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Strategies for Starting School - Preparation, First Day of School and What to Expect

Several times this month, Fiona Brill and her five year old son have walked to the nearby Primary School. There they play on the monkey-bars, eat a picnic lunch and try out all the drinking taps to discover which ones work - and which ones spray water everywhere. Fiona points out the classroom Nicky will be in this year and the bench she will sit on, when it is time to collect him. In just a few weeks, Nicky will go to school for the first time. Fiona is already working to make the transition as easy and as happy as possible.

It need not be tears and traumas at the school gate at the start of the year. Given preparation and a positive attitude to school, the first day - and all the other days too - can be a time to look forward to and enjoy.

The Weeks Before

* Many schools arrange orientation days where children are shown around and perhaps have a story read to them by a 'real' teacher. These are a terrific introduction.

* Talk about school often, in casual conversation. ('Yes, you can read "cat". You'll learn to read lots of words at school.') Be positive and enthusiastic in your attitude, but on the other hand, don't build it up too much -school can't live up to the reputation of Circus Maximus.

* Education Departments often have excellent booklets to offer ideas. Ask for them.

* Visit the school grounds several times so your child has a concrete picture of where they will be spending their time. Like Fiona, show them the classroom, the toilets, try out the drinking taps and play some chasey on the oval.

* Point out where you will sit and wait to meet your child after school. Knowing you will be at a set place at a set time makes them feel much more secure.

* Get kids involved in a fashion parade of trying on uniforms. They can write their names on painting smocks, lunch boxes and school bag in texta.

* Have picnics where you practice undoing drink lids and unravelling dried fruit and sandwiches from plastic wrap. (Or try using waxed paper instead, it's easier for small fingers.)

* Talk often about how long the school day will be in simple terms - 'After lunch, you'll have some more games and stories and then I'll be waiting to take you home.'

* Gather uniforms, art smocks and school bags well in advance. This avoids the terrible night before finding frenzy!

* Make sure everyone gets an early night!

The First Day.

* Help your child get ready in a calm and relaxed manner. Even if you have to get up earlier to avoid panics and last minute rush.

* Arrange to meet up with one of your children's friends and their parents. That way you can all walk together and support each other.

* Don't forget to leave extra time for a photo or two. It's something to really treasure later.

* Understand that there will be little time for the teacher to chat to you. This can happen later, on other days. Teachers need to concentrate just on the children during those first few chaotic days!

* In the classroom, get your child involved in an activity (just like at kinder), but don't stay too long.

* Always tell your child you are leaving, but keep it casual - five act farewells are a terrible strain on both parents and children. When you leave, do so quickly and firmly - even if tears start. Teachers are experts in comforting and distracting children - but they can only do so when parents (always the child's first choice!) are no longer there.

* Keep reminding yourself (often) that most children who cry on the first day when parents leave are happily involved in drawing elephants and making friends before the parent has even made it home.

* Be there waiting when school ends. Even two minutes late can feel like two hours to a Prep kid.

The First Few Weeks

* Expect some deterioration in behaviour in those early days, because of tiredness. Answering back, rudeness, fighting and even bed-wetting are all signs of tension. You don't have to accept it, but you don't have to go racing back to the child rearing manuals just yet either. Cuddles, kindness and quiet times should see the problem out.

* Have a small snack and some quiet activity ready for when you both get home. Unwind gently, chat about the day, even get some favourite videos to watch, until energy levels return. Don't ask five friends over to play - no matter how much they beg you!

* Don't talk much about what you did during the day, especially if it was exciting. Imply it was business as usual at home or at work. Children hate to miss out.

* However, do actually plan something special for yourself - especially on that first day alone. Even if you have two toddlers and a baby still underfoot, a child going to school for the first time leaves a huge gap in your life. Fill it with something special. It's a new beginning for all of you.

'No, you can't jump on those squares,' Nicky Brill is telling his mother. 'This is my school. I make the rules.' He has already made the transition. The first day of school is something to look forward to for both of them.

(c) Jen McVeity, National Literacy Champion.

