Ander

Agtste graad kry aanhouding vir die deel van middagete


Om 'n burrito te deel, het 'n 13-jarige aanhouding gekry

Wikimedia/Keffy

'N Tiener in Kalifornië het aanhouding gekry omdat hy sy burrito met 'n vriend gedeel het.

Middagete by die skool deel en verhandel, is 'n oorgangsrit vir baie kinders, maar hierdie week is 'n seuntjie van agtste in Kalifornië in aanhouding gestuur omdat hy sy middagete met 'n klasmaat gedeel het.

Volgens USA Today het die 13-jarige Kyle Bradford 'n hoenderburrito by die skool se kafeteria gekoop. Hy het gesê dat die burrito in elk geval te groot was om self te eet, en dat hy die ekstra deel, in plaas daarvan om dit weg te gooi. Maar die skool het 'n reël dat studente voedsel deel uit vrees vir aanspreeklikheid as gevolg van allergieë en higiëne, sodat Bradford vir die dag aanhouding gekry het.

Wil jy meer leer? Kyk na The Daily Meal's 11 dinge wat ouers moet weet oor skoolmiddagete -programme (skyfievertoning)

'Natuurlik, as studente bekommerd is dat ander studente nie genoeg eet nie, sou ons dit beslis wou oorweeg', het die skoolopsigter gesê, 'maar weens veiligheid en aanspreeklikheid kan ons nie toelaat dat studente daadwerklik maaltye uitruil nie.'

Bradford het sy aanhouding uitgedien, maar het gesê dat hy weer sy middagete sal deel.


8ste graad tuisskool bylae

Haai almal! Ek het baie versoeke gehad om te sien hoe my tuisskoolse dag van my 8ste klas lyk. So vandag deel ek haar skedule met jou. Hou in gedagte, dit is 'n buigsame skedule. Sommige dae kan 'n onderwerp haar langer neem as ander. En so kan sy 'n bietjie vroeër of later klaarmaak, afhangende van haar werkslading vir die dag. Sy het tans gemiddeld 4-5 uur skool per dag, plus middae sport. Tot dusver werk hierdie skedule goed vir haar.

Nou weet ek dat ek huiswerk op haar skedule het, en sommige van u wonder waarskynlik daaroor. Sy gebruik hierdie tyd om in te haal op enige werk wat sy nie gedurende die dag voltooi het nie, sowel as om aan haar skryfopdragte te werk. Ons doen IEW -skryfwerk en kyk gewoonlik na die video op die eerste dag tydens die les, soms neem dit twee dae om langer video's te voltooi. Dan kry sy 'n skryfopdrag wat later in die week of die daaropvolgende week ingedien moet word. Dus gebruik sy haar huiswerk tyd om aan die opdragte te werk.

Sy sal ook af en toe huiswerk uit haar opsieprogram hê, en daarom kan sy ook tydens haar huiswerk daaraan werk.

Laai 'n afskrif af:

Hier is ons basiese graad 8skedule:

  • 08:30 - Ontbyt
  • 09:00 -   Bybel
  • 09:15 - Wiskunde
  • 09:30 - Engels
  • 10:40 - Spelling
  • 11:00-Kuns/Tekening (Ma),   Skryf (T-TH)
  • 12:00 - Middagete
  • 12:45 - Tik
  • 13:00 - Letterkunde
  • 13:30 - Geskiedenis  
  • 14:00 - Wetenskap
  • 14:45 - Huiswerk
  • 16:30 - Swem

Strawberry Shortcake neem ook deel aan ons weeklikse opsiesprogram en hierdie jaar kan sy kook, probleemoplossing/spelteorie, robotika en koor doen. Dit moet 'n aangename jaar vir haar wees.

As u wil sien watter spesifieke kurrikulum sy hierdie jaar gebruik, kyk gerus na ons 2016-2017 graad 8-kurrikulumpos!

Kyk hier na ons ander daaglikse skedules vir tuisskool!

Dit is slegs die basiese skedules wat deur die jare vir ons gewerk het. U skedule sal natuurlik wissel na gelang van die leerplan wat u gebruik en wat die beste by u gesin se behoeftes pas.


Sosiale veranderinge in die 7de graad: wat om te verwag

Die begin van die tienerjare is 'n verwarrende tyd vir baie tieners - en vir ouers wat hul gedrag probeer verstaan.

Maak inkopies by die skoolvoorraad maklik! Vind die presiese lys van u kind en koop elke item met een klik en laat dit by u voordeur aflewer.

As u 'n idee het van die denkwyse van die graad 7, kyk dan na sy rugsak as u dit durf. Die kans is goed dat dit 'n ongeorganiseerde gemors papiere, boeke, koptelefoon en half geëet sakke skyfies is.

'Dit maak alles deel uit van die graad 7 -pakket', sê Susan Rakow, 'n assistent -professor in onderwys aan die Cleveland State University en 'n veteraan -graad 7 -onderwyser.

Graad 7 is 'n oorgangstyd wanneer kinders hul kinderjare agterlaat en vorentoe kyk na die hoërskool. Hulle lewens verander, hul liggame verander, en om hul wiskundige huiswerk in die regte gids te hou, is net nie 'n prioriteit nie.

"Sewende-graaders, veral seuns, staar groot uitdagings in die organisasie en motivering in die gesig," sê Rakow. 'Dit is tipies van adolessensie. Hulle beweer hul uniekheid en staan ​​voor nuwe uitdagings. ”

Handelinge het gevolge

Studente in die 7de klas spandeer dikwels tyd en energie om hul ouers te oortuig om weg te gaan, maar in werklikheid het kinders op hierdie ouderdom duidelike perke, betekenisvolle gevolge en ouerlike ondersteuning nodig. In plaas daarvan neem ouers soms 'n praktiese benadering in die hoop dat hul kind meer onafhanklik sal word.

Vir ouers wat sukkel om te swaai tydens huiswerk, bied Rakow hierdie advies: Laat die eerste helfte van die eerste nasienperiode verbygaan sonder om in te gryp, tensy sy hulp vra. Nadat u die eerste terugvoer van die skool gekry het, pas die spelplan daarvolgens aan. As haar wiskunde -grade vreeslik is, stel Rakow voor, kan u sê: "Ek moet u wiskundige huiswerk elke aand sien voordat u dit in u rugsak sit."

As dit nie gebeur nie, 'het dan gevolge', sê sy. “Regte.” U kan byvoorbeeld u kind se videospeletjies wegneem totdat haar grade verskyn of toegang tot televisie, die rekenaar of haar selfoon beperk.

Dit is belangrik dat ouers hul dreigemente met straf goedkeur. As u vir u graad 7 vertel dat u haar sal laat aarsel as u 'n ander verslag kry wat sê dat sy nie haar huiswerk doen nie, dan moet u haar grond.

"Ons lewens is so besig dat ons nie die gevolge volg nie," sê Rakow. 'Die kinders vind uit dat ons vol baloney is.'

'N Ander verskuiwing wat van die 5de en 6de klas voortgaan, is die behoefte aan kinders om goedkeuring van eweknieë te verkry eerder as volwassenes. Hulle is nie meer gemotiveerd om goed te doen op skool nie, omdat hulle hul onderwysers of hul ouers wil behaag. Hulle wil guns onder hul eweknieë wen. Meisies wat nog altyd goed in wiskunde was, kry dalk die boodskap dat dit koeler is om dom te wees in die klas as om die student te wees wat altyd die regte antwoord het.

