Showing posts with label resilience. Show all posts
Showing posts with label resilience. Show all posts

Thursday, January 16, 2014

Children's Corner; Poetry

Flight 


On silver sand where ripples curled
I counted sea-gulls seven;
Shy, secret screened from all the world,
And innocent as heaven.
They did not of my nearness know,
For dawn was barely bright,
And they were still, like spots of snow
In that pale, pearly light.

Then one went forth unto the sea
That rippled up in gold,
And there were rubies flashing free
From out its wing-unfold;
It ducked and dived in pretty play,
The while the other six
So gravely sat it seemed that they
Were marvelled by its tricks.

Then with a sudden flurry each
Down-rushed to join its mate,
And in a flash that sickle beach
With rapture was elate.
With joy they pranked till everyone
Was diamonded with spray,
Then flicked with flame to greet the sun
They rose and winged away.

But with their going, oh, the surge
Of loss they left in me!
For in my heart was born the urge,
The passion to be free.
And where each dawn with terror brings
Some tale of bale and blight,
Who would not envy silver wings,
The sea-gull in its flight!

Let me not know the soils of woe
That chain this stricken earth;
Let me forget the fear and fret
That bind men from their birth;
Let me be the one with wind and sun,
With earth and sky and sea. . . .
Oh, let me teach in living speech
God's glory - Liberty.


BY 
Robert Service

Monday, December 23, 2013

The Assessment and Placement of E.L.L students in the U.S Virgin Islands




Assessment and Placement of ELL’s In the U.S Virgin Islands



     ‘I once was blind, but now I see’ a quote I've heard within the forms of theater and music, but one that hadn't applied to me until this course began. As I previously noted within my blog post reflection I was one of the people within our society that stigmatized those of different nationalities (particularly Santo Domingo’s) wondering how is it possible to be born in an English speaking country and attend native English institutions without ever understanding English. I am now ashamed of my ignorant thoughts; I can’t believe that I had let such things blind me from the real issues and truths; it was the fault of our own governments and educational institutions. The only reason they are unable to comprehend and understand English fluently was because they were never accurately taught how to do so. Because of standardized testing and the high demand for better results from schools, many things fall through the cracks and bilingual programs have been a constant variable in the equation. It is my intent to illustrate the purposes and challenges met by teachers when assessing and placing students within bilingual programs and offer some solutions that may help to make the identification and transition smoother.
     
       Assessments, formative and summative, are pertinent in the placement of English Language Learner’s to ensure progression. Formative assessments ensure the appropriate selection of instructional strategies, while summative assessments are basically used as a test to ‘rate’ or ‘scale’ a student’s progression. Teachers depend on this performance based assessments to be able to assess a student’s understanding of skills and to determine initial placement within classrooms. Through visual observation as well as portfolios that illustrate the student’s progress teachers monitor student’s language acquisition/ proficiency. Student’s progression rates will vary due to environmental factors and social interaction through language, formally known as BICS (basic interpersonal communication skills).

       The most complex part of assessing a student for placement is using the results of said testing to create instruction. The report teachers receive, report of students overall level of acquisition, is most useful in this aspect. The scores for each domain are listed which makes it easier for teachers to plan instruction to best fit the needs of their students. This sheet should be upgraded by all staff members involved with the students learning so that all teachers are aware of progressions and can make the appropriate changes to meet those students needs academically to help them further progress. Teachers are expected to create differentiated assessments for students, and it is more than understandable for none of us are the same or two of a kind, but it is also a tedious job for an educator with students from different levels and nationalities within their care. Working with others (colleagues, conferring with parents) can prove to be rewarding for both teachers and students.
All teachers working alongside one another, ESL and mainstream, to create the assessments needed for incoming or returning students annually would elevate a lot of the stress involved within making those assessments. Creating assessments annually even though testing is done quarterly saves a lot of time, as well as having a team of teachers all specializing in different aspects contributing to the creation; it all equals a recipe for success. Through this strategy teachers are afforded more time for instruction, individualized or otherwise. Teachers are also giving better rounded assessments so in return the information received on their students is vast and accurate, giving them the ammunition needed to fuel their progression onto a pathway of success. Through this solution teachers are afforded an opportunity to help each other help the students, as well as themselves.

        Other ideas that help in developing differentiated assessments include familiarizing yourself with the state’s English language proficiency standards for your grade level, and only plan tasks for the levels of the students in your class. Keep all assessment tasks as simple as possible, while noting that students at level five or nearing there should be conducting tasks similar to that of natives. I also personally think that it would be effective for all school to utilize a supplemental grading report which reflects the progress make in each of the four domains; listening, speaking, reading, and writing. This is not something that I am aware of in our school within the territory but I think that it would be quite effective for students and parents would be able to identify target areas and work on them outside of the classroom to help reinforce skills learned.  Engaging a student is the best way to ensure participation and progression, by involving the community and the families within a student’s academic endeavors students are given three times the amount of support than they can ever receive in the classroom, as well as instruction from those who identify with them the most and those who know who they learn the best.





 References


Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student academic achievement and biculturalism. (3405271, Hofstra University). ProQuest Dissertations and Theses, , 242-n/a. Retrieved from http://search.proquest.com/docview/231001355?accountid=32521.

Holloway, L. (2000, Oct 04). A challenge to bilingual programs in teaching English. New York Times. Retrieved from http://search.proquest.com/docview/431580464?accountid=32521
Brian, A. G., & Fabiano, L. (2007). Assessment and intervention for bilingual children with phonological disorders. ASHA Leader, 12(2), 6-7,26-27,31. Retrieved from
http://search.proquest.com/docview/218087462?accountid=32521

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.


Saturday, November 30, 2013

Children's Corner; Poetry

What Will You Be?

When you grow up what will you be?
Will you be tall like Dad or short like me?
Will your hair be dark like it is right now?
Or will it turn amber, or auburn, or brown?

Will you run fast with agility and grace?
Or fall behind in a slower pace?
Will words come quickly to your mouth and hand?
Or will mathematics and numbers be your plan?