The fun Seven Steps to Writing Success program, by successful author, Jen McVeity, is in 900+ schools. Suited to the home school curriculum & gifted children, it has rapidly increased students' writing skills and enjoyment. Visit http://www.sevenstepswriting.com for top writing tips and activities - more in the free Parent Newsletters. Click on 'Sample' tab for a free Story Starters Worksheet.


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How to Use Fitness Breaks to Keep Your Students Alert

There is not a teacher alive who has not stood in front of a classroom of drowsy students. There is no doubt that teaching effectiveness is much reduced when students can barely keep their eyes open. Fortunately, physical activity can be used to energize such classroom lulls.

ENERGY BREAKS
A short fitness break of three to four minutes can get the blood pumping again, relieve boredom, reduce tension and increase your students' level of alertness. The result will be better learning by students and a better teaching experience for you. While it is not time spent on-task, it will make your students more able to learn, so it is definitely worthwhile.

MUSIC
Some of the best energy breaks are performed to music, using on-the-spot aerobics movements designed to move the limbs and get the blood flowing. Be sure to have a tape full of 3-4 minute songs suitable for such a routine.
A good tempo for such songs is 20-24 beats in a 10-second time span. The exercises you select should be appropriate for a teacher and studens wearing typical classroom clothing.

OFFICE WORKER ROUTINES This is also a good opportunity to introduce exercises your students can use once they are in the work world and stuck at a desk all day. Such exercises include wrist rotations, shoulder shrugs, heel lifts, neck movements and the soldier press, all of which can be performed while seated.

SAMPLE ENERGY BREAK MOVEMENTS Here are some sample movements you could use in your routine:

1. High knee marching. 2. Jogging lightly on the spot. 3. Race walking on the spot. 4. Arm rotations, forward and back. 5. Skip rope movements and variations such as crossovers, and backwards arm rotations. 6. Swimming movements with the arms, mimicking different strokes. 7. Throwing movements. 8. Jump shot movements. 9. Various dance step variations: sideways steps, forward steps, backwards steps, etc. 10. Touching various body parts: head, shoulders, hips, knees, shins, toes (i.e. playing Simon Says while marching). 11. Various weight training movements: bench press, pull-downs, arm curls, triceps extensions, bent arm raises, squats, hamstring curls, soldier press, adductions and abductions, lunges.

OPTIONS 1. A nice touch is to use music that matches the theme of upcoming holidays. For example, Christmas music with a good aerobics beat and with Christmas-related movements such as trimming the tree, making Christmas bread (kneading the dough, rolling it out), chopping the firewood, etc.

2. After you have performed some sample energy breaks, you could assign students the task of leading a class. It will be their job to select the music and matching movements. Preparing for their leadership role can be an assignment.

Reference: Jenni Coombs (Strathern Elementary/Junior High School, Edmonton, Alberta), Energy breaks. Teaching Health-PE in the Early Childhood Classroom, Health and Physical Education Council of the Alberta Teachers Assn.

Dick Moss (editor@peupdate.com) is the publisher of PE Update.com - a website that keeps physical educators and coaches up-to-date on over 40 sports, fitness and coaching topics. The website also provides a free newsletter, blog and sample articles. Check it out at: www.peUpdate.com


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How To Read Charts on The Grand Exchange

Newsflash: Runescape Introduces Charting

One of the most exciting features post Grand-Exchange has got to be the new price and charting database.

For the parents reading this article, Runescape is a multiplayer adventure game played by millions of children worldwide, with at least 100,000 online at any time of the day or night. A tiny part of that game is an automated item trading system started in January 2008, something like a hybrid of the stock market and Ebay. Runescape has recently introduced stock-market like graphs and this article explains how to use them.

Firstly to find an item on the exchange there are a few tips you need to know. Maybe this will change once it's out of Beta but let's go.

If you search on an item like Dragon Boots, every item with the word Dragon AND every item with the word boots will be listed. The solution to narrow your search is to enclose your search query in quotes "Dragon Boots" - like that. Then your item will come up.

The charts dont show prices. They show averages. So if 10 items sold for 20k and 10 more sold for 21k then the average would be (10*20k + 10*21k) / 20. ie average 20.5k

Runescape has 3 ways of working out the average. First is the daily average. They take all the sales of the one day add them up and divide by the number of sales. This is the bright yellow line.

