1

Volume 1 | Issue

D ear Readers,

Festival of Lights brought us lot of faith, know it’s

time to celebrate Christmas and re assure im-

portance of faith and being united.

Happy to state we have reached out to more than 200 princi-

pals of Salem, Erode and Tripur district with the association of

IMS and CEO to create awareness on specific learning disabil-

ity.

Two days In service training on classroom Remedial Teaching

for government and private school teachers was successfully

completed in association with Sarada College of Education.

More than 350 teachers participated and benefited.

Practicing Multiple intelligence in school system many feel it's

challenging but in helikx open school and learning centre it's a

way of life for the students. Recent visit by Mrs.Usha Rama-

krishnan chairperson Vidya sagar Chennai and an adherent

teacher and believer of MI reassured our approach which is

properly channelized and our children are coming out with fly-

ing colours.

We are happy to launch Online

Counseling curriculum for more

details visit our website.

Congrats to Master Duraipandian

creating pro type model of driller

from waste material. Master A.N

Arvinth directing first short film, entire marathon team partici-

pated in 10kms Salem marathon, 3 robotic team participated in

Mumbai, art team painting 4 wall painting as part of clean India

campaign in town railway station.

We will meet you very soon with a novel competition education

in games.

Continue reading our newsletter and mail us your feedback.

Let's learn to understand children

Senthilkumar.g

Multiple Intelligence & Disa-

bility

What type of Questions are

you asking students?

Story Time

A Dyslexic Child In The

Classroom- A Guide For

Teachers and Parents

The “Solution” that out

smarted any other form

of Behavior Management

Helikx Students Corner

AN OFFICAL NEWSLETTER OF SCHOOL SOCIAL WORK & RESEARCH DEPARTMENT OF

HELIKX OPEN SCHOOL FOR CHILDREN WITH SPECIFIC LEARNING DISABILITIES

Volume 1 | Issue 10 OCTOBER 2014

From Our Chairman’s Desk

www.helikxopenschool.org | info@helikx.com | +91-98427-33318

visit http://blog.helikxopenschool.org/

DECEMBER 3 WORLD DISABILTIY DAY

2

H oward Gardner’s theory of multiple intelligences

has ushered in a new way to our understanding

of intelligence and nurturing potential. The way

is path breaking…..and has many implications for

parents and schools. It enables us effectively help all children in

their learning and performances even

as we understand and enable our own

potential!

The theory states that different people

are intelligent differently and in unique

ways, that intelligence is not a single or

general ability, which can be measured

by an IQ test, rather is specific and

discrete, and has to be assessed on

specific jobs.

The theory states that people are not

more or less intelligent; rather they are

intelligent differently and in multiple

ways [not only with reading, writing

and math!] that intelligence involves a

set of skills to Solve problems and cre-

ate product

The multiple Intelligences

Linguistic intelligence- the intelligence of writers and poets

Musical intelligence- the intelligence of composers

Logical mathematical intelligence- the intelligence of scien-

tists and mathematicians

Spatial intelligence- the intelligence of artists and archi-

tects

Bodily Kinesthetic- the intelligence of dancers, sportsmen

and gymnasts

Interpersonal intelligence- the intelligence of statesmen

and social activists

Intrapersonal intelligence- the intelligence of philosophers

Naturalist intelligence- the intelligence of environmental-

ists

Every child has a unique profile and a combination of intelli-

gence. They indicates what the child would enjoy doing, be good

at naturally and may pursue later in life as a career! The profile

also indicates how the child processes information, and learns

best. However the intelligence needs opportunities to develop

Every child is unique! Developing one’s unique potential sets

foundations for self-esteem, confidence, and better performance

in school and for life…. The theory

has great implication, and is valua-

ble for teachers, parents children,

schools and our education system.

Typically persons with disabilities

have been viewed with a need to

'normalize' them. They are slotted

into their lowest area of attain-

ment amongst the various areas of

development. Their strengths and

overall potential are often not ad-

dressed and remain untapped. At

Vidya Sagar, however, we have

always viewed disability as a de-

velopment and a human rights

issue and focused on abilities or

intelligences! The theory of Multi-

ple Intelligences has enabled us

translate our vision to practice with special needs. This very

importantly is in keeping with the UNCRPD "human rights mod-

el".

