem os quais f**a difícil concluir se, na realidade, houve assimilação dos conteúdos por parte dos alunos.

A introdução da gamif**ação no contexto de ensino nas nossas escolas levanta questões relacionadas com as novas tecnologias, uma área em que se verif**a ainda algum déficit em termos de formação dos docentes, isto é, segundo Scrivener (2011) muitos deles encontram-se ainda na condição de “imigrantes digitais”, enfrentando problemas com as novas tecnologias, pelo que torna-se necessário a capacitação nesta vertente. Isto se dá porque a introdução da gamif**ação está intrinsicamente ligada as novas tecnologias de informação e comunicação. Alguns jogos requerem que os alunos estejam conectados à internet por meio de um computador, smartphones ou tablets em tempo real. Há ainda aqueles jogos que requerem que os aplicativos sejam instalados nos respectivos dispositivos, como por exemplo smartphones ou tablets. Esta abordagem ressalta a necessidade dos professores, nesta era digital, dominarem as novas tecnologias e as suas novas abordagem com o intuito de transmitir a informação por múltiplas formas. Sobre este quesito, Kenski (2015) afirma que o professor "deve saber explorar em conjunto as nuances e especificidades das bases e meios que as informações são disponibilizadas – textos, imagens, vídeos, sons, etc. utilizando-as de acordo com as condições disponíveis e respeito aos diferentes estilos de aprendizagem dos alunos".

A ESCOLHA DA PLATAFORMA E DA TECNOLOGIA

Para introdução da gamif**ação em qualquer contexto de ensino-aprendizagem, deve-se, em primeiro lugar, escolher a plataforma, a tecnologia e as ferramentas a usar. Assim recomendamos as seguintes plataformas, ferramentas e aplicativos:

Para a avaliação formativa de matemática, Física, Química, Biologia, recomendamos a plataforma Khan Academy, onde se pode encontrar actividades de gamif**ação produzidos pela Fundação Altice Portugal a partir do original da Lindsay Spears.

A classcraft é uma ferramenta que permite aos professores gamif**ar as aulas, com o intuito de tornar a aprendizagem mais envolvente. Neste sentido, os alunos podem escolher personagens, ganhar pontos e trabalhar em grupo visando alcançar os objetivos estabelecidos na aula.

Kahoot é uma ferramenta online projectada para aferir a compreensão ou o conhecimento dos alunos em relação aos conteúdos abordados. Por meio dela, pode-se criar quizzes (te**es) onde os alunos realizam em tempo real na aula. Neste caso, o professor pode decidir se o jogo terá a vertente competitiva ou não. Pode-se usar o Kahoot para qualquer disciplina.

O aplicativo Rei da Matemática é um aplicativo com actividades gamif**adas, onde se espera que os alunos façam operações de adição, subtração e combinadas. Este aplicativo incorpora igualmente pontos, níveis, rankings, desafios, missões, medalhas e conquistas.

Wordwall. Com esta ferramenta, o professor pode criar actividades interativas, nomeadamente quizzes, exercícios de correspondência, atribuição de nome/designação e jogos de vocabulário.

No que se refere a aprendizagem do Inglês, os professores podem usar o Duolingo, um site e aplicativo com exercícios ou actividades em forma de gamif**ação. Esta ferramenta incorpora igualmente pontos, níveis, rankings, desafios, missões, medalhas e conquistas.

CONSIDERAÇÕES FINAIS

Este texto visou demonstrar a importância da gamif**ação no processo de ensino-aprendizagem. Quando bem implementada, ajuda o professor aferir se de facto houve retenção dos conteúdos abordados na aula e, desta feita, pode-se fornecer um feedback mais construtivo. Por isso, quando o enfoque for na aprendizagem colaborativa, a autoavaliação deverá ser igualmente seguida, adaptando-a ao número de grupo formados, gerando desta feita maior reflexão dos participantes no seu processo de aprendizagem. Para este efeito, recomenda-se que os professores dominem as plataformas digitais, as ferramentas e a tecnologia com o intuito de serem bem sucedidos na implementação da gamif**ação para que os objetivos da aula sejam atingidos.

REFERÊNCIAS BIBLIOGRÁFICAS

Elisa M. C. e Ferrari, G. (2020). Entendendo e Aplicando a Gamif**ação, O que
é, e para que Serve, Potencialidades e Desafios. Florianópolis: UFSC: UAB

Freire, P. (2002). Pedagogia da autonomia. Rio de Janeiro: Paz e Terra.

Kenski, V. M. (2015) A Urgência de Propostas Inovadoras para a Formação de Professores para Todos os Níveis.