Hulle soek betekenis in hul lewens, maar vind dikwels dat skoolopdragte betekenisloos is. 'Hulle bevraagteken ons en sê' Waarom moet ek dit doen? 'En ons sê' Omdat u dit later moet weet as u in die regte wêreld is ',' sê Rakow.

Soos soveel ouerlike terugvoer, sny dit dit nie af nie. 'Hulle woon op 'n onmiddellike, selfbetrokke plek,' sê sy. 'N Graad 7 reageer beter op 'n antwoord soos: "As u dit nie leer nie en u graad daal, sal u elke Saterdagaand vir 'n maand op die grond wees."

Die moeilikste deel van 'n 7de klas is dat hul gedrag verwarrend kan wees. Die een minuut praat jy oor aktuele gebeure en jou kind lyk soos 'n volwassene die volgende; hy stamp weg en gooi 'n woede -uitbarsting, sê Rakow. Daarom is dit so belangrik vir ouers om nie dissiplinêre kwessies te laat gly nie: "Dit gaan van 'n stadium tot hul gedrag."

Tyd vir verkenning

'N Ander probleem waarmee ouers met hul graad 7 gekonfronteer word, is konflik oor aktiwiteite. U kind wil 'n sport sowel as 'n instrument beoefen en aktief bly in 'n jeuggroep, terwyl haar ouers los is. Of sy wil klavierlesse laat vaar ten gunste van sokker.

'Dit is 'n baie verkennende tyd van die lewe,' sê Rakow. 'In baie gevalle het die kind baie belange.'

Rakow beveel aan dat u kind verskeie aktiwiteite toelaat as hy wil, in die wete dat sy belangstelling op hoërskool verminder het. 'As u regtig dink dat hulle 'n swak keuse maak, onderhandel u,' sê sy. U kan u kind byvoorbeeld oortuig om nog 'n jaar by die klavierlesse te bly as u belowe dat hy die aktiwiteit sonder skuldgevoelens kan laat vaar as hy aan die einde van die tyd wil.

Selfs as u kind besig is om met meer aktiwiteite en onderwerpe te jongleren as ooit tevore, het hy miskien min te sê. U vra hoe die skool was: "Goed." U vra wat hy gedoen het: "Niks."

"Te dikwels gee die ouers moed op en streef dit nie na nie," sê Rakow. Sy verkies 'n speel-vir-speel-benadering: Wat het jy in die eerste periode gedoen? Tweede periode? By middagete?

Sodra u kind moeg is vir hierdie ondervraging, kan hy net oopmaak en u 'n paar besonderhede gee as u die eerste keer vra "Hoe was dit met die skool?"

Die graad 7 kan 'n ouer se geduld toets, maar die sleutel is om nie oor te gee nie. As hulle eers leer dat dit nie goed is om op te hou met hul huiswerk nie, om op te hou hard werk op skool, om 'n selfoon te eis om dit nooit te beantwoord as 'n ouer bel nie, en om 'n antwoord van een woord aan hul ouers te mompel, sal hulle besef dat nutteloos om terug te druk.

En dan, moenie verbaas wees as u uit die niet 'n blik kry op die fantastiese tiener wat u kind verander nie. 'As 'n kind op die middelbare skool 'n goeie ouer is', sê Rakow, 'vind ek dat dit die geleentheid is.'


The Amish Cook: Ultimate Tossed Salad

Almal het by ons klein, wit plattelandse skoolhuis aangekom. Dit was 'n dag toe almal bymekaar gekom het om nog 'n suksesvolle skooljaar te vier. Ons het gedurende die kwartaal baie min vakansiedae geneem, so die skool het vroeg die jaar verhuur. Kinders het gelukkig op die speelgrond gespeel, en glimlagte was net so algemeen soos die vrolike geel paardebloemies op die grasperk. (blaai af vir die Ultimate Tossed Salad!)

Teen 9:30 het ons almal gaan sit, gereed vir die 20 kinders en 2 onderwysers om in te skryf en die program wat hulle ywerig geoefen het, te deel. Dit lyk pragtig met meisies wat framboosrokke dra, en die seuns se grys hemde wat almal deur die onderwysers vir die einde van die jaar geskenke vasgewerk is.

Binnekort smeek Hosanna om by Julia te gaan sit. 'U kan by haar gaan sit as hulle klaar is met die program,' verseker pa. Na twee gemeentelike liedere en 'n kort toewyding deur ons diaken, staan ​​die kinders in pragtige harmonie. Dan, in perfek eenstemmig het hulle die verhaal van Max Lucado, 'You are Special', in gedigvorm voorgehou, waarvan die meeste deur my ma geskryf is.

Volgende, Julia en die vyf ander dogtertjies sing 'n liedjie. Vir my moederhart was dit net te soet.

Ek was verbaas hoe perfek hulle liedjies gesing het en het al 21 verse van 'You Are Special' in verskillende stappe voorgedra. Sodra die laaste note wegsterf, spring Hosanna in Julia se arms.

Daarna was daar gelukwense aan die gegradueerdes, 'n woord van dank aan die bestuurders wat kinders skool toe gebring het, en uiteindelik is 'n dankgebed gebring vir die voorbereide kos.

Nate Zehrs het genadiglik gebraaide hoender gehad ter ere van hul dogter wat agtste graad behaal het. Behalwe die heerlike hoender, was daar kruie -aartappels, troueslaai, kaaskoek, tert en warm drankies.

Die kinders en die jeug het amper nie klaar geëet toe hulle haastig is om sagtebal te speel nie, 'n hoë prys vir almal op ons jaarlikse skoolpieknieks. Die beste wedstryd is die pa's wat teen hulle speel hoër graad kinders. Hoed af vir die hoërklasse, hulle het gewen!

Vir die voorgeleerdes, wat te jonk is om bal te speel, het ons 'n visvangspel gehad. Eerstens het ons aktiwiteite gehad vir om hul 'visvanglisensie' te kry. Eerstens het ons gepraat oor die woord 'lof' en hulle aan die vers, 'Prys die Here,' voorgestel. Kort voor lank het hulle gesê waarvoor hulle dankbaar is, maar ek het dit herhaal en gesê: "Ja, dankie, Jesus, vir Ma en Pappa!" (Of waarvoor hulle ook al dankbaar was.) "Sien jy hoe maklik dit is om God te prys? Jy sê net: 'Dankie, God'!" Vervolgens het ons 'n bietjie gesprek gevoer oor hoe God ons mond ook met lofliedere laat sing en gesing het: Ons prys U, o God. Laastens, toe die kinders hul klein versie voorlees, kry hulle hul 'visstok', bestaande uit 'n stok met 'n vislyn en 'n wasknippie as die haak. Hulle gooi in die 'dam', 'n groot boks. Julia en een van haar vriendinne sit in die boks en sit lekkergoedpakkies vasgemaak met versnaperinge, ballonne en 'n sonbril.

Teen die tyd dat ons klaar was, was vingerete en drankies besig om vir almal te geniet. Daar is altyd 'n uitgebreide reeks tuisgemaakte lekkernye om te kies, saam met roomyshorinkies en drankies.

