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Disheartened and Thrown Aside
education
— nounthe act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
I am reading an article this morning in SQ Magazine on how up to 1/3 of our school leaving youth will live on benefits! Our western society offers, freedom of speech, opportunities and choices for our whole society, so I thought! How can we be sending our future through an education system that enables 1/3 of them to leave at the young old age of 16 years so disheartened, demotivated with their themselves and unprepared for a mature future?
If we are to do this to our next generation within 100 years what will the world look like?
I hear some of you say, ‘I won’t be here in 100 years, so what does it matter’ it matters what happens to our children’s children, but this is not what we need to be thinking, we need to be thinking how do we reassess and alter what it happening to our youth now as they are responsible for what happens in the future! In what way can we, as individuals make changes and differences to one youths life? If we all looked out for just one youth, what would this mean to every youth?
I already have two youths under my roof, that does not mean I ignore what is happening outside, I chat to the guys in the parks with their hoodies, who 10 years ago scared me! They are not scary, they just think they are ‘cool’. However, they do feel that life owes them something, how do they get that belief, where does it come from? Do we provide such a poor education that we miss the kid in the classroom that is playing the joker ‘because he does not understand and is too embarrassed to say so’ or the girl that is never a problem, always very helpful, liked by everyone ‘but just not very bright!’ These are the kids that are in that 1/3, these are the kids that need intervention earlier. How do you think they feel within themselves? They are not old enough to know that they are not stupid, they just feel stupid, and then the exams just confirm this because no one has stopped to think, is this the right exam for them? Then they leave school, knowing that this must be true so, what’s the point!
I was chatting to a mum of an 11 year old the other day who was worried about her child, a very active kid with lots of sporting talent, however, in the classroom struggles greatly. It is so disheartening to hear that when she went to the school for support and understanding and help to find out what tests or interventions there were to support, she was told ‘he does not need a test for diagnosis, he is just lazy! Kids do not read because they are lazy, they do not read because they cannot read! By the time they have noticed all the other kids can do what they can’t they become excellent protectors of themselves and start hiding these things well! They memorise paragraphs and stories, they go and sharpen pencils or help the teacher, they become the class joker! Sound familiar?
What changes would happen if parents who have been or are going through these struggles with their kids started helping and advising new parents who have no idea that this could happen or where to look for help if it did? What possibilities are there? Creating a support network within the school parental community is knowledge and education for all. There is nothing wrong with saying, ‘my child is struggling and I tried this, maybe it will work for you’ ‘ How would that child feel if an adult came to them and said ‘in what ways can I help you?’ What message are we then sending to our youth?
For outside school support here are a couple of charitable support programmes:
more support links can be found on the Panel of Support
photo credit: <a href=”http://www.flickr.com/photos/chuckp/1420461308/”>chuckp</a> via <a href=”http://photopin.com”>photopin</a> <a href=”http://creativecommons.org/licenses/by-nc/2.0/”>cc</a>
Over our Heads
‘that went straight over my head!….’sounds like gibberish to me!’…. ‘you might as well be speaking a foreign language’
DO THESE PHRASES sound familiar to you? Ever wondered why sometimes you can listen to something and it makes sense and other times it just goes over your head? Maybe you are listening with the wrong ear?
Many children and adults find challenges with everyday activities that frustrate andhinder. Understanding how we personally take in and process information and what actually happens to our thought process when we are under pressure may help us place ourselves to our best advantage.
Every individual is born with dominant strengths. We never question or think about writing with our right or left hand: we just do what feels natural and we take it for granted. Well, the rest of the body works in the same way; our feet… you footballers out there, which foot is most comfortable to kick with? Our eyes… if you’re asked to cover an eye which do you automatically choose? Our hearing… which ear do you place your phone to when you are really concentrating?
All of these strengths make the intake of information easier for the brain to both understand and process, which, in turn, allows the retrieval of that information to flow quicker and more fluently when the time comes to use it. As well as these strengths we are such amazing individuals that we also have unique preferences for the way in which information is delivered. Some of us like to look, and find that the required info is visually accepted by our system; some of us need words to be used, as we process auditorily; some of us need to touch and feel an object and break it apart and put it back together to understand.
