Working with Children in the Autism Spectrum Disorder (ASD) Continuum;
Specifically Aspergers
This information from the latest brain research on individuals with ASD tools for working with the ASD/Aspergers child and a lack of insight on the experience of having Aspergers. Methods and resources will also be provided to assist those working with the Aspergers’ child.
Recent brain research findings suggests ASD is a developmental disorder caused by impaired regulation of a bundle of neurons in the brain stem that processes sensory signals from all areas of the body, bombarding the autistic with an over-load of stimuli. This scientific evidence directly points to the locus coeruleus-noradrenergic (LC-NA) system as being involved in autism. “The LC-NA system is the only brain system involved both in producing fever and controlling behavior,” says co-author Dominick P. Purpura, M.D., dean emeritus and distinguished professor of neuroscience at Einstein. (Dominick P. Purpura, M.D.), Albert Einstein College of Medicine, Bronx, NY, 4/29/2009, dominick.purpura@einstein.yu.edu.
The locus coeruleus has widespread connections to brain regions that process sensory information. It secretes most of the brain’s noradrenaline, a neurotransmitter that plays a key role in arousal mechanisms, such as the “fight or flight” response. It is also involved in a variety of complex behaviors, such as attentional focusing (the ability to concentrate attention on environmental cues relevant to the task in hand or to switch attention from one task to another). Poor attentional focusing is a defining characteristic of autism. “What is unique about the locus coeruleus is that it activates almost all higher-order brain centers that are involved in complex cognitive tasks,” Dr. Purpura, suggests the area of the brain that connects with the world around us are impaired or may be completely inactive.
Aspergers Syndrome is a Disintegrative Disorder. Aspergers can also be described as a brain disorder that primarily affects communication: receptive and expressive skills, social skills and behaviors. Sometimes individuals with autism also have repetitive language (called echolalia); or hand flapping, twirling or rocking. Some of the people with autism have little or no eye contact and seem to be uninterested in relationships- The autism spectrum is huge and it affects everybody differently.
Wado Ryu is a traditional style of Japanese Karate. Literally translated, “WA” means harmony or balance and “DO” means way or road in Japanese. For individuals on the ASD, a road or ‘way’ that is harmonious is at the core of what this population strives for. They are continuously out of “WA”, throughout most of their life, more so than those who do not experience this disconnection with the world. While we embrace the more current thinking of Long Term Athletic Development, we teach the etiquette and formalities found in traditional karate styles. We foster an environment of respect for individual effort and the effort of others, self confidence, personal strength and achievement of personal goals, (http://parkcitykarate.com/our-karate-style-wado-ryu/).
Applied Behavior Analysis (ABA)
Behavior analysis was originally described by B.F. Skinner in the 1930's, i.e., "operant conditioning"; this is the origins of ABA. The science of behavior analysis focuses on principles about how behavior works, or how learning takes place. One principle of behavior analysis is positive reinforcement. When a behavior is followed by something that is valued (a "reward"), that behavior is likely to be repeated. Through decades of the plethora of research, the field of behavior analysis has developed many techniques for increasing appropriate behaviors and reducing those that interferes with learning. Applied behavior analysis (ABA) is the use of those techniques and principles to address socially acceptable behaviors and to bring about meaningful behavior change for appropriate or desired behaviors. ABA professionals will strongly stress the need to have a trained behaviorist to apply the principals. It is of my opinion that if the steps are employed, there is consistency; parents, teachers and other services providers can see benefits from implementing ABA skills. The following is a basic outline of the ABA steps;
1. Assessment: This involves a pre-assessment, on-going data collection and a monthly post assessment. This can be completed very easily. The goal is find no more than 3 target behaviors that will be the subject of focus. The assessment will gather frequency and duration data of the desired target behavior (see recording sheet), is completed while the student participates in the learning setting. A second adult observes and records the data, while the teacher or sensei conducts routine lesson.
a. 3-30 minute intervals
b. Record the behavior in 5 minute segments-frequency
c. Duration information is gathered
d. Gather the same information on a comparison student (demonstrates desired behavior).
e. Review the data to determine meaningful goal
2. Meaningful Goals: Obtainable and manageable skills the student can experience success. Emphasis on skills that can be scaffold (slow or fast release). The student needs to be aware and participate in the goals setting.