The second average is taken over 5 days. So all of the sales over the past 5 days are added together and divided by the number of sales. Each day, the previous days sales are dropped off and the new days sales added.

The final average is a 20 day average. All of the sales for the last 20 days are averaged out.

For some items I trade, I have noticed that the short term price follows my trading precicesly. This means that I am the biggest trader in the market and effectively I am setting the price. For other items, however, my trading does not appear to affect the price at all. These are the heavily traded items.

To explain the graphs further, let's assume that you are in a market with many players and your trades don't change the price too much, what should you be looking for? Let me use an analogy of two people who are runners. One is a sprinter and the other is a marathon runner. The two runners leave the starting blocks at the same time. The sprinter runs ahead and leads the way. After a while though, the sprinter starts running out of breath and slowing down.

Finally, the marathon runner catches up to the sprinter. One of two things then happens. Either(1) the sprinter has had a rest and takes off again, leaving the marathon runner behind or (2) the marathon runner passes the sprinter. When the two come together, however, it is unlikely for them to stay together if they have not been staying together before.

In the Runescape charts, the yellow line is the sprinter and the dark yellow and orange lines are like the marathon runners. When the dark yellow or orange line catches the yellow line, there will be a change in direction. This is because the yellow line has run out of steam. It's going to change direction. That's what you should be looking for on these graphs.

On real world trading these trends are often referred to as Oscillators. The oscilators are good indicators for buy, sell, oversold and over bought. Learn it and it will help you make money in future!

Glen Smith runs a web site http://TheGrandExchange.com encouraging teen's to learn the art of trading on Runescape. Visit http://itemdb-rs.runescape.com/frontpage.ws to see the market in action.


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How To Plan A Pep Rally

There is no better way to raise the morale of a school or college than by organizing a Pep Rally. There are several important factors that should be considered in planning such a rally, outlined below. Factors to consider in organizing a Homecoming Pep Rally are also listed.

First: The rally should be well organized and the program thoroughly planned beforehand. Since the time allotted is usually limited, careful timing is very important, so that each activity is given its share of time on the program. Then costumes, props., special equipment, etc., must be given due consideration and be accessible. The program must be arranged to keep things moving and changing at all times in a showmanship manner so proper rehearsal, timing and planning is of utmost importance.

Second: A good Pep Rally needs more than just a group of yells, some music by the band, and perhaps a speaker and the singing of the Alma Mater. A few special extras added to these regular necessities will make your Pep Rally a "howling success," which is the way you want it to be.

"Stock" Items for every Rally

a. Yells b. Talks by faculty, alumni, coaches, students c. Band or Pep Band d. School Song e. Introduction of Coach and Players when they are available.

Planning A Homecoming Pep Rally

In planning a high school or college Homecoming Celebration a great deal of work is involved. Since every school has a different situation those in charge must actually plan the program themselves. The information given below is therefore just an outline of some of the activities that can be used for a typical homecoming, after the date, game and time has been determined.

1. Chairmen or Committees: Appoint the various cheerleaders and pep club members as chairmen. Assign a definite task to everyone, so every part of the schedule will receive proper attention and the work involved is widely distributed. On the more difficult assignments, assign two or more chairmen. As examples of the committees that will be necessary, there should be a chairman for:

Advertising and Publicity Alumni Theme Selection and follow up Music Bon Fire Parade Speakers Pep Fest Meeting Beauty Queen Nomination Open House and Social Victory Dance Decorations

2. Theme: Every homecoming celebration should be based around a "theme." All advertising, costumes, decorations, etc. should promote this theme.

The "theme" could be:

Something your locale produces or is famous for. A musical theme.
A historical theme. A theme on Science, Navigation, Railroad, Farming, Aeronautics, Engineering, etc.
A cartoon or comic strip theme.
A Western theme.
A "Famous Person" theme. Pioneer's theme.
A Circus theme. Atomic Age theme.

