Category Archives: responsibility

Proposed Health Curriculum


Students need to understand the role their behaviour plays in supporting their health and other peoples’ health; they need to know that getting sick happens to everyone and doesn’t always require a visit to the doctor; they need to know how to do simple nursing at home so that people in their care do not get sicker; they need to know what kinds of symptoms require a doctor’s care or even a visit to the hospital.  This is why I advocate teaching First Aid and basic nursing skills such as ways to reduce fevers without resorting to drugs,  appropriate foods to feed patients with stomach bugs or colds, how long a patient needs to rest, stay home, take it easy and what the signs are of severe problems which require help.

I am not advocating that students be trained to be medical professionals but they should be trained to have sufficient knowledge and skills to care for themselves and others and be able to ask reasonable questions about health issues.  Part of growing up should be about caring for other people as well as oneself.  An understanding of the differences in infants and the elderly from the regular population in their health needs is vital.  An educated population could reduce the burden on hospitals and medical professionals.

WHAT IS WELL?

– HOW TO KEEP THE BODY IN GOOD TRIM FOR DEALING WITH BUGS AND ACCIDENTS:

Diet – what kind?

Exercise- what kind? How much?

Sleep – its importance and how much

Main health effects of sleep deprivation (See ...

Main health effects of sleep deprivation (See Wikipedia:Sleep deprivation). Model: Mikael Häggström. To discuss image, please see Template talk:Häggström diagrams (Photo credit: Wikipedia)

Dealing with stress

Hygiene – both mental and physical eg.

Person washing his hands

Person washing his hands (Photo credit: Wikipedia)

hand washing after using the toilet and before eating

The importance of friends

The social self.

The social self. (Photo credit: Wikipedia)

Vaccinations

– how they work

– Dangerous myths about vaccinations

Helmets for cycling

– Proper use

– Rules of the road for cyclists & cars and pedestrians.

– Defensive cycling

Safety – risk appraisal and safe behaviour

– Alcohol

– Cigarettes

SEXUALITY:

Menstrual cycle

Relationships

Male & female genitalia

Well Baby Check up

Well Baby Check up (Photo credit: BenSpark)

Conception

Pregnancy

Birth

Breastfeeding & alternatives

Contraception

STDs

Menopause

– WELL BABY CARE

Senior Strutters March Show

Senior Strutters March Show (Photo credit: Old Shoe Woman)

– ISSUES IN AGING SUCH AS:

Age Wave

Age Wave (Photo credit: jurvetson)

Maintaining physical and mental health

Cardiovascular Disease

Cardiovascular Disease (Photo credit: GEEKSTATS)

– Through exercise, diet, participation in the community

– Planning finances for retirement

– Keeping the person living independently as long as possible

Weakening immune system

Loss of bone and muscle strength and ways

Gym Free-weights Area Category:Gyms_and_Health...

Gym Free-weights Area Category:Gyms_and_Health_Clubs (Photo credit: Wikipedia)

to reduce it.

Sleeping problems

Elder abuse

MENTAL HEALTH

Dealing with stress

Preventing stress

Good stress

Kindness and compassion as elements in maintaining good health

– WHAT IS SICK?

– HOW THE BODY DEALS WITH ILLNESS – anti-bodies

– Fever

– Fatigue

– SYMPTOMS OF COMMON PLACE ILLNESSES:

Colds

Stomach bugs

Influenza (flu)

Cold/Flu/H1N1 symptom chart

Cold/Flu/H1N1 symptom chart (Photo credit: Kevin Baird)

Viruses

Headaches

Infections

Differences in symptoms and appropriate treatment for the elderly and infants

– TREATMENT OF COMMON PLACE ILLNESSES:

Role of the caregiver in keeping a patient comfortable

Rest – what is it?

Fluid – what kind?

Diet – what kind?

Cold sweat...

Cold sweat… (Photo credit: squishband)

Observation – fever, rashes, behaviour, vomiting, diarrhoea symptoms

Over the counter medication such as acetylsalicylic acid, ibuprofen and acetaminophen, their use, minimum & maximum doses, cautions on use

Symptom suppressors such as over the counter cough and cold medication & how and when to use them

– HOW TO PREVENT INJURIES

Cycling Oxford

Cycling Oxford (Photo credit: tejvanphotos)

Safety on the road

Cleaning up spills

Tidying floors

Understanding which chemicals are dangerous and how to find out if they don’t know.

Storing chemicals and medications appropriately

Fire and scalding prevention

Using and storing knives

Water safety

– SYMPTOMS OF COMMON PLACE INJURIES:

Scrapes

Sprains

Cuts

Bruises

Breaks

English: A typical examination room in a docto...

English: A typical examination room in a doctor’s office. (Photo credit: Wikipedia)

bites

Drowning

FIRST AID FOR THE ABOVE

– WHEN TO CALL THE DOCTOR & HOW TO HANDLE A VISIT TO THE DOCTOR’S OFFICE

Bring information about medicines

A clear description of symptoms – the fine art of taking and using notes

Health card

Patience

A child and adolescent’s right to confidentiality – how much, under what circumstances and at what age

– WHEN TO GO TO THE EMERGENCY:

Bankstown Hospital Emergency Room

Bankstown Hospital Emergency Room (Photo credit: redwolfoz)

Bleeding

Breathing

Unconsciousness

High fever (what is a high fever?)