Raguze, T. & Pierre da S. R. (2016). Gamif**ação Aplicada a Ambientes de Aprendizagem. Universidade Feevale, GAMEPAD, Seminário de Games E Tecnologia.

Scriviner, J. (2011). Learning Teaching: The Essntial Guide to English Language Teaching (Third Edition). Macmillan Books for Teachers.

of the

"Rather than dismissing students as fools, you need to try to understand why certain ones act as they do, whether lazy or indifferent or even defiant; realise that it is your job as an educator to address the problems your students face not simply to identify them."

Semenza (2010, p. 119).

Repost from: U.S. Embassy Luanda

"Our Q3 2024 courses are here! OPEN Massive Open Online Courses are tailored to boost your educational and professional growth. Don’t miss out on the chance to learn! Let us know in the comments which course you are eager to enroll in.
https://www.openenglishprograms.org/MOOC
Visit the OPEN website to learn more and register: https://www.openenglishprograms.org/MOOC








"

Hello dear followers,

This is a gentle reminder:

ANELTA - Training Coordination is hosting a webinar for ESL/EFL teachers today at 5.00 o'clock Please check the details:

:
The Basics of ELT, ESL, and TESOL

: Zoom

: Domingos Vaz
- Master of Science in Education, specialized in ELT

: Sara da Costa

https://us06web.zoom.us/j/3057884811?pwd=gcV2UZ8lUnVNWfEDaOW1Ulmsl0GRY9.1&omn=86526874832

Let's share this post so that more people can benefit from the Webbinar!

to

Face Difficulties Positively

Indeed! 📚📚🤗

This parable is told of a farmer who owned an old mule. The mule fell into the farmer’s well. The farmer heard the mule praying or whatever mules do when they fall into wells.

After carefully assessing the situation, the farmer sympathized with the mule, but decided that neither the mule nor the well was worth the trouble of saving. Instead, he called his neighbors together, told them what had happened, and enlisted them to help haul dirt to bury the old mule in the well and put him out of his misery.

Initially the old mule was hysterical! But as the farmer and his neighbors continued shoveling and the dirt hit his back, a thought struck him. It suddenly dawned on him that every time a shovel load of dirt landed on his back, HE WOULD SHAKE IT OFF AND STEP UP!

This he did, blow after blow. “Shake it off and step up… shake it off and step up… shake it off and step up!” He repeated to encourage himself. No matter how painful the blows, or how distressing the situation seemed, the old mule fought panic and just kept right on SHAKING IT OFF AND STEPPING UP!

It wasn’t long before the old mule, battered and exhausted, stepped triumphantly over the wall of that well! What seemed like it would bury him actually helped him … all because of the manner in which he handled his adversity.

THAT’S LIFE! If we face our problems and respond to them positively, and refuse to give in to panic, bitterness, or self-pity.

to /ESL

Hospital window

Another one! 📚📚

Two men, both seriously ill, occupied the same hospital room. One man was allowed to sit up in his bed for an hour each afternoon to help drain the fluid from his lungs. His bed was next to the room’s only window. The other man had to spend all his time flat on his back. The men talked for hours on end. They spoke of their wives and families, their homes, their jobs, their involvement in the military service, where they had been on vacation.

Every afternoon when the man in the bed by the window could sit up, he would pass the time by describing to his roommate all the things he could see outside the window.

The man in the other bed began to live for those one hour periods where his world would be broadened and enlivened by all the activity and color of the world outside.

The window overlooked a park with a lovely lake. Ducks and swans played on the water while children sailed their model boats. Young lovers walked arm in arm amidst flowers of every color and a fine view of the city skyline could be seen in the distance.

As the man by the window described all this in exquisite detail, the man on the other side of the room would close his eyes and imagine the picturesque scene.

One warm afternoon the man by the window described a parade passing by.

Although the other man couldn’t hear the band – he could see it. In his mind’s eye as the gentleman by th! e window portrayed it with descriptive words.

Days and weeks passed.

One morning, the day nurse arrived to bring water for their baths only to find the lifeless body of the man by the window, who had died peacefully in his sleep. She was saddened and called the hospital attendants to take the body away.

As soon as it seemed appropriate, the other man asked if he could be moved next to the window. The nurse was happy to make the switch, and after making sure he was comfortable, she left him alone.

Slowly, painfully, he propped himself up on one elbow to take his first look at the real world outside.

He strained to slowly turn to look out the window beside the bed.

It faced a blank wall. The man asked the nurse what could have compelled his deceased roommate who had described such wonderful things outside this window

The nurse responded that the man was blind and could not even see the wall.