3. Appropriate behavior needs to be taught. Skills broken down into small parts and taught from example and explanation. Because Aspergers is an ASD, it is a language based disconnection. Verbal explanations have little meaning unless it is coupled with modeling and repetition. An example:
i. (Target Behavior 1) Approaching the dojo-bowing to the sensei before entering the dojo. How do you want this look? (ABA begins) Model the appropriate behavior with verbal instruction, then have the student practice it 3< intervals. Each time the student does it correctly, they must be reinforced (as the rat in the maze).
ii. This can be verbal, but a visual reinforcement will have more meaning for our ASD students. This is where a chart, tickets, stickers, points must be used. “Good job/perfect/correct/well done!-you just earned 1-5 points”, while holding up the chart or the chart can be taped on the wall near the student, so they can see the tallies. Or a cup or envelope where the tickets can be dropped.
iii. Each student/child needs a different reinforcement menu and time between the reminder of the reinforcement and actually receiving it. One student may need less wait time for a reinforcer, at the end of class, end of the week or end of the month, or may need all of them.
Although you will be focusing approximately 3 target behaviors, ASD students struggle with social mores. It is important for everyone that interacts with the student reinforce, model and have the child practice appropriate social and communication skills. "It is not the techniques
you practice...It is the mind you train, using the techniques you practice. • Sensei Doug Jepperson
Suggested books:
*The Incident in the Night with the Dog
Song of the Gorilla Nation
Born On a Blue Day
A Wild Ride Up the Cupboard
http://my.uen.org/80553
http://sherijepperson.blogspot.com/
Further Suggestions:
Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. Children within the ASD are, by virtue of their disability, egocentric and have extreme difficulty reading the reactions of others; be as concrete as possible, facial expression and other normal social cues may not work. Avoid asking questions such as, "Why did you do that?" Instead, say, "I didn't like the way you -----------". They rarely understand sarcasms or other joking that most us get by a wink of the eye. They will usually attempt these behaviors to ‘fit in’ and fail miserably due to their disconnection to the social content.
Avoid figurative language when directly communicating with an autistic student; make your expectations simple and clear. Use only concrete terms, and reinforce those ideas with having the student observe another student doing it correctly. They have extreme difficulty with abstract or metaphor speaking. Avoid lengthy instructions, and break or "chunk" tasks and instructions into smaller tasks. Wait for the child to complete the first step before moving on to the next one.
Pre-prompting or primer; ASD students will find it easier to participate in classroom routines and activities when they have had the opportunity to prepare (mentally). Sometimes referred to as priming activities, such strategies can be used to prepare students for new activities or concepts, this can even giving the students a, 'heads-up' on the next activities or changes in the schedule
Routines and structure are more difficult to maintain during the chaos of celebrations, the ASD child must deal with stimulating visuals, sounds, smells, places and changes in their schedules. And, since many children with Aspergers are also sensitive to noise, touch and light, changes can become disorienting and overwhelming. This can mean a new level of stress and anxiety, thus increased inappropriate behavior.
Don't assume the student autism is disruptive to get attention. More often than not, students with autism react to their environment, and sometimes the reaction can be negative. Sometimes the student may be reacting to a sensory issue, and other times the student may be reacting to a feeling of fear. Sometimes a simple clarification can resolve the issue or a break from the environment for a few minutes, tell them to get a drink of water or move a towel to a place outside the environment.
Read the following quotes from Doug Jepperson’s Karate webpages, writing and materials, while keeping in mind the alienation the Aspergers child experiences on his/her path, from the rest of the world.
"True karate-do is this; that in daily life one's mind and body be trained and developed in a spirit of humility; and that in critical times, one be devoted utterly to the cause of justice." —Gichin
Funakoshi's Karate-do Kyohan.
I leave you with this last quote about the path we are all seeking, every time I read this, I am inspired, “For me there is only the traveling on paths that have heart, on any path that may have
heart. There I travel, and the only worthwhile challenge is to traverse is full length. And there I travel, looking looking,breathlessly. —Don Juan, Carlos Castaneda.
Don Juan understood Budo… http://jeppersonkaratedojos.com/images/PCKarate_Jan2
Tuesday, December 28, 2010
Friday, October 8, 2010
Autism Adventure
After 18 years in working with exceptional children, I'm on a new adventure! I am currently at Southland Elementary over an Autism Unit in Jordan School District and am loving it. I have worked with a few Autistic students in the past but now I have 10 and they are all mine!