Pain – prolonged or fierce

– & WHAT TO EXPECT

Hospital expectations such as:

bringing health cards

washing hands

wearing a mask for cold symptoms or coughs to prevent spread

First contact

Triage

Waiting times

A child and adolescent’s right to confidentiality – how much, under what circumstances and at what age

– DISEASES FREQUENTLY CAUSED BY LIFESTYLE:

Diabetes 2

Heart and stroke

What scientists call "Overweight" ch...

What scientists call “Overweight” changes with our knowledge of human health (Photo credit: Wikipedia)

Obesity

Addictions

Tooth decay and loss

Emphysema

COMMON CHRONIC DISEASES, PROGRESSION AND TREATMENTS:

Diabetes 1

Asthma

Acne

Emphysema

Cancer

Migraines

MENTAL ILLNESS, SYMPTOMS & COMMON TREATMENTS

Explanation of common terms used to describe mental illness such as:

psychotic,

paranoid,

1212mentalhealth-RW

1212mentalhealth-RW (Photo credit: Robbie Wroblewski)

phobia

MOOD DISORDERS

  • Major Depressive Disorder
  • Dysthymic Disorder
  • Bipolar Disorder
  • Suicide

SCHIZOPHRENIA

ANXIETY DISORDERS

  • Panic Disorder
  • Obsessive-Compulsive Disorder (OCD)
  • Post-Traumatic Stress Disorder (PTSD)
  • Generalized Anxiety Disorder (GAD)
  • Social Phobia
  • Agoraphobia
  • Specific Phobia

EATING DISORDERS

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

AUTISM

PERSONALITY DISORDERS

Family doctor

Teacher

Support groups

ETCETERA

Explanation of terms bandied about the educational system such as ADD, ADHD, intelligence, autism, learning disability and how they affect a person’s learning and education.  Treatments.

English: Ritalin (Australian packaging)

English: Ritalin (Australian packaging) (Photo credit: Wikipedia)

Explanation of interaction of physical and mental illness, drugs and physical and mental illness.

Explanation of alternative treatments such as:

Massage on the RM Elegant

Massage on the RM Elegant (Photo credit: yachtfan)

Acupuncture

Chiropractic

Massage

Physiotherapy

Biofeedback

Discussion of drug use: over the counter, prescription, illegal and naturopathic and the role of the pharmacist in ensuring that the appropriate medications are prescribed.

Pharmacy Rx symbol

Pharmacy Rx symbol (Photo credit: Wikipedia)

Discussion of commonly prescribed medications, how they work and how to use them effectively:

eg Antibiotics

Antidepressants

Antivirals

Analgesics

Antipyretics

Anti-inflammatories

Antihistamines

Examples of curriculum, including the health curriculum (from Ontario’s ministry of education) that could integrate with or already cover the proposed health curriculum. 

Health Curriculum Grades 1 to 8

Healthy Eating.

Personal Safety and Injury Prevention.

Substance Use, Addictions, and Related Behaviours.

Growth and Development

Integration of Mental Health

Grade nine and ten science

A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations (e.g., appropriate techniques for handling, storing, and disposing of laboratory materials [following the Workplace Hazardous Materials Information System-WHMIS]; safe operation of optical equipment; safe handling and disposal of biological materials), with the aid of appropriate support materials (e.g., the Reference Manual on the WHMIS website; the Live Safe! Work Smart! website)

A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

A1.9 analyse the information gathered from research sources for reliability and bias

A1.10  draw conclusions based on inquiry results and research findings, and justify their conclusions

B1.3 describe public health strategies related to systems biology (e.g., cancer screening and prevention programs; vaccines against the human papillomavirus [HPV] and measles, mumps, and rubella [MMR]; AIDS education), and assess their impact on society [AI, C]

Sample issue: Early-childhood vaccination programs have greatly reduced the incidence of certain diseases and the social and medical costs associated with them. Influenced by controversial studies arguing that there may be health risks associated with such vaccines, some parents have chosen not to vaccinate their children, which could lead to a resurgence of these potentially deadly diseases.

Sample questions: What strategies are included in public health initiatives aimed at reducing the incidence of smoking-related diseases? What impact have these initiatives had on smoking rates and associated medical costs? How have health authorities responded to the threat of West Nile virus? What effect does this response have on people’s lifestyles? How did various cultures attempt to prevent disease before vaccines were available? What impact have vaccines had on global health?

B 2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B3.2 describe the interdependence of the components within a terrestrial and an aquatic ecosystem, and explain how the components of both systems work together to ensure the sustainability of a larger ecosystem

B3.3 describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon dioxide in the atmosphere)

Sample issue: Scientists are researching changes in climate patterns as possible contributing factors to an increase in the number of smog days in Ontario and elsewhere in Canada. As the air quality worsens, people may curtail their outdoor activities, and those with respiratory problems may require medical attention, increasing health care costs.

C1.1 analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s) (e.g., chemical reactions related to the use of cyanide in gold mining, the corrosion of metal supports on bridges, the use of different antibacterial agents such as chlorine and bromine in recreational pools) [IP, PR, AI, C]

Sample issue: Ammonia and chlorine bleach are two common household cleaning agents. How-ever, when these two substances are mixed, the chemical reaction produces chlorine gas, which is highly toxic.

