“Get On Board”

During my time at my practicum school, I have developed great relationships with my students, as well as some of my coworkers, especially with my Vice principal (soon to be principal) because of our mutual love for surfing. Him and I have been talking and collaborating ideas of how to involve students in the surf community to help youth build greater self-esteem, and a sense of community throughout the school.

My original inquiry project was focusing on girls, and empowering them in confidence and self-esteem, but I feel as though I could take this further and develop this confidence in all students, in all youth.

I have been reading this website/ movement created in Ahousaht called “Get On Board” and this is their summary of what their mission statement is all about:

Get on Board – Empowering youth one board at a time

“Get on Board is a registered non-profit organization which uses board sports-surf/skate/snow to develop social skills, self confidence and goal setting in youth. The very nature of board sports: physicality, creativity, courage, and self discipline help youth develop life skills.
To improve as a boarder you will fall many times. As in life when you fall you have to get back up. The resilience you learn in developing skills as encouraged by our mentors will help you gain the confidence and self esteem you need to overcome many obstacles.
Get on Board helps youth connect to their schools and community through provision of organized teaching/learning programs, advocacy and outreach.”

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I love this idea of using surfing as a way to encourage physicality, creativity, courage and self discipline in youth to help them develop life skills, and is something I look forward to collaborating my ideas for this with my vice principal too!

 

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ODD Definition 

“​Even the best-behaved children can be difficult and challenging at times. But if your child or teen has a frequent and persistent pattern of anger, irritability, arguing, defiance or vindictiveness toward you and other authority figures, he or she may have oppositional defiant disorder (ODD).”


This definition is taken from the mayoclinic website. The wording, much like the majority of resources I have found so far, is parent focused as opposed to educator focused.


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Resources for Tom

https://childdevelopmentinfo.com/learning/learning_disabilities/teacher/#.WgCPAq2ZNok
Today I visited this website and found it very helpful for tips and tricks to help my teaching with Tom. Below will be a few of their tips I think will be helpful with Tom.

Alternate physical and mental activities: I believe this will be a very affective tool to use with Tom because he struggles to keep still throughout a lesson. I think that this will allow him to change his train of thought and re focus himself. Brain breaks will be something I will look into for my class.

Get in a habit of pausing 10 to 16 seconds before answering:I think this is very important to do within the classroom. I need to work on this more because I do not always pause when answering a question. By giving Tom that extra time to think might allow him to contribute to the conversation.

Do not confront lying by making children admit they have been untruthful:I found this one very interesting because I have previous been taught to discuss lying/ fibbing with students when it does come up. I will be looking into this tip further because Tom has a habit of lying and or putting words into peoples’ mouths.

Overall this resource I think will be very helpful in my journey teaching Tom. I am enjoying my time learning beside Tom and look forward to trying this tips and tricks with him in my next practicum.


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Halloween Week with Tom

First week of teaching everyday for practicum and it fell on the week of Halloween. Each and everyone of my students were excited every minute of every day. I asked my sponsor teacher how he controls the craziness of Halloween and his response was to just breath and accept that it will be a crazy week. Now this being said it was a crazy week for a student without ADHD, now to put Tom into a position where he must focus and learn on one of the busiest weeks of the year… I thought might be impossible.

Monday: Today was my first lesson of an ongoing science lesson, Tom goes home at lunch on Mondays and does not return therefore I did not have the experience of teaching him.  However the morning of observing and circulating gave me a lot of information on him. Math had just started when he had a small melt down about how stupid math is. He could not understand the need for math when he could find the answer on a calculator. This argument went on for about half an hour until finally my teacher explained to him that he was not ready to focus and allowed him to go to the lunch room to help put together lunches for the lunch program. After this he went home for the afternoon.