Particular lines in Frames of Mind were inspiration: that intelli-

gences must be assessed on the job and under spatial intelli-

gences where Howard Gardner says he saw in children with

autism, "human intelligence in relative even splendid isolation"

The theory has been equally applicable to persons with Learn-

ing Disabilities, Cerebral Palsy, Mental Retardation and Autism

and we have since learnt from the children with Autism that

there is a isolation of other intelligences as well .A lack of inter-

personal intelligences hides a child's true potential.

By enabling us to look at the uneven profile of persons with spe-

cial needs with new understanding, the lens of multiple intelli-

gences has helped guide us to bypass difficulties as we plan

programs, alternate learning strategies and guide career op-

tions. With the focus now resting on each child's unique set of

intelligences, our work has been able to take each child to new

heights of achievement and self esteem.

It’s not how smart you are,” “it’s how you are smart”

A Talk with Usha Ramakrishanan, Chairperson Vidyasagar, Chennai on Multiple Intelligence & Disability

3

H elikx open school and learning Cen-

tre organized In service training on Reme-

dial strategies for children with learning

problems team up with Sri Saradha Col-

lege of Education on 28 & 29th November

at Salem. More than 250 principals,

teachers and special educators from vari-

ous schools in and around Salem were

participated and benefited from the pro-

gramme.

In the first day, training was inaugurated

by Mrs. Usha Ramakrishnan, Chair per-

son, Vidhya sagar, Dr.C.Janakavalli, Prin-

cipal-SSCE, Mr.G. Senthil kumar, Chair-

man-helikx, Mrs. Devi priya, Secretary-

helikx and Mrs. Sasikala, Joint secretary

of helikx. Principals, teachers and special

educators of SSA, Salem took part in the

training. In the first session, Mrs. Usha

Ramakrishnan, Chair person, Vidhya

sagar was guest speaker in the topic Mul-

tiple intelligence. She explained the types,

importance and its applications in class

room. The second session was taken by

Dr. Arun Vangili, Child and Adolescent

Psychiatrist from Vazhikatti Mental

Health Centre & Research Institute, Co-

imbatore. He explained about childhood

disorders and he clarified the queries of

teachers.

In the afternoon session, Mrs. Devi priya,

Secretary of helikx elucidated the remedi-

al strategies to the participants. Students

of helikx performed a Skit on cleanliness

in the topic “Kuppai”.The valedictory was

felicitated by Mrs. P.Usha, Additional

chief educational office, SSA, Tamil nadu.

The first day training winded up with

teachers and special educators of SSA

shared their experience and their learn-

ing.

On the next day, Principals and teachers

of Matriculation Schools, Salem partici-

pated in the training. In that day first ses-

sion, Dr. Anuja S panickar, Associate Pro-

fessor, PSG Medical College shared her

experience with learning disability chil-

dren and their difficulties. Mrs. Usha Ra-

makrishnan, Chairperson, Vidhya sagar

was guest speaker in the topic Multiple

intelligence in the Second session. She

explained the types, importance and its

applications in class room. In the after-

noon session, Mrs. Sasikala, Joint secre-

tary of helikx took a class about remedial

strategies to the participants. Training

ended with our students drama

In Service Training on Remedial Teaching at Saradha College by Helikx Open School

Dr.C.Janakavalli, Principal-SSCE Mrs. P.Usha, Additional CEO Salem Mrs. Devi priya, Secretary, Helikx

Dr. Anuja S Panickar, Asso.Professor, PSG Mrs. Usha Ramakrishnan, Vidhyasagar Dr. Arun Vangili, Child Psychiatrist

Kuppai” Drama by our students Sri.K.R Nandakumar State General Secretary

TN CBSE School Association Participants of Training

4

Q uestions were always a prob-

lem for me, by my teachers

when I was in school as a stu-

dent and by my students as a

teacher. Thanks to Google for helping me

to find out answers for many difficult

questions by my students. It’s interesting

to identify type of questions they ask to us

and we ask to them. It helps us to under-

stand whether our pedagogy has reached

Blooms highest level ie. Application. Here

I am describing the types of questions

with respect to the lesson of Second

World War

The secret of finding out anything you

want to know is to simply ask questions.

