I Can't Talk Now, I'm Busy Writing Nothing, a chapter book for children, won a Mayhaven Award for Children's Fiction. This was one of our early winners. Why did you decide to apply for the award?

I read a description of Mayhaven Publishing in the Children's Writer's and Illustrator's Market. Mayhaven was a publishing company that welcomed first time writers, and the contest seemed like a good way to get a book published.

As I remember, you said it was a late entry. Why?

I mailed the manuscript on last day of the contest. Like my character Arvy, I too am quite a procrastinator.

Was this your first publication?

I wrote for a literary magazine and newspaper in college, but I Can't Talk Now, I'm Busy Writing Nothing was my first published book.

Where were you living then?

I lived in California. I currently live in New Jersey, but I make frequent trips to California to visit friends and family.

Did you write as a child?

I wrote some as a child, but it wasn't until the end of high school and college that I really started to enjoy creative writing.

This book deals with a problem common to all students, when you stare at the blank page and wonder what to write. Were you one of those children?

I'm currently staring at a blank page wondering how to answer this question. Getting started is always the most challenging part of writing for me. I find that if I can push myself to start a project then I will often dive into it. This happened with I Can't Talk Now, I'm Busy Writing Nothing. I had the basic idea for the book for several years. When I finally sat down to write, I wrote most of the original draft in about three weeks.

You co-wrote the work with Kelly McAndrew. Co-writing is a feat in itself. Can you shed any light on how the two of you collaborated?

Co-writing is challenging, but I like to collaborate with people. As a teacher, I often design curriculum and work on projects with my colleagues. When writing I Can't Talk Now..., I would write a draft and Kelly would revise and add to it. Overall, I was accepting of her changes and she stayed true to my original ideas.

What inspired the story?

The premise for the story started with a question: Where do ideas come from? I thought about writing a short story about a land where nobody could think of an original idea. That eventually evolved into writing a book about a 5th grader who couldn't come up with an idea for a writing assignment. I wanted to show kids that everyone has creative ideas; the trick is to figure out the best way to unleash them.

How did the characters develop?

As far as the the main characters, Arvy and Chloé's personalities are largely inspired from the many kids I've worked with as a teacher.

Did any of the characters reflect you as a child?

I'm sure the characters are also somewhat autobiographical. Personally, I think I'm more like Arvy, but I definitely have an inner Chloé that's always striving to come out.

You're a teacher....

I teach 5th grade in Summit, New Jersey. During the summer I also teach several writing classes for students in grades four through eight. For me being around kids is essential to being a good children's book writer. It helps me develop characters, write more authentic dialogue, and focus on themes that are relevant to kids today.

Do you read your book to your students?

Yes, I've read the book to most of my classes. I use it to help teach writing, and I hope that other teachers will do the same. Writing and the generation of ideas are central parts of the story. Reading I Can't Talk Now... to kids helps them to reflecting upon themselves as writers. In the story, Arvy goes from dreading writing to loving it. There are many examples of how the different characters come up with their ideas when writing. Readers see that, like the characters in the book, they too can take life experiences and turn them into creative stories. Besides using the book directly, I also share my writing process with my students. I point out my strengths and weaknesses as a writer. My goal is to both inspire and free my students to write. I want them to approach writing as an artistic act rather than merely a mechanical process. I try to model this idea for my students. In my class, we are all writers working together to tell the best stories that we can.

In the book, Arvy's mother is a writer. Is your mother a writer?

I have a great mom, but she's not a writer. However, I do have some very interesting storytellers in my family. My grandfather, in particular, can tell stories with the best of them.

In the book, Chloé is a problem solver. How did that come about?

Chloé's personality was a starting point for the book. The description of her in the opening pages was one of the first things I wrote. She is a fictionalized mixture of friends I've had and students I've taught. I, like Arvy, have always had an affinity for strong, eccentric females.

Do you see the problems in the classroom that occur in your book?

Yes, the problems that Arvy faces are fairly universal ones in the lives of 5th graders. Lack of confidence, dealing with a bully, and a fear (or dread) of a school assignment are themes I believe most 5th graders can relate to. When I read the book to my students, many of them say they can relate to both characters. They identify with the strength and creativity of Chloé, and the self-doubt and perseverance of Arvy.

Are you writing now?

Yes, I have several outlines and drafts of children's fiction I need to finish. Currently, I'm working on a collection of short essays on being a new dad. Like my students, my son has been a great source of material.