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Alexander's attitude in the original telling always places Alexander in a position where he is giving his power away. He is giving his power away to disappointment, frustration, jealousy, and sadness. Alexander isolates and relies on his internal monologue to stew in his emotions. He is not externalizing his feelings or processing. Notably, Alexander never vocalizes his emotions. He complains and lashes out, but does not seek a path to resolving or regulating his feelings.

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The original story is told from Alexander's perspective. We have insight about how Alexander is feeling and interactions between him and others are implied. We do not see the full picture transaction between Alexander and the other characters. All of Alexander’s interactions with adults and other children are recounted solely through his point of view, emotions, and perception of the events.

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Alexander is presumably from a middle-class background. He drives to school in a family car, every child in their household has their own cereal box, his parents buy all their children new clothes, and it appears his family affords all of this on a single-income. Alexander is privileged. It seems like Alexander is surrounded by people from a similar socioeconomic background, as he never questions or considers some of his "first world" problems. Many of Alexander's internal thoughts reinforce his narrow world view.

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I hoped to add a little more awareness to his positionality. Alexander has a lot for which to feel grateful. He is a child, and we are entitled to our feelings, but it is also important to model empathy and a willingness to affirm both our experiences and the experiences of others. The original issues Alexander faces that make his day terrible, horrible, and no good might not be relatable to all audiences. Humbling Alexander and making him a little more aware of his blessings might make this story more approachable to a broader readership.

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I wanted to add more dialogue for two main reasons. One: I want to model healthy conversations children can have with themselves, their peers, or adults about their feelings. Expressing our emotions in an open, honest, communicative way is healthy and critical to our self-expression and self-ownership. Two: Our feelings can sometimes overwhelm us and cloud our judgment. There are two sides to every story. There is context for every interaction. The feelings of those with whom we interact are also valid. A dialogue is critical in honoring ourselves and respecting those around us. We want to develop empathy and an understanding of another person's perspective.

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I sought to model examples for children so they know how to validate their emotions while maintaining their power and agency. I hope children are empowered to acknowledge and express their feelings in a constructive and healthy way. Communication, self-advocacy, and self-expression are important tools we must cultivate as we grow. Even adults struggle to balance honoring our feelings while responding in a rational, responsible, or actionable manner.

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Benedum, T. Parents aren't perfect. Bright Lights Design. http://brightlightsdesign.com/parents-arent-perfect-illustrations/x1atjue3zpmc5fipgj2lj047pflh4y

Disappointed expression of the passion fruit cartoon. Vecteezy.

https://www.vecteezy.com/vector-art/3456704-disappointed-expression-of-the-passion-fruit-cartoon

Harry Kindergarten Music. (2016, April 20). All about respect!: Song for kids about showing respect [video]. YouTube. https://www.youtube.com/watch?v=TmRjyQlWyQg

Quotes about after the rain. Quote Master. https://www.quotemaster.org/after+rain

Reyes, A. (2019, March 15). Why shoes are the first step out of povery. Buckner. https://www.buckner.org/blog/why-shoes-are-the-first-step-out-of-poverty/

Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. Atheneum Books.

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Learning to accept and manage our big feelings is a large part of growing up. Children need to know that their feelings are valid, it is okay to feel a certain way, but we also do not want to be eaten up by our emotions. I also think children need more examples of self-advocacy. It is not disrespectful to engage in a conversation, even with an adult, about needs and expectations. If an educator reads this book to students, it might be beneficial to model some approaches, solutions, or attitudes in reaction to the upsets Alexander faces. I am considering students with behavioral or socio-emotional IEPs in particular. Reading a book that says, some days are going to be bad and leaves it at that with no solutions might exacerbate negative thoughts in students who struggle with self-esteem, self-confidence, and victimization.

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The new text focuses on modeling methods of managing our emotions. In some instances, Alexander reframes his negative attitude. He acknowledges the validity of his feelings as a reaction to an event, but does not let them consume him. The text also models conversations children can have with peers, adults, and even internally. Communication is an important facet of managing our emotions and expressing ourselves and our needs to those with whom we interact.

I attached colors and visual imagery to Alexander's description of his feelings as an example to model how someone can use relatable experiences as a bridge between their emotions and self-expression.

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Frustration
Depression
Anger

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Today is National Shoe the World Day, a day helping to change the fact that in the realm of humanitarian aid, shoes are often an overlooked necessity. Of course, people need food, water, clothes and medicine, but shoes aren't always top of mind as essential.

At Buckner, shoes is one of the most vital services we offer domestically and internationally through Buckner Shoes for Orphan Souls®. As Shoes for Orphan Souls celebrates its 20th anniversary this year, we have learned how new shoes are the first step out of poverty for vulnerable children and families.

Shoes are often the most difficult item to get in materially poor communities. We can make clothes; we can grow food; water filters can produce clean water over the course of decades before they give out. It's quite difficult though to make a pair of durable shoes. And for many children around the world, a pair of shoes can be the difference between a hopeful future or a bleak one.

Host a shoe drive!

In a practical sense, we need shoes to keep our feet healthy. It's very easy to get diseases like tetanus if you are walking barefoot in rustic conditions, not to mention even more common things like infections.

African countries like Kenya are battling widespread jigger outbreaks - a small parasitic flea that burrows into the body through the soles of the feet and grow up to 2,000 times their original size in 10 days. They then become like small tumors all over the foot, resulting in pain and difficulty walking. Often the only treatment is to cut them out with a scalpel. And jiggers are not only in Africa - children in South America and the Caribbean are also at risk of contracting this parasite. A sturdy pair of shoes is a much better alternative than a long-term, painful treatment.