Socrates believed that knowledge and

awareness were an intrinsic part of each

learner. Thus, in exercising the craft of

good pedagogy a skilled educator must

reach into learners’ hidden levels of

knowing and awareness in order to help

them reach new levels of thinking through

thoughtfully developed questions.

Factual – Soliciting reasonably simple,

straight forward answers based on obvi-

ous facts or awareness. These are usually

at the lowest level of cognitive (thinking)

or affective (feeling) processes and an-

swers are frequently either right or

wrong.

Example: Name the book written by

Adolf Hitler.

Convergent – Answers to these types of

questions are usually within a very finite

range of acceptable accuracy. These may

be at several different levels of cognition

— comprehension, application, analysis,

or ones where the answerer makes infer-

ences or conjectures based on personal

awareness, or on material read, presented

or known. While these types of questions

are

valua-

ble in

exer-

cising

mid-

level

cogni-

tive

think-

ing

skills, it is quite easy to expand students’

cognitive processes even higher by adding

another layer to these questions whereby

teachers ask students to justify their an-

swers in light of the evidence offered or

the inferences made.

Example: On reflecting the story of life of

Hitler, what were the main reasons for

Hitler’s suicide?

Divergent – These questions allow stu-

dents to explore different avenues and

create many different variations and alter-

native answers or scenarios. Answering

these types of questions may be aided

by higher levels of affective thinking as

well — such as valuing, organization, or

characterization. Responses to these

types of questions generally fall into a

wide array of acceptability. Often correct-

ness is determined subjectively based on

the possibility or probability of the pro-

posed answer. The intent of these types of

questions is to stimulate imaginative, cre-

ative, or inventive thought, or investigate

“cause and effect” relationships.

Example: What might have happened if

America didn’t enter into Second World

War?

Evaluative - These types of questions

usually require sophisticated levels of

cognitive and/or emotional (affective)

judgment. In attempting to answer these

types of questions, students may be com-

bining multiple cognitive and/or affective

processes or levels, frequently in compar-

ative frameworks. Often an answer is ana-

lyzed at multiple levels and from different

perspectives before the respondent ar-

rives at newly synthesized information or

conclusions.

Examples:

a. Compare and contrast Hitler and Stalin

b. What are the similarities and differ-

ences between Hitler and Mussolini?

Combinations – These are questions

that blend any combination of the above.

You can easily monitor what types of

questions you are asking your students

through simple tallies and examining de-

grees of difficulty. Or, if your students are

older, then ask them to monitor the types

of questions you ask, allowing them to

identify the types. For those of you, who

might be a bit more collaborative or ad-

venturous in your teaching and want to

give students some ownership in their

educational processes, challenge them to

create course related questions to ask one

another.

Referance:http://thesecondprinciple.com/

What type of questions are you asking students?

EDITORIAL By Alen Kuriakose, Trainer, HSSW

5

A re you ready for a story?

If some one asks this ques-

tion we will sit straight and

eagerly look at the person

with eyes and ears open. What ever is the

age young or old like story alike.

One afternoon when I dozed off a stu-

dent of remedial section knocked and en-

tered into the room. With a bright, smil-

ing face he informed me that he had he

learnt Ch blend and has made up a story

using the blends. With actions he started

to narrate the story. He began the story

like this.

“Our teacher is very rich. Her chair is peach

in color. She allows us to play chase after

lunch. She took us to a beach .We ate cheese,

sandwich with cheery. We sat on a bench and

saw a champ on a branch. We reach home”.

It triggered my mind. Story telling as a

teaching tool.

It is an ancient form of teaching strat-

egy to pass on, the way of life to next gen-

eration and makes one alive.

It helps to arrange, store information

and bind together.

Helps to create an encouraging out-

look to en route for learning.

While reading a book we see only the

words where as in story telling the narra-

tor sees the expressions and enthusiasm

of the listeners.

Helps to adore a language and moti-

vates to read.

Helps to develop Imagination which is

more important than knowledge.

It is one of the excellent tool for

teaching desirable behavior and charac-

ter.

It helps to develop listening skills,

application and connect listening with

enjoyment.

It is an improving component and

create knowledge and to appreciate vari-

ous cultures.

It is a reliable activity and ability that is

well worth inculcating.

How Storytelling Works?