As a result of these differences in the ways in which we process, both children and adults learn in many different ways. You can see this clearly in the classroom. One child may sit still and read, absorbing and remembering while they read; some close their eyes and listen; some doodle… and yes, doodling is good! Others have to move around or touch things or be excited by something for it to sink in. is doesn’t change as we grow up, so ask yourself: what do you do?…
We understand the necessity of the classroom as a structured environment for childhood learning, but when we set out a task with step-by-step instructions without appreciating, for example, that the individual needs to know what the goal is before they can break down what has to happen to get there, the individual will switch off before they have a chance to learn. How sad it is when children are disengaged and lose passion for learning. The same is true in the meeting room:
some people stare blankly, some take notes vigorously; some listen intently.
Understanding how an individual takes in and processes information should help each of us to consciously think about how we plan activities for both our own benefit and that of our peers.
Once we are aware of our dominant strengths we can start encouraging our non-dominances to strengthen too, by doing bi-lateral exercises. Writing with both hands at the same time, playing the drums, stirring your coffee with the other hand… all these things help our systems to become more balanced, which presents itself by feeling calmer under pressure, enabling us to focus for longer – and hey, you might even confuse be able to confuse your football opponents by changing feet
mid-field!
Learning core skills and adapting to new ones encourages brain muscles to exercise and creates opportunities for new internal growth pathways to emerge, strengthening our ability and motivation for learning, keeping us young, relaxed and clear for thought and life – along with balancing emotions and perceptions of ourselves as individuals and the world as a whole. By keying in to your own specific dominant strengths and knowing that the person you are with is completely unique, just like you, encourages understanding of self and others, opening you both to new avenues
of learning.
When we become aware that we have within us those strengths that can make our experience of learning easier, quicker more fun, life may not seem so ‘over our heads’.
Know your Child Better
English: Lucy Merriam (Photo credit: Wikipedia)
Reading an article today led me to thinking about how well we think we know our children opposed to actually how well we know them. The article http://m.healthmeup.com/news-healthy-living/child-health-know-your-child-better/19877 rightly advised on understanding the developmental stages and milestones of our young ones so as not to try and get them to emotionally understand relationships way before they are ready or try and explain to a 3 year old that his measles injection which hurts like hell is for his own good!
Where I am on this discussion is here…when do we seriously spend undisturbed time with one child and hear them with our whole selves? I am sure many of you reading this will be saying to the screen “I spent time with my child yesterday” or even “It is often just me and them.” This is so valuable and important for your children and this is great. What I am wondering though is “hearing” them with openness, without our own ideals and beliefs getting in the way, without our view on the world getting in the way. This is when we can truly start to know our children not just as our child, the beautiful creation we have in front of us but the person whole, individual, unique and probably with very different ideas and ideals than you.
1 in 5 Children Suffer from School Phobia but only 50% of parents are aware
English: this is my own version of what bullying looks like (Photo credit: Wikipedia)
I read this ‘One in five children suffer from school phobia and only 50% of parents are aware’. Daily Mail – Tues 19 February 2013. Oh my word, is this true? What are we doing? Are we really failing our next generation so severely? Are our children so clever that they cover so well. How can we be missing the signs? Have we ever as adults been aware of a child’s world?, Really be truthful, have you any idea what is really going on in their world?
We need to ‘STOP’ and think what affect this is having on our up and coming brilliant minds. How can we get the next generation of amazingness if we are failing 1 in 5, that is far too many; too many for the prisons; gangs; railway arches; you name it, you know they are there!
I am wondering how we can ensure that we do not miss the signs:
Watch out for the following;
Primary:
1: Stressful nights without
2: Resistance in getting up in the morning
3: Consistant Tummy Ache (sometimes known as tummy migraine)
4: Resistance of going into class.
5: Bullying or perceived bullying
High School:
1: Consistent Truancy
2: Reduction in discussions relating to school
3: Bullying
4: Social group changes / diminishing
Being able to communicate with our young in relation to their emotional needs is key to ensuring they feel secure in asking for help, and knowing that it is ok.
How can we train the internal school staff to recognise changes within individuals in the classroom in such a transient subject rotation system? The key is the tutor heads taking time with their tutor group and being open to the young minds and helping them to start understanding themselves as well as workshops for the young to build confidence, understand themselves and the world around them.