Sample questions: Why is it important to understand the chemical composition of chlorinating agents used in swimming pools before using them? What chemical reactions result in acid precipitation? What impact does it have on the environment? What sources of information are available on the safety or environmental implications of chemicals and chemical reactions? Why is it important to ensure that these sources are up to date? Why is it important to understand WHMIS information, including Material Safety Data Sheets, before using any chemicals?

• recognize that communities consist of various physical features and community facilities that meet human needs;

• use a variety of resources and tools to gather, process, and communicate information about the distinguishing physical features and community facilities in their area;

• describe how people in the community interact with each other and the physical environment to meet human needs

C2.1 use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant [C]

C2.2 construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 ? CO2; 2H2 + O2 ? 2H2O), and produce diagrams of these models [PR, C]

C2.3 investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations) [PR, AI, C]

C2.4 use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies [PR, AI]

C2.5 plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature) [IP, PR, AI]

C2.6 plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid-base indicators or pH test strips to classify common household substances) [IP, PR, AI]P

Sample issue: Ultrasound is routinely used during pregnancy to monitor the development of the fetus. It is also used to perform amniocentesis, which screens for genetic disorders, and allows doctors to perform surgery on the fetus before birth to correct some abnormalities. However, there have been few studies on the long-term effects of the use of ultrasound.

Sample questions: How are medical imaging technologies used in the diagnosis and treatment of heart disease and stroke? What types of imaging technologies are used in ophthalmology? How have they benefited people who have eye disease? How have developments in biophotonics advanced a range of surgical procedures?analyse a technological device or procedure related to human perception of light (e.g., eyeglasses, contact lenses, infrared or low light vision sensors, laser surgery), and evaluate its effectiveness.

What strategies are included in public health initiatives aimed at reducing the incidence of smoking-related diseases? What impact have these initiatives had on smoking rates and associated medical costs? How have health authorities responded to the threat of West Nile virus? What effect does this response have on people’s lifestyles?

A practical health curriculum


Injury - face plant into the concrete floor on...

Injury – face plant into the concrete floor on our way home (Photo credit: Lee Turner)

While I am the last person to want to add to teachers’ work load, I do think it is time to teach a real health curriculum, starting in kindergarten.  We are facing difficulties with our health system and it is likely to get worse.  I have been surprised by how little people understand about dealing with minor illnesses and injuries; as our aging population increases, we will have more patients with increasing health needs.  We can’t avoid the need for medical professionals to treat serious illnesses but we can learn to recognise what is serious and what isn’t and how to reduce the load on doctors and hospitals.  People need to understand how their bodies function, especially to keep them well.  They need to know how to support their body’s effort to keep them well and how to recognise the seriousness of an illness or injury and how to respond.   And they need to know how infants and the elderly differ in their health needs.

I have done some research and discovered that much of the curriculum could be covered not only in health classes, but some science and even (economic) geography.  It would require some reshaping of the curriculum but, for example, cells are how human beings are constructed, sometimes repaired, attacked by bacteria and viruses and healed.  A biology curriculum would have to go further than just teaching cells, but the teaching of how cells operate in bodies may actually help improve retention of cell biology.

Ontario’s grade 1 to 8 curriculum is primarily concerned with making healthy choices:

Health Curriculum Grades 1 to 8

Healthy Eating.

Personal Safety and Injury Prevention.

Substance Use, Addictions, and Related Behaviours.

Growth and Development

Integration of Mental Health

This is good, but not enough.  A more thoroughly developed curriculum would empower our future citizens in taking responsibility for their own health.

I live in a city where a lot of people bicycle.  I have noticed that very few cyclists realise that they come under the same laws and regulations as cars.  There are some allowances made for parking bikes and occasionally they are allowed (the permission is posted clearly) to enter a road blocked to cars.  There are many bike lanes.

English: Graph of adult cyclist head injuries ...

English: Graph of adult cyclist head injuries versus helmet use in New Zealand. (Photo credit: Wikipedia)

Driving a car without lights and using a cellphone while driving are both illegal here.  Recently a young woman was hit by a car as she cycled on the wrong side of the road at night without lights and while texting.  The local media did say the driver of the car was not charged but they did not make it clear how many violations this woman was guilty of.  In addition, she was not wearing a helmet.  Helmets are mandatory here for children (not adults) but many children and adults wear them sitting improperly on their heads, on top of caps or not firmly secured.  A great waste of money.

Carelessness causes accidents... Accidents slo...

Carelessness causes accidents… Accidents slow up production. – NARA – 535274 (Photo credit: Wikipedia)

When I was a kid, the police used to come to the school to talk to us about road safety – as pedestrians and cyclists.  While many of us might have ignored the advice, at least we knew that what we were doing was either dangerous or illegal.  That program no longer exists.  Fire departments have trailers designed to teach fire safety and public health nurses used to come to school to teach personal hygiene and how to use a toothbrush.  These programs not only made an impression but it broadened students’ horizons to recognise what some of the resources in their community were.