In its simplest form, storytelling remains a

powerful element of communication, with

the narrative being equally as compelling

as essays and textbooks. They humanize

learning. It offers us the opportunity to

connect to like-minded characters, or see

the world literally from within someone

else’s skin. Stories touch our emotions

and make us laugh, cry, fear, and get an-

gry—a sharp contrast to a plain old

presentation.

Have Students Tell Their Stories

As you incorporate your own stories, rec-

ognize how they connect with students on

a different level. But why keep the power

of storytelling to yourself? You can also

actively help students become their own

powerful storytellers, too!

Allow students to write, illustrate, and tell

their own tales. The way you incorporate

this may vary depending on your curricu-

lar goals, but it is essential that children

understand how to tell a good story and

how this relates to effectively accomplish-

ing an objective. Students can use stories

in their essays and argumentation—they

can help in remembering processes or

formulas, or connecting events with one

another. The opportunities are endless,

and easy to employ.

WHY ALICE SHOULD HAVE ALL FUN?

WHY CAN`T WE? What are you wait-

ing for?

Grandma’s Receipe Mrs. P.V Ananthalakshmi,

Principal, Helikx Open School

6

P roficient reading is

an essential tool

for learning a large part

of the subject matter

taught at school. With an

ever increasing emphasis

on education and literacy,

more and more children

and adults need help in

learning to read, spell,

express their thoughts on

paper and acquire ade-

quate use of grammar.

A dyslexic child who finds

the acquisition of these

literacy skills difficult can

also suffer a lot of anguish

and trauma when they

may feel mentally abused

by their peers within the

school environment, be-

cause they have a learning

difficulty. Much can be

done to alleviate this by

integrating the child into

the class environment

(which is predominantly a

learning environment)

where he/she can feel

comfortable and develop

confidence and self es-

teem.

Class teachers may be

particularly confused by

the student whose con-

sistent underachievement

seems due to what may

look like carelessness or

lack of effort.

These children can be

made to feel very different

from their peers simply

because they may be una-

ble to follow simple in-

structions, which for oth-

ers seem easy. It is a class

teacher's responsibility to

provide an atmosphere

conducive to learning

for all pupils within their

class.

Class teachers need to

have an understanding of

the problems that the dys-

lexic child may have with-

in the classroom situation.

Hopefully, with this

knowledge, a great deal of

misunderstanding of a

child's behaviour can be

prevented. In a positive

and encouraging environ-

ment, a dyslexic child will

experience the feeling of

success and self -value. Of

particular importance is

an understanding of the

problems that poor audito-

ry short term memory can

cause, in terms of retain-

ing input from the teach-

er. Examples of poor audi-

tory short term memory

can be a difficulty in re-

membering the sounds in

spoken words long enough

to match these, in se-

quence, with letters for

spelling. Often children

with poor auditory short

term memory cannot re-

member even a short list

of instructions.

The following items

should provide useful

guidelines for teachers

and parents to follow and

support :

In the class:

Of value to all children in

the class is an outline of

what is going to be taught

in the lesson, ending the

lesson with a resume of

what has been taught. In

this way information is

more likely to go from

short term memory to long

term memory.

When homework is set, it

is important to check that

the child correctly writes

down exactly what is re-

quired. Try to ensure that

the appropriate work-

sheets and books are with

the child to take home.

In front of the pupils'

homework book get them

to write down the tele-

phone numbers of a cou-

ple of friends. Then, if

there is any doubt over

homework, they can ring

up and check, rather than

worry or spend time doing

the wrong work.

Make sure that messages

and day to day classroom

activities are written

down, and never sent ver-

bally. i.e. music, swim-

ming etc.

Continue in 7th page

A Dyslexic Child In The Classroom

A Guide For Teachers and Parents Mrs. Kavitha R MSW., M.PHIL., UGC- NET., (PhD)

Assistant Professor In Social Work,

PSG College Of Arts & Science, Coimbatore

7

Copying from the black-

board:

Use different colour

chalks for each line if

there is a lot of written

information on the board,

or underline every second

line with a different col-

oured chalk.

Ensure that the writing is

well spaced. Leave the

writing on the blackboard

long enough to ensure the

child doesn't rush, or that

the work is not erased

from the board before the

child has finished copying.