Tuesday: Halloween has arrived and the students are buzzing. There are witches, cats, cowboys, and farm animals all full of excitement and awaiting 2:37 to come so that they can start to celebrate. Tom walks in ten minutes after the bell (which is now a routine, starting at 8:55), he is wearing a black sweater, baggie jeans, necklaces, rings, and sun glasses. My sponsor teacher asks “who are you for Halloween”, Tom responded with holding up a necklace that read “GANGSTER”. My sponsor teacher responds appropriately and asks him to take a seat and get his silent reading book out. Once he has sat down his EA realizes he is wearing his sunglasses at his desk (the school rule on Halloween is no masks and because we cannot see his eyes they were consider a mask). Once asked to take them off it ticked him and there was no returning. He now believed we had ruined his costume and he struggled to realize that we only took away a small part of a costume. He soon came to the conclusion (after a lot of convincing) that he could wear them on his head and he would be just as cool. Once lunch recess came he went home for his regular lunch block and did not return back to school because he wanted to stay home.

Wednesday: Tom was absence from school today.

Thursday: The morning I spent with my sponsor teacher running the cross country event therefore I did not see how he interacted in class this morning. On arrival back to the school I had two lessons to teach and then they went to Fine Arts. The first lesson he was absent for because he was spending time with a support worker and counsellor. When he returned he was asked to join his science group to observe the changes that occurred to their bread mould. When asked to do this he looked at me and yelled “nope, I have better things to do” and ran out the door. I walked out the door to follow him and explain this is not the right thing to be doing. At this point he had already ran into the library and disturbed not only my class’ learning but now the students in the library’s learning as well. My sponsor teacher had now come to support me on bringing him back to class. I went back to the class and he brought him back into the room. On arrival Tom gave me an apology and told me he was ready to work. He observed the bread with a magnify glass but once asked to draw what he saw he looked at me and exclaimed ” that is so stupid I am not doing that”. At this point I told him that he needed to participate otherwise I would not be able to give him participation marks, this did not phase him. He then walked around the class disturbing other students working. I quickly stopped him and told him to sit at his desk and gave him a dot to dot work sheet to calm his body down. This worked for about five minutes and then he was up again disturbing groups. At this point my sponsor teacher asked him to take a walk to the office and return when he felt ready to come back (this was a daily occurrence for Tom if he could not handle the classroom). He left and did not return.

Friday: The end of a crazy week became crazier when a miscommunication lead to me teaching fifty students in a gym block. I was already nervous about teaching Tom in a gym setting and now I had to do it teaching fifty other students! I took a deep breath and told myself to look around at all the support I had in the room and decided to face my fear. Tom had two reminders the whole class to be respectful! Some of you may read that and say “wow he had to be reminded twice… why didn’t he understand right away”. Well I can tell you from my month of knowing Tom, he cannot stop himself from blurting and he cannot filter what he says. That being said two reminders was a big win! On arrival back to the class he had a pretty calm day, again reminders were given often but he always fell back to where he needed to be.

This week was a huge learning experience, although I feel that I was unsuccessful at getting Tom to complete his work I did however capture his attention in PE and my final science lesson and for me that was a huge win for the week! As I get to know Tom more and more I hope to learn different ways to communicate and teach him.


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Hold On To Your Kids

Hold on to Your Kids: Why Parents Need to Matter More Than Peers

By: Gordon Neufeld


After attending the two workshops which I previously wrote about in my blog, I decided to read Neufeld’s book.

I could sit here and write paragraphs on why student/teacher relationship is important. I could sit here and write on why students need to feel that sense of attachment in order to flourish, but I did that enough in my last two blog posts. In this blog post I am going to simply type out my favourite words from Neufeld’s book, so you as the reader can create your own sense of curiosity.

The primary culprit is assumed to be peer rejection: shunning, exclusion, shaming, taunting, mocking, bullying. The conclusion reached by some experts is that peer acceptance is absolutely necessary for a child’s emotional health and well-being, and that there is nothing worse than not being liked by peers. It is assumed that peer rejection is an automatic sentence to lifelong self-doubt. Many parents today live in fear of their children’s not having friends, not being esteemed by their peers.