Daarna het Stephen Wengerd vir die kinders 'n vlieër gewys wat hy saamgebring het om te kyk. Jesse, wat hoogtes liefhet, was heeltemal beïndruk. Hy mis nie 'n maat nie en neem alles met sy groot blou oë in. Toe hy na Stephen kyk, het hy gesê: 'As een van die dinge (vlieërs) aan my arms vasgemaak was, kon ek daarheen vlieg!'

Al te gou was die dag verby. Nodeloos om te sê, toe ons terugkeer huis toe, het ek en Daniel planne beraam om almal vroeg in die bed te sit, dit was 'n groot dag vir almal. "Bedoel jy dat ons al gaan slaap?" Julia wou weet: "Ek het verwag dat dit eers in die middag sou wees." Die tyd vlieg sekerlik as jy pret het!

Okay, so go you with the Ultimate Tossed Salad wat ons by die program bedien het. Dit word altyd getref, maak nie saak wat nie!


Jong eetlustiges voeg resepte by SD -skoolkafeteria's

Die dae van geheimsinnige vleis is lankal verby in skoolkafeteria's, maar dit beteken nie dat die spyskaarte af en toe hoef opgedateer te word nie.

Volgende jaar se San Diego Unified School District-spyskaart kry 'n goeie keuse, met vergunning van twee studente wat 'n resepwedstryd gewen het om gesonde middagete te bevorder en die kafeteria 'n meer aantreklike eetplek te maak.

Zarai Rosenzweig-Bullard, laerskool Ocean Beach Elementary School, behaal die eerste plek in die wedstryd vir studente in die kleuterskool tot en met die vyfde klas met haar "Terrific Turkey Tacos." Ava Marie Bunn, agtste klas Correia Middle School, behaal die eerste plek onder studente in die sesde klas deur middel van die hoërskool vir haar "AVAcado-slaai."

Benewens die invloed op die kafeteria -spyskaart, het die jong eetlustiges ook 'n Amazon Kindle Fire in die tweede jaarlikse Kid's Create Recipe Contest in die distrik gewen.

Die jonger laerskoolstudente is daarvan beskuldig dat hulle 'n persoonlike resep vir die nuwe Taco Tuesday -spyskaart in die distrik opgemaak het, wat in die herfs van die skool begin debuteer. Die wedstryd vereis dat die studente bestanddele lys en gedetailleerde, stap-vir-stap instruksies verskaf onder reëls wat geïnspireer is deur die staat se algemene leergang.

Die ouer kinders het die taak gekry om 'n voorgeregte slaai te maak wat bestaan ​​uit setperke, vrugte en volgraanpasta of volgraanrys. Alle resepte moes aan die voedingsriglyne van die skooldistrik voldoen.

Ava se slaai bevat tortilla -repies, rooi rissies, garbanzo en pintobone. Zarai se tacos word gemaak met gemaalde kalkoen, Monterey Jack en cheddarkase, avokado, suurroom, blaarslaai en tamatie.

San Diego Unified het lankal nuwe maaltye getoets met die hulp van studente wat proe. Maar die wedstryd is die eerste keer dat die distrik resepte by studente soek.


'Geen kontak' 'n aangrypende uitgawe op die middelbare skool

Matthew Almodovar hou daarvan om sy vriendin se hand vas te hou tydens middagete of as hulle klas toe stap. Maar by die middelbare skool in Culver City, kan hierdie blyk van liefde die egpaar in die moeilikheid laat beland.

By die enigste openbare middelbare skool in Culver City is dit in stryd met skoolbeleid dat studente hande vashou, omhels of soen op die kampus. Miskien belangriker, die 'geen kontak' -reël verbied ook studente om klasmaats te slaan, te stoot of te stoot.

Skole landwyd het beleid om geweld en seksuele teistering te voorkom, maar sommige gaan verder - soos om 'n reël te maak om aan te raak. In Maart is een middelbare skoolleerling in Bend, Ore., In aanhouding gestuur nadat hy herhaaldelik 'n onderwyser se waarskuwing getwyfel het om nie 'n ander student te omhels nie. 'N Soortgelyke situasie het in 2003 op 'n junior hoër in Euless, Texas, voorgekom.

Baie opvoeders sê dat die beleid studente leer wat die gepaste gedrag by die skool is - en wat dit nie is nie, wat volgens hulle veral belangrik is tydens die middelbare skooljare. Wat goed is in die winkelsentrum of in die flieks, sê sommige opvoeders, is nie noodwendig goed op skool nie, waar die fokus op akademici moet val.

Daar is egter ander wat sê dat hoewel die beleid in teorie effektief kan wees, dit byna onmoontlik is om te implementeer omdat handhawing subjektief en inkonsekwent is.

Die beleid kom uit 'n vergadering twee jaar gelede toe administrateurs, beraders en onderwysers afknouery bespreek het, 'n onderwerp wat voorheen hoof Patricia Jaffe gesê het dat dit 'uiters belangrik' was by middelbare skole oral. Jaffe was tot Oktober skoolhoof by die 1,739-studente-skool en is nou 'n assistent-superintendent van die Culver City Unified School District.

Of die beleid effektief was om geweld op die kampus te verminder, is onduidelik. Skoolhoof Jerry Kosch sê die aantal skorsings wat verband hou met bakleiery, afknouery en seksuele teistering het afgeneem, maar sommige studente en ouers sê dat daar gereeld gevegte by of naby die skool uitbreek.

Kosch het beklemtoon dat die kontaklose beleid slegs een van die vele kampusprogramme is om gevegte, afknouery en seksuele teistering te bekamp.

Die beleid is basies 'n ongeskrewe reël, het Kosch gesê. Dit verskyn nêrens in die skool se studente-/ouerhandboek wat aan die begin van elke akademiese jaar versprei word nie.

Hy het eerder gesê dat die reël sonder kontak ''n sin is vir administrateurs, onderwysers en sekuriteit om aan die studente te sê [dit is] kort en saaklik. "

Die meeste oortredings van die polis lei tot 'n waarskuwing, maar ernstiger gedrag, soos bakleiery of soen, kan lei tot oproepe huis toe of selfs opskorting.

Maar die handhawing van die beleid is moeilik omdat onderwysers en studente dit anders interpreteer.

Sommige studente het gesê dat hulle verstaan ​​dat alle drukkies, selfs tussen vriende, verbied is. (Administrateurs sê omhels tussen vriende is toegelaat.)

'Ons kan nie aan mekaar raak nie. Ons kon dit nie eers doen nie, ”het Brenda Esquivel, agtste klas, gesê terwyl sy haar arm om 'n vriend se skouer gesit het.

Tydens 'n onlangse middagete het verskeie paartjies op die kampus hande vasgehou wat die meeste geweier het om met 'n verslaggewer te praat, uit vrees dat hulle in die moeilikheid sou kom.

As assistenthoof Hiram Celis hulle sien, kry hulle 'n oordeel.

'As ek daar buite is en iets onvanpas sien, sal ek hulle laat weet. Ek dink nie ouers weet dat hulle kêrels en vriendinne het nie, ”het hy gesê en bygevoeg dat hy glo dat hande vashou“ tot meer intieme situasies kan lei. ”

Kosch het ingestem. 'Laat u hulle hande vashou, volgende is dat hulle op die gras is' en soen, sê hy. As hy twee studente sien hande vashou, het hy gesê, gee hy hulle gewoonlik 'n snaakse blik of sê hy: "geen kontak nie."

Maar Claudette DuBois, 'n agtste graad onderwyser in sosiale studies, het gesê dat sy nie studente sou berispe dat hulle hande gevat het nie.