Whatever you choose and wherever you go,
May you always understand and know,
That you are loved, not for what you do,
But because you're special - because you're you.
 Author: unknown

Thursday, November 28, 2013

Children's Corner; Short Stories

The Origin of Thanksgiving

pilgrim girlcornacopia

After landing in Plymouth, the Pilgrims had to struggle to survive through their first wretched and miserable winter in Massachusetts. When spring and summer came it was a welcome relief. They learned so many things that first year. They had planted and cared for their first fields of corn. They had found wild strawberries in the meadows, raspberries on the hillsides, and wild grapes in the woods.In the forest just back of the village wild turkeys and deer were easily shot. In the shallow waters of the bay there was plenty of fish, clams, and lobsters.The summer had been warm, with a good deal of rain and much sunshine; and so when autumn came there was a fine crop of corn.They wanted to celebrate and give thanks to God for all he had provided for them.
"Let us gather the fruits of our first labors and rejoice together," said Governor Bradford.
"Yes," said Elder Brewster, "let us take a day upon which we may thank God for all our blessings, and invite our Indian friends who have been so kind to us."
The great Indian chief, Massasoit, came with ninety of his bravest warriors, all dressed in deerskin's, feathers, and fox tails, with their faces smeared with red, white, and yellow paint.

indian boy

Now there were only eleven buildings in the whole village, four log storehouses and seven little log houses; so the Indian guests ate and slept outside. This was no problem though, for it was one of those warm weeks in the season we call Indian summer.
To supply meat for the occasion four men had already been sent out to hunt wild turkeys. They killed enough in one day to last the whole company almost a week.Massasoit helped the feast along by sending some of his best hunters into the woods. They killed five deer, which they gave to their paleface friends, that all might have enough to eat.
Under the trees were built long, simple tables on which were piled baked clams, broiled fish, roast turkey, and deer meat.The young Pilgrim women helped serve the food to the hungry Indians. One was Mary Chilton, who leaped from the boat at Plymouth Rock; the other was Mary Allerton. She lived for seventy-eight years after this first Thanksgiving, and of those who came over in the Mayflower she was the last to die.
What a merry time everybody had during that week! Young John Howland was there. While they were sailing in mid ocean, he fell overboard but was quick enough to catch hold of a trailing rope. Perhaps after dinner he invited Elizabeth Tilley, whom he afterward married, to sail over to Clarke's Island and return by moonlight.
With them, it may be, went John Alden and Priscilla Mullins, whose love story is so sweetly told by Longfellow.
One proud mother, we may be sure, showed her bright-eyed boy, Peregrine White, who was the first baby born in Plymouth.
And so the fun went on. In the daytime the young men ran races, played games, and had a shooting match. Every night the Indians sang and danced for their friends; and to make things still more lively they gave every now and then a shrill war whoop that made the woods echo in the still night air.

Thanksgiving Dinner


The Indians had already learned to love and fear Captain Miles Standish. Some of them called him "Boiling Water" because he was easily made angry. Others called him "Captain Shrimp," on account of his small size.
During this week of fun and frolic it was a wonder if young Jack Billington did not play some prank on the Indians. He was the boy who fired off his father's gun one day, close to a keg of gunpowder, in the crowded cabin of the Mayflower.
After the third day, the Indian king and his warriors said farewell to their English friends and began their long tramp through the woods to their wigwams on Mount Hope Bay.
On the last day of this Thanksgiving party the Pilgrims had a service of prayer and praise. Elder Brewster preached the first Thanksgiving sermon. After thanking God for all his goodness, he did not forget the many loved ones buried on the hillside.
He spoke of noble John Carver, the first governor, who had died of worry and overwork.
Nor was Rose Standish forgotten, the lovely young wife of Captain Miles Standish, whose death was caused by cold and lack of good food.
And then there was gentle Dorothy, wife of Governor Bradford, who had fallen overboard from the Mayflower in Provincetown harbor.
The first Thanksgiving took place nearly three hundred years ago. Since that time in 1621, almost without interruption, Thanksgiving has been kept as a day to be thankful for all God has given us whether in good times or bad. At this time children and grandchildren return home, the long table is spread, and brothers and sisters, separated often by many miles, again sit side by side.
Today Thanksgiving is observed in the United States as a season of sweet and blessed memories of that first thanksgiving.