3. Homecoming Queen: If you are to have a homecoming queen, she is usually a member of the senior class. She is elected by student vote of the senior class. Her "attendants" may also be elected by student vote in the freshman, sophomore and junior classes. The identity of the "queen" is usually reserved for a special event and crowning at either an Alumni "Open House" the night prior to the game; at the bon fire rally or during half-time at the game and afterwards she is paraded around the sidelines in an automobile.

4. Advertising-: Many things can be done to give the homecoming plenty of fanfare:

Post signs in stores, cars, windows, etc.

Sell "slogan ribbons," "badges," "buttons," etc. to alumni, townspeople and students.

Announce and advertise contestant rules for electing the "queen."

Use school's public address system to daily announce the coming homecoming celebration.

Send several "write ups" to your local newspaper and your school paper and ask them to send out a photographer to photograph the candidates for "queen."

With a little forethought and planning, your Homecoming Pep Rally can be a wonderful success. Have fun!

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Raising School Spirit

The Pep Rally is one of the most effective activities in moulding school spirit and school loyalty. It also instills various elements of sportsmanship into the student body and has a definite part in a secondary school curriculum. For this reason a Pep Rally should be much more than a "Yell Practice" session.

The cheerleaders have a big responsibility in arousing school spirit and good sportsmanship in their school's athletic contests. It is their responsibility to instill in the students a strong sense of loyalty and devotion to their school; to increase the attendance at the school athletic contests and obtain the School Spirit.

Campaigns of different types to "Boost School Spirit" can be constantly planned and carried out during the week preceding games. Planning such days designated as "Color Days," when each student is urged to wear the school colors on them somewhere, to show that they are boosting the team; "Slogan Days" where students say an adopted slogan, such as "Smear the Bears" instead of "Hello," and say the slogan every time they meet someone in the hall, on the street, when they answer the telephone, answering the roll, etc. are two good examples.

The slogan is the first thing that they say when they start to speak and then go on with what they were planning to say. The result, one hears all over school that whole day, "Smear the Bears," "Smear the Bears," etc. all day long.

Any fad, mode of dress, wearing one sock up, one down, a scarf, one earring for girls, a handkerchief hanging out the back pocket for boys, etc., could be done for one day to "hex" the other team. Burning a candle the night before the game, etc., or any other thing that might be dreamed up might be used as a means to create a little feeling for the coming game. Signs placed around the school with various slogans, cartoons, depicting what you hope to do at the game, advertising the rally, etc., also help.

The Rally itself is the time and place where most of the very well planned activities could take place. This is the time new yells can be taught to the student body, members of the team identified to the student body, fiery pep talks given, some stunts, or a skit presented, songs, cheers, etc., molding the student body into one large united group pledging themselves to support the team and help them win.

The pep rally is the climax of the week's campaign and the final session before the big game, and it should be planned in every detail so as to be fitting for such a place in the overall program.

The yells should be rehearsed so that everyone knows the words, and also just as important, the rhythm to yell them in. The use of sound effect cheers, "big noise" cheers where there is a loud yell, complete silence for a beat or so, and then another loud response, can make a cheering section sound very good. These points can and should be stressed at the rally so the students will know how to respond at the game.

The Pep Rally is one of the cheerleaders' best weapons against lax, or subdued school spirit, and the best use of this time should be utilized. The rally need not last for too long a time, 20 minutes is ample to do a great deal if every minute is planned. This way the rally will not drag in spots as is the usual case when the cheerleaders have to "kill" 45 minutes or an hour with pep rally activities. Make the rally short and to the point and inspiring key them up but don't wear them out.

The Pep Rally is also a good time to remind the student body about sportsmanship; but the cheerleaders should be careful to not "preach" to them, for this sometimes ruins the whole desired effect of the Rally.

These are just some of the ways the spirit of the school can be raised. Try one of them!

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Giving A Proper P.E. Demonstration

In order that the audience will have a complete understanding of the purpose of your physical education demonstration and be able to grasp the meaning of each activity, it is necessary to have a leader describe the program as it moves along. Here is a descriptive talk, which may be given along with the program. It will help a great deal to have a loud speaking system.

Here's an example of how to open your presentation.