I realise that changes need to be made to the way our health care is delivered and medical professionals are taking steps to streamline care without making it less effective.  That is not my field, however.  What I am proposing is that we educate our citizenry in how to care for themselves and when they need to seek professional help.

Including mental health is perhaps not more than a gesture as treatment is

Rethink Mental Illness

Rethink Mental Illness (Photo credit: Wikipedia)

available only to those are seriously ill or who have enough money to pay for care.  Perhaps a country of people who understand mental illness, believe it can be treated and are aware of what mental illness costs in productivity are might decide that mental health also needs funding.

What I propose is a curriculum starting in grade one and largely delivered by the end of grade ten. My next post will give a detailed outline of the proposed health curriculum.

Related articles

Hitting the Homework Doldrums


English: Homework

English: Homework (Photo credit: Wikipedia)

I have posted before on the subject of homework but it is always good to have a different perspective.  Below is a post from FlyLady on the topic. In Ontario, homework may be marked, it is not supposed to be part of a child’s mark.  In teacher lingo, any assessment of homework is formative assessment, not summative assessment.  The purpose is to reinforce what is taught at school, usually in the way of practice.  However, that is not the case everywhere:

From FlyLady.net 
Homework Problems and Solutions

Homework is one of the biggest issues that parents and teachers work on together – and it’s one of the things that kids hate most about school.  One of our

educational myths is that all children need to do homework every night.  Research tells us that for elementary school children, homework has little or no effect on academic achievement.  A head start on establishing good study habits is probably the most positive outcome from elementary homework – that, and an opportunity for parents to keep track of their child’s progress in the curriculum.  Homework in middle school has a moderate effect on achievement, but it’s really during high school that homework becomes an important factor for academic progress.

Parents are often concerned about the amount of time their children spend on homework – either too much or too little.  Many school systems have a “rule of thumb” about the appropriate amount of homework: ten minutes per grade level is the most common.  So your first grader should have 10 minutes of homework, your fifth grader should have 50 minutes of homework, and so forth.  By the time students are in high school, a general expectation is 1 to 2 hours of homework

Homework

Homework (Photo credit: TJCoffey)

every evening.

Another policy issue is the effect of homework on the final grade.  Many students get poor grades because they don’t do homework and get zeroes in the grade book.  In my school system, the homework policy recommends that homework be no more than 15% of the grade in elementary and middle school, and no more than 20% in high school.

We all know that homework can make evenings a living hell. When children have piles of homework every night in elementary and middle school, it’s often because they aren’t finishing their work at school.  In other words, they’re doing a day’s worth of work, plus homework, every evening.  I’d cry too!  Your child may be really struggling with the school work, or he may need to develop organized study habits.  In any case, if homework seems excessive or if your child gets upset every night, it’s time to take four steps:

Homework

Homework (Photo credit: Hades2k)

-Find out if your school or school system has an official homework policy, and read it.

-Schedule a parent/teacher conference.

-Establish a homework routine

-Work out an incentive system for homework completion.

The first step is to find out if there is an official homework policy.  In my school system, it’s under School Board Policies on the system website.  If you can’t find it, ask the teacher.  If there isn’t one, you have an excellent project to suggest to the principal, the superintendent, or a school board member.  The homework policy gives you an idea of how much time your child should be spending on homework and how it affects grades.

The second step is to schedule a parent/teacher conference.  Teachers want children to complete assignments and learn the material, but they also want children and families to have time at home to relax.  Your goal at the conference is to find out two things:

-How much time the teacher expects homework to take every night.

-What’s going on in class that’s causing the problem if your child’s homework load is greater than it should be.

Then it’s your turn to tell the teacher how much time your child’s homework is actually taking, and share any observations you have about your child’s work or work habits.  If your child is forgetting to bring home assignments and books, ask about setting up a check-out system at the end of each day.  If your child is fooling around all day and not completing work, suggest a home/school behavior plan.  If your child is struggling with the work, ask about academic interventions and progress-monitoring.  Write down the plan, and schedule a follow-up conference.  Be clear about what the teacher will do and what you will do.  Involve student support staff (school psychologist, guidance counselor, school nurse) as necessary.

Teachers can also offer accommodations to help your child complete homework.  This is very common for children with special needs.  Here are some ideas to discuss:

-Agree to the amount of time the child will work at home. The teacher will then accept the work that was completed and give a grade based on what the child actually finished.

-Reduce the homework load.  For example, having a reduced spelling list or only doing the odd math problems.

-Do the assignments a little differently.  For example, write one word answers instead of complete sentences for social studies questions.  Dictate longer answers to a parent, or use a computer for writing.  Allow a parent to read the assignment to the child, or take turns reading.

The third and fourth steps are to establish a homework routine and an incentive system.  Some children can get homework done pretty much independently, and it isn’t an issue.  Others, though, drag their families through three and four hours of crying and screaming every night.  Life is too short for that!  The National Association of School Psychologists (NASP) has an excellent homework survival guide for parents on their website.  Go towww.nasponline.org, select the Families tab, find the Back to School section, and select Homework: A Guide for Parents.  Peg Dawson, a school psychologist from New Hampshire, has a lot of suggestions about setting up routines and reward systems.  I’ll briefly summarize her points:

Homework

Homework (Photo credit: MarkGuitarPhoto)

-Set up a routine for where and when homework will be done.  Choose a place, and set up a homework center with supplies and a calendar for due dates. Remember that some children do best in a quiet spot away from the family, but others need to be near Mom or Dad for help and supervision.  Do homework at the same time every day.  Some children do best if they get it finished up as soon as they get home from school, but others need to play or

Homework

Homework (Photo credit: Sharon Drummond)

relax first.

