11 Myths of Autism

People with autism don’t want friends. If someone in your class has autism, she probably struggles with social skills, which may make it difficult to interact with peers.

1. She might seem shy or unfriendly, but that’s just because she is unable communicate her desire for relationships the same way you do.

2. People with autism can’t feel or express any emotion— happy or sad. Autism doesn’t make an individual unable to feel the emotions you feel, it just makes the person communicate emotions (and perceive your expressions) in different ways.

3. People with autism can’t understand the emotions of others. Autism often affects an individual’s ability to understand unspoken interpersonal communication, so someone with autism might not detect sadness based solely on one’s body language or sarcasm in one’s tone of voice.

But, when emotions are communicated more directly, people with autism are much more likely to feel empathy and compassion for others.

4. People with autism are intellectually disabled. Often times, autism brings with it just as many exceptional abilities as limitations. Many people with autism have normal to high IQs and some may excel at math, music or another pursuit.

5. People with autism are just like Dustin Hoffman’s character in Rain Man. Autism is a spectrum disorder, meaning its characteristics vary significantly from
person to person. Knowing one person with autism means just that—knowing one person with autism.

His or her capabilities and limitations are no indication of the capabilities and limitations of another person with autism.

6. People who display qualities that may be typical of a person with autism are just odd and will grow out of it. Autism stems from biological conditions that affect brain development and, for many individuals, is a life long condition.

7. People with autism will have autism forever. Recent research has shown that children with autism can make enough improvement after intensive early intervention to “test out” of the autism diagnosis. This is more evidence for the importance of addressing autism when the first signs appear.

8. Autism is just a brain disorder. Research has shown that many people with autism also have gastro- intestinal disorders, food sensitivities, and many allergies.

9. Autism is caused by bad parenting. In the 1950s, a theory called the “refrigerator mother hypothesis” arose suggesting that autism was caused by mothers who lacked emotional warmth. This has long been disproved.

10. The prevalence of autism has been steadily increasing for the last 40 years. The rate of autism has increased by 600% in the last 20 years. In 1975, an estimated 1 in 1,500 had autism. In 2009, an estimated 1 in 110 had an autism spectrum disorder.

11. Therapies for people with autism are covered by insurance. Most insurance companies exclude autism from the coverage plan and only half of the 50 states currently require coverage for treatments of autism
spectrum disorders.

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Personal Teachers diary

This is the easiest way to begin a process of reflection since it is purely personal.

After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students.

You are likely to begin to pose questions about what you have observed.

Diary writing does require a certain discipline in taking the time to do it on a regular basis.

Writing a teaching diary

Here are some general questions to get you started:

Lesson objectives

• Did the students understand what we did in the lesson?

• Was what we did too easy or too difficult?

• What problems did the students have (if any)?

• Was there a clear outcome for the students?

• What did they learn or practise in the lesson? Was it useful for them?

Activities and materials

• What different materials and activities did we use?

• Did the materials and activities keep the students interested?

• Could I have done any parts of the lesson differently?

Students

• Were all the students on task (i.e. doing what they were supposed to be doing)?

• If not, when was that and why did it happen?

• Which parts of the lesson did the students seem to enjoy most? And least?

• How much English did the students use?

Classroom management

• Did activities last the right length of time?

• Was the pace of the lesson right?

• Did I use whole class work, group work, pairwork or individual work?

• What did I use it for? Did it work?

• Did the students understand what to do in the lesson?

• Were my instructions clear?

• Did I provide opportunities for all the students to participate?

• Was I aware of how all of the students were progressing?

Overall

If I taught the lesson again, what would I do differently?

So score yourself as a teacher.....

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Teaching an Entirely New Topic

When presented with new material, standards, and
complicated topics, we need to be focused and calm
as we approach our assignments. We can use brain
breaks and focused-attention practices to positively
impact our emotional states and learning.

They refocus our neural circuitry with either stimulating or
quieting practices that generate increased activity in
the prefrontal cortex, where problem solving and
emotional regulation occur.

Brain Breaks

A brain break is a short period of time when we
change up the dull routine of incoming information
that arrives via predictable, tedious, well-worn
roadways.

Our brains are wired for novelty because
we pay attention to any and every stimulus in our
environment that feels threatening or out of the
ordinary. This has always been a wonderful advantage
because our survival as a species depended on this
aspect of brain development.

When we take a brain break, it refreshes our thinking
and helps us discover another solution to a problem
or see a situation through a different lens. Consider
trying these with your class:

1. The Junk Bag

I always carry a bag of household objects containing
markers, scrap paper, and anything that one would
find in a junk drawer -- for example, a can opener or
a pair of shoelaces. Pick any object out of the junk
bag and ask students to come up with two ways this
object could be reinvented for other uses. They can
write or draw their responses. Once students have
drawn or written about an invention, they can walk
the room for one minute sharing and comparing.