Reading:

A structured reading

scheme that involves repe-

tition and introduces new

words slowly is extremely

important. This allows the

child to develop confi-

dence and self esteem

when reading.

Don't ask pupils to read a

book at a level beyond

their current skills, this

will instantly demotivate

them. Motivation is far

better when demands are

not too high, and the child

can actually enjoy the

book. If he has to labour

over every word he will

forget the meaning of

what he is reading.

Save the dyslexic child the

ordeal of having to 'read

aloud in class'. Reserve

this for a quiet time with

the class teacher. Alterna-

tively, perhaps give the

child advanced time to

read pre -selected reading

material, to be practiced

at home the day before.

This will help ensure that

the child is seen to be

able to read out loud,

along with other children

Real books should also be

available for paired read-

ing with an adult, which

will often generate enthu-

siasm for books. Story

tapes can be of great ben-

efit for the enjoyment and

enhancement of vocabu-

lary. No child should be

denied the pleasure of

gaining access to the

meaning of print even if

he cannot decode it fully.

Remember reading should

be fun.

Spelling:

Many of the normal class-

room techniques used to

teach spellings do not

help the dyslexic child. All

pupils in the class can

benefit from structured

and systematic exposure

to rules and patterns that

underpin a language.

Spelling rules can be giv-

en to the whole class.

Words for class spelling

tests are often topic based

rather than grouped for

structure. If there are one

or two dyslexics in the

class, a short list of struc-

ture-based words for their

weekly spelling test, will

be far more helpful than

random words. Three or

four irregular words can

be included each week,

eventually this should be

seen to improve their free -

writing skills.

All children should be en-

couraged to proof read,

which can be useful for

initial correction of spell-

ings. Dyslexics seem to be

unable to correct their

spellings spontaneously as

they write, but they can

be trained to look out for

errors that are particular

to them. Remember, poor

spelling is not an indica-

tion of low intelligence.

Maths:

Maths has its own lan-

guage, and this can be the

root of many problems.

Whilst some dyslexic stu-

dents are good at maths,

it has been estimated that

around 90% of dyslexic

children have problems in

at least some areas of

maths. General mathemat-

ical terminology words

need to be clearly under-

stood before they can be

used in calculations, e.g.

add, plus, sum of, in-

crease and total, all de-

scribe a single mathemati-

cal process. Other related

difficulties could be with

visual/perceptual skills,

directional confusion, se-

quencing, word skills and

memory. Dyslexic students

may have special difficul-

ties with aspects of maths

that require many steps or

place a heavy load on the

short -term memory, e.g.

long division or algebra.

The value of learning the

skills of estimation cannot

be too strongly stressed

for the dyslexic child. Use

and encourage the use of

estimation. The child

should be taught to form

the habit of checking his

answers against the ques-

tion when he has finished

the calculation, i.e. is the

answer possible, sensible

or ludicrous?

When using mental arith-

metic allow the dyslexic

child to jot down the key

number and the appropri-

ate mathematical sign

from the question.

Encourage pupils to ver-

balize and to talk their

way through each step of

the problem. Many chil-

dren find this very helpful.

Continue in 8th page

8

Teach the pupil how to

use the times table square

and encourage him to say

his workings out as he

uses it.

Encourage a dyslexic child

to use a calculator. Make

sure he fully understand

how to use it. Ensure that

he has been taught to esti-

mate to check his calcula-

tions. This is a way of

'proof reading' what he

does.

Put key words on a card

index system or on the

inside cover of the pupils

maths book so it can be

used for reference and

revision. Rehearse mathe-

matical vocabulary con-

stantly, using multi senso-

ry/kinesthetic methods.

Put the decimal point in

red ink. It helps visual

perception with the dys-

lexic child.

Handwriting: R eason s

for poor handwriting at

any age can be poor motor

control, tension, badly

formed letters, speed etc.

A cursive joined style is

most helpful to children

with dyslexic problems.

Encourage the children to

study their writing and be

self -critical. Get them to

decide for themselves

where faults lie and what

improvements can be

made, so that no resent-

ment is built up at yet an-

other person complaining

about their written work.

Discuss the advantages of

good handwriting and the

goals to be achieved with

the class. Analyze common

faults in writing, by writ-

ing a few well chosen

words on the board for

class comment.