Exercise: If/When you recognise and concern with your child or a child in your classroom, ask them to make a personal profile.They can use words, colours and pictures, whichever works for them. Give them space to think about:
What they are good at?
What people Like about them?
How can people support them?
This will allow them to think about who they are and what they are about and by working with them on this you will start to recognise where the concerns lie and find the right people to support you with the change.
BEAT Eating Disorder Awareness Week
I must admit, I did not know that there was such an amazing campaign as BEAT Eating Disorders, however when I came across them recently I was so inspired about the youth work they do and how they promote awareness of this mental and physical illness.
This week 13-17 February 2013 is BEAT Eating Disorder week and I have come across these two amazing young ladies who are speaking about their illness and I wanted to share their story with you.
“My name is Emma Louise Pudge, I am 16 years old and I am recovering from Anorexia Nervosa. For me, Anorexia was never a matter of ‘voices in my head’, idealisation of emaciated bodies, or a fear of becoming overweight, I personally felt a vividly anxiety based experience of Anorexia, which almost paralysed my actions so that I no longer felt I could continue to give my body what it needed, and so I began to develop Anorexia. Over the past 18 months, I have been hospitalised twice, most recently, for 5 months at a specialist children’s eating disorder clinic, where I restored all of the weight I had lost, and worked closely with therapists. As of January, I was discharged from hospital, and I am now at home, maintaining a healthy weight, attending Sixth Form, taking AS subjects I am passionate about, and horse riding once again. I am by no means over the consequences of my eating disorder, and the anxiety and vulnerabilities will take a long time to overcome, but in the meantime, I am striding towards recovery, and raising awareness in every way I can.”
And here they are talking to you directly: BEAT Eating Disorder Week 2013
Share these amazing girls story wherever you can.. they and all the other eating disorder survivors need your support and everyone needs more knowledge. Even after the awareness has passed.
For more information on Eating Disorders and Support Visit:
Special Education Needs Children spending 1/4 of their school week outside of the Classroom
A recent statement says that children with special educational needs spend more than a 1/4 of their school week outside of the classroom.
‘Children with serious special educational needs (SEN) spend more than a quarter of their week away from the schoolroom, research has found. A report by the Institute of Education concluded that teaching assistants were taking on more responsibility than teachers for pupils with a statement of special needs. The study of 48 pupils and interviews with more than 200 teachers, teaching assistants, special educational needs co-ordinators and parents or carers, found teaching assistants often co-ordinated alternative curricula and prepared intervention programmes for these pupils. Children with statements in mainstream schools also spent less time in lessons with the rest of the class. The report’s authors said the study provided “further evidence that schools need to fundamentally rethink the common approaches to the way teaching assistants are deployed and prepared, if they are to get the best use from this valuable resource”.’
This information gets me thinking… if the children are outside of the classroom, what are they doing? Is it constructive outside work, such as one on one?, occupational/speech/integration/social therapy support? Or is it unstructured, removal, un-integrated time?
I am also thinking, if this is the research found for SEN statements, what about the children who are on the cusp, who have no statement, because we know they are there! Are they also out of the classroom? How do these children get tracked? How is the teaching staff managing to assist these children as well as teach a full curriculum. The answer is, with great difficulty.
When will the system start seeing the change in requirements and utilising the vast array of experienced additional experts out there to assist the individual requirements of our children, so that they are receiving the modern support and education that they are entitled to, whatever their unique learning style is?
Jessica’s Story
Hello everyone! One of our young fans asked us to post this for her. Her name is Jessica and she is 17 years old. It’s difficult being a teenager, But even more difficult -being a teenager with Depression. ~Emily
My name is Jessica, I am 17 years old. I have had depression since I was 13. I’ve never been able to get out of my depression no matter how hard I try. It hurts as I am young and have had it for a couple of years, I’m scared that I will have it for the rest of my life. My depression has caused me to have Bells Palsy. Through this I have lost all my self confidence I have all the help I can get to help get rid of my depression, I have the best friends ever and I’m still stuck down, no matter how hard my self or anyone else tries I’m still unhappy. Some days I have it really bad and I just cry all the time. The only thing i have built up is going out, I never used to I always stayed home locked in my room, but I go out and play the piano when I’m not working. Just thought I’d share a little bit with you all. Thanks for taking the time to read, and I hope I get better soon x
Thank you to ‘Depression Is Kicking my Ass’ for publishing this article. Both strong, brave young women who are working hard through their life’s journey. Visit the post to see some of the amazing responses.