2. Squiggle Story

On a blank sheet of paper, whiteboard, or
Promethean Board, draw one squiggly line. Give
students one minute to stand and draw with their
opposite hand, turning the line into a picture or
design of their choice.

3. Opposite Sides

Movement is critical to learning. Have students stand
and blink with the right eye while snapping the fingers
of their left hand. Repeat this with the left eye and
right hand. Students could also face one another and
tap the right foot once, left foot twice, and right foot
three times, building speed they alternate toe tapping
with their partner.

4. Symbolic Alphabet

Sing the alphabet with names of objects rather than
the letters.

5. Other Languages

Teach sign language or make up a spoken language.
In pairs, students take turns speaking or interpreting
this new language for 30 seconds each.

6. Mental Math

Give a set of three instructions, counting the sequence
to a partner for 30 seconds. Example: Count by two
until 20, then count by three until 50, finishing with
seven until 80. Switch and give the other partner
another set of numbers to count.

7. Invisible Pictures

Have a student draw a picture in the air while their
partner guesses what it is. You could give them
categories such as foods, places, or other ways to
narrow the guessing.

8. Story Starters
A student or teacher begins a story for one minute,
either individually or with a partner. The students then
complete or continue it with a silly ending.

9. Rock Scissors Paper Math
With the traditional game, the last call-out is "math."
With that call, students lay out one, two, three, or four
fingers in the palm of their hand. The best of three
wins.

Focused-Attention Practices

A focused-attention practice is a brain exercise for
quieting the thousands of thoughts that distract and
frustrate us each day. When the mind is quiet and
focused, we are able to be present with a specific
sound, sight, or taste.

Research repeatedly shows
that quieting our minds ignites our parasympathetic
nervous system, reducing heart rate and blood
pressure while enhancing our coping strategies to
effectively handle the day-to-day challenges that keep
coming. Our thinking improves and our emotions
begin to regulate so that we can approach an
experience with variable options.

For the following practices, the goal is to start with
60 to 90 seconds and build to five minutes:

1. Breathing
Use the breath as a focus point. Have students place
one hand close to their nose (not touching) and one
hand on their belly. As they breathe in, have them feel
their bellies expand. As they exhale, they can feel the
warm air hit their hand. Students will focus on this
breath for only one minute. Let them know that it's
OK when thoughts sometimes come into the mind
uninvited. Tell them to exhale that thought away.

2. Colors
Visualize colors while focusing on the breath. Inhale a
deep green, and exhale a smoky gray. Have the
students imagine the colors as swirling and alive with
each inhale. If a student is de-escalating from an
angry moment, the color red is a great color to
exhale.

3. Movement
For younger children, direct students to stand and, as
they inhale, lift an arm or leg and wiggle it, exhaling it
back to its original position. For younger grades
beginning these focused-attention practices, it's good
to include an inhale and exhale with any type of
movement.

4. The Deep-Dive Breath
We inhale for four counts, hold for four, and exhale
slowly for four counts. You can increase the holding of
breath by a few seconds once the students find the
rhythm of the exercise.

5. Energizing Breath
We pant like a dog with our mouths open and our
tongues out for 30 seconds, continuing for another 30
seconds with our mouths closed as we take short
belly breaths with one hand on the belly. We typically
take three energizing pant breaths per second. After a
full minute, the students return to four regular deep
inhales and exhales.

6. Sound
The use of sound is very powerful for engaging a calm
response. In the three classrooms where I teach, we
use rain sticks, bells, chimes, and music. There are
many websites that provide music for focus, relaxation
and visualization. Here is one of my favorites .

7. Rise and Fall
As we breathe in and out through our noses, we can
lie on the floor and place an object on our stomachs,
enhancing our focus by watching the rising and falling
of our bellies.

When we are focused and paying attention to our
thoughts, feelings and choices, we have a much
greater opportunity to change those thoughts and
feelings that are not serving us well in life and in
school. When we grasp this awareness, we see and
feel the difference!

How do you stimulate or quiet your students?

Courtesy: http://www.edutopia.org/blog

Achievements are easy to come by!

Supervision is simply when a mother asks her daughter to prepare jollof rice for her, she provides all the needed ingredients, tells her how to cook it beat.

The mom comes to the kitchen in about 15-20 mins interval to check if she is doing the right thing, if she is not she makes corrections.
The supervisor is the mom,
The supervised is the daughter

Achievement is accomplishing a particular goal that has been made know earlier, it can also be viewed to be having passed beyond the set out mark.

Supervision involves more of regular check, periodic evaluation of every activity to ensure that it is inline with the set out goal. This check is on all the human resources put to work alone.

Human resources in a school involves the cleaners, the security, teachers, assistant teachers, head of departments, librarian, store keepers, secretary, school secretary, nurse, class teachers, etc

Checking on a teachers should be based on a checklist which should contain a list of the individuals job descriptions or what is expected of him/ her in brief.
This will help us know what to look out for when supervising

Supervision  should be scheduled - may be Wednesdays for assistant Teachers, Tuesdays for Teachers, and some selected days for other school staff.