Die beleid “gaan nie oor openbare toon van liefde nie. Om agter die bome te soen, sal vir ewig aanhou, ”het sy gesê. Dit is eerder ontwerp om 'onvanpaste aanraking' te bekamp, ​​'het DuBois gesê.

Matthew Almodovar, die sewende klas wat graag hand aan hand loop met sy vriendin, Taylor Lankford, het gesê dat hulle nog nooit geskel is nie. Stephanie Lozada, sewende-klas, het ook gesê dat sy en haar kêrel nie in die moeilikheid beland het om met hul hande gesluit te loop nie.

Inkonsekwentheid by die handhawing van die beleid kan dit ondermyn, sê Paul Chung, assistent -professor in kindergeneeskunde by UCLA, wat ook by die UCLA/Rand -sentrum vir gesondheidsbevordering vir adolessente werk.

'As u 'n gedrag probeer uitdoof, is die truuk om absoluut konsekwent te wees, sodat elke keer dat die gedrag ervaar word, dit neerslaan. Hulle weet dat hulle nooit daarmee sal wegkom nie, 'het hy gesê.

Michael Carr, 'n woordvoerder van die National Assn. van sekondêre skoolhoofde, het gesê dat die aanname dat hande vashou tot seksuele gedrag sou lei, vergesog is.

'Op 'n stadium gaan hulle hande vashou. As hulle dit nie in die gebou doen nie, doen hulle dit in die winkelsentrum, huis toe of by die ysskaatsbaan, ”het Carr gesê. 'U gaan nie ophou om vas te hou nie. U sal hulle moet leer wat gepas is, sodat wanneer hulle voor 'n keuse te staan ​​kom, hulle die regte keuse maak. "

Die middelbare skool hou aan die begin van elke akademiese jaar 'n byeenkoms om skoolreëls te bespreek, insluitend dié wat handel oor geweld en seksuele teistering. Daar is ook graadspesifieke programme, byvoorbeeld, die verkragtingsbehandelingsentrum by die Santa Monica-UCLA Mediese Sentrum bied werkswinkels vir graad sewende.

Studente se reaksies op die nie-kontakbeleid wissel.

'Ek weet hoekom hulle die reël gemaak het: ouens is 'n gevoelige tipe mense', het Lauren Carter, agtsteman, gesê. 'Dit is erg as jy mense sien soen of maak.'

Rachel Lewis, 'n agtste klas, het gesê dat die reël 'gehoor en gesê word, maar nie toegepas word nie'.

Sandra Hernandez, 'n 10de-graad aan Culver City High, het gesê dat sy onthou dat sy tot drie gevegte per week gesien het toe sy in die sewende klas was. 'N Jaar later, nadat die polis opgestel is, het sy gesê, het sy nie soveel voorvalle gesien nie.

Tog het sy gesê dat sy en haar vriende die polis nie ernstig opneem nie.

'Kinders het daaroor gespot,' het sy gesê.

Selfs vandag veroorsaak die reël 'n bietjie lag.

Aan die einde van 'n onlangse middagete het die agtsteman Erica West 'n minuut van die tafel af vertrek. Toe sy terugkom, het sy 'n vriend raakgeloop en gesê: "O, geen kontak, geen kontak nie."


Maak vooruit gryp-en-gaan omeletkoppies

Na 'n jaar van afwagting en opgewondenheid oor 'n groot kind en skoolgaan, is Piper amptelik 'n kleuter !!

Na baie oorweging het ons besluit om hom na 'n privaat Montessori -skool te stuur. Dit is belangrik om daarop te let dat ek 'n laerskoolonderwyser was voordat ek in die lewe was oor die skryf van kos en tuisgemaakte skoonmaak- en badprodukte. Ek het 'n groot liefde vir die openbare skoolstelsel (nie altyd die beleid nie, maar die onderwysers en studente, maar laat ons nie vandag die onderwyspolitiek betree nie), wat beteken dat dit nie onderhandelbaar was om Piper na die openbare skool te stuur nie. Vinnig vorentoe vyf jaar. Skielik het ek aan die ouerkant van die skool my laat dink oor wat die beste vir my kind en sy persoonlikheid sou wees.

Piper was nog altyd 'n baie aktiewe, praktiese kind. Hy hou daarvan om sy hande te verken en te werk en#8211Legos is sy gewaardeerde besitting. Met hierdie eienskappe in gedagte, het ons begin kyk na skoolopsies wat sy liefde vir die buitelug sou bevorder, met sy hande werk en sy groot passie om te ondersoek hoe dinge werk en waarom. Montessori -onderwys het ons harte gewen. As u nuut is in die Montessori -konsep, soos ons 'n paar maande gelede was, is dit 'n basiese definisie: Montessori is 'n opvoedingsmetode wat gebaseer is op selfgerigte aktiwiteit, praktiese leer en samewerkende spel. In die klaskamers in Montessori maak kinders kreatiewe keuses in hul leer, terwyl die klaskamer en die onderwyser aktiwiteite wat op ouderdom pas, aanbied om die proses te begelei. ” (bron)

Ons is nou twee weke in die skooljaar en ons kan nie gelukkiger wees met hierdie nuwe lewensseisoen nie. Goed, ek is nie 'n groot fan van die daaglikse ry van en na die skool nie. Behalwe die bestuur, was ons eerste twee weke as 'n kleuterskoolgesin baie aangenaam. Koffie help met die hele bestuursprobleem).

Hierdie nuwe lewensseisoen beteken dat ek daagliks daarop moet fokus om Piper (en die res van die gesin) 'n hartlike, gesonde en vinnig ontbyt, saam met middagete.

Terwyl ek in die verlede vooraf kos voorberei het, was dit belangrik om maaltye of bestanddele te berei, maar as dit nie klaar was nie, het ek geweet dat daar kos gemaak kan word. Nou, dit is absoluut noodsaaklik om vooraf voor te berei. Om 7:30 die oggend rustig te ontbyt en in ons jammies te bly tot 10:00 is geen opsie meer nie. En middagete? Na twee dae se middagete, het ek geleer hoe belangrik dit is om die vorige aand ten minste 'n paar van Piper se middagete in te pak. Werklike voedselbesparingsbesparers, my vriend! En met nog 34 weke oor van hierdie skooljaar, is dit die sleutel om alles in ons vermoë te doen om ons ware gesonde verstand te behou!

Soos ons verlede week in die voorbereidingspos gepraat het, is eiers 'n ware kosfamilie en beste vriend! Eiers is baie veelsydig, gesond, propvol proteïene (wat beteken dat die maag vol bly) en vooraf voorberei kan word. Eiers het hierdie skooljaar vinnig 'n noodsaaklike voorbereiding vir die dag geword, aangesien dit vir ontbyt bedien kan word of in die kosblik gepak kan word. Elke week voeg ek 'n soort gesinsvriendelike eiermeel/bestanddeel by my voorbereidingslys. Gewoonlik hou ek my eiervoorbereiding baie basies: hardgekookte eiers, burrito's of omeletkoppies. Aangesien ons reeds die basiese beginsels van 'n goeie hardgekookte eier bespreek het en hoe om eierburrito's bymekaar te sit, laat ons 'n rukkie spandeer aan omeletkoppies.

Omeletkoppies word gemaak deur eiers, 'n bietjie melk, groente, kaas en spek te kam! Die bestanddele word dan 20 minute in die oond gebak totdat die omeletkoppies soos muffins lyk.