Ladies and Gentlemen:

We welcome you to the Physical Education demonstration given by the High School Physical Education Department. The purpose of this demonstration is to acquaint you with the activity and work of this department. We sincerely hope that you will leave the gymnasium tonight with a clearer conception of what is meant by Physical Education and what is being done by the Physical Education Department in this school.

There has been little attempt to dress up the program. Rather we have attempted to demonstrate to you some of the activities taught in the Physical Education classes which meet times each week throughout the school year. In addition to the regular class work in Physical Education and our athletic program, which includes football, basketball, and track, we have set up an excellent intramural program, which meets the needs of the entire student body. An attempt has been made to make this intramural program as interesting as possible and to include every student, not only the efficient and "headlined" regular on the team, but also the shy, backward, high school lad who lacks the physique or burning desire to make the regular team. Our intramural program has been set up as a leisure time program and includes such activities as six-man football, basketball, free throwing, volleyball, badminton, ping pong, track, soft ball, golf, tennis, boxing, shuffleboard, horseshoes and many others.

Then lay out a list of objectives for your audience to follow. These objectives might include:

1. The promotion of health and Physical fitness.

2. The development of character, good citizenship and social well being.

3. Worthy use of leisure time.

4. The development of neuro muscular control.

5. Help the pupil to adjust himself to social conditions.

6. The development of leadership.

7. The development of the power of self-expression.

8. The development of safety skills.

9. The development of useful skills in activities, which have a carry-over value.

Explain that this program is a demonstration of the work done in both departments. No effort has been made to segregate the better students from the poorer. Each number is demonstrated by entire classes.

The aim of the department is to give each student a program that will be of benefit during school and in later life.

(Before each activity a few comments may be made regarding the activity.)

For example, you can explain a co-recreational activity to the group by stating that an effort is being made throughout the country to arrange boy and girl groups for students so that they may study and enjoy activities together. There are many leisure time activities, which can be enjoyed by both boys and girls. Activities will now be shown which may be useful during the noon hour, recreation periods, such as fun nights, parties, play days, etc., as well as in later life.

Giving the group this type of an example and explanation will help them understand the importance of their physical education programs.

Top Physical Ed Exercises And Exercise Tredmill Programs For All Ages

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http://www.exercisetreadmill.org/


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Putting Together A P.E. Demonstration

It is not necessary that a great deal of extra work be done in putting on a gym demonstration as almost all the numbers are regular parts of the school's physical education program.

The one main thing that contributes more to the success of the demonstration is in the organization of it and in the ease and smoothness in which it goes along. The numbers should not be too long or dragged out so as to tire the audience. This may occur in marching very easily. The numbers should be well rehearsed so that there is no delay and no waiting. This can be accomplished only by practice and insistence on perfect execution and cooperation from participants.

If the school is large enough so that there is more than one physical education teacher then the director should take full charge and designate the duties for all helpers.

If there is a need for music accompaniment contact the music instructor and ask for suggestions and help. It adds a great deal to the program if the school band furnishes the music providing of course the school is large enough. Arrangements will of necessity be worked out by the bandmaster. The band should play slow music while such activities as pyramid building are being done; a fast foxtrot should be played while the tumbling is being done. The piano should be used for novelty dances.

Every student in the physical education classes should take an active part in the demonstration if it is to become successful over a period of years.

Many schools charge a small admission fee to the demonstration but if it is at all possible no charge should be made.

The demonstration should be given wide publicity. The art department can assist with the advertising by making posters, which can be placed throughout the school, and surrounding locality. Printed announcements may be taken home by the students informing the parents of the demonstration. Programs printed in advance may be also taken home. This will give the parent an idea of what the demonstration is like.

A great deal can be said about the value of a physical education demonstration. We know that physical education is an integral part of our present educational setup. We can serve as a means of stimulating a greater desire among the students for a more active program of physical education. It can serve as an incentive to the community, and do much toward developing an interest in physical education within the student body. It can also afford an opportunity for students to appear before an audience where otherwise these students might not have this chance. The demonstration is always good entertainment.