In addition to our health needs, shoes are a key to education. Even in the poorest countries, children are often required to have a pair of shoes to attend classes. But it's not just limited to "poor" countries - Buckner receives requests from schools in the U.S. whose children are wearing shoes that are falling apart, and the cost to replace them is out of reach for their families.

It's common wisdom that education is a key factor in long-term poverty alleviation - Nelson Mandela famously said, "Education is the most powerful weapon we can use to change the world." How tragic that bright, eager children would be kept from their best chance at changing their circumstances through lack of a pair of shoes.

In a more holistic way, a pair of new shoes can be very meaningful to a child who is often the recipient of used clothing and hand-me-downs. I vividly remember the excitement of buying back-to-school shoes with my mother, and for children wearing mostly used clothes and sibling hand-me-downs, a pair of shoes they can claim sole ownership of speaks volumes in terms of their worth and value.

As Americans, it's easy to fall into the trap that used goods are "good enough" for people in poverty, but honestly, every 8-year-old wants a shiny new pair of sneakers for their first day of class, whether they live in Texas or Peru. By providing that pair of shoes, we give them the practical support of disease prevention and access to education, as well as an invaluable sense of their own importance and abilities.

A long-term goal of our work in shoeing the world is that families would eventually no longer need Buckner's help. We don't want to perpetuate the cycle often associated with a donation program: give shoes to the needy, take photos, come back next year when the shoes are worn out and repeat the process. If you're only meeting a material need with no additional support, it's a band-aid and not a solution.

Because Buckner Shoes for Orphan Souls is part of the greater framework of Buckner International, families receiving shoes are introduced to a wide array of additional services available through our Buckner Family Hope Centers. Shoes become an opportunity to learn about job training classes, parenting workshops, financial literacy and numerous other programs families can use to change their circumstances.

Our most successful shoe distributions are ones leading families to take classes to change their lives, and then ultimately, not needing Buckner anymore. The families we serve become empowered to meet their needs rather than depending on charity.

In so many ways, a pair of shoes is a simple thing. It's a simple answer to pressing health crises, an opportunity to go to school and a tangible proof of a child's infinite worth. It's so easy today to be overwhelmed by all of the need that exists around us, but we can start chipping away at that need by providing one pair of shoes to one child at a time, and through that action we can both shoe and change the world.

Written by Buckner President and CEO Albert Reyes. Follow Dr. Reyes on Twitter or via his blog.

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Why shoes are the first step out of poverty · Buckner International

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Today is National Shoe the World Day, a day helping to change the fact that in the realm of humanitarian aid, shoes are often an overlooked necessity. Of course, people need food, water, clothes and medicine, but shoes aren't always top of mind as essential.

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I was really disappointed the shoe store didn’t have the blue sneakers in my size. Dad told me when he grew up, his parents couldn’t afford new shoes for him when he kept growing. He had to wear hand-me-downs that squished his toes. He told me he wants me to always have nice sneakers that fit. He says I’m growing so fast, I’ll need new sneakers sooner than I know it anyway and then we can see if they have blue sneakers in my size.

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There were two cupcakes in Philip Parker's lunch bag. Guess whose mother forgot to put in dessert? I was green as a swamp monster as I jealously eyed Paul’s Hershey bar and Albert’s jelly roll. Then I looked down at my grilled cheese sandwich. I love grilled cheese! Mom always tells us how fortunate we are to have a fridge full of food. Peter has to make his own lunch because he only has his mom and she leaves for work before he wakes up. I love my mom and know she is busy. Everyone forgets sometimes. I will help her by reminding her to put a tasty dessert in my lunch bag.

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Parents Aren't Perfect by Taylor Benedum

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Parents Aren't Perfect by Taylor Benedum

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Parents Aren’t Perfect Illustrations — BRIGHT LIGHTS DESIGN

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At singing time Mrs. Dickens said I sang too loud. I felt red like a deflated balloon. I told Mrs. Dickens that I was really excited about singing and singing time was my favorite. She told me she was glad I was so excited, but I also have to consider the comfort level of my classmates because we are a community. It is awesome to be excited and I could even suggest songs I wanted to sing, or sing a song during show and tell time, but I have to respect the classroom volume that makes the classroom community feel most comfortable. She told me I can sing very loudly outside during recess and she would love to listen to my song. I felt embarrassed when Mrs. Dickens said I couldn't sing as loud as I wanted, but her reminder to think about my classmates made a lot of sense.

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ALL ABOUT RESPECT!  (song for kids about showing respect)

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In the car pool Mrs. Gibson let Becky have a seat by the window. Audrey and Elliott got seats by the window too. I said I was being scrunched. I said I was being smushed. I said, if I don't get a seat by the window I am going to be carsick. No one even answered. I felt purple like a crushed grape.

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I told Mrs. Gibson that it hurt my feelings when I said I was uncomfortable and she ignored me like I didn’t say anything. Mrs. Gibson apologized, but said that it was just a short car ride and it isn’t fair if I always get the window seat. It was Becky’s turn to have a window seat. I felt frustrated, but I know I have to take turns and I will be twice as happy when I get a window seat tomorrow.

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At breakfast Anthony found a Minecraft Creeper action figure in his breakfast cereal box and Nick found a Mega Treasure Bot in his breakfast ceral box but in my breakfast cereal box all I found was breakfast cereal! I felt gray like a rain cloud. I will ask my brothers if I can share their toys and will share mine if I am lucky enough to get a toy next time so I won't feel so disappointed.