Selfs as u kinders nie aan 'n omelet sal raak nie, is die muffin -aantrekkingskrag van die omeletbeker iets wat 'n kind nie kan weerstaan ​​nie. Iets word veroorsaak in 'n kind se brein as hulle 'n muffinvorm sien. Muffin = LEKKER! Moet eet! Ek het absoluut geen wetenskaplike bewyse vir hierdie stelling nie, net baie jare nadat ek my eie twee kinders waargeneem het.

PS: Dit lyk asof muffins dieselfde effek op mans het.

Voordat ek my omeletbeker -resep deel en die omeletbeker wat ek tans tussen my tikhande en die rekenaarskerm vasgevang het, klaar eet, is dit vir my belangrik om die grootste voordeel te noem van die maak van omeletkoppies …

Omeletkoppies is 'n bedrywige oggend of 'n middagete. Omeletkoppies kan tot 2-3 maande gevries word (alhoewel drie maande effens onaangenaam raak met tekstuur en smaak) of 3-4 dae in die yskas gebêre word. Verhit net die eierkoppies en sit voor. Maklik peasy, gesond en heerlik!


Prokureur: die VSA keur die vrylating van die oudste Guantanamo -gevangene goed

Hierdie ongedateerde foto gemaak deur die Internasionale Komitee van die Rooi Kruis en verskaf deur advokaat David H. Remes, toon die gevangene van Guantanamo, Saifullah Paracha. 'N Prokureur van die oudste gevangene by die Amerikaanse basis in Guantanamobaai, Kuba, sê die owerheid het sy vrylating goedgekeur ná meer as 16 jaar in aanhouding. Prokureur Shelby-Sullivan Bennis sê dat sy Maandag in kennis gestel is dat die gevangenisbeoordelingsraad vasgestel het dat die 73-jarige Saifullah Paracha nie meer 'n bedreiging vir die Amerikaanse veiligheid inhou nie. Die boorling van Pakistan word sedert September 2004 in Guantanamo aangehou weens vermoedelike verbintenis met Al-Qaida, maar is nooit aangekla nie. (Verskaf deur David H. Remes via AP)

WASHINGTON (AP)-'n 73-jarige uit Pakistan, die oudste gevangene in die aanhoudingsentrum in Guantanamo Bay, is Maandag in kennis gestel dat hy goedgekeur is vir vrylating na meer as 16 jaar in aanhouding by die Amerikaanse basis in Kuba, sy prokureur gesê.

Saifullah Paracha, wat verdink is van bande met al-Qaida, maar nog nooit van 'n misdaad aangekla is nie, is saam met twee ander mans deur die gevangenisbeoordelingsraad goedgekeur, sê Shelby Sullivan-Bennis, wat hom tydens sy verhoor in November verteenwoordig het.

Soos gebruiklik, het die kennisgewing nie gedetailleerde redes vir die besluit verskaf nie en slegs tot die gevolgtrekking gekom dat Paracha 'nie 'n voortdurende bedreiging' vir die VSA is nie, het Sullivan-Bennis gesê.

Dit beteken nie dat sy vrylating op hande is nie. Maar dit is 'n belangrike stap voordat die Amerikaanse regering 'n repatriasie -ooreenkoms met Pakistan vir sy terugkeer onderhandel. Die administrasie van president Joe Biden het gesê hy is van plan om die pogings om die aanhoudingsentrum te sluit, te hervat, 'n proses wat voormalige president Donald Trump gestaak het.

Paracha se prokureur het gesê dat sy dink dat hy binne die volgende paar maande huis toe sal kom.

'Die Pakistani's wil hom terug hê, en ons verstaan ​​dat daar geen belemmerings is vir sy terugkeer nie,' het sy gesê.

'N Woordvoerder van die Pentagon het geen onmiddellike kommentaar gelewer nie.

Die gevangenisbeoordelingsraad het Uthman Abd al-Rahim Uthman, 'n Jemeni wat sedert die opening in Januarie 2002 sonder aanklag in Guantanamo aangehou is, ook in kennis gestel dat hy vrygelaat is, het sy advokaat, Beth Jacob, gesê. hom per telefoon.

'Hy was gelukkig, verlig en hoopvol dat dit werklik tot sy vrylating sal lei,' het Jacob gesê.

Paracha, wat in die VSA gewoon het en eiendom in New York besit het, was 'n welgestelde sakeman in Pakistan. Die owerhede beweer dat hy 'n "fasiliteerder" van Al-Qaida was wat twee van die samesweerders op die plot van 11 September met 'n finansiële transaksie gehelp het. Hy sê dat hy nie geweet het dat hulle al-Qaida is nie en ontken dat hy by terrorisme betrokke was.

Die VSA, wat Paracha in 2003 in Thailand gevange geneem het en hom sedert September 2004 in Guantanamo aangehou het, beweer al lank dat hulle aangehou kan word vir onbepaalde tyd sonder aanklag ingevolge die internasionale oorlogswette.

In November het Paracha, wat aan 'n aantal siektes ly, waaronder diabetes en 'n hartkwaal, sy agtste verskyning voor die beoordelingsraad, wat onder president Barack Obama ingestel is, om die vrylating van gevangenes te voorkom wat volgens die owerhede moontlik teen -US vyandelikhede by hul vrylating uit Guantanamo.

Sy prokureur het destyds gesê dat hy meer optimisties is oor sy vooruitsigte weens die verkiesing in Biden, sy swak gesondheid en die ontwikkelinge in 'n regsaak met betrekking tot sy seun, Uzair.

Uzair Paracha is in 2005 in die federale hof in New York skuldig bevind aan die ondersteuning van terrorisme, deels gebaseer op getuienis van dieselfde getuies in Guantanamo waarop die VSA staatgemaak het om die vader vas te hou.

In Maart 2020, nadat 'n regter die getuieverslae uitgegooi het en die regering besluit het om nie 'n nuwe verhoor te versoek nie, is Uzair Paracha vrygelaat en na Pakistan teruggestuur.

Saifullah Paracha is een van 40 gevangenes wat steeds in Guantanamo aangehou is, teen 'n hoogtepunt van byna 700 in 2003.

Met hierdie nuutste besluit oor die beoordelingsraad, is daar nou ongeveer nege mans wat in Guantanamo aangehou is, wat goedgekeur is vir vrylating, waaronder een wat goedgekeur is sedert 2010. Onder Obama sou die VSA nie mans terugbring na Jemen nie weens die burgeroorlog daar en het dikwels gesukkel om derde lande te vind om voormalige gevangenes te aanvaar.

Gegewe die geskiedenis, was Jacob slegs versigtig optimisties oor die vrylating van haar kliënte. 'Ek hoop net dat hy oor 11 jaar nie net nog daar sit met sy klaring in Guantanamo nie,' het sy gesê.

Daar word tien deur militêre kommissie verhoor en twee wat skuldig bevind is, waaronder een wat op vonnis wag. Verrigtinge in die tribunale is uitgestel weens die COVID-19-pandemie.

Kopiereg 2021 The Associated Press. Alle regte voorbehou. Hierdie materiaal mag nie gepubliseer, uitgesaai, herskryf of herversprei word nie.