Each one of them is unique, smart, bright and beautiful, they are my teachers now. My goal for them as well as all students is to have the skills to be independent adults. This means for these student to be mainstreamed as much as possible, it benefits all children. The students with disabilities have the right to have access to curriculum, students and school activities with their regular ed. peers. For the student who is considered regular ed., it benefits them to find that there are differences all around us. All of us have strengths and weakness and both need to be acknowledged must be explored. How many of us special educators have worked with students classified with a disability that have a higher IQ than we do?
So as I continue on this path I will research and seek for BEST practice methods and curriculum....and empty my cup.
May 28th 2011
Wow what an incredible year, we are never to old learn that's for sure. During this 2010-11 school year I have laughed, cried, ducked, been frustrated (mad), disappointed, disgusted (usually not the students), confused but, most of all have loved these students and their parents. The parents spend their hearts and souls for their child; they have to advocate for them from the moment of awareness. Most people do not know that children on the spectrum do not have healthy sleeping patterns, so many of these parents go without a good night's sleep indefinitely. The other thing about spectrum children is many think they do not have emotions or feelings that can be hurt. This is so not correct. These kiddos want friends, inclusion, love and the desire to be understood. And they give unconditionally the love and the friendship and yes can be hurt. They are so honest its like having a mirror held up the entire time your around them....literally too; "Ms. J you are really old ...have you looked in a mirror?" it makes me laugh!
Each one of them is unique, smart, bright and beautiful, they are my teachers now. My goal for them as well as all students is to have the skills to be independent adults. This means for these student to be mainstreamed as much as possible, it benefits all children. The students with disabilities have the right to have access to curriculum, students and school activities with their regular ed. peers. For the student who is considered regular ed., it benefits them to find that there are differences all around us. All of us have strengths and weakness and both need to be acknowledged must be explored. How many of us special educators have worked with students classified with a disability that have a higher IQ than we do?
So as I continue on this path I will research and seek for BEST practice methods and curriculum....and empty my cup.
May 28th 2011
Wow what an incredible year, we are never to old learn that's for sure. During this 2010-11 school year I have laughed, cried, ducked, been frustrated (mad), disappointed, disgusted (usually not the students), confused but, most of all have loved these students and their parents. The parents spend their hearts and souls for their child; they have to advocate for them from the moment of awareness. Most people do not know that children on the spectrum do not have healthy sleeping patterns, so many of these parents go without a good night's sleep indefinitely. The other thing about spectrum children is many think they do not have emotions or feelings that can be hurt. This is so not correct. These kiddos want friends, inclusion, love and the desire to be understood. And they give unconditionally the love and the friendship and yes can be hurt. They are so honest its like having a mirror held up the entire time your around them....literally too; "Ms. J you are really old ...have you looked in a mirror?" it makes me laugh!
Tuesday, August 10, 2010
Focusing Skills
Notes from Mrs. J - Keeping Focused
Helping Your Child Build Focusing Skills
Children's cognitive, linguistic, unique neurological and motor-skill developmental levels affect their ability to concentrate. If an activity is too challenging in any one of these areas, children either may choose not to participate or may stay with the activity only for a short time. For example, children who choose blocks over art tend to feel more confident in and comfortable with large-- motor skills than small-motor skills. Our role as educators and parents is to support children in developing concentration for activities of their choosing (by providing ample time for them to choose each day). At the same time, we need to gently encourage children to experiment and stay with activities that challenge skills they're not as comfortable with by providing activities that are both inviting and potentially successful. As you know, children's moods also have an effect on their ability to focus. If a child comes to school upset, tired, or overly excited, he may be too distracted to concentrate on an activity, particularly a new or challenging one.
Strengthen concentration: Twice a day, have your child pick an object and then have them practice holding a visual of the specific object in their mind steadily for 3-5 minutes, then work up to 10 minutes. Describe the item in detail before you have them close their eyes so they can imagine it, but it should also be simple for them to “see” it in their mind. Some good examples: an apple, a pencil, the face of a friend, parent or pet, and so on. Choose something they won’t have trouble picturing, but something that requires focusing in order to see it clearly. Call up a strong mental image of it, and then have the students work on increasing the time to keep focus on the object.
Visualize for practice. If you’ve got an important goal, assignment or task your child is working on-have them visualize it first! Many studies have been done on the power of visualization, and the general consensus is that performing tasks and activities mentally over and over again is equally as effective as performing them physically! That means that visualization can serve as a powerful practice session that helps them master anything! Have them visualize staying balanced on a beam, calm and focused have them visualize surprises and interruptions and staying focused through them.