Supervision must not be static in order for supervision to really be effective

Supervision for teachers and assistant teachers should include classroom environment, writing materials for students, teaching aids, teaching methods, teachers attitude, teachers use of words, the subject matter, use of examples.

Why supervision ?

It ensures that schools conforms to the rules and regulations and other government directives

To make teachers aware of various resources that can enhance their teaching function for the benefit of the students

To raise the standard of education by helping teachers

To improve the students learning conditions

To ensure that everyday efforts are not wasted in the school

Helps the school uphold a good name

Helps the administrator know the real needs of the school

An effective and efficient administrator doesn't just sit in the office literally doing nothing but ensure everyday's activities moves the organization closer to it stated goal.

What it takes to be a teacher?

A teacher they say is expected to be an epitome of knowledge, creative, inspiring, motivating, a Role Model, just to mention a few.

We are challenged in terms of :

TIME: Most of  our time is spent on school work- writing lesson plans, thinking of institutional media, marking home works, test, examination scripts, observing kids, making evaluations, member of a School committee, ensures discipline,do publicity for our school sometimes, take kids on excursions, visits to places, etc.
We hardly have time to look after ourselves although people in other sector thinks we have more time than they do.

WORKLOAD: The workload of teaching as it involves research, mastery of the topic, directing classroom activities,understand facts, realities of the society, the concepts of each topics and its dynamics - whether Abstract or concrete, understand the values of the society and how it can be related to the topic, etc.


LOW PAY : We are the least paid, with no regular salary, no special bonuses, no extra time pay, least appreciated by parents and School Management. When there is a slight issues between us and parents the school authority would prefer to only hear from the parents and all they do is sack us straight away, if everyone should be sacked at every little mistake they make, no Good teacher would be teaching today. Employers think they are helping us by giving us employment.... Hmmmm.
Even parents detests us to a great extent having seen the way school management treat us.

CLASSROOM MANAGEMENT:  After getting lesson plan ready, we have to ensure the classroom is well arranged with the needed materials, kids are not in danger, learning is achieved, kids are not fighting, kids are participating in teaching learning procedure, ensure the class is neat and condusive for learning.


COMMITTEE: We are also active members of the various school committee - school events, yearly activities, Teacher's welfare, etc.  We are expected to also give in our very best, we organize school events, school outings, etc.


PARENTS & COMMUNITY :  We ensure that we have cordial relationship with the parents as well as the community because we are in many ways representing our school within our community.


After doing all this and lots more, we are the least paid and appreciated.

Over the Years these trends remain, Nigeria is 54 years Old today
We need make up our minds as Good Nigerians not to :

Never look down on our Teacher's

Please always respect and honor our Teacher's, we actually train and teacher our professionals in all others sectors of the economy

3;
I would suggest we need;
A labour force to protect unfair  treatment of teachers by their employers

Teacher Labour law to protect our teachers against unruly activities of our Primary and Secondary school teacher mostly from our private School owners

Proper Enforcement of the Teacher Labour Force if they really exist  by honest and diligent Nigerians.

If need be we need to set up laws to has to do with our teachers are work so as to see that we too are truly diligent with our work as we need a revamp of the image of our Profession.

Happy 54th Independence Day NIGERIA !!!!

Building is fun!

Expect to see towering skyscrapers and leaning Towers of Pisa decorating your table when you do this fun activity with your child. Learning how to see the world and then translate it into 3-D can be challenging when in the two dimensional world of paper and pencils or crayons. This activity encourages a child to sculpt in free form with the only rule that they have to build 'up'.

What You Need: Mini marshmallows Toothpicks What You Do: 1. Try helping to build a small shape to get your child started. Stick 4 toothpicks into 4 marshmallows to build a square (with the marshmallows forming the connectors). 2. Next, have your child start moving his sculpture 'up'. Place 4 toothpicks vertically into the marshmallows with another set of marshmallows on each end. 3. Repeat your first square and connect the marshmallows. You now have a 3D square which can form the base of a tower or even perhaps a house. 4. Let your child's imagination take over from there! Did You Know? The resulting sculpture is an example of three dimensional artwork made by combining hard material with a plastic material (this material is mimicked by the marshmallows. Sculptors also create sculptures out of stone, wood, glass or metal. Their art is often painted. Spending time discussing local public artwork in parks and plazas with your child is a great way to get him thinking about structures. After building structures in three dimensions young artists may start noticing three dimensional shapes in local architecture. Not only will your child love playing (and eating!) marshmallows, but he'll learn a bit about construction as well. Kids don't often get the chance to work on what teachers call "visual spatial skills"-- in other words, they don't often get to work on being able to think in physical space. This is a great project to get them thinking in 3-D! Note: since marshmallows are not readily available in Nigeria so improvise and be creative.... Your kids will love this activity. Source: www.education.com