My daughter, Natalie, a third grader with attention deficit disorder (ADHD or ADD), has had an Individualized Education Plan and IEP accommodations since preschool, but I still feel like the new kid in class when it comes to advocating for her effectively. It’s not for lack of trying. I read books, I search for information online, I ask questions. But my advocacy remains clumsy, at best. There’s so much to know — legal rights, educational strategies, my child’s unique strengths and needs — it can feel overwhelming.

What Accommodations Work Best in an IEP for a Student with ADHD?

ADDitude’s “Back-to-School IEP Challenge” invited parents to share real-world accommodations that worked for their kids. The idea was to create the most comprehensive list of accommodations used successfully by real kids in existence.

And, the more ideas, the better. After all, what works for one child with ADD won’t necessarily work for others, as one reader confirmed: “I’m a special education staff developer and I train others on IEPs, so my son has a pretty nice one. When you said ‘real life’ accommodations, you were right on. These must be based on the child’s needs, not what they give to most of the kids. Every kid has unique needs!”

By the end of the challenge, more than 30 parents had contributed their hard-won wisdom. This treasure of parent-to-parent sharing is summarized here. Please, continue to comment, and add your accommodations-of-choice.

By working together, parents, we can attend our next IEP meetings feeling more like star students, and less like class clowns.

Pre-K and Kindergarten IEP Accommodations for Students with ADHD

Classroom Behavior: IEP Accommodation
“My son’s special ed teacher adopted a new plan this year inspired by my son’s love for LEGOS. For every day that he does not get a time out, he gets a LEGO piece. After 10 pieces have been earned, he gets to take them home. He brought his first baggie of LEGOS home last week and was so PROUD! We also have a notebook that we use on a daily basis to communicate his progress and issues. The LEGO idea has really been great!”
—posted by Frustrated Mom of 5 yr old ADHD

Excess Energy: IEP Accommodation
“Knowing that my adopted son, Aleksi, nearly 6, had some issues, I got an early start with Early Intervention and formal evaluations. Besides ADHD, Aleksi has a non-verbal learning disorder, plus anxieties, and some sensory issues.

“Among other services, Aleksi will be receiving OT. For movement, they have provided a balancing ball to sit on versus a chair, and will permit him to stand up to eat snack or write on an easel, if that suits him better than a flat desk.

“Aleksi is VERY ACTIVE. The child needs to move around. The IEP also includes scheduled ‘motor breaks’ during the day, either in a sensory room equipped with a swing, trampoline, and the like, and/or the teacher is supposed to include more motor breaks in the class for all students. He will be taken out of class as little as possible, to avoid too much disruption, but enough so that he is not so distracted and can focus better on a one-on-one basis. He has visual-spatial issues, so copying from a board will be impossible. For such tasks, an aid is supposed to be available to guide him and reiterate the lessons of the day. (Auditory processing is challenging.) “Handwriting without Tears” is the method to be used to help improve letter-writing skills.”
—posted by East Coast Mom

Grade School IEP Accommodations for Students with ADHD

Distractibility: IEP Accommodations
“When my son was in second grade, his teacher created fidget diversions and used velcro to attach them under my son’s desk. They included a piece of cloth with something sewn inside that made a crackly noise, and a squishy ball. He also had something that hung over the backrest of his chair that was just ‘bumpy’ enough to focus him. These items are all included in his IEP for this year, in third grade. Also, he had a large folding board that he could put on his desk (a three-part presentation board) when he felt distracted by the activity in class.”
—posted by ChrisRD

“I have two kids with IEPs, and a third grader who does not. (Yet!) Here are our favorite accommodations:
1. Both have extra sets of textbooks for home. (Can’t say ‘I forgot my social studies book!’)
2. Both sit up front.
3. My fifth grader still needs fidgets (rubber ball, squeezy things etc.).
4. My fifth grader gets to run “errands” for the teacher.
5. My seventh grader has math and language arts in the morning.
6. They both know they have advocates because the teachers, counselors, and mom/dad are all in sync and on their side!
—posted by Karen W. Bass

Organization: IEP Accommodation
“My son’s school uses lockers starting in fourth grade. It only took a few months for his locker to be a jumbled mess where nothing could be found (leaving him chronically unprepared for class and homework). I was able to have the school assign him an additional locker — one for school materials, one for “take home” items (jacket, backpack, lunch box, and any materials he would need to take home…”depositing” them in this locker after class). It took some time and a lot of modeling, but has ultimately been an invaluable tool in helping him with his disorganization.”
—posted by Mochabelle

Excess Energy: IEP Accommodation
“My second-grade son does not have an IEP but has a 504 Plan. The basic accommodations are:
1. A taped area around his desk where he can move freely and be counted as “in his seat.”
2. Proprioceptive input/heavy work activities to combat sensory issues.
3. Special paper and pencil grips to help with his poor handwriting.
I would say the most important is the accommodation that lets him move freely when he just can’t be still. He would be punished constantly without it.”
—posted by adhdmomma

Tests: IEP Accommodations
“My son is starting fourth grade, and has received services since he was an infant. He has ADHD, sensory processing disorder, PANDAS (a tic disorder), OCD and anxiety. He’s taking Vyvanse and Tenex and he’s doing great. His accommodations include using an Alphasmart for all extended writing tasks in the classroom and on standardized tests, and he has a ton of testing accommodations.

“I drafted my requests based on our state education department’s testing accommodations manual and proposed them at my son’s IEP review. They are: double time on tests longer than 20 minutes, with a 5-minute break per 20 minutes of testing use of a visual timer set for 20-minute intervals separate location for standardized tests answers recorded in test booklets instead of answer sheets use of on-task focusing prompts use of word processors for extended writing tasks on tests test directions and questions read aloud…and there are a few more. Best of all, he feels comfortable when he takes these tests, and he is doing very well, meeting grade level standards! His accommodations help him succeed in an inclusion class and we’re hoping he will be able to mainstream to a general ed class in the next few weeks — with accommodations!”
—posted by gummie22

“My daughter and her class started preparing for the FCAT in first grade, though it did not count until third grade. (The FCAT is a Florida test that rates schools on how well they prepare students in reading and math.) I had my daughter’s IEP include accommodations for a separate testing room with a proctor (and a few other students), along with extra time so she wasn’t hurried. She scored one of the highest scores in third grade!”
—posted by chb123

“My son, who is entering fourth grade, has sensory integration dysfunction, ADHD symptoms, and high anxiety. He receives extended testing time with the option to take tests outside the normal classroom setting, and some tests are read to him. Tracking from the board is difficult, so his teachers must provide his board-work in written form. He has had an IEP since preschool, and this year we are adding the option for him to learn typing, since his motor delays make writing difficult.
—posted by vanstac

“My third-grade daughter was diagnosed with ADHD last year. Spelling is a huge struggle for her, and she always feels rushed during spelling tests. For her IEP, she takes her spelling test in a separate classroom with an FM system, so she is not rushed and can focus.”
—posted by JLHoover

“My second-grade son has ADHD with distractibility. He is not normally hyper, so his case sometimes confuses teachers. He also has dyslexia. In his IEP, they have provided him with special assistance. If they are having a math test, they will cut the paper in half and allow him to do only half and get them correct, rather than being overwhelmed at the whole page and just writing down any number and getting them all wrong. They are also reading his tests and papers to him so he will be able to keep up with learning to read.”
—posted by overitnow5