Quote #1:

“The primary culprit is assumed to be peer rejection: shunning, exclusion, shaming, taunting, mocking, bullying. The conclusion reached by some experts is that peer acceptance is absolutely necessary for a child’s emotional health and well-being, and that there is nothing worse than not being liked by peers. It is assumed that peer rejection is an automatic sentence to lifelong self-doubt. Many parents today live in fear of their children’s not having friends, not being esteemed by their peers.

This way of thinking fails to consider two fundamental questions: What renders a child so vulnerable in the first place? And why is this vulnerability increasing? It is absolutely true that children snub, ignore, shun, shame, taunt, and mock. Children have always done these things when not sufficiently supervised by the adults in charge. But it is attachment, not the insensitive behavior or language of peers, that creates vulnerability. The current focus on the impact of peer rejection and peer acceptance has completely overlooked the role of attachment.

If the child is attached primarily to the parents, it is parental acceptance that is vital to emotional health and well-being, and not being liked by parents is the devastating blow to self-esteem. The capacity of children to be inhumane has probably not changed, but, as research shows, the wounding of our children by one another is increasing. If many kids are damaged these days by the insensitivity of their peers, it is not necessarily because children today are more cruel than in the past, but because peer orientation has made them more susceptible to one anothers taunts and emotional assaults.”  Hold On to Your Kids: Why Parents Need to Matter More Than Peers

Quote #2:

“Children do not experience our intentions, no matter how heartfelt. They experience what we manifest in tone and behavior.” Hold On to Your Kids: Why Parents Need to Matter More Than Peers

Quote #3:

When a child becomes so attached to her peers that she would rather be with them and be like them, those peers, whether singly or as a group, become that child’s working compass point. It will be her peers with whom she will seek closeness. She will look to her peers for cues on how to act, what to wear, how to look, what to say, and what to do. Her peers will become the arbiters of what is good, what is happening, what is important, and even of how she defines herself.” Hold On to Your Kids: Why Parents Need to Matter More Than Peers

Quote #4:

“After day care and kindergarten, our children enter school. They will now live most of each day in the company of peers, in an environment where adults have less and less primacy. If there were a deliberate intention to create peer orientation, schools as currently run would surely be our best instrument.
Assigned to large classes with overwhelmed teachers in charge, children find connection with one another. Rules and regulations tend to keep them out of the classroom before classes begin, ensuring that they are on their own without much adult contact.

They spend recess and lunchtime in one another’s company. Teacher training completely ignores attachment; thus educators learn about teaching subjects but not about the essential importance of connected relationships to the learning process of young human beings. Unlike a few decades ago, today’s teachers do not mingle with their students in the halls or on the playground and are discouraged from interacting with them in a more personal manner. In contrast to more traditional societies, the vast majority of students in North America do not go home to spend lunchtime with their parents.

In today’s society, attachment voids abound. A gaping attachment void has been created by the loss of the extended family. Children often lack close relationships with older generations — the people who, for much of human history, were often better able than parents themselves to offer the unconditional loving acceptance that is the bedrock of emotional security. The reassuring, consistent presence of grandparents and aunts and uncles, the protective embrace of the multigenerational family, is something few children nowadays are able to enjoy.

Owing to geographic dislocations and frequent moves, and to the increasing peer orientation of adults themselves, today’s children are much less likely to enjoy the company of elders committed to their welfare and development. That lack goes beyond the family and characterizes virtually all social relationships. Generally missing are attachments with adults who assume some responsibility for the child.

One example of an endangered species is the family physician, a person who knew generations of a family and who was a stable and emotionally present figure in its members’ lives, whether in times of crisis or times of celebration. The faceless and inconstantly available doctor at the walk-in clinic is hardly a substitute. In the same way, the neighborhood shopkeeper, tradesman, and artisan have long been replaced by generic businesses with no local ties and no personal connections with the communities in which they function.” Hold On to Your Kids: Why Parents Need to Matter More Than Peers

What I hope for you to get out of this blog post is interest. Interest into who Gordon Neufeld is and what he does. Neufeld Institute is a resource I have linked here for you to inquiry about, and to explore the courses he offers in Vancouver, BC and through online programs.


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