Helping Your Child Build Focusing Skills
Children's cognitive, linguistic, unique neurological and motor-skill developmental levels affect their ability to concentrate. If an activity is too challenging in any one of these areas, children either may choose not to participate or may stay with the activity only for a short time. For example, children who choose blocks over art tend to feel more confident in and comfortable with large-- motor skills than small-motor skills. Our role as educators and parents is to support children in developing concentration for activities of their choosing (by providing ample time for them to choose each day). At the same time, we need to gently encourage children to experiment and stay with activities that challenge skills they're not as comfortable with by providing activities that are both inviting and potentially successful. As you know, children's moods also have an effect on their ability to focus. If a child comes to school upset, tired, or overly excited, he may be too distracted to concentrate on an activity, particularly a new or challenging one.
Strengthen concentration: Twice a day, have your child pick an object and then have them practice holding a visual of the specific object in their mind steadily for 3-5 minutes, then work up to 10 minutes. Describe the item in detail before you have them close their eyes so they can imagine it, but it should also be simple for them to “see” it in their mind. Some good examples: an apple, a pencil, the face of a friend, parent or pet, and so on. Choose something they won’t have trouble picturing, but something that requires focusing in order to see it clearly. Call up a strong mental image of it, and then have the students work on increasing the time to keep focus on the object.
Visualize for practice. If you’ve got an important goal, assignment or task your child is working on-have them visualize it first! Many studies have been done on the power of visualization, and the general consensus is that performing tasks and activities mentally over and over again is equally as effective as performing them physically! That means that visualization can serve as a powerful practice session that helps them master anything! Have them visualize staying balanced on a beam, calm and focused have them visualize surprises and interruptions and staying focused through them.
Monday, July 26, 2010
Kids Resolving Conflicts
HOW TO WORK OUT CONFLICTS
(Fairly and Peacefully
1. STOP . . .
before you lose control of your temper and make the conflict worse.
2. SAY . . .
what you feel is the problem. What is causing the disagreement? What do you want?
3. LISTEN . . .
to the other person's ideas and feelings.
4. THINK . . .
of solutions that will satisfy both of you.
If you still can't agree, ask someone else to help you work it out.
DISCUSSION QUESTIONS
1. Have you ever started working on a project with a friend and gotten into a disagreement? What caused the disagreement?
2. How did you feel? What did you say or do?
4. Does getting angry make things better or worse?
5. What happens when people who disagree don't listen to each other?
6. When you fight, do either one of you get what you want?
7. Why is it important to settle conflicts peacefully? What can happen if you don't?
8. Are there some conflicts that can't be resolved?
STUDENT ACTIVITIES
1. Write the steps for working out conflicts on the board. Discuss each step.
2. Ask the children to describe a variety of conflicts that commonly occur at school.
List these on the board.
Select two or three of these and discuss how the steps for working out conflicts could be applied to each situation.
Have the kids role play some of these situations, either as themselves or with puppets.
Afterward, have a group discussion to evaluate the outcome of each role play.
3. Introduce the concept of using words to express feelings instead of blaming someone else or using physical force.
Use a "why" message to state what's bothering you and why
Example: "It really bothers me that you aren't willing to work this out together instead of arguing all the time."
A "blaming" message says what's wrong with the other person.
Example: "You are ruining our project. You're a jerk. You never do anything right."
A "why" message is constructive and points to a solution.
A "blaming" message puts the other person on the defensive and leads to more conflict. "Why" messages usually work better.
Referring to the list of conflicts on the board, have students role play with puppets or as themselves using "why" messages instead of "blaming" messages.
(Fairly and Peacefully
1. STOP . . .
before you lose control of your temper and make the conflict worse.
2. SAY . . .
what you feel is the problem. What is causing the disagreement? What do you want?
3. LISTEN . . .
to the other person's ideas and feelings.
4. THINK . . .
of solutions that will satisfy both of you.
If you still can't agree, ask someone else to help you work it out.
DISCUSSION QUESTIONS
1. Have you ever started working on a project with a friend and gotten into a disagreement? What caused the disagreement?
2. How did you feel? What did you say or do?
4. Does getting angry make things better or worse?
5. What happens when people who disagree don't listen to each other?
6. When you fight, do either one of you get what you want?
7. Why is it important to settle conflicts peacefully? What can happen if you don't?
8. Are there some conflicts that can't be resolved?
STUDENT ACTIVITIES
1. Write the steps for working out conflicts on the board. Discuss each step.
2. Ask the children to describe a variety of conflicts that commonly occur at school.
List these on the board.