Allow the students to run the program themselves as much as possible with the director of physical education remaining in the background. Managers, costume designers, program directors, publicity chairmen, etc., may be appointed. Every boy and girl should participate.

The demonstration should not last more than two hours. Keep the program moving, do not let it drag. Absolute quiet is essential. The program should begin slowly, gradually working up to a climax, with the more spectacular activities coming toward the close of the program. This will keep the kids interested for the duration of the demonstration.

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More Teaching Demand for the Influx of English-Language Learners

The population in America is growing slowly. Although with overall slow growth, the growth that there is, is mainly among immigrant minority groups. The growth leans more toward the large immigration of those coming from Mexico and Central/South America, who are mostly Spanish speakers. With the new families that come, they will be seeking the resources to learn English if they haven't already -- especially the children, whose speaking is essential to advance in elementary and beyond.

There are an estimated 5 million new immigrant children more than what was polled from 1993. Many of the new prospective English-language learners are found heavily in central U.S -- A bit of a shift from where mainly the coastal regions saw most of this. Not only are you seeing those children come from immigrant families whose origins are in Mexico, but you will find refugees with children who are once Cambodian, Hmong/Laotian, and African nationals.

The immigration rush of new students has created some obstacles for local schools. What was considered to be normal for large city center areas like Miami and Los Angeles, many suburban and rural schools are faced with the demand for teachers to help transition children to speak and perform well in both their own native and English language.

There are more complex issues that go beyond simply teaching English. There are socio-economic issues that are substantial roadblocks as well.

Training Currently Used for English-Language Learners

There are several programs that are being implemented in the classroom across the U.S. For the most part, educators and policy makers are not keen on funding and creating a bilingual classroom, even in the overwhelming consensus that some of the states in the southwest are growing at a huge rate of immigrant children with Spanish as their first language.

But one of the main language program standard setters, Teachers of English to Speakers of Other Languages (TESOL), created a general outline of where progress markers should be and have some general gauging for primary English teaching. They basically have three main stages and are divided between speaking and writing.

The big difficulty is simply finding the separate time and resource during the day for teachers to do further teachings. Many bilingual teachers and translators are needed for the movement. The children will often need special attention since their native language is not necessarily looked at favorably among their younger peers. Many schools now cannot fiscally fund special programs designed to better blend English-language learners in with regular primary school goers. Until much of the U.S.'s cultural and political landscape changes, more ingenious teaching methods with teachers and other educators are needed.

Scholastic (http://www.teacher.scholastic.com/products/zipzoom/index.htm) helps primary schools and English-language learners by publishing books and other educational materials to make learning English as a second language easier. The author, Art Gib, is a freelance writer.


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Don't Shy Away from Special Education Programs for Your Child

If your child has special needs or a disability, special education may help your child succeed in school and in life. However, many parents fear that their child will be singled out for special education classes in a room separate from their classmates, so they avoid seeking out special education arrangements.

While this was the case at one time, current special education laws require schools to provide an educational environment that is as unrestrictive and equal for all children as possible.

Are you unsure whether your child qualifies for special education? Do you wonder if special education services would help your child succeed in school? The definitions of eligible disabilities have been greatly expanded to include learning disabilities and emotional challenges as well as physical disabilities.

Some of these definitions are set by the states, and the federal government decides some. Regardless of what type of disability your child has, special education is the best way to ensure that your child is getting the education that your child deserves.

Without special education services, your child may be at a disadvantage. Even with a caring and patient teacher, many children find themselves unable to keep up with their peers in the classroom.

Setting out a clear and fair special education plan will give you, your child and the school the assurance that appropriate measures are being taken on your child's behalf in the classroom. These may include additional time with a teacher or special education facilitator, physical accommodations, or any other reasonable accommodation that the school is able to offer.

When seeking special education arrangements for your child, your first step will be to obtain an Individualized Education Plan (IEP) for him. An IEP should be developed for each child with any disability and is the single most important piece of documentation in your quest for equal education for your child. It outlines goals and objectives for the student, along with a description of which accommodations will be necessary to facilitate those objectives.