She said, “Perhaps he just wanted to encourage you.”

for

ANELTA Women's Conference: Nurturing Growth: Empowering Women for ELT Excellence

August 21st, 9 AM

The Angolan English Language Teachers' Association Women’s Special Interest Group (ANELTA-WSIG) invites proposals for presentations that align with the conference theme, Nurturing Growth: Empowering Women for ELT Excellence. We seek engaging and informative presentations that address the challenges and opportunities facing women in the English Language Teaching (ELT) profession.

Potential Presentation Topics:
* Overcoming Challenges: Strategies for balancing career and family, building confidence, and overcoming obstacles in the ELT field.
* Leadership and Mentorship: Experiences and insights on leadership roles, mentorship programs, and fostering professional growth.
* Innovation and Technology: Integrating technology into the classroom, creating innovative teaching practices, and leveraging digital tools for professional development.
* Inclusive Pedagogy: Creating inclusive learning environments, addressing diversity in the classroom, and empowering all learners.
* Professional Development: Effective professional development strategies, building a strong professional network, and lifelong learning in ELT.

Presentation Formats:
* Workshops (interactive and hands-on sessions)
* Panel Discussions (sharing diverse perspectives on a specific topic)
* Individual Presentations (sharing research, experiences, or best practices)
Submission Guidelines:
* Submit a 250-word abstract outlining your proposed presentation, including learning objectives.
* Include a brief biography of the presenter(s).
* Submit your proposal by the 12th of August to +351 913 623 118 via WhatsApp.

We encourage submissions from women at all stages of their ELT careers. Let’s unite to share knowledge, inspire one another, and create a stronger community of women in ELT.

Sara Neves da Costa, Co-founder, ANELTA Women’s SIG

to

"The last cab ride

Another one! 🔥📚📚

Twenty years ago, I drove a cab for a living. One time I arrived in the middle of the night for a pick up at a building that was dark except for a single light in a ground floor window.

Under these circumstances, many drivers would just honk once or twice, wait a minute, then drive away. But I had seen too many impoverished people who depended on taxis as their only means of transportation. Unless a situation smelled of danger, I always went to the door. This passenger might be someone who needs my assistance, I reasoned to myself. So I walked to the door and knocked.

“Just a minute,” answered a frail, elderly voice.

I could hear something being dragged across the floor. After a long pause, the door opened. A small woman in her 80’s stood before me. She was wearing a print dress and a pillbox hat with a veil pinned on it, like somebody out of a 1940s movie. By her side was a small nylon suitcase.

The apartment looked as if no one had lived in it for years. All the furniture was covered with sheets. There were no clocks on the walls, no knickknacks or utensils on the counters. In the corner was a cardboard box filled with photos and glassware.

“Would you carry my bag out to the car?” she said. I took the suitcase to the cab, then returned to assist the woman. She took my arm and we walked slowly toward the curb. She kept thanking me for my kindness.

“It’s nothing,” I told her. “I just try to treat my passengers the way I would want my mother treated.”

“Oh, you’re such a good boy,” she said. When we got in the cab, she gave me an address, then asked, “Could you drive through downtown?”

“It’s not the shortest way,” I answered quickly.

“Oh, I don’t mind,” she said. “I’m in no hurry. I’m on my way to a hospice.”

I looked in the rear view mirror. Her eyes were glistening.

“I don’t have any family left,” she continued. “The doctor says I don’t have very long.”

I quietly reached over and shut off the meter. “What route would you like me to take?” I asked.

For the next two hours, we drove through the city. She showed me the building where she had once worked as an elevator operator. We drove through the neighborhood where she and her husband had lived when they were newlyweds. She had me pull up in front of a furniture warehouse that had once been a ballroom where she had gone dancing as a girl.

Sometimes she’d ask me to slow in front of a particular building or corner and would sit staring into the darkness, saying nothing.

As the first hint of sun was creasing the horizon, she suddenly said, “I’m tired. Let’s go now.”

We drove in silence to the address she had given me.

It was a low building, like a small convalescent home, with a driveway that passed under a portico. Two orderlies came out to the cab as soon as we pulled up. They were solicitous and intent, watching her every move. They must have been expecting her. I opened the trunk and took the small suitcase to the door. The woman was already seated in a wheelchair.

“How much do I owe you?” she asked, reaching into her purse.

“Nothing,” I said.

“You have to make a living,” she answered.

“There are other passengers.”

Almost without thinking, I bent and gave her a hug. She held onto me tightly.

“You gave an old woman a little moment of joy,” she said. “Thank you.”

I squeezed her hand, then walked into the dim morning light. Behind me, a door shut. It was the sound of the closing of a life.

I didn’t pick up any more passengers that shift. I drove aimlessly, lost in thought. For the rest of that day, I could hardly talk. What if that woman had gotten an angry driver, or one who was impatient to end his shift? What if I had refused to take the run, or had honked once, then driven away? On a quick review, I don’t think that I have done anything more important in my life. We’re conditioned to think that our lives revolve around great moments. But great moments often catch us unaware—beautifully wrapped in what others may consider a small one."