Homework: IEP Accommodation
“Homework is a stressful time for our family. My fourth-grade son takes medication during the school day. We are working with his doctor to add an afternoon dose to help during homework time, when my son is tired and distracted. He often knows the answers, but can’t focus to write them down. I write his answers down for him. I had this added to his IEP. After all, we’re trying to see if he knows the material, not if he knows how to write.”
—posted by Brando88

Other At-Home Solution
“I am just getting started. My son will be in first grade and I am waiting for a meeting date with his teacher and school psychologist to set up accommodations. I will also be requesting an IEP evaluation. I am hoping the teacher will agree to a daily behavior sheet — it’s best for me to know what’s going on, on a daily basis. My tip for living well: I have made laminated morning and bedtime routine charts that can be checked off with a dry erase marker. The morning routine is on the kitchen fridge and the bedtime routine is in the hall between the bathroom and my son’s bedroom.”
—posted by jenmouse

Middle School IEP Accommodations for Students with ADHD

Organization: IEP Accommodations
“My 8th grader has a set of books at home. He writes his assignments in his assignment book, which his teacher initials each day as being correct. I am contacted after two missing assignments and he receives a lunch detention to make up missed work. Gum is allowed during tests. He sits near the teacher, and receives physical and verbal prompts for refocusing. He uses one folder for all homework assignments. And he writes on graph paper to assist with poor handwriting.”
—posted by Sher

“My sons were so tired of forgetting to bring the right books home that they were carrying all their books around, resulting in 40-plus pound backpacks. The accommodation is that their textbooks now stay in the classroom and there are extra copies at home. That lightens the load in their backpacks and saves them the fear of forgetting.”
—posted by GinaK

“My daughter is entering sixth grade and is just receiving her first IEP. In addition to ADHD, she has dyscalculia and a perception disorder. She has a very difficult time with place values, and struggles to write numbers in an order that is easy to read. To help her with this, she will use her lined notebook paper landscape.”
—posted by ski

Working with Teachers: IEP Accommodation
“When my twins with ADHD get medication changes or stressful events, I contact their teachers and tell them to do a daily check-in sheet. The teachers check a box if all is well. If not, they write comments and let me know where we need to work. We do daily check-ins before report card time so there are no surprises. The IEP is the place to obligate teachers to fill out the form. Also, all long-term projects have to be broken into manageable tasks with weekly deadlines, rather than being a two-month project that overwhelms them. They get extra time for all tests if they need it.”
—posted by GinaK

“My sons are involved in meetings with their teachers. It surprised their teachers at first, but now they are used to it. We always start the meeting by telling my sons, ‘This is the team that wants to see you do well at school. They want to know what will help you. Can you tell them what you think will help you do your best and why you think it will help?’ The kids tell them how windows distract them, or which students distract them, or how a hand on their shoulder with gentle pressure reminds them to focus again without embarrassing them. The kids know the teachers are on their ‘team’ and the teachers understand why the accommodations are important. Also, I take my ADDitude magazines to the staff lounge for them when I’m done. I have also been known to make copies (shame, shame) and send them to the teachers with notes on them.”
—posted by GinaK

Scheduling: IEP Accommodation
“My son entered middle school this year, and I was thrilled at how the guidance office was willing to work with our family. They scheduled the classes he needs to concentrate on (and often struggles with) early in the morning when he is able to really focus, and the more active classes toward the end of the day. This last class is gym — which is great because he comes home and is ready to focus on homework.”
—posted by dianeshale

Homework: IEP Accommodations
“My 8th-grade son is very overwhelmed with the homework load. In the past, he did only the even or odd numbered problems, which helped, at times. This year, we are trying a time limit. For example, he works on math for a half-hour and what gets done gets done. The time limit helps because he can see the end, whereas before all he could think about was how long it would take to complete all his work.”
—posted by Kelly

“My son has had an IEP since fifth grade. He is now entering eighth grade and one effective part of the IEP is reduced classwork and homework, as needed. This way it does not become a crutch. For example, if math homework has similar problems, then he can do every other one. Sometimes, he forgets he has this accommodation, and ends up doing them all. That has happened over time as his attention improved. But there are some nights where he struggles and he uses that accommodation. Another important part is dictating long writing assignments, as writing is a painful process for him.”
—posted by KatieS

High School IEP Accommodations for Students with ADHD

Organization: IEP Accommodation
“My 10th grader, who has an IEP for the first time, after years of only a 504 plan, now gets daily help at school for keeping himself organized.”
—posted by SusieQ

Tests: IEP Accommodation
“My 11th-grade daughter has done a great job of weaning herself from many accommodations to a few. Her favorite, and the teachers’ too, is that of taking tests in the classroom. She starts the test with the other kids and if she is struggling or does not feel she has enough time, she writes her guided study hall teacher’s name at the top of the test. Then, she turns the test in, just like all the other kids. When she gets to guided study hall, the test is waiting for her to finish or to ask for clarification from her IEP teacher. None of the kids in the class are aware of this accommodation, and that is important when you are a teen. It also encourages my daughter to try taking tests in classrooms with distractions, and she has less anxiety, knowing she has this option if needed.”
—posted by Cheerydale

Other IEP Accommodations in High School
“My 14-year-old son has brain damage from a brain tumor, along with ADHD, a math disorder, ODD, depression, and cognitive disabilities. He has an extra set of books at home, limited math assignments, a goal of completing 75 percent of his homework, and a calm down spot when he needs it. Most tests are read to him, and he gets to do errands for teachers. He also has a separate behavior plan. I have asked for OT to be done this year and the school is going to work that in. He is medicated with Lamictal, Prozac and Ritalin LA. My 11-year-old has ADHD that is controlled with the Daytrana patch and does not need an IEP.”
—posted by WendyS

“My tenth-grade son has had an IEP for years. His transition to high school last year was not the best, but the school hired a new special education assistant principal who seems very creative and understanding of what parents are going through (she has a child with ADHD). In addition to a case manager, she is providing a male staff member of the school who is a retired engineer (which is what my son aspires to be) to have lunch with him and keep on top of him with his organization and assignments. This mentor will communicate with my husband and I, as well. I feel like my son may finalize realize how important his “job” is right now and what is will take to be successful. He will finally hear it from a mentor, not just his parents!”
—posted by crikard

More IEP Accommodations

“I am a teacher and I suggest auditory cuing to sustain attention by asking, ‘How will you remember this?’ This is used during class or one-on-one discussions of important concepts. For example, when teaching geometry shapes, ask ‘How will you remember this is is called a pentagon?’ This question requires student attention (thus can be repeated), allows processing time for memory, allows creativity of mnemonics, and gives arousal to the executive function. It can be written into the IEP as: ‘Student will be asked twice during class how he will remember facts or rules.'”
—posted by Roy

“For tests or graded classwork/homework: My son is given an opportunity, at another time or the next day, to complete answers left blank, or with ‘I don’t know,’ 𔃰,’ or ‘?’ on the answer line. (He is clearly having trouble focusing, is frustrated, zoned out, or shut down when he answers like that.) When given the opportunity to complete/change the answer, if he does not change anything, the grade stands.”
—posted by rookie

“My son was getting a huge amount of homework, and we were struggling to get it all done. I then found out it was schoolwork they were sending home. My son would say, ‘Oh, I’ll do it at home.’ It was written into his IEP that he could earn extra recess by completing his work at school. And whatever was assigned as schoolwork had to remain at school. Suddenly, homework was not the main focus of our evenings. He was getting so much more done at school too.”
—posted by lisag80123

“The main thing that helped us with our daughter’s IEP meeting was taking some charge of the proceedings by presenting an agenda of our own. I wrote a summary of our daughter’s strengths as we see them, and asked the team for their input, as well. I then listed things we wanted to see worked on, and asked for input from the team, too. I sent it to the team members ahead of time, so they could have time to look it over and come back with feedback. The meeting went great. We actually spent more time on our agenda than theirs! It also brought out some revelations and ideas that probably would never had come up, had we stuck to the ‘usual’ plan.”
—posted by mothership

“My son gets frustrated at seeing a page full of math problems, and mentally checks out or melts down. It’s helped when a teacher put a ‘red line’ (or blue, green, whatever color they choose) on the paper after the first three problems, had him set a goal to just do those three, checked them, had him take a deep breath and stretch, then put a line under 3 more, and proceeded in smaller increments through the assignment.