-Help your children set a homework schedule every day.  Sit down with them for a minute or two and review their assignments, make sure they have all the necessary materials, set time limits for each assignment, decide in what order to do the assignments, and schedule in a break or two.

-Set up a system of rewards for homework completion.  Some children do fine if they just have something good to look forward to when homework is finished, like a favorite TV show.  Others need something a little fancier, like earning points towards a bigger reward.

Computers are often used to complete homework ...

Computers are often used to complete homework assignments. (Photo credit: Wikipedia)

-Write a homework contract that states expectations and rewards.

Different children need different homework routines.  Children need to be part of the discussion and planning for their own homework routine, because you are teaching them to be responsible for their own learning.  The big decisions are: Where will homework be done, when will homework be done, what are the rewards for completing homework appropriately, and what are theconsequences for failing to complete homework appropriately?

It’s your job as a parent to provide the setting and structure your children need to

English: Don't waste your time and do your hom...

English: Don’t waste your time and do your homework! (Photo credit: Wikipedia)

complete homework.  It’s also important to provide the supplies and organizational tools your children need.  Supplies include paper, pencils, markers, ruler, calculator, and glue stick.  A timer helps many kids keep on track.  The most important organizational tool is a calendar.  At the beginning of the year, write down school holidays and the dates report cards come out.  As the year progresses, keep track of field trips, picture day, conferences, science fair, SAT dates, and due dates for assignments – especially long-term ones.

Homework, guerrilla style

Homework, guerrilla style (Photo credit: jbloodgood)

Some children are motivated and rewarded by grades.  Others need external rewards and consequences.  Adults like to talk about what “should” motivate kids, but the truth is that grades aren’t important to everyone.  Start where your child is when it comes to rewards and consequences!  Some children are motivated to do homework by the promise of TV or computer time after it’s finished.  Others need the opportunity to earn points towards a bigger reward.  Some children need immediate rewards.  Others like to work toward a bigger weekly reward.  Here’s a sample homework contract for a sixth grader named Dana:

Homework Contract

Dana agrees to: Bring her assignment sheet home every night.

A homework diary of a Japanese elementary scho...

A homework diary of a Japanese elementary school student. (Photo credit: Wikipedia)

Bring home the books she needs for the assignments.

Fill out a homework schedule as soon as she gets home.

Follow the homework schedule.

Work at the kitchen table while Mom gets dinner.

Ask for help when she needs it.

Place completed homework in her backpack.

Mom agrees to: Help Dana fill out the homework schedule every day.

Keep the homework center stocked with supplies.

Help Dana when she asks for help.

Let Dana be responsible for her own homework.

Motivators:       If Dana completes homework appropriately all week, she can

-skip all chores on Friday

-sleep in Saturday morning

-earn points towards a guitar

-one point for each completed assignment

-one point = 25 cents

Homework

Homework (Photo credit: shareski)

Consequence:  No TV or cell phone on any night Dana doesn’t finish homework in a reasonable amount of time and with a good attitude.

If you have a child who is struggling with homework, pick just one of these four steps to get started.  Look up the homework policy online, or touch base with the teacher.  Set up a homework center, or get a calendar and write down assignments.  Just get started, and add steps as you can.  In the end, you’ll have a

Homework Review

Homework Review (Photo credit: Rice and D)

solution to the homework problem.

Our very own education specialist Alice Wellborn is now a regular contributor at FlyLady.net and we are thrilled to share her wise words with all of you. Alice is a school psychologist and the author of the amazingly helpful book No More Parents Left Behind. Get the book at: No More Parents Left Behind

You can follow Alice on Facebook here

From CTV Edmonton


Edmonton teacher suspended for handing out zeros

CTV News Video

CTV Edmonton: Does no-zero policy coddle kids?
Veronica Jubinville reports on an Edmonton, Alta. teacher who was suspended after giving students a grade of 0. Some say the policy is fair, but others are worried kids won’t learn if they can’t fail.
CTV Edmonton Morning Live: Career likely done
An Edmonton teacher who was suspended for the remainder of the school year for handing out zeros feels he will likely be terminated permanently come next September. CTV’s Laura Tupper reports.
CTV Edmonton: Teacher shares his side of story
An Edmonton teacher is speaking out after he was suspended from a local high school, reportedly because he gave his students zeroes.
Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

Photos

Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

Physics teacher Lynden Dorval spoke with CTV News on Thursday, May 31.

View Larger Image

CTVNews.ca Staff

Date: Fri. Jun. 1 2012 9:07 PM ET

An Edmonton high school teacher said he’s been suspended for handing out zeros to students who didn’t complete their work, bucking a “no-zero” policy at the school.

Lynden Dorval said he doesn’t agree with the school’s behavioural code that bans awarding a grade of zero for incomplete work.