Friday, November 22, 2013

Children's Corner; Short Stories

The Ugly Duckling

by Hans Christian Andersen


An illustration for the story The Ugly Duckling by the author Hans Christian Andersen
IT was lovely summer weather in the country, and the golden corn, the green oats, and the haystacks piled up in the meadows looked beautiful. The stork walking about on his long red legs chattered in the Egyptian language, which he had learnt from his mother. The corn-fields and meadows were surrounded by large forests, in the midst of which were deep pools. It was, indeed, delightful to walk about in the country. In a sunny spot stood a pleasant old farm-house close by a deep river, and from the house down to the water side grew great burdock leaves, so high, that under the tallest of them a little child could stand upright. The spot was as wild as the centre of a thick wood. In this snug retreat sat a duck on her nest, watching for her young brood to hatch; she was beginning to get tired of her task, for the little ones were a long time coming out of their shells, and she seldom had any visitors. The other ducks liked much better to swim about in the river than to climb the slippery banks, and sit under a burdock leaf, to have a gossip with her. At length one shell cracked, and then another, and from each egg came a living creature that lifted its head and cried, "Peep, peep." "Quack, quack," said the mother, and then they all quacked as well as they could, and looked about them on every side at the large green leaves. Their mother allowed them to look as much as they liked, because green is good for the eyes. "How large the world is," said the young ducks, when they found how much more room they now had than while they were inside the egg-shell. "Do you imagine this is the whole world?" asked the mother; "Wait till you have seen the garden; it stretches far beyond that to the parson's field, but I have never ventured to such a distance. Are you all out?" she continued, rising; "No, I declare, the largest egg lies there still. I wonder how long this is to last, I am quite tired of it;" and she seated herself again on the nest.
"Well, how are you getting on?" asked an old duck, who paid her a visit.
"One egg is not hatched yet," said the duck, "it will not break. But just look at all the others, are they not the prettiest little ducklings you ever saw? They are the image of their father, who is so unkind, he never comes to see."
"Let me see the egg that will not break," said the duck; "I have no doubt it is a turkey's egg. I was persuaded to hatch some once, and after all my care and trouble with the young ones, they were afraid of the water. I quacked and clucked, but all to no purpose. I could not get them to venture in. Let me look at the egg. Yes, that is a turkey's egg; take my advice, leave it where it is and teach the other children to swim."
"I think I will sit on it a little while longer," said the duck; "as I have sat so long already, a few days will be nothing."
"Please yourself," said the old duck, and she went away.
At last the large egg broke, and a young one crept forth crying, "Peep, peep." It was very large and ugly. The duck stared at it and exclaimed, "It is very large and not at all like the others. I wonder if it really is a turkey. We shall soon find it out, however when we go to the water. It must go in, if I have to push it myself."
On the next day the weather was delightful, and the sun shone brightly on the green burdock leaves, so the mother duck took her young brood down to the water, and jumped in with a splash. "Quack, quack," cried she, and one after another the little ducklings jumped in. The water closed over their heads, but they came up again in an instant, and swam about quite prettily with their legs paddling under them as easily as possible, and the ugly duckling was also in the water swimming with them.
"Oh," said the mother, "that is not a turkey; how well he uses his legs, and how upright he holds himself! He is my own child, and he is not so very ugly after all if you look at him properly. Quack, quack! come with me now, I will take you into grand society, and introduce you to the farmyard, but you must keep close to me or you may be trodden upon; and, above all, beware of the cat."
When they reached the farmyard, there was a great disturbance, two families were fighting for an eel's head, which, after all, was carried off by the cat. "See, children, that is the way of the world," said the mother duck, whetting her beak, for she would have liked the eel's head herself. "Come, now, use your legs, and let me see how well you can behave. You must bow your heads prettily to that old duck yonder; she is the highest born of them all, and has Spanish blood, therefore, she is well off. Don't you see she has a red flag tied to her leg, which is something very grand, and a great honor for a duck; it shows that every one is anxious not to lose her, as she can be recognized both by man and beast. Come, now, don't turn your toes, a well-bred duckling spreads his feet wide apart, just like his father and mother, in this way; now bend your neck, and say 'quack.'"
The ducklings did as they were bid, but the other duck stared, and said, "Look, here comes another brood, as if there were not enough of us already! and what a queer looking object one of them is; we don't want him here," and then one flew out and bit him in the neck.
"Let him alone," said the mother; "he is not doing any harm."
"Yes, but he is so big and ugly," said the spiteful duck "and therefore he must be turned out."
"The others are very pretty children," said the old duck, with the rag on her leg, "all but that one; I wish his mother could improve him a little."
"That is impossible, your grace," replied the mother; "he is not pretty; but he has a very good disposition, and swims as well or even better than the others. I think he will grow up pretty, and perhaps be smaller; he has remained too long in the egg, and therefore his figure is not properly formed;" and then she stroked his neck and smoothed the feathers, saying, "It is a drake, and therefore not of so much consequence. I think he will grow up strong, and able to take care of himself."
"The other ducklings are graceful enough," said the old duck. "Now make yourself at home, and if you can find an eel's head, you can bring it to me."
And so they made themselves comfortable; but the poor duckling, who had crept out of his shell last of all, and looked so ugly, was bitten and pushed and made fun of, not only by the ducks, but by all the poultry. "He is too big," they all said, and the turkey cock, who had been born into the world with spurs, and fancied himself really an emperor, puffed himself out like a vessel in full sail, and flew at the duckling, and became quite red in the head with passion, so that the poor little thing did not know where to go, and was quite miserable because he was so ugly and laughed at by the whole farmyard. So it went on from day to day till it got worse and worse. The poor duckling was driven about by every one; even his brothers and sisters were unkind to him, and would say, "Ah, you ugly creature, I wish the cat would get you," and his mother said she wished he had never been born. The ducks pecked him, the chickens beat him, and the girl who fed the poultry kicked him with her feet. So at last he ran away, frightening the little birds in the hedge as he flew over the palings.
"They are afraid of me because I am ugly," he said. So he closed his eyes, and flew still farther, until he came out on a large moor, inhabited by wild ducks. Here he remained the whole night, feeling very tired and sorrowful.
In the morning, when the wild ducks rose in the air, they stared at their new comrade. "What sort of a duck are you?" they all said, coming round him.
He bowed to them, and was as polite as he could be, but he did not reply to their question. "You are exceedingly ugly," said the wild ducks, "but that will not matter if you do not want to marry one of our family."
Poor thing! he had no thoughts of marriage; all he wanted was permission to lie among the rushes, and drink some of the water on the moor. After he had been on the moor two days, there came two wild geese, or rather goslings, for they had not been out of the egg long, and were very saucy. "Listen, friend," said one of them to the duckling, "you are so ugly, that we like you very well. Will you go with us, and become a bird of passage? Not far from here is another moor, in which there are some pretty wild geese, all unmarried. It is a chance for you to get a wife; you may be lucky, ugly as you are."
"Pop, pop," sounded in the air, and the two wild geese fell dead among the rushes, and the water was tinged with blood. "Pop, pop," echoed far and wide in the distance, and whole flocks of wild geese rose up from the rushes. The sound continued from every direction, for the sportsmen surrounded the moor, and some were even seated on branches of trees, overlooking the rushes. The blue smoke from the guns rose like clouds over the dark trees, and as it floated away across the water, a number of sporting dogs bounded in among the rushes, which bent beneath them wherever they went. How they terrified the poor duckling! He turned away his head to hide it under his wing, and at the same moment a large terrible dog passed quite near him. His jaws were open, his tongue hung from his mouth, and his eyes glared fearfully. He thrust his nose close to the duckling, showing his sharp teeth, and then, "splash, splash," he went into the water without touching him, "Oh," sighed the duckling, "how thankful I am for being so ugly; even a dog will not bite me." And so he lay quite still, while the shot rattled through the rushes, and gun after gun was fired over him. It was late in the day before all became quiet, but even then the poor young thing did not dare to move. He waited quietly for several hours, and then, after looking carefully around him, hastened away from the moor as fast as he could. He ran over field and meadow till a storm arose, and he could hardly struggle against it. Towards evening, he reached a poor little cottage that seemed ready to fall, and only remained standing because it could not decide on which side to fall first. The storm continued so violent, that the duckling could go no farther; he sat down by the cottage, and then he noticed that the door was not quite closed in consequence of one of the hinges having given way. There was therefore a narrow opening near the bottom large enough for him to slip through, which he did very quietly, and got a shelter for the night. A woman, a tom cat, and a hen lived in this cottage. The tom cat, whom the mistress called, "My little son," was a great favorite; he could raise his back, and purr, and could even throw out sparks from his fur if it were stroked the wrong way. The hen had very short legs, so she was called "Chickie short legs." She laid good eggs, and her mistress loved her as if she had been her own child. In the morning, the strange visitor was discovered, and the tom cat began to purr, and the hen to cluck.