Select two or three of these and discuss how the steps for working out conflicts could be applied to each situation.
Have the kids role play some of these situations, either as themselves or with puppets.
Afterward, have a group discussion to evaluate the outcome of each role play.
3. Introduce the concept of using words to express feelings instead of blaming someone else or using physical force.
Use a "why" message to state what's bothering you and why
Example: "It really bothers me that you aren't willing to work this out together instead of arguing all the time."
A "blaming" message says what's wrong with the other person.
Example: "You are ruining our project. You're a jerk. You never do anything right."
A "why" message is constructive and points to a solution.
A "blaming" message puts the other person on the defensive and leads to more conflict. "Why" messages usually work better.
Referring to the list of conflicts on the board, have students role play with puppets or as themselves using "why" messages instead of "blaming" messages.
Did I Miss Anything?
Did I Miss Anything?
Tom Wayman
Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 percent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 percent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light suddenly descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring the good news to all people
on earth.
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human experience
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered but it was one place
And you weren’t here
Did I as a teacher miss anything...are there things in your life
I will ever know about? Missed breckfast...missed hugs...
missed sleep....missedattention or love????
Tom Wayman
Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 percent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 percent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light suddenly descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring the good news to all people
on earth.
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human experience
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered but it was one place
And you weren’t here
Did I as a teacher miss anything...are there things in your life
I will ever know about? Missed breckfast...missed hugs...
missed sleep....missedattention or love????
7 Habits of Highly Effective Teachers
1. Preparation: (ex: Task Analysis-backwards planning start with the endtest in mind) 2. Building background knowledge: (ex: ³KWL Chart²)3. Comprehensible Input/Learning Strategies for difference learners (ex:T-Charts for classifications, Venn Diagrams for for overlapping ideas, ³AValue Line²-students take positions and form opinions about characters in astory read in class).4. Interaction: (ex:²Find your Match²-each student has an index card thatŒmatches¹ information on one other student¹s index card).5. Practice & Application: (ex; in groups of 2-3 Have the studentsbrainstorm and fill out a ŒCause & Effect¹ chart).6. Lesson Delivery: (ex: ŒStand Up-Sit Down¹ activity is the opportunity forstudents to respond to true and false statements through body movement,while the teacher can monitor student comprehension).7. Review & Assessment: (ex; ³FIND SOMEONE WHO..² students are given areview sheet and they circulate the room finding the person who has theanswer to a 2uestion-each student can only give out 1 answer).
Parents Helping with Homework Tips
1. Set up a homework schedule.
2. Rank assignments in the order they are to be done.
3. Do not sit next to your child while he/she does homework-however, be
available as a resource.
4. Never let homework drag on all night- this can increase a child's
feelings of inadequacy.
5. Discuss homework questions before your child reads the chapter.
6. Place textbook chapters on tape.
7. Check small groups of problems at a time.
8. Be aware of negative non-verbal messages during homework.
9. Avoid finishing assignments for your child.
10. Check homework assignments at the end of the night.
2. Rank assignments in the order they are to be done.
3. Do not sit next to your child while he/she does homework-however, be
available as a resource.
4. Never let homework drag on all night- this can increase a child's
feelings of inadequacy.
5. Discuss homework questions before your child reads the chapter.
6. Place textbook chapters on tape.
7. Check small groups of problems at a time.
8. Be aware of negative non-verbal messages during homework.
9. Avoid finishing assignments for your child.
10. Check homework assignments at the end of the night.
Saturday, June 12, 2010
Bullying
Bullying
Bullying among children is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time. Bullying can take many forms such as hitting, spitting or punching (physical bullying); teasing or name-calling (verbal bullying); having other students give them toys or candy so they will be friends or so that the bully won’t bother them; intimidation through gestures or social exclusion (nonverbal bullying or emotional bullying, getting other children to exclude the target); and sending insulting messages by e-mail (cyber-bullying). Many children engage in bullying every day. Although each child is different, those who bully other young people do share some common characteristics. Here are some things to look for:
Common Characteristics of Children Who Bully
• Impulsive, hot-headed, dominant;
• Easily frustrated;
• Lack empathy;
• Have difficulty following rules; and
• Views’ violence in a positive way.