Make sure a small refer-

ence chart is available to

serve as a constant re-

minder for the cursive

script in upper and lower

case. If handwriting prac-

tice is needed it is essen-

tial to use words that pre-

sent no problem to the

dyslexic child in terms of

meaning or spelling. Im-

provement in handwriting

skills can improve self

confidence, which in turn

reflects favorably through-

out a pupil's work.

Marking of work: Cred i t

for effort as well as

achievement are both es-

sential. This gives the pu-

pil a better chance of get-

ting a balanced mark. Cre-

ative writing should be

marked on context.

Spelling mistakes pin-

pointed should be those

appropriate to the child's

level of spelling. Marking

should be done in pencil

and have positive com-

ments. Try not to use red

pens to mark the dyslexic

child's work. There's noth-

ing more disheartening

for the child than to have

work returned covered in

red ink, when they've in-

evitably tried harder than

their peers to produce the

work. Only ask a pupil to

rewrite a piece of work

that is going to be dis-

played. Rewriting pages

for no reason at all is soul

destroying as usually

much effort will have al-

ready been put into the

original piece of work.

Homework: B y th e en d

of a school day a dyslexic

child is generally more

tired than his peers be-

cause everything requires

more thought, tasks take

longer and nothing comes

easily. More errors are

likely to be made. Only set

homework that will be of

real benefit to the child.

In allocating homework

and exercises that may be

a little different or less

demanding, it is important

to use tact. Self -esteem is

rapidly undermined if a

teacher is underlining the

differences between those

with difficulties and their

peers. However, it should

also be remembered that

far more effort may be

needed for a dyslexic

child to complete the as-

signment than for their

peers. Set a limit on time

spent on homework, as

often a dyslexic child will

take a lot longer to pro-

duce the same work that

another child with good

literacy skills may pro-

duce easily.

Integration: A dys lex ic

child's ability to write

down thoughts and ideas

will be quite different

from the level of infor-

mation the child can give

verbally. For successful

integration, the pupil

must be able to demon-

strate to the teacher that

he knows the information

and where he is in each

subject. Be prepared to

accept verbal descriptions

as an alternative to writ-

ten descriptions if appro-

priate. Alternative ways of

recording should be

looked at, such as :

The use of computers for

word processing.

Audio tapes for recording

lessons that can then be

written up at a later

stage. Written record of

the pupil's verbal account,

or voice activated soft-

ware can be used.

9

I n each and every class there might

be a child or two who is considered

as the problem creator. This partic-

ular year in my class there was this

boy who literally changed the dynamic of

the class when he is present. He managed

to distract half of the class and will not

concentrate and let others concentrate in

their work. I was warned that this will

happen with that child. I tried everything

from reminders, logical consequence to

class meetings, but nothing created a

inch of change until that magical moment

lighted upon me.

When that light bulb moment occurred I

decided to use a combination of tools for

this child, starting with my perspective

change, followed by a class meeting to

pool help from the class to help him focus.

We decided to spend 2 minutes at the

beginning of each day together to set up

goals for the day: teachers goal and stu-

dent goal. This way the child was able to

learn something every day and take pride

on achieving his/her "Island of Compe-

tence". His positive efforts were rein-

forced and before I knew he started to

work towards achieving his goal, he also

had a good grasp of class rules and start-

ed to help his friends by reminding the

rules if they forget to follow the class

rules. Changing one's perspective not

only changes the whole ball game but also

throws the responsibility on to the child's

court. It makes the student responsible

for the choice that they make, soon the

student will realize "if I make a good

choice it affects me and people around me

positively and if I make a bad choice it

affects me and people around me nega-

tively."

The following are list of Behavior Man-

agement strategies that works:

Perspective:

I am sure many teachers should be nod-

ding your head at this point. The magic of

getting my class to the place where it

should be was achieved not by altering

my environment or the child but by

changing my perspective of viewing that

child as "the problem child". When we

enter the class with the preconceived idea

about a child it prevents us from reaching

out to the child to help solve their prob-

lems. One of

the teacher

shared her

experience

about a child

who was con-

sidered as problem child in her school.