"What is that noise about?" said the old woman, looking round the room, but her sight was not very good; therefore, when she saw the duckling she thought it must be a fat duck, that had strayed from home. "Oh what a prize!" she exclaimed, "I hope it is not a drake, for then I shall have some duck's eggs. I must wait and see." So the duckling was allowed to remain on trial for three weeks, but there were no eggs. Now the tom cat was the master of the house, and the hen was mistress, and they always said, "We and the world," for they believed themselves to be half the world, and the better half too. The duckling thought that others might hold a different opinion on the subject, but the hen would not listen to such doubts. "Can you lay eggs?" she asked. "No." "Then have the goodness to hold your tongue." "Can you raise your back, or purr, or throw out sparks?" said the tom cat. "No." "Then you have no right to express an opinion when sensible people are speaking." So the duckling sat in a corner, feeling very low spirited, till the sunshine and the fresh air came into the room through the open door, and then he began to feel such a great longing for a swim on the water, that he could not help telling the hen.
"What an absurd idea," said the hen. "You have nothing else to do, therefore you have foolish fancies. If you could purr or lay eggs, they would pass away."
"But it is so delightful to swim about on the water," said the duckling, "and so refreshing to feel it close over your head, while you dive down to the bottom."
"Delightful, indeed!" said the hen, "why you must be crazy! Ask the cat, he is the cleverest animal I know, ask him how he would like to swim about on the water, or to dive under it, for I will not speak of my own opinion; ask our mistress, the old woman- there is no one in the world more clever than she is. Do you think she would like to swim, or to let the water close over her head?"
"You don't understand me," said the duckling.
"We don't understand you? Who can understand you, I wonder? Do you consider yourself more clever than the cat, or the old woman? I will say nothing of myself. Don't imagine such nonsense, child, and thank your good fortune that you have been received here. Are you not in a warm room, and in society from which you may learn something. But you are a chatterer, and your company is not very agreeable. Believe me, I speak only for your own good. I may tell you unpleasant truths, but that is a proof of my friendship. I advise you, therefore, to lay eggs, and learn to purr as quickly as possible."
"I believe I must go out into the world again," said the duckling.
"Yes, do," said the hen. So the duckling left the cottage, and soon found water on which it could swim and dive, but was avoided by all other animals, because of its ugly appearance. Autumn came, and the leaves in the forest turned to orange and gold. then, as winter approached, the wind caught them as they fell and whirled them in the cold air. The clouds, heavy with hail and snow-flakes, hung low in the sky, and the raven stood on the ferns crying, "Croak, croak." It made one shiver with cold to look at him. All this was very sad for the poor little duckling. One evening, just as the sun set amid radiant clouds, there came a large flock of beautiful birds out of the bushes. The duckling had never seen any like them before. They were swans, and they curved their graceful necks, while their soft plumage shown with dazzling whiteness. They uttered a singular cry, as they spread their glorious wings and flew away from those cold regions to warmer countries across the sea. As they mounted higher and higher in the air, the ugly little duckling felt quite a strange sensation as he watched them. He whirled himself in the water like a wheel, stretched out his neck towards them, and uttered a cry so strange that it frightened himself. Could he ever forget those beautiful, happy birds; and when at last they were out of his sight, he dived under the water, and rose again almost beside himself with excitement. He knew not the names of these birds, nor where they had flown, but he felt towards them as he had never felt for any other bird in the world. He was not envious of these beautiful creatures, but wished to be as lovely as they. Poor ugly creature, how gladly he would have lived even with the ducks had they only given him encouragement. The winter grew colder and colder; he was obliged to swim about on the water to keep it from freezing, but every night the space on which he swam became smaller and smaller. At length it froze so hard that the ice in the water crackled as he moved, and the duckling had to paddle with his legs as well as he could, to keep the space from closing up. He became exhausted at last, and lay still and helpless, frozen fast in the ice.
Early in the morning, a peasant, who was passing by, saw what had happened. He broke the ice in pieces with his wooden shoe, and carried the duckling home to his wife. The warmth revived the poor little creature; but when the children wanted to play with him, the duckling thought they would do him some harm; so he started up in terror, fluttered into the milk-pan, and splashed the milk about the room. Then the woman clapped her hands, which frightened him still more. He flew first into the butter-cask, then into the meal-tub, and out again. What a condition he was in! The woman screamed, and struck at him with the tongs; the children laughed and screamed, and tumbled over each other, in their efforts to catch him; but luckily he escaped. The door stood open; the poor creature could just manage to slip out among the bushes, and lie down quite exhausted in the newly fallen snow.
It would be very sad, were I to relate all the misery and privations which the poor little duckling endured during the hard winter; but when it had passed, he found himself lying one morning in a moor, amongst the rushes. He felt the warm sun shining, and heard the lark singing, and saw that all around was beautiful spring. Then the young bird felt that his wings were strong, as he flapped them against his sides, and rose high into the air. They bore him onwards, until he found himself in a large garden, before he well knew how it had happened. The apple-trees were in full blossom, and the fragrant elders bent their long green branches down to the stream which wound round a smooth lawn. Everything looked beautiful, in the freshness of early spring. From a thicket close by came three beautiful white swans, rustling their feathers, and swimming lightly over the smooth water. The duckling remembered the lovely birds, and felt more strangely unhappy than ever.
"I will fly to those royal birds," he exclaimed, "and they will kill me, because I am so ugly, and dare to approach them; but it does not matter: better be killed by them than pecked by the ducks, beaten by the hens, pushed about by the maiden who feeds the poultry, or starved with hunger in the winter."
Then he flew to the water, and swam towards the beautiful swans. The moment they espied the stranger, they rushed to meet him with outstretched wings.
"Kill me," said the poor bird; and he bent his head down to the surface of the water, and awaited death.
But what did he see in the clear stream below? His own image; no longer a dark, gray bird, ugly and disagreeable to look at, but a graceful and beautiful swan. To be born in a duck's nest, in a farmyard, is of no consequence to a bird, if it is hatched from a swan's egg. He now felt glad at having suffered sorrow and trouble, because it enabled him to enjoy so much better all the pleasure and happiness around him; for the great swans swam round the new-comer, and stroked his neck with their beaks, as a welcome.
Into the garden presently came some little children, and threw bread and cake into the water.
"See," cried the youngest, "there is a new one;" and the rest were delighted, and ran to their father and mother, dancing and clapping their hands, and shouting joyously, "There is another swan come; a new one has arrived."
Then they threw more bread and cake into the water, and said, "The new one is the most beautiful of all; he is so young and pretty." And the old swans bowed their heads before him.
Then he felt quite ashamed, and hid his head under his wing; for he did not know what to do, he was so happy, and yet not at all proud. He had been persecuted and despised for his ugliness, and now he heard them say he was the most beautiful of all the birds. Even the elder-tree bent down its bows into the water before him, and the sun shone warm and bright. Then he rustled his feathers, curved his slender neck, and cried joyfully, from the depths of his heart, "I never dreamed of such happiness as this, while I was an ugly duckling." - -
THE END 