There are many signs that a child is being bullied. Some signs to look for:
• The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings;
• The child has unexplained bruises, cuts or scratches;
• The child seems afraid of going to school, walking to and from school from carpool;
• The child appears sad, moody, teary or depressed when he or she comes home;
• The child frequently appears anxious and/or suffers from low self-esteem.
If you suspect your child is being bullied, remember to support your child, inform others and take action, talk to them about trying the following;
• Your child must remain calm and not act scared. He/she should try not to show that he/she is upset or angry because bullies love to get a reaction. If your child stays calm and hides his/her emotions, bullies might get bored and leave him/her alone.
• Your child must answer bullies firmly in short sentences such as "Yes. No. Leave me alone." He/she start a discussion or argue with the bully.
• Remember to tell your child that violence never solved anything. Your child must avoid fighting. Should he/she feel threatened, he/she should give the bullies what they want. Remind him/her that personal property is not worth an injury.
Please always report to the school any bullying activity!
Bullying among children is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time. Bullying can take many forms such as hitting, spitting or punching (physical bullying); teasing or name-calling (verbal bullying); having other students give them toys or candy so they will be friends or so that the bully won’t bother them; intimidation through gestures or social exclusion (nonverbal bullying or emotional bullying, getting other children to exclude the target); and sending insulting messages by e-mail (cyber-bullying). Many children engage in bullying every day. Although each child is different, those who bully other young people do share some common characteristics. Here are some things to look for:
Common Characteristics of Children Who Bully
• Impulsive, hot-headed, dominant;
• Easily frustrated;
• Lack empathy;
• Have difficulty following rules; and
• Views’ violence in a positive way.
There are many signs that a child is being bullied. Some signs to look for:
• The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings;
• The child has unexplained bruises, cuts or scratches;
• The child seems afraid of going to school, walking to and from school from carpool;
• The child appears sad, moody, teary or depressed when he or she comes home;
• The child frequently appears anxious and/or suffers from low self-esteem.
If you suspect your child is being bullied, remember to support your child, inform others and take action, talk to them about trying the following;
• Your child must remain calm and not act scared. He/she should try not to show that he/she is upset or angry because bullies love to get a reaction. If your child stays calm and hides his/her emotions, bullies might get bored and leave him/her alone.
• Your child must answer bullies firmly in short sentences such as "Yes. No. Leave me alone." He/she start a discussion or argue with the bully.
• Remember to tell your child that violence never solved anything. Your child must avoid fighting. Should he/she feel threatened, he/she should give the bullies what they want. Remind him/her that personal property is not worth an injury.
Please always report to the school any bullying activity!
Monday, June 7, 2010
Kids & Brain Power
I love Brain Research and wanted to share some tips;
You can help your child train their brain to help them remember things that they are studying. Here are four things you can practice with your child to help them be a ‘better thinker’.
________________________________________
1. Make Connections
Make the things you want to remember connect to you in some way. So, when you are trying to learn an idea, try to see how it can connect from your experiences to the topic you are studying. If you can make a connection, you can remember how the things go together, making personal connections is sure fire way to transfer the new information into long term memory.
2. Close Your Eyes And Visualize
Try to picture in your mind what you wish to remember. For example, if you are trying to remember that Columbus landed in 1492, you might want to close your eyes and visualize, or see a picture of Columbus on his ship with you by his side holding up a card with the date 1492 painted on the side.
3. Make it silly and or fun
Have them act it out and remember to laugh A LOT!
Repeat, Repeat, Repeat!
If you have to remember a list of words, for example, read it once and do this over and over again until you know it. Repeating what you have to remember can help burn the information into your memory
I love Brain Research and wanted to share some tips;
You can help your child train their brain to help them remember things that they are studying. Here are four things you can practice with your child to help them be a ‘better thinker’.
________________________________________
1. Make Connections
Make the things you want to remember connect to you in some way. So, when you are trying to learn an idea, try to see how it can connect from your experiences to the topic you are studying. If you can make a connection, you can remember how the things go together, making personal connections is sure fire way to transfer the new information into long term memory.
2. Close Your Eyes And Visualize
Try to picture in your mind what you wish to remember. For example, if you are trying to remember that Columbus landed in 1492, you might want to close your eyes and visualize, or see a picture of Columbus on his ship with you by his side holding up a card with the date 1492 painted on the side.
3. Make it silly and or fun
Have them act it out and remember to laugh A LOT!
Repeat, Repeat, Repeat!
If you have to remember a list of words, for example, read it once and do this over and over again until you know it. Repeating what you have to remember can help burn the information into your memory
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