“We also had one teacher offer to record the class lecture portion so he could listen to it after class while doing homework. That way he didn’t have such difficulty and anxiety trying to keep up with taking notes. When he is trying to write as fast as possible, he misses a lot and doesn’t really think about what is being said. These have both helped to lower his anxiety and let him enjoy learning!”
—posted by liz


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As a parent, you want your kids to get good grades. But you also want them to be happy, to have friends, and to enjoy going to school each day.

Making friends is an important part of your child’s school experience and may even have an impact on her grades. If your child has found her niche in her classroom’s social scene, she’s more likely to do well academically, says Sheneka Williams, an assistant professor at the University of Georgia’s College of Education. “Children with that sense of belongingness are not feeling threatened,” Williams says. “They are more likely to be able to focus and feel comfortable at school.”

For some children, making friends comes naturally from a young age. Others struggle to fit in. Even kids who usually make friends easily can hit a rough patch when they change schools, are assigned to a different class than their best friend, or get into an argument.

“Just about every child struggles socially at some time and in some way,” says Eileen Kennedy-Moore, coauthor of The Unwritten Rules of Friendship: Simple Strategies To Help Your Child Make Friends. She suggests these steps for helping a child through a difficult social time:

1. Empathize, but don’t overreact.

Your son may say he “hates Chris’ guts” one day but be back sitting next to him in the cafeteria the next. Don’t rush to try to solve your child’s problem. Just listen and give an extra hug.

2. Get the facts.

“Kids, by definition, lack perspective,” Kennedy-Moore says. “They may be teased by one person and feel everyone is picking on them.” Remind your child that disagreements are a normal part of friendships.

3. Respect your child’s personality.

“If your child doesn’t want to be the life of the party, that’s OK,” Kennedy-Moore says, adding that this revelation can be hard for a parent who is more of a social butterfly.

4. Offer guidance.

Some kids pick up on social cues easily, while others need more help. For example, your child might not be able to perceive the difference between an accidental slight and an intentional one.

5. Seek help.

“If the situation is going on and on and is causing distress, get professional help,” Kennedy-Moore says. A school counselor or pediatrician is a good place to start. Sometimes it’s hard to know whether a child is having serious problems fitting in at school as opposed to just the usual ups and downs. Kennedy-Moore offers this hint: “Do they have someone to sit with at lunch? If they’re comfortable in the cafeteria, parents can probably worry less.”

What Parents Can Do

If your child is having a hard time making friends, it’s difficult to know when to intervene and how much involvement is appropriate. Natalie Madorsky Elman, coauthor with Kennedy-Moore of The Unwritten Rules of Friendship, encourages parents to step back as much as possible when a child is having a dispute with a pal.

“Whenever you can, allow your child to resolve their conflicts on their own,” she says. “That is the preferred way.” But if your child is being picked on, bullied, or excluded, you may need to get involved by teaching your child how to handle difficult situations.

For children who are being excluded or treated badly, parents can encourage them to find other friends. “It’s important for kids to understand they should not want to stay with friends who treat them unkindly,” Elman says. “When a child says, ‘You can’t sit with us,’ the child can respond, ‘I don’t want to sit with you.’ ”

Parents often want justice for their child, a resolution that involves punishment for the kids who said mean things. But a child can learn more from the experience if she responds on her own, Elman says. “This gives the child a chance to make a choice and stand up for herself.”

When a child needs to find new friends, parents can help by initiating play dates. “Friendships are made one at a time,” Elman says. She adds that some children will need structured play dates all through elementary school, while others can direct their social lives from an earlier age.

Elman favors play dates that are short, planned, and activity-based. Going roller-skating, swimming, or to the playground gives kids something to focus on besides the interaction, which can be hard for shy children.

Boys generally favor more physical activities. Or they might like to play a game on the computer or build something. Try to pick activities ahead of time that your child and the new friend will enjoy.

If your child is nervous, role-playing in advance can help calm her nerves. Many kids are so busy with activities that they have limited time for unstructured play and need to be taught social skills more explicitly, Elman says.

As parents get more involved in helping their child socially, frustrations can surface. Often parents will invite a child over for a play date, but the other parents won’t reciprocate. “Don’t worry,” Elman says. “Your child needs practice and social skills.”

A child getting passed over for a birthday party invitation can particularly sting. “Help your child understand the myriad of reasons she might not get invited,” she says. Some parties may only accommodate a few guests, for example.

A final tip from Elman: Involve the school. Teachers know the social dynamics of the classroom and have experience handling conflicts. When there’s an altercation at school parents are often tempted to call the other child’s parents. “The best thing to do is work with the teacher and principal,” she says. “It’s so much better if the guidance counselor can deal with it.”

When Kids Need More Help

Some children aren’t just shy. They aren’t just having minor problems making friends. They can’t fit in socially, possibly because of sensitivity to noise, problems with sensory integration, or difficulty relating to the world.

“These are often the kids who just can’t crack the code,” says Dr. Perri Klass, a pediatrician who coauthored Quirky Kids: Understanding and Helping Your Child Who Doesn’t Fit In—When To Worry and When Not To Worry.

Klass chose the word “quirky” to describe such children because it is an affectionate word, she explains, “but we did not shy away from the fact that many of these kids do have a hard time.”

Parents can help their child by focusing on what he’s good at, Klass says. Whether it’s music or dance or soccer, it may be an opportunity for a child to make a friend. Another strategy is to allow your child time and opportunity to practice interacting through a social skills group. These groups, which are often run by child psychologists, help kids learn such things as how to pick up on changes in a person’s voice and expression.

Whether your child has trouble making friends or is upset about a fight with a long-term pal, it’s best to let him take the lead. Parents can help their children develop the social skills they need to build friendships, but kids have to take the next steps themselves. And even with intervention, some kids will resist friendships. “Give it time,” Klass advises. “It’s a hard thing to force.”

Social Growth, Grade by Grade

Children develop at their own pace, but educators cite these common characteristics in kids’ social development at each grade level.

Kindergarten: Loves school considers everyone a friend

1st Grade: May be choosier about friends mimics other children develops a sense of humor

2nd Grade: Shuns opposite-sex friends likes to express opinions friends influence choices

3rd Grade: Has a single best friend shares less about social life interested in pop culture

4th Grade: Thinks about which peer group to belong to mood influenced by social life

5th Grade: Craves privacy gets a crush may seek out a new circle of friends

6th Grade: Embarrassed by parents changes personality based on peers he’s with

7th Grade: May start dating or may cling to childhood

8th Grade: More mature finds a social circle craves freedom


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