Friday, November 15, 2013

A Tarnished Trophy; Progress

A Tarnished Trophy; Progress

On November 5, earlier this month the governor extended congratulations to two teachers within our territory Shabre Providence and Diana Tyson as District Teachers of the Year and to Ms. Providence who has been selected as the State Teacher of the Year. I too would like to personally graduate both women on displaying exemplary excellence in a time where their professions are considered stagnant (if recognized appropriately at all). Their dedication towards their profession and the children that they help to progress should be used as an example for all, but it is not. We do still have teachers and professionals within educational institutions that aren’t worthy of their positions or titles, and because of such children are suffering. During the past week I’ve heard of two accounts, one through public news/resources and the other a first hand account, of which undermine the norms and values that most teachers/ educational professionals work so hard to uphold.
One of my readers expressed to me earlier this week a problem that they noticed with their daughter who is two years of age. They had recently enrolled her in a preschool program from a daycare facility closer to home and was beginning to notice some changes. Their daughter seems to be having a lot of loud outbursts of hostility where she would scream and yell ‘NO’ repeatedly while threatening to hit or pointing her finger. The parent first assumed that something may be taking place at school that shouldn’t, and upon her visit for an investigation, she realized that the teachers yell harshly at the students. Children are very impressionable, unfortunately I was familiar with the preschool and could affirm their beliefs with my own knowledge. It is actually a common practice to use only one ‘tone’ when parents are present regardless of which child it may be, for it is suspected that parents would assume that it is truly their nature and practice with the kids. In such a case one has one of two options, enroll with another program or request that teachers utilize a ‘different technique’ with regards to verbal discipline, neither of which is necessarily going to be a pleasant experience. It was my suggestion to bring it to their attention at the next PTA meeting or at the end of the quarter when the children's progressions are assessed with parents. While it may seem as though the matter is being ‘pushed aside’, in truth it is not, by making note of such practices it makes the argument stronger for the necessary points to be considered for the best interest of the students.
On Saturday, November 9, 2013, The Virgin Islands Daily News detailed an account of a 15 year old student on the island of St. Croix where he alleged that he was choked unconscious, by a school monitor, causing him to fall down several flights of stairs and sustain several injuries. Injuries reported includes a laceration to his face that required 17 stitches and a busted lip. This student was reportedly treated by EMT’s and regained consciousness, but as of then no VIDE official nor school officials followed up with the family of the minor who went to the emergency room for treatment and stayed at home the following day to recover from the injuries he sustained that Thursday. Such actions undermine all the hard work that teachers and educational officials alike strives to maintain and progress. With our schools lacking teachers, much needed equipment and repairs, and new programs such negative actions from one member tarnishes an already rusted trophy. As Virgin Islanders we need to strive for a better USVI for all and our children, for if not we will be looking to a future of uneducated aggressors that can only cause our stagnant community to decline at a much more rapid pace.




Friday, October 25, 2013

Children's Corner; Poetry

The Child

I was the child
Who got raped
I was the child
That held it all in
I was the child
Giving the dirty slate
I was the child
Given this sin
I am the child
Who told a friend
I am the child
My pain now ends
I am the child
With a fresh start
I am the child
Forgiveness in my heart
I am the child
My love will show
I am the child
Who has let this go

Tuesday, October 22, 2013

Challenging Behavior Part II; Teachers

Functional Behavior Assessment

       If challenging behavior within children is considered to be a problem yet a means of communication, then why are we (or the majority anyway) always shying away from it? Children are required to use their body language to say what they can’t for some aren’t articulate enough to convey their feeling, while others who can are afraid to verbally convey their feelings. Nonetheless, all children deserve to have equal opportunities within this world and by allowing any child to continue their challenging behavior to a point where it become a habit, or that it progresses into violence or worse, we aren’t facilitating such opportunities. Through different behavioral assessments and strategies teachers are afforded the opportunity help these students progress towards finding another way to ‘express themselves’. Throughout this article it is my intent to illustrate how teachers collect data in order to determine the functions of a behavior, the importance of collecting and reviewing data before implementing specific interventions to address challenging behavior, three common behaviors a teacher may see in young children and target for modification or replacement along with possible functions for each of these common targeted behaviors. 