That boy was a well behaved merit stu-

dent till first grade, after the summer

break when he came back to school he

was completely different. He became

unapproachable and problematic. This

child was transferred to this teacher who

was warned to be very strict from the

beginning with that child, within a week

she called the boy and warned that she is

going to call his mother for conference

then she found out that the boy lost his

mother during first grade summer break

and is living with his father whom he

hardly sees spending rest of the day after

school in daycare. This completely

changed the teacher's perspective from

seeing that child as a problematic boy to a

child in need of love and positive atten-

tion. The next time the teacher saw him

she was filled with compassion for the boy

and had a talk with him asking why he

was doing what he was doing. She also

reinforced his positive behavior and be-

fore she knew the boy who was consid-

ered as the problematic boy became a

well behaved student in her classroom.

Class meeting and Problem solving:

Conducting class meeting to solve the

problem helps to isolate the child from his

problem behavior, by doing this instead of

complaining about a child with problemat-

ic behavior children will find a solution to

help the child. This not only promote

sense of community but also empathy for

the child.

Continue in 10th page

The "Solution" that out smarted any other form of

Behavior Management.

By Murugalakshmi Thirumalai , USA

10

Books and stories:

While talking about the emotions

involved in disciplining, using

books and moral stories are a must

for developing self-discipline in the

long run. Teaching with stories

does reap long term benefits. The

book that is most effective is "Have

You Filled A Bucket Today" by Car-

ol McCloud. This heartwarming

book encourages positive behavior

as children see how rewarding it is

to express kindness, appreciation

and love. This book also explains

about how our actions and words

affects others and ourselves. Ae-

sop's fables, Panchatantra stories

and moral stories from around the

world can also be used to promote

good choices and positive behavior.

Setting up precise expectations and

clear communication of rou-

tines:Setting up clear cut expecta-

tions and communicating effective-

ly about the routine beforehand

helps to control deviations from the

expected behavior. The rules has to

be reminded again and again to

make it second nature for the chil-

dren. Visual, oral, Sign language

and signals can be used to remind

the rules. When there is expected

rules and routines the children

could follow them much easily ra-

ther than bombarding them with

changes each and every day.

Logical consequences and logi-

cal rewards,

Logical consequence is one of the

way to promote self discipline. The

underlying principle behind this

technique is each behavior does

has consequence, a good behavior

is followed by rewards and a bad

behavior is followed by logical con-

sequence. For example, a child who

scribbles in the bathroom wall has

to clean the wall as a consequence,

but suspending the same child will

be punishment. "Logical conse-

quences help children to look at

their behavior and consider the

results of their choices" says the

responsive classroom coaches. It

sees behavior as a problem and not

the child, in this way this system

leaves the child's dignity intact.

The child also learns to change

their behavior to a more responsi-

ble one.

2*10 strategy

It is a simple strategy shared by

cornerstone for teachers blogger,

education consultant and instruc-

tional coach Angela Watson. She

read about a teacher's experience

from "Encouraging Teachers Face

book Group", where a teacher

spent 2 minutes per day with a at-

risk student who had been very

disruptive in the classroom for 10

consecutive days talking about

anything he or she wanted to talk

about. This strategy builds rapport

and relationship between the stu-

dent and the teacher, letting the

child know that the teacher genui-

nely care about them. The teacher

shared her experience stating this

had changed a child who does not

want anybody to help her to a more

friendly and acceptable person. If

none of the above strategies help,

definitely 2*10 will work.

Reference:

The cornerstone for teachers blog

Positive Discipline by Jane Nelson

Responsive classroom website

The "Solution" that out smarted any other

form of Behavior Management. Continue from 9 page

Our Chairman G Senthilkumar as a Key Speak-

er on Accommodations for Autistic Children in

Shakhthi Masala World Disability Day Celebra-

tion

Ms Roopika, Head HSSW on Behaviour Man-

agement for Special Educators

Ms Devipriya Secretory Helikx in training for

SSA

11

Students after participating

in Salem Marathon

Wall Painting by our students in Salem Rail-

way Station

Sorry V R Busy …….

helikx Students Corner

Master Saran Presenting his

painting in Coimbatote

Master Duraipandi with his Driling Machine

Getting ready for Robotics @ Mumbai Ragva Lawrence with our students paint-

ing presented by our chairman

We will reach you through

online …...

Wait to see our young direc-

tor Master Arvinth’s Work in

youtube from New Year.

12

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Background image: Mr R Pradeep IX

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