Child 1 (Photo credit: Tony Trần)
We often hear discussions about the importance of exercise to stave off obesity. The world is becoming more and more sedentary which is having an affect on our waistlines and our health in later life. I am wondering where the discussions are happening in relation to movement being associated with mental development? I know that physical education is in our educational system and has been since the early 1900’s as a requirement to ‘attend to the health and physical condition of children’ however, we focus continuously on the physical benefits of movement; fitness, energy, health etc.
In more recent times a vast group of professionals have been seeing developmental necessities for movement in relation to the ‘animal’ side of our genetic make-up As we develop from birth there are certain milestones that individuals reach and these are tracked by experienced health professionals. Our little ones and ‘not so little ones!’ develop at varying rates and in the majority of cases it is deemed that the child is progressing when the changes are seen. Lets take walking…. A child at approximately 6 months starts to roll over …gradually finding its knees and hands and balancing on all fours….then slowing starts to move the limbs and begins to crawl….then onto holding onto furniture and pulling themselves up….finally taking the first tentative steps. Many parents know that this sequence of events does not always happen this way, however, the end result is the same ‘walking’. Do we question the skipping of process? Do we wonder what is behind this sequence of events, not usually ‘as long as my child walks’, ‘or talks’. Recent studies have shown that these developmental sequences are very important for the brains development and as such does not start to show itself until educational challenges begin to appear.
When we talk about physical education in schools I can find varying articles about funding cuts and re-assessment, the most recent of which is ‘Government accused of ‘turning its back’ on school sport’. With continual media coverage of sport on a daily basis and the sedentary pastime of many watching sport, how do we encourage movement in the young for both their physical and mental development? What avenues are their to reach our children if not for the educational system? When will the Educational Act state that ‘attending to the health and physical condition of children’ includes the mental, emotional and social development of our children?
Understanding the requirement of internal sequencing and balance and the necessity for the development and continuous integration of the neurodevelopmental pathways is key for establishing coherence, understanding and communication within the young and assisting our them build and develop into the intelligent, contented individuals that they are destined to be.
Resources for further reading:
Smart Moves: Why Learning Is Not All in Your Head: Carla Hannaford
If Kids Only came with Instructions: Svea Gold
Our Story: Sue Cook
Welcome to KidzBoost
Welcome to KidzBoost
A place to find information on being an individual. This blog is about you and for you to find, experiment and express your feelings, worries concerns about what affects you in life. You can send questions, queries and stories about things that have happened to you to me at the public email and I will post on the blog all questions and answers anonymously, stories you can choose, I love photos too!, please offer feedback to the posts as interaction is the key to helping each other grow. To help everyone out there understand what you are all experiencing and if I do not know the answer, I have a host of experienced helpers young and old! from worldwide backgrounds and cultures to help me answer or to steer you in a direction that will help.
I will also be posting information that I find to help Young People in a variety of ways from educational support through to social and emotional understanding.
Our aim is to help you find confidence, happiness, motivation and acceptance of yourself.
You are unique and special and your skills and talents are there to be found.
A little about me:
My name is Jacqueline, I am a mother of two and have lived in the UK all my life. Although well travelled and, wow, I have been to some amazing places, I settled in the UK with my lovely husband Lloyd, gosh…many years ago.
I have spent the past 10 years learning about myself in a way I never knew existed and with this have found many answers into the struggles that I have encountered. Now I also know that my children are encountering some of the same struggles and some that I have not come across before. Whilst I have been finding support, learning new ideas and approaches, sourcing games and techniques, discovering scientific and spiritual developments to help my children and I learn, socialize, communicate, and just feel that loving ourselves no matter how we look, how we learn, what we believe is JUST GREAT 🙂 I feel it is the right time to share this information and pool of amazing people that know so much and can support and help you be the amazing person you that you are.
KidzBoost 