       Teachers and education professionals collect data to determine the different functions of behavior with regards to the child in question. The data collected is then analyzed to determine the best course of action to use, or to develop a positive behavior support plan to help guide both the student and teacher on the best strategies and other effective ways to help detour the student from their destructive behavior and progress toward one that is less ‘aggressive and destructive’. Functional assessment and positive behavior support are tertiary interventions; and serious, frequent, and intense behavior problems clearly qualify for their use (Gable, Quinn, Rutherford, Howell, & Hoffman, 1998). More moderate behaviors—especially those that occur often or over a long period and affect learning and social relationships—may be candidates as well (Chandler & Dahlquist, 2005). An informal observation will provide a reality check by helping you figure out exactly how frequently the behavior takes place—how many times a day, how many times a week—and whether it appears at specific times.
       

       Collecting and analyzing data before creating a target modifications and replacements is imperative. Knowledge of the use of the target behavior for the child is imperative before trying to implement modifications and replacement behaviors for the replacement behavior could actually serve to hinder from doing what is in the child’s best interest. If a child is using challenging behavior to avoid participating in art projects and you try to promote his participation more within the class it may cause them to become more challenging or by putting a student outside when they are challenging that student is still avoiding whatever he was using his behavior to contest.  By reviewing records, inquiring about interests of your own, and observing children within their natural habitats/ environment, you are able to better serve the needs of the child/children. After obtaining such information you  are then equip with the tools necessary to create an effective positive behavior support plan; one that will fit the needs of the child in question without hindering other students as well.
 

       Common examples of challenging behavior within children include but aren’t limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. If the functional assessment indicates that the child is trying to obtain your attention, you can use planned ignoring. This means you must plan not to respond to the child’s challenging behavior—not to come to her side, speak to her, or look at her when she behaves inappropriately—but instead provide attention when she’s behaving in an acceptable manner (or a close approximation thereof). This action shows the child that the challenging behavior will not serve the function or purpose it has served up until now—it will no longer get her what she wants (Durand, 1990; O’Neill et al., 1997). When a child begins throwing temper tantrums, screaming, or other aggressive behavior that could be dangerous or may be hazardous in anyway provide some positive reinforcement that is meaningful, and as they begin to regain control offer options of what could be done next.
   







References






The IRIS Center for Training Enhancements. (2009). Functional Behavior Assessment: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan and the A-B-C Analysis. Retrieved May 14, 2013, from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm


Rasminsky, Barbara Kaiser and Judy Sklar. Challenging Behavior in Young Children:
Understanding, Preventing and Responding Effectively, 3/e for Ashford University, 3rd Edition. Pearson Learning Solutions. <vbk:9781256060314#outline(15.2.6)>


Monday, October 21, 2013

Children's Corner; Poetry

"baby"

I wonder if you ever dreamed

About me and the world unrevealed

I wonder if you ever smiled…

Whenever I talk to you from the outside



~*~*~*~*~*~*~*~*~*~*



I feel butterflies within…

Is that you that I am feeling?

I feel happy when you do that…

Now let’s see, what else do you have?



~*~*~*~*~*~*~*~*~*~*



Every night I want to dream of you…

Hold your face and kiss you

Feel your soft skin and smell it…

Give you a hug and tickle your feet



~*~*~*~*~*~*~*~*~*~*



That is real enough for me…

To see you in my dreams and hold you tenderly

However, I still can’t wait to see…

My precious little gift… my baby.
 Author: Unknown

Sunday, October 20, 2013

Children's Corner; Poetry

"A Parent's Blessing"

When you come into this World,
our lives will be disarrayed,
but don't you ever worry baby,
you'll never be betrayed.
You're a miracle to us both and
you haven't even arrived
although you have already lived longer,
than some others even survived.
You'll be our best friend,
for the rest of all mankind,
We would do anything for you,
whatever is on your mind.
Don't ever think that we don't love you,
cause that is far from true,
We'll be Mom and Dad forever,
and love you your whole life through.
 Author: Rachel Kline

Friday, October 18, 2013

Children’s Health Awareness

       The development of fundamental skills to children are important for a number of reasons, but many of the main/apparent reasons are also the most crucial; obesity and the diseases that follows obesity because of our exercise and diet habits (or lack thereof). Fundamental motor skills are the building blocks of all sports played today as well as other activities that aren't considered sport, but just fun. Without these skills children do not develop accordingly and as such have developed a ‘handicap’ so to speak with regards to fundamental motor skills and sports. Fundamental Motor Skills are essential to a healthy way of life, when fundamental motor skills aren't developed on the level that they should be, many children risk falling behind, not only in school but socially. Again while their environment plays a big factor as well, it is still the responsibility of the parent and teacher to engage their children/students into physical activities.
Through my research I've gathered that the most pertinent problem/issue with the inclusion of health and physical education is with disabled children, though with all of the mentions that I've seen through different scholarly work the concerning issue shouldn't be the disabled students. The problem with the inclusion of disabled students lies within the inadequate schools and professionals that are in charge of these programs. Schools either lack the knowledgeable professionals to advocate for these children or they are seemingly uninterested and as a result disabled children are somewhat lost within the system with regards to physical education.

