http://www.familygoesstrong.com/did-you-birth-bully.
While researching my lesson plan on Bullying for Answer Keys, I read tons of research, opinion papers and spoke with friends, family and former students who were involved in incidents of bullying.
I like the above article because it does give parents some concrete ways to communicate with their children. Moreover, it talks about how a culture of intimidation at home could lead children to develop into bullies.
As parents, we need to consistently stay in check with our children, no matter their age or their attitude. They are listening, they do want to know we care, and we do have tremendous influence over their choices and who they become later in life.
What do you do to stay close with your kids?
This is re-post from the e-letter I get from NAEYC (National Association for the Education of Young Children). It's also great for parents too!
NAEYC E-NEWS
11/12/2010
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10 THINGS TO CONSIDER WHEN SELECTING A CLASSROOM PET
A classroom pet can captivate preschoolers' interest, teach empathy and
responsibility, and encourage compassion and respect for living creatures. Pets
require a big commitment, however. Here are 10 things to think about when choosing a
classroom pet.
1. Yourself.
What animals do you like? The ideal pet is one that you are interested in,
comfortable with, and excited about sharing with the children.
2. The children.
What types of animals are they interested in? Do any of the children have allergies
or weak immune systems that could be affected by the presence of certain pets?
3. The pet.
Research and consider the typical personality and needs of the animal. Is it
happiest living alone or with others? Does it need a quiet environment? Does it
sleep during the day? Is it easily frightened? Will it require daily attention?
4. Cost.
Pets can be expensive. Who will pay for the animal, its food, habitat, and other
necessary items, or costs such as veterinary care?
5. Care.
It is important to agree on who will be responsible for the animal.
What can the children do to take care of it? Who will care for the pet on weekends
and holidays? What will you do if it gets sick?
6. Handling.
The pet must be one that preschoolers can touch and hold. Animals that might bite,
scratch, or harm the children in any way are not appropriate. How will you teach
children to handle the pet safely and humanely? How will you supervise the children
when they are handling the pet?
7. Health and safety.
Many animals (such as reptiles, amphibians, and "pocket pets" like guinea pigs,
gerbils, and hamsters) can carry salmonella. Children must use proper hand washing
after handling any pet. Are there any other health risks associated with the pet you
are considering?
8. Rules and regulations.
Review your program's policies about classroom pets and check local health codes and
licensing regulations.
9. Reproduction.
Some animals reproduce easily; your two or three classroom critters could turn into
many more. This could be a planned learning opportunity or something you want to
avoid. If you purchase a female pet, find out whether she is pregnant. House males
and females separately if you do not want them to have babies.
10. Death.
On occasion, a well-loved classroom pet dies, which can be upsetting for
preschoolers. A skilled teacher will have a plan in place to help children address
and cope with their feelings of loss.
If you are like many parents, including myself, you have at least one child that shrieks in horror whenever you try to wash his hair and/or pour water over his head because he might just get some in his eyes. There are stores that sell fancy…okay, maybe they’re not fancy, but they are nicer than the old sand bucket I use…pitchers designed to keep the water from dripping into your child’s eyes. Well, I’m lazy, cheap and have never gotten around to buying one. However, I have a TON of swim goggles.
So, that’s my answer. Let the kid wear goggles while you pour water over his head. You still get out all the soap and he will probably think you are the coolest mom ever. Cheap, easy, fun. What kid will shriek about that? Unless it’s laughter, of course.
Happy scrubbing!
Believe in the power of hope.
Believe you can when no else does.
Believe you are good enough even when you feel less than.
Believe you can make a difference…everyday.
Believe in your ability to change the lives of others for the better.
Believe you have a voice.
Believe you have the right to use it.
Yes
You
Can.
I like to give sporadic study skills tips (the last one was SQ3R) to help students become more efficient and effective at learning the material and preparing for evaluations and exams. As a former middle school Language Arts teacher, I believe this strategy is especially helpful for fiction reading and non-text book material, but is very helpful for textbook based concepts as well (science, social studies, etc.) Today’s tip is K-W-L….Know– what the student already knows about the subject- What– what the student wants to know- Learned– what the student has learned (Ogle 1986). This exercise is intended to help students understand the material they are reading in class, and it can be used to work alone or in groups. There are only three steps, so unlike more intense study strategies, this can be applied to younger learners as well. In fact, I think that as a group and with strong teacher guidance, this exercise can be used with Pre-K and Kindergarten students.
Begin by putting the three elements into columns-
KNOW WHAT LEARNED
This way you can categorize each in an easy to read chart. This is a good visual tool for students.
K stands for KNOW
- This step helps set a purpose for reading and allows students to monitor their own comprehension.
- Brainstorm about the subject. For instance, if a student is studying a fiction novel, he can discuss what he might already know about the topic with other students, a tutor or a family member.
- Review the book, related study materials, related readings, etc. that might help bring the material to life.
- Record anything/everything that is known about the topic into the KNOW column.
W stands for WHAT
- Come up with a series of questions about what one might want to know about the subject.
- Again access a book, study guides, handouts, etc. to form questions about the topic and become more familiar with it.
- Think about what might be important to learn about the topic. For example: it might be important to learn the story’s main characters.
- Turn all statements and inquiries into questions. For example- who are the main characters in the story?
- Think about listing questions by importance.
- Doing this will help students read with purpose and stay focused during study sessions.
- Some example questions:
- Who are the main characters? Oh- we did that one already ( :
- Why are they important? What are important facts about each one?
- What is the author’s point of view?
- What are main events in the story?
- What is the main conflict?
- How do characters deal w/adversity/conflict?
L stands for LEARNED
- Answer questions. If the student cannot answer them- who can she go to for assistance? Teacher, librarian, family member, study partner, etc.
- Check answers against the W column to see if all have been answered.
- Discuss important points with classmates and/or a family member. Make sure all material on handouts, etc. has been covered.
- Make up some “prediction” questions that might take learning to a more abstract level. For example, “After the book ends, what happens to the main characters? Why? Discuss answers using information the student has already learned.
As a mother and teacher, I want to lead students (and my own kids) toward independence AND a life long love of learning. In order to do that, I feel we need to equip them with tools and strategies so they have solid skills to fall back on and utilize when no one is around to assist them. Helping children learn sound and structured study skills that they can apply to many areas of life….can’t you see how this concept could be applied to “life lessons” as well?….will move them one step closer to the independence we want them discover and embrace.
What works well for your kids? Students?
Happy questioning!!!
Really?
Why?
Is someone else smarter?
Is someone else better looking?
Is someone else more connected?
Does someone else have more money? Time? Energy?
Get over it.
Someone else is always going to have these things and more.
You have character, drive, tenacity and street smarts.
You are wiling to work harder and smarter.
You want it more.
So, you can’t?
Really?
I say you can!
What is it?
I guess I could look up the definition, but I’d rather provide my own.
Seeing the glass half full.
Seeing the good in others.
Seeing in the good in yourself.
Saying thank you and meaning it, even when it’s difficult to muster the words.
Looking someone in the eye when she helps you.
Taking the time to hug a friend, family member, colleague or adversary.
Realizing the world is a very big place, but that you have a right to a place in it.
Understanding that every breath, every step & every day is a gift.