Instead, the policy introduced at Ross Sheppard High School almost two years ago treats unfinished work as a behavioural problem and not an academic one.

“So of course the student’s marks are only based on the work they have actually done,” Dorval told CTV Edmonton Thursday.

“It’s just like in real life, there are always consequences for not doing things,” the 35-year veteran teacher said.

Dorval’s marking system didn’t sit well with the school’s principal Ron Bradley, who sent a letter to the Edmonton Public School Board asking for a replacement teacher.

The letter cites three incidents where Dorval reportedly went against the policy, dating back to 2011.

It also outlines a meeting where Bradley told Dorval to remove the zeros and replace them with the school-sanctioned codes.

The school board wouldn’t confirm the reasons for Dorval’s suspension. It did state it was a staff discipline issue.

However, Schmidt said teachers are expected to follow assessment plans.

“When an assessment plan has been put in place at a school level, it’s my expectation that every staff member will stick to that plan,” he told CTV Edmonton.

Dorval told CTV the zeros he gave to students weren’t permanent, saying it’s important for students to learn about the “real world.”

“The students know that in my case they’re not permanent zeroes, it’s just an indicator that they have to do something about it because this is how their mark is going to turn out if they don’t,” he said.

Dorval’s suspension has prompted a wave of reaction from parents who are calling into radio stations, penning opinion columns, as well as calling the school, the board and the Education Department.

Many have dubbed Dorval the “Hero of Zero” who has stood up to those who allow children to get away with not doing their work.

“We’re hearing from parents. They’re seeing this in a very over-simplified kind of way,” Schmidt said.

“What we’re trying to explain is that students can fail courses if they don’t do the work. Kids are not given the opportunity to game the system.”

Meanwhile, students are somewhat perplexed by Dorval’s suspension.

“If the student didn’t do their work, why should they get any mark at all, so a zero sounds fine to me,” Dimitri Muzychenko told CTV Edmonton.

Another student, Mohamad Al-Jabiri, thought the punishment was too harsh.

“What is he supposed to do? Like he’s not going to run after the kids, it’s high school, right?” he said.

While Alberta Education Minister Jeff Johnson is keeping an eye on the situation, he does not plan to get involved, according to his spokeswoman, Kim Capstick.

“We don’t have a policy on grading. Albertans elect school boards for this,” said Capstick.

Dorval plans to appeal his suspension on the grounds that the principal went beyond his authority. The teacher also hopes to ignite a discussion on caring versus coddling.

With a report from CTV Edmonton’s Veronica Jubinville and files from The Canadian Press

Read more:http://www.ctv.ca/CTVNews/TopStories/20120601/teacher-suspended-marking-zeroes-120601/#ixzz1wvfJvauT

Not Something of which I Want Reminding


My only comment now is that I have been here and I am deeply upset that this kind of thing continues to happen.  As a link to this CBC article will probably eventually disappear, I am going to copy the whole article here.

Falsely accused teacher calls for accountability

Accused of abusing students, teacher spent weeks under suspicion

By Kathy Tomlinson CBC News

Posted: Apr 23, 2012 2:08 AM PT

Last Updated: Apr 23, 2012 2:30 PM PT

Read 802comments802

Teacher Susan Dowell was accused of abusing students after she challenged a boy for throwing out a banana at lunch.Teacher Susan Dowell was accused of abusing students after she challenged a boy for throwing out a banana at lunch. (CBC)
Kathy TomlinsonKathy Tomlinson

An Ontario substitute teacher who was cleared of abuse allegations is speaking out, suggesting that parents and students be held accountable for making false accusations.

“Something is terribly wrong here,” said Susan Dowell, who has taught school for 15 years. “Children who do make false allegations – parents who make false allegations – what happens to them in the end?”

The complaint against Dowell came after she told a grade five boy not to throw away an uneaten banana at lunch. Dowell was on lunch room duty, during a one-day teaching assignment at R.L. Graham elementary school, in Keswick, Ont.

“I told him to eat it…or put it back in his lunch box and take it home. His parents paid good money for fruit like that for him to eat,” said Dowell.

Dowell said the boy went home that night and complained, so one of his parents went to the school vice principal.

“The story that the parent heard and later told the administration…is that I had him go into the garbage to take out a squishy banana — eat garbage basically — and humiliated him in front of his friends.”

Dowell said the incident happened right after she had enforced classroom rules, for a group of unruly students – the boy’s friends – that morning.

“They came in with an attitude immediately…like they’re going to see how far they can go,” said Dowell. “I know enough, in a situation like this, I’m not going to get into a battle with students…so I asked them to go to the office immediately.”

Banana incident sparked investigation

The following week, while teaching at another school, she was suddenly sent home and told she was under investigation by Ontario’s Children’s Aid Society.

“I was just shocked and confused,” said Dowell. For over a week, she said, no one would tell her what she was accused of doing.

“For nine days. It feels like you’re waiting to find out a diagnosis with cancer. It’s crazy making…I was told not to speak to anyone.”

Dowell later learned that after the parent complained about the banana incident, the vice principal talked to the other students she taught that day. She said the group of unruly students she’d sent to the office had plenty of complaints.