       Physical Activities should stop when a child has left the school grounds or outside of normal extracurricular activities, but it should also be present at home as well. The home is, and always will be the underlying foundation for anything that is taught to children. It is for the parents and teachers alike to push and educate children on the best avenues for them to live healthy, prosperous lives. The seeds planted today are the flowers of tomorrow and no seed grows without guidance and help. The ‘Let’s Move’ program is an incentive to help children and parents across America integrate nutrition and physical activities into their daily routine. There website http://www.letsmove.gov/make-physical-activity-part-your-familys-routine specifically lists physical activities that parents can do at home with their children, among many other useful tips on nutrition. Some of the activities listed are play tag, swim, toss a ball, jump rope, hula-hoop, dance to music or even play a dancing video game. It doesn't have to be sports—just get your family moving (Let’s Move, 2013)!
  • Walk the dog, go for a jog, go on a bike ride, take the stairs or head to the park and let kids run around for a while.
  • Celebrate special occasions—like birthdays or anniversaries—with something active, such as a hike, a volleyball or soccer game or playing Frisbee at the park.
  • Get the whole family involved in household chores like cleaning, vacuuming, and yard work.
  • Walk instead of drive whenever you can. If you have to drive, find a spot at the far end of the parking lot and walk to where you’re going.
  • Park farther away and count with your children the number of steps from the car to your destination. Write it down and see if you can park even farther away on your next stop.
  • Train as a family for a charity walk or run.

       Here in the U. S Virgin Islands, there are a number of government resources and private organizations that help families maintain physical activities and healthy lifestyle choices. The U.S.V.I Department of Health website has several links that lead to organizations that advocate for children against obesity, as well as the food pyramid, and a dietary guideline recommended by the government to help make the correct choices about what to eat. There is even a list of popular diet plans that have proven to be useful by many and for those of us with different dietary plans located under a link to http://www.health.gov/dietaryguidelines/. The SNAP and WIC programs are also strong, healthy avenues for one to take and follow when trying to regulate your diet; they come with information as well as guidelines for their participants so it is easier to stick with the program. The Happy Cow website offers a listing of vegetarian, vegan, and healthy choice friendly restaurants within the Virgin Islands as well as other places within America, which can be very helpful for many of us that like to travel and try new things, now when you leave your hometown you’ll still be able to make healthy delicious choices. Shopping at the local farmer’s market held at the Bordeaux Agricultural Fair every other weekend and on the last Sunday of the month is also a great place to find all natural, healthy, and fresh fruits, vegetables, refreshments, and food. Shopping at the local farmer’s market is a great way to ensure the use of fresh foods in your diet, as well as a great way to learn how to make healthy meals using these natural resources, using their recommended recipes.  




References
Hastie, P. (2012). Foundations of moving & learning. San Diego, CA. Bridgepoint Education, Inc.

SPARK. (2013). Physical Education; Countering Childhood Obesity. Retrieved on January 28, 2013                    from http://www.sparkpe.org/physical-education/k-2/curriculum/lesson-plans/



Let’s Move. (2013). Let’s Move; America’s Move to Raise a Healthier Generation of Kids. Retrieved on             February 4, 2013 from http://www.letsmove.gov/.

Tuesday, October 15, 2013

Risk Factors for Challenging Behavior

       I decided to write something for the potential bullies since it is anti- bullying month. I realize that some may think the better efforts would be towards the 'victims', but in my eyes all of them are victims; Father forgive them all for they know not what they do. As my grandmother would say 'prevention is better than a cure' so I'd like to purpose a different way of thinking for teachers who have pupils that display challenging behaviors. What is challenging behavior? According to text behavior becomes challenging when the behavior begins interfering with a child's cognitive, social, or emotional development, when the behavior is harmful to the child, other children, or adults, and when the behavior puts a child at high risk for later social problems or school failure (Klass, Guskin, & Thomas, 1995;McCabe & Frede, 2007). Behavior is considered to be challenging when they are threatening, provocative, and stimulating, all at the same time. Common examples of challenging behavior within children include but aren't limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. I empathize with the findings of the authors of a text on the belief that if this behavior is not deterred it may develop into something worse that can hinder any child through their adult life. Many fail to realize just how important these behaviors are and the need for 'correcting' them.
 
      These behaviors, if allowed to escalate, may lead to serious problems for both pupils and teachers alike. Challenging Behavior in the classroom has recently become a hot topic in educational forums and institutions alike around the world; and it should be. For ages the focus of challenging behavior within students, during the classrooms and out, has been set on the wrong foundations; we shouldn't be worry about the 'what' and 'when' but the why and how. Why are these students acting in such strange behavior manners and what can I do to help them progress in their particular areas. There are many factors that can be considered while observing their individual behavioral patterns that may have contributed to their behavior, biological and environmental. These factors may be contributing but they aren't the underlying 'stepping stones' on which behavioral problems are built, at least not individually anyway. Collectively they bear a considerable amount of weight and pressure and once understanding their situations and their individual risk/protective factors, educators and parents alike are more equip to meet their needs and help them develop better behavioral patterns that won't hinder them in the long run. Throughout this paper it is my intent to illustrate risk factors which influence behavior and strategies that may be used by teachers to support the process of changing/ replacing behaviors. 
 
       The risk factors for challenging behavior have been categorized within two categories; environmental and biological. Within the scope of these categories biological is defined as anything that impinges on a child from conception to birth, beginning with genes. The environmental section starts with the family—a child's most intimate environment—and moves outward through Urie Bronfenbrenner's (1979) ecological circles of peer, school, neighborhood, and societal influences (Rasminsky, 2012). Culture is also an important factor, but the risk factors that I would like to elaborate on are mostly environmental; violent media, exposure to violence, poverty, and parenting styles, schools, and peers. My reason for choosing these risk factors to particularize is because in my experiences these risk factors are most evident within today's society.
 
       Many people tend to overlook violent media as a risk factor for challenging behavior in children, they often state that it is the place of the parent to 'differentiate' the appropriate behavior, set boundaries, and most importantly explain the differences between life and television, but this is always as easy and apparent as it sounds. The effects violent/destructive media can have on children are categorized within four categories; victim effect, bystander effect, aggressor effect, and the increased appetite effect. Children who watch violent media are more likely to engage in aggressive behavior, especially if they identify with aggressive characters or find the violence realistic and relevant to their own lives. The more they watch the worse their aggressive behavior may progress; children may watch violent media to validate their own aggressions. In other cases the child may identify with the victim, in such cases they may actually feel as if the violence is real, this may cause children to be more fearful, anxious, and prone to nightmares. The bystander effect cause children who regularly witness violence to believe that it is normal, thus they remain unresponsive.
      
