Owning It!


Photo: Keith Kreates



She was owning it.

In a city packed with cars for hire, she always got a second look from other drivers and passersby. Not always the business, mind you, but a second look. And … that meant they remembered her the next time they needed a car.

Not that everyone dialed for hers.

I could see how it would require a certain level of self-confidence to not be unsettled by being seen entering or emerging from her vehicle.

“Which is fine by me,” she chuckled. “Weeds out the weirdos and overly judgemental. I don’t need them in my ride.”

Her phone rang.

“Moron Taxi,” she answered cheerfully, “where and how far?”



For Keith’s Kreative Kue #247




Future Gig

Photo Prompt © Ted Strutz


“One day my name will be up there,” Tommy declared.

Amy rolled her eyes, but he didn’t let her dismiss-your-sibling reflex offend him. She came with him, didn’t she?

“You’ll see,” he reiterated calmly.

He’s been practicing in front of the mirror ever since he’d seen the mime in the park two summers ago. And he’s been getting good. So much so he’d sometimes crack himself up mid-sequence. He was ready!

The talent show was in three hours. He’d used all his holiday and birthday money for the entrance fees. He had $10 left to his name.

“Hey, Sis, want pizza?”



For Rochelle’s Friday Fictioneers


A Firm Affirm

girl wearing white and black striped long sleeved shirt jumping outdoor

Photo: Tetyana Kovyrina on Pexels.com


She climbed atop the hay

And called

“I am King Of The Hill!”

And then she paused

And frowned

And said,

“I am the Princess

I’m the Queen!

No dress

No crown

But still!”



For the Stream of Consciousness Prompt: Affirm


Your Counsel

alma in class

Photo: Osnat Halperin-Barlev


Make room for growth

Inside yourself,

So that you may find counsel

In the wisdom

You possess,

And in the unfolding knowledge

That might feel today

Not much more

Than a guess.



For The Daily Post

Proof of Trying


She came to session in a huff.

“I am SO bad at history,” she stated bitterly. “I hate history.”

After letting in a bit of sympathy and a bit of gentle urging, she pulled out a stapled test striped broad with red–remarks, circled words and crossed out answers–the teacher’s mutilation. A large C dominated the top of the page. She threw the paper on the table, her face a salad of emotions: regret, embarrassment, disgust, disappointment, sadness, frustration, despair, shame.

“I’m not taking this home,” she said. “Can you keep it in my file here instead?”

“How about we look at the test together,” I offered, skirting the question.

She frowned (kids always pick on adult evasive maneuvers …) but nodded grudgingly. We went over the questions and her answers. She was actually almost correct on most, just not quite as the teacher wanted. The girl misinterpreted directions on a couple but wrote accurate facts; misplaced a number on a date; confused an ambiguous passive tense and so got the answer wrong (trick question, that one was); wrote the wrong sequence of correctly memorized events …

The teacher gave no quarter for mistakes of any kind, no leeway. The red marks slashed through the test in an assured hand of criticism. To add insult to injury, the bottom of the second page read “Try harder next time” … harshly assuming that the effort was what lacked, rather than skill or speed of processing.

In effect, the mistakes were very good proof of trying. They were signposts of the effort put in by a child who finds memorizing difficult and worked hard to understand the unfurling of what happened to whom where and when and why. She knew the material, even if the test plumbed all her weak spots and completely ignored the many things she studied.

Comforted some by the validation of her work, she calmed, vindicated that she wasn’t “bad at history” and bolstered by understanding that while the teacher had the right to take off points for errors, there were many places where knowledge came through, if imperfectly.

For the rest of the session we worked on attending to test questions: identifying exactly what was asked, highlighting important words in questions and directions, re-wording it if necessary, reading all the answers before settling on the best one, writing down key-words. Strategies for testing.

In the end she left with the offending graded test in her backpack, ready to take it home and armed with the understanding of what she did right, not only what came out wrong. Still disappointed, she was at least no longer ashamed.

“I think Ms. J sure does loves red,” she noted, a bit of snark in her voice but humor finally restored. “Maybe someone should get her a green marker …”