Hello dear followers,

ANELTA - Training Coordination is hosting a webinar for ESL/EFL teachers. Please check the details:

:
The Basics of ELT, ESL, and TESOL*

: August 4, 2024 (Sunday)

: 5.00 o'clock
: Zoom

: Domingos Vaz
- Master of Science in Education, specialized in ELT

: Sara da Costa

https://us06web.zoom.us/j/3057884811?pwd=gcV2UZ8lUnVNWfEDaOW1Ulmsl0GRY9.1&omn=86526874832

Let's share this post so that more people can benefit from the Webbinar!

for /ESL

Settling Accounts

Be always kind to people! ❤📚📙

To pay for his education, a poor boy used to sell goods from door to door. One day, the young boy found he was really hungry but had no money to buy any food. He decided to ask for something to eat when he knocked on the front door of the next house.

A beautiful young woman opened the door, and the boy lost his nerve. He simply asked for a drink of water, too embarrassed to ask for food. The young woman brought him a glass of milk, which the boy greedily drank.

The boy asked her how much he owed, but she simply smiled and said her mother had taught her to be kind to others and never expect anything in return. The young boy left the woman's home with a full tummy and a heart full of renewed strength to push on with his education and continue working hard. Just when he was ready to quit, the woman had instilled in him newfound faith and fortitude.

Years later, in a big city, renowned surgeon Dr. Howard Kelly was called to consult on a woman who was suffering from a rare disease. When the woman told him the name of the small town where she lived, Dr. Kelly felt a faint memory arise in his mind, and then suddenly recognition dawned on him. She was the woman who had given him the glass of milk many years ago.

The doctor went on to provide the woman with the very best care and made sure she received special attention. In fact, it was his skills as a doctor that saved her life. After a long and difficult hospitalization, the woman was finally ready for discharge home. The woman was worried it would take her years to settle her account with the hospital. Her serious illness and long hospital stay had produced a substantial bill. However, when she received the bill, she found that Dr. Kelly had paid the entire bill himself and written a small note for her.

The note simply stated: "Paid in full with a glass of milk."

and 2024
The U.S. Embassy Luanda has just congratulated ANELTA-Benguela on its outstanding "ELT Innovation and Excellence Awards 2024" event, which took place on July 14. The event celebrates and recognises ELT professionals across the Benguela Province and is expected to be replicated across the country! 🙏📚🇦🇴📖

/ESL
Do you ever use short stories in your classes? If so, let us know how you integrate them.

Here is a short and interesting story you can use in your class. Which activities could you use to teach thinking skills, comprehension skills, and grammar aspects to your students through this story?

The Mother With One Eye 📚📙🙂

My mother had only one eye. When I was growing up, I hated her for it. I hated the uninvited attention it got me at school. I hated how the other children stared at her and looked away in disgust. My mother worked two jobs to provide for the family, but I was just embarrassed by her and didn't want to be seen with her.

Every time my mother came to visit me at school, I wanted her to disappear. I felt a surge of hatred towards the woman who made me the laughing stock of the school. In a moment of extreme anger, I even once told my mother I wanted her to die. I was completely unconcerned about her feelings.

As I grew up, I did whatever was in my power to distance myself from my mother. I studied hard and got a job overseas so I wouldn't have to meet her. I got married and started raising a family of my own. I got busy with my job and family and with providing a comfortable life for my beloved children. I didn't even think about my mother anymore.

Out of the blue, my mother came to visit one day. Her one-eyed face scared my young children and they started crying. I was angry at my mother for showing up unannounced and I forbid her to ever return to my home and new family life. I yelled and screamed, but my mother quietly apologized and left without saying another word.

An invitation to a high school reunion took me back to my hometown after decades. I could not resist driving past my childhood home and stopping by the old shack. My neighbors told me my mother had passed away and left a letter for me.

"My dear child:

I must begin by apologizing for visiting your home unannounced and frightening your beautiful children. I am also deeply sorry that I was such an embarrassment and source of humiliation to you when you were growing up.

I have learned that you may be coming back to town for your reunion. I may no longer be there when you come, and I think it is time to tell you an incident that happened when you were a young child. You see, my dear child, you were involved in an accident and lost one eye. I was devastated at the thought of my beloved child growing up with only one eye. I wanted you to see the beautiful world in all its glory, so I gave you my eye.

My dear child, I always have and always will love you from the bottom of my heart. I have never regretted my decision to give you my eye, and I am at peace that I was able to give you the ability to enjoy a complete life.

Your loving mother."