     As discussed previously witnessing violence does have a large effect on children; they can become unsympathetic towards such situations, or they can identify with the aggressor or the victim, neither of which has positive effects. Imagine the effect a real violent situation would have on a child. Many families today are unfortunately living in poverty with conditions that aren't fit for any child; single parent homes lacking adequate care and supervision due to family factors, or lack thereof. These conditions and more make these families and their children prone to witness violence first hand repeatedly. These conditions are maintained within different neighborhoods, within the schools, and unfortunately anywhere that children are known to spend their time recreationally; parks, gymnasiums, skating rings, etc. Being poor create a high level of family stress—nonstop anxiety about food, housing, jobs, medical care, child care, safety, and more. In high-poverty urban neighborhoods, people must deal with noise, overcrowding, substandard housing, air and water pollution, neighborhood and gang violence, homelessness, and illegal drugs (Rasminsky, 2012). These conditions among many others house violence and promote it.
 
       No teacher can change the fact that a family lives in poverty, but teachers can help the child (and maybe even his family) to deal with those risk factors more effectively. If we can bolster some of his protective factors early on, we may be able to minimize or even ward off some of the risks and divert him onto an entirely different developmental trajectory (Masten & Coatsworth, 1998; Rutter, 1987). Every child with challenging behavior is likely to possess some of these attributes and skills in an embryonic or unconventional form, although it may take extra thought and insight on our part to dig them out. One key to enhancing resilience is to search for these strengths—what psychologist Robert B. Brooks ( 1994) calls "islands of competence" (p. 549)—and use them to build new skills and self-esteem. Instead of noticing what a child does wrong, stop and think about his strengths and likeable qualities, what he's good at, what positive contributions he can make, and how you can create opportunities for him to realize whatever he has to offer (Rasminsky, 2012). When families spend more time with their children, chaperone them closely, and limit the places they go and the time they spend with antisocial peers, children perform better at school and witness less violence, decreasing their risk for emotional and behavioral problems (Cauce et al., 2003; Richards et al., 2004). In dangerous neighborhoods, this strong control is an expression of concern as well as an adaptive strategy that brings order, predictability, and safety to children's daily lives (Luthar, 1999). When children receive support in such places as churches, community centers, and boys' and girls' clubs, they feel connected to other people and the core values of the community.

 


 


 


 

Challenging behaviors in early childhood settings: Creating a place for all children. (2004). YC Young Children, 59(3), 93-93. Retrieved from http://search.proquest.com/docview/197687440?accountid=32521
Hemmeter, M. L., Santos, R. M., & Ostrosky, M. M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340. Retrieved from http://search.proquest.com/docview/233253075?accountid=32521
Kaiser, B., Rasminsky, J.S., (2012). Challenging Behavior in Young Children. Retrieved by http://online.vitalsource.com/#/books/9781256060314/pages/29956773
Nungesser, N. R., & Watkins, R. V. (2005). Preschool teachers' perceptions and reactions to challenging classroom behavior: Implications for speech-language pathologists. Language, Speech & Hearing Services in Schools, 36(2), 139-51. Retrieved from http://search.proquest.com/docview/232583471?accountid=32521

 



Saturday, October 12, 2013

Touchy Aren’t We!!!

       Yesterday after reading a post about a woman who decided it wasn't necessary to bathe her baby every day or even every week! She said she was incited to write her blog post when she realized that she couldn't remember the last time she used her four month olds bath tub. After reading her blog post and checking out the recommended views of interviews she had I decided to publish my own blog post, which many of you have read 'Thank God Your Not My Mom' and shared it with my Google plus page and communities that I thought would at least respect and appreciate a difference of opinion, but I was wrong. Apparently member of Google plus 'Go to Parents Community' were not pleased with my objective points of view within a post I responded to by a fellow community member. In his post he linked the very same article by Claire Goss, but I guess when he asked for different points of view on this "outrage" he meant the fact that people, like myself, found it to be an outrage that people don't think it necessary to bathe children habitually or themselves. Yes, I realize that babies aren't as active as the rest of us, so they probably don't sweat as much and accumulate dirt and grime on their skins as toddlers and adolescents do, still they are human and they do sweat regardless of whether or not it is noticed. I had the same gentleman who I made the 'horrid mistake' of responding to his post take offense because I didn't agree with his point of view and from their began with condescending remarks like ' Well in the Caribbean its hot so babies would need to bathe, but we have AC'. After I kindly reminded him that the U.S Virgin Islands is no third world country and we do have AC as well as many other materialistic things (like Benz, BMW's, and we spend 'Benjamin's'), but I soon realized that no matter what was said on my part this was a lynch mob out to get the island girl. After a while I just became a spectator within the conversation as people continuously kept mentioning me in their condescending remarks, and honestly just to piss them off I keep repeating what we all in the Caribbean knows, not bathing your child regularly is NEGLECT. I guess they felt the need to justify their own actions for not one of the seven people leading this lynch mob bothered to comment on the discussion at hand, Claire Goss neglecting her baby a bath for over a week, but their own practices. Justifying their beliefs with the excuse that it may cause dry skin, well from what I've seen dry skin must appear if skin is not regularly hydrated; water. The pediatricians that advise parents to do this, don't say that they should, only that it's ok for three days out of the week, but of course the American people decided to take it to church and that is where it is being held. I sincerely would like to ask my readers, anonymously of course, do you all practice not bathing your child for a week or more like Claire Goss, and if not but you do practice it, what would be considered by you and your standards an appropriate ratio in which it isn't necessary to bathe children. Thanks for your thoughts and responses so far; looking forward to reading more!!
Please email me if it better suits your privacy needs @ usvi.childhood.learning@gmail.com .