Dowell was on a one-day teaching assignment at R.L. Graham Elementary School, when the incidents happened.Dowell was on a one-day teaching assignment at R.L. Graham Elementary School, when the incidents happened. (CBC)“Somehow all these children came up with all these incredible stories of how I had grabbed their wrists and I left red marks that apparently weren’t showing later,” said Dowell.

“Children are getting a lot more savvy these days. It used to be, ‘make the occasional [substitute] teacher cry.’ Now they know they can have you suspended.”

Without talking to Dowell, the school immediately called the Children’s Aid Society, which it is required to do by law, when there is an allegation of abuse.

“I thought I’d be treated as a professional colleague and I’d be given the benefit of the doubt and at least gotten a phone call afterwards to ask what had happened, from my perspective.”

Told to expect police

Dowell was removed from the board’s substitute teacher roster. Her union told her she might even be arrested.

“You are told police could come to your door any moment. What do you tell your family and friends? It’s a horrible situation to be in, knowing that you’re totally innocent,” said Dowell. “I knew I had never been alone with a child. I never put my hands on a child…but it felt like I was guilty until proven innocent.”

Dowell spent a month at home on partial pay, borrowing money to pay her bills, before the CAS concluded the allegation was unfounded.

The Children's Aid Society concluded the complaints against Dowell were unsubstantiated.The Children’s Aid Society concluded the complaints against Dowell were unsubstantiated.(CBC)“The Society…has determined that Ms. Dowell did not use excessive physical force with the students in her class or intentionally embarrass the student during her interactions with him in the lunchroom,” read a letter to Dowell’s lawyer from the York Region Children’s Aid Society.

“The Society is not substantiating any concerns related to the alleged use of physical force or public humiliation by Ms. Dowell, nor would the Society be concerned should Ms. Dowell return to her occasional teaching position.”

Dowell was then allowed to go back to work, but she still faces a probe by the school board, which is standard protocol when a complaint is made.

“These are separate investigations with different standards,” said Christina Choo-Hum of the York Regional School Board. “We have a much closer eye and more detailed approach to our investigation.”

Due diligence

When asked why a minor incident would lead to a full-blown investigation, Choo-Hum said, “If there is the slightest question [about a teacher] we err on the side of caution. It’s due diligence.”

Choo-Hum said no one from the school or the board would comment on Dowell’s case, because it’s a personnel matter. She said the board does not keep statistics on how many complaints against teachers it investigates, or what the outcome is.

Nadia Ciacci, president of the union representing 1800 occasional teachers in the York district, said she’s seen false complaints multiply every year, from none three years ago, to eight this school year. Ciacci said all were unfounded.

McGill University associate professor Jon Bradley has studied false accusations against teachers and said accusers who lie should be held accountable.McGill University associate professor Jon Bradley has studied false accusations against teachers and said accusers who lie should be held accountable. (CBC)“It’s devastating for teachers,” said Ciacci, who said one has left the profession as a result. “It’s important to ensure the safety of students, of course, but also to ensure the safety of teachers. The message has to get out there – that this has to stop.”

Jon Bradley, associate professor of education at McGill University, has studied false allegations against teachers. He knows one case where the teacher committed suicide. He said careers and lives are ruined, particularly for men falsely accused of sex abuse.

“It’s really a mess,” he said. “We seem to be almost afraid. We seem to be saying – if a kid makes an accusation it must be true. Kids don’t lie. That’s the first thing we say – kids don’t lie.”

He cited one case that should have been suspect from the start, because of how the nine-year-old girl characterized what happened.

“She said ‘he leered at me suggestively.’ I don’t know how many grade four students would use an expression like that.”

No consequence for accusers

He said parents and children involved in false allegations don’t face any consequences, and they should.

“What’s really sad in this is we’ve got adolescents making terrible accusations against teachers and getting off scot-free with absolutely no penalty whatsoever,” said Bradley.

Ciacci of the teacher’s union said she would like to see parents held legally responsible, perhaps through an amendment to Ontario’s Parental Responsibility Act.

“Look at the cost to taxpayers as well for the Children’s Aid involvement,” she said. “Parents need to be held accountable.”

Dowell said the group of Grade 5 students misbehaved and challenged her in class, then claimed she had abused them.Dowell said the group of Grade 5 students misbehaved and challenged her in class, then claimed she had abused them.(CBC)Choo-Hum said there is no school board policy or standards for dealing with students who make false allegations.

“Students are dealt with on a case-by-case basis [at the school level],” said Choo-Hum.

Dowell said she is confident the board investigation will also find she did nothing wrong. Regardless, though, she said she will never feel the same in the classroom.

“The next time I see a kid throw out a banana I am obviously not going to say anything. And next time I see belligerent, defiant behaviour – am I to turn the other cheek?” said Dowell.

““I feel very much I am damned if I do I am damned if I don’t.”

Why Do Students Want to Take Down Teachers


Teachers

Teachers (Photo credit: iwannt)

In a recent post, I quoted words used in a search that ended up at my blog.  I listed eight incidents of which I had direct knowledge. In each one a teacher had been the target of an attempt to take him or her down.

The first question is why.  As you probably surmised from the list, most these students want to get back at the teacher.  Usually the student didn’t get the mark desired, sometimes the student was disciplined for misbehaving and sometimes there was a personality clash.  Occasionally a student was mentally ill but usually there is an element of revenge when students set out to take down a teacher.