The IEP process begins when you or your child's teacher notice that the child is struggling in school. The concerned party will request a referral for special education services, which typically will result in an evaluation by a committee comprised of school faculty and you. The evaluation will determine whether your child's disabilities interfere with his educational experience. If so, an IEP will be developed.

When the IEP is in place, your child will have access to the special education services covered by the Individuals with Disabilities Education Act (IDEA). Under IDEA, your child is entitled to an education equivalent to that of a child without disabilities in the least restrictive environment possible.

The Least Restrictive Environment (LRE) mandate is the result of many years of studies. The conclusion of these studies was that special needs children are better served in the classroom with their peers than in a segregated classroom environment. The practices of pull-out programs, separate "special-ed" rooms, and the stigma of being a "special-ed kid" have changed radically in the past decade.

Children are now encouraged to flourish first in the regular classroom, with accommodations and modifications if necessary. If it becomes clear that this setup is not in the best interest of the child, the school or the parent may request a re-evaluation of the situation.

Recent studies have proven beyond a doubt that children with disabilities have more opportunities to thrive when they are educated in the same environment as non-disabled children. Observing and interacting with other children helps students with disabilities to maintain a sense of normalcy and develop their social skills. An inclusive classroom, one that includes special needs and non-special needs students, can also help the non-special needs students develop valuable social skills.

By taking down the barriers between disabled students and non-disabled students, IDEA has made the special education environment a more nurturing and beneficial place for your child to receive the education your child is entitled to. There is no longer any need to be nervous about the negative impact that special education will have on your child because the process has been refined to be as positive as possible.

The special education environment found in schools today is one that provides an improved learning experience for your child. With the help of supplemental support staff and special training for classroom teachers, your child's school can provide the type of environment that makes it possible for him to thrive and to achieve all that your child is capable of achieving.

Scott Wasserman is a graduate of Harvard Law School with more than 22 years of legal experience. His law practice focuses entirely on the rights of children and the adults who love them. He may be reached through his web site at www.yourchild1st.com .


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Kid Talk: Speaking is Good Reading

As more early childhood articles about reading, speaking and cognitive learning develop, the more we find that most aspects of these subjects are not one-ways streets. They each seem to work off each other, which is great news for parents and teachers. In this article I'll concentrate more on a little how speaking reflects better reading and some techniques that stoke the speaking stage for children that adults can use as an organic way of teaching.

The normal function of childhood speech growth is a regular daily event of learning, whether it's outwardly taught or not. A child is simply soaking up their world around them and language is the main tool that they employ to work with it in their mind. Language is not mere chat but is an element that actually drives brain development. So with a little prompting and engaging with a child, a bigger and better vocabulary can be within reach simply by talking -- and in turn, reading can also benefit.

Instigating Enlightening Chat

The front line of language teaching is the simple task of engaging children in the activity and conversation of daily life. Keep them in the loop, even if you talk to them about the most mundane tasks, you will often be surprised on the freshness a child will make a simple task seem. No need to dumb down the conversation, keep the chat rich with words, the child will learn those words by context or flat out asking you what they mean.

Another means is to tell stories. This most certainly is not a new concept, but the age we live in leave us with time in lean resources unlike traditional story tellers of yore. Storytelling shows how sentence arrangement like beat, rhythm and pitch are incorporated to emphasize drama and comedic timing. With that, pass the torch and have the child tell a story or expound on the story previously told. Cognitive research and early childhood articles about development have shown that reading stories provides a good gateway to transition speaking to reading.

The activity of show and tell is a time honored tradition among early grade levels. With given time constraints, try to have each child work in as much detail about the item from home by asking engaging questions with rich language. Provide a speaking model with questions and inquiries that will egg the mind's eagerness to learn.

There is a plethora of stages that can be set where speaking can be done in rich contexts with children. Books especially are a great mental workshop to stage a conversation or a speech. All of these speech exercises are cyclical and leads back to books, which leads to explorative thought and again back to constructive talk.

Scholastic (http://www.scholastic.com/ect) provides early childhood articles, which include advancements in learning techniques used educating children. Scholastic has long been a staple source for books, news and information that deal in child learning. The author, Art Gib, is a freelance writer.


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