The second reason is because she can.   Without believing she can take down a teacher, a student’s thoughts of revenge remain a daydream, a bitching session with a friend or some complaining over supper.  Thoughts of revenge dwindle over time and the student may come to terms with the source of annoyance.

When revenge is not a reasonable option, a student has an opportunity to learn better ways to deal with perceived unfairness. Perhaps she may acknowledge to herself that the mark or the discipline were earned even if the student thought they were a little excessive.  Perhaps she may talk to the teacher about what is bothering her.  Perhaps she may enlist her parents’ help in talking to the teacher.

However, in England, the USA and Canada, there are many cases that demonstrate students can take down teacher or at the very least, make their lives hell.  And they can do it with relative ease.  How do they have that power?  Why are children able to cause such havoc in the lives of hard working, caring, decent adults?

Initially students are believed when they make a charge of sexual assault or a vague form of harassment.  This is a hangover from the days when the standard belief was that children don’t lie.  This standard was a reaction to a long period when adults refused to believe children who claimed that apparently respectable adults were molesting them.

That refusal was understandable.  Even Freud, who had at first believed women when they described early traumas of molestation and incest, was persuaded by colleagues that the women must be making it up.

1. There is some controversy as to whether Freud did indeed change his mind.  Chief proponent of it seems to be J. M. Masson in his 1984 book, The Assault on Truth.  Freud’s Suppression of the Seduction Theory.

We now realise that if a child can lie about taking a chocolate bar or other things, she can lie about more serious things.  Most children have been brought up to understand how wrong it is to lie and very wrong to lie about serious things. Unfortunately, some children tell the truth, some exaggerate and some do lie.  And some lie deliberately to hurt other people.

Because of the climate of believing children on the subject of abuse, teachers and others are often perceived as guilty until proven innocent.  Whatever happens in the courts, in the disciplinary hearings run by their employers it becomes clear that the burden of proof is on the adult to prove herself not guilty.

All of this makes teachers an easy target.  At the very least they will suffer the pain of being removed from the class while the accusation is investigated.  What more they will suffer, I can only leave to your imagination.

How Should I Treat a Child who has been Labelled Gifted?


1.  A child labelled gifted is a CHILD.  He or she is a child, first, last and foremost.

2.  Do not punish her for being labelled gifted by:

a)  Heaping more work on her

b)  Saying things such as “I expected more from someone like you i.e. someone who is smart”

c)  Telling everyone that the child is gifted

d)  Refusing to accomodate her giftedness until she earns it (by behaving better, working harder, doing better)  Would we do that to a child with ADHD or dyslexia or visual impairment?

3.Remember that he has been tested and found guilty ONLY of academic talent.  That is, he does well on tests of math and verbal skills.  Should he show other talents, be delighted.  If he is interested, encourage him to develop them.  If not, don’t pressure the child!

4.Her talent does not include any kind of unusual maturity of character.  Your six year old will still have tantrums and your thirteen year old will still have a healthy urge to make out with an object of his or her desire.  Your seventeen year old will think it is most unfair that the car has an 11:00 p.m. curfew when hers is 1:00 a.m.  And you are still the parent or the teacher no matter how smart the child is!

5.Every child needs down time just to mess around.  This is excellent use of every kind of beautiful mind.  It also:

a)  encourages creativity

b)  encourages the fun of exercise

c)   allows time to nurture the friendships that will nurture the child in turn

6.  Do not load him down with after school activities.  That is not enrichment. Sign him up only for activities that he requests.  A good rule of thumb is two, one of which the child can walk to.  No activities are fine, too.

7.  If your child asks for music lessons or anything else that requires practice, insist that you must not be expected to nag (except, perhaps, when the February doldrums hit).  This is a tough one.  Sometimes a parent can get around it by saying, “Remember, I am not expected nag”, however as you have a bright child don’t expect to get away with it more than twice in six weeks.

8.  Expect her to finish the term or year of an activity before she can switch to something else. She was the one who chose, she must be the one to see it through.  This teaches commitment but also allows her to try many things.  If you have a butterfly child who switches from horse riding to ballet to karate to chess, don’t despair.  She is checking out possibilities now, instead of waiting until the post-secondary years when butterfly lifestyles become more expensive.

9.  Do not excuse him from homework but do not allow him to work past his bedtime.  And he should have a bedtime.  Teach him time management and model it yourself.

10.  A good rule of thumb for homework, if she must have homework, is ten minutes per grade.  Ideally it should start with reading to parents or practicing something that needs to be memorised.  Homework in the primary grades is probably unnecessary, but opinions vary.

11.  Encourage him to give you reasoned arguments when he wants something he knows you disagree with.  Let him know that you will also listen to a compromise that meets your concerns.  Make sure the child knows you reserve the right to say no, if you are not persuaded.  If you have asked for his arguments, then respond with your reasons if you must say no, but keep it short.  Do listen carefully because more often than you think, your child or student will persuade you or offer a reasonable compromise.  This is good use of her skills.

More Posts in this Blog on Giftedness and Related Issues:

Gifted and “Education for All”

Mistakes: Consider Them a Learning Experience

A School for Scientifically and Technically Talented Students

Words, Names and Labels in Education