An Official Newsletter of
open school and learning centre
Inside this issue:
 Back to Basics in Brain Gym
 How to keep y...
"In Edu-K, we see
human beings and
their bodies as dy-
namic, not static;
what's important to
us is how a person
actually ...
2 NEWSLETTER | MAY 2014
HSSW Field Work Trainees Speak
S. KARTHIKA
I am an MSW Student undergoing
Block Placement Training...
I
n holidays, keeping children
away from the TV sets is not easy.
They have their set of excuses—
the weather is too hot t...
4 NEWSLETTER | MAY 2014
Continuation from 2nd page
These four steps clear your body and mind
to prepare for consecutive br...
Accept others for
who they are
and for the choices
they’ve made even if
you have difficulty
understanding their
beliefs, m...
BRIDGE THE G A P
What is not Dyslexia?
 It is not a vision problem
even though there are visual
processing difficulties
...
For SSLC and Higher Secondary Students.
CONFUSION IN
SELECTING YOUR CAREER ?
We will help you in selecting the RIGHT choic...
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BRIDGE THE GAP- HELIKX Open School newsletter on School Social Work, Brain Gym, Case Management, remedial Teaching, Learning Disability, Parenting and 21st Century Teaching

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BRIDGE THE GAP- HELIKX Open School newsletter on School Social Work, Brain Gym, Case Management, remedial Teaching, Learning Disability, Parenting and 21st Century Teaching

  1. 1. An Official Newsletter of open school and learning centre Inside this issue:  Back to Basics in Brain Gym  How to keep your children away from TV?  School Counselor  The Alphabet of Happiness  Question & Answer  Case Management  Who is a 21st Century Teacher? Volume 1 | Issue 5 MAY 2014 21st Century Student 21st Century Teaching
  2. 2. "In Edu-K, we see human beings and their bodies as dy- namic, not static; what's important to us is how a person actually functions. We seek to deter- mine the relationship between an indi- vidual's goal or intention and his or her daily patterns of movement.", says Paul Dennison and Gail E. Dennison in their book Brain Gym 101. Brain gym is considered as a learn- ing program to bring about rapid im- provement in reading, writing, language and numerical skills. Many people use the brain gym activities to enhance the quality of their attention, concentration, relationship, communication, memory, organizational skills, athletic perfor- mance and more. Brain gym movements also help special needs children to im- prove in areas in which they are weak. Brain gym also helps to manage, organ- ize and improve our life skills through personal development. Learning happens when the mind is at ease. When we get over focused with the new learning challenge, we tend to try hard but unable to stop and think, at the same time when we feel stressed about our trying's and failures, we tend to un- der focus. Learning requires, ability to notice and be aware. Noticing is a pro- cess of focusing one's attention in the task that we do in the present. The more we start to notice and observe our pos- tural, sensory and movement patterns we start to create a bridge that pro- motes integrated high gear and integrat- ed low gear abilities to new learning with ease. This promotes movement based learning rather than stress based learning. The brain gym action balance exercises are divided into 5 easy step for easy and structured learning. We are expected to anchor each of the following steps by noticing one's thoughts, feelings and movement experience. The 5 steps are as follows:  Prepare to learn by finding your own PACE  Set and PACE a goal  Do pre activities  Choose from a learning menu  Do post activities PACE is considered as the preparatory exercise that readies the brain and sen- sory system for new learning. Each one of us have a unique rhythm, timing and flow for new learning. When we relax by noticing our body and mind we tend to relax and sync into new learning at ease. We begin each balance with finding our own PACE. The PACE process works in backward sequence from "E" (ECAP). Energetic Human body is made up of about 70 per- cent water. Water supplies the electro- lytes that carry electrical potential across cell membranes to the function- ing of the new neural networks being created as we learn. Sipping the water instead of gulping allows the water to be absorbed from the mouth itself to re- store hydration. This helps to benefit from doing brain buttons. Clear Next step is doing brain buttons. Brain buttons are the electrical reflex points for the eyes. Stimulating these points is similar to doing mini balance for cross- ing the midline. Brain buttons is done by moving our eyes from left to right as we hold in the kinesthetic midfield. This is done by making a "U" shape with our hand and placing the thumb and index finger just below the collarbone and about an inch to each side of our breast bone. This exercise is done by gently massaging or rubbing the brain button in a circular motion or by tapping gently. While doing the brain buttons one hand is placed on the brain button while the other hand is placed on your belly but- ton. This exercise is done for about 30 seconds to 1 minute. And then switch hands, if you start with right hand on the brain button now do with left hand. Do- ing brain button prepares us to benefit from doing the cross crawl. Active: Cross crawl is done by crossing the mid- line. Touching the left leg with the right hand while bending the knees followed by the opposite side helps to fire the neural pathways in the left and right cerebral hemisphere. The whole body activity of cross crawl prepares the body for whole body relaxation. Positive: There are two parts in this step: hook ups and rice bowl. Hook ups results in exhibiting reflexive behavior supporting higher order thinking and decision mak- ing by drawing the attention and blood to body's midfield. Hook ups can be done standing or lying down on your back. Start with crossing your legs, then ex- tend your arms in front of you. Lift both your thumbs up and invert your thumb pointing the ground, then interlace the hand and clasp both hand and draw your hand up towards your chest. Hold this position for a minute or more keeping your eyes closed while holding the tip of your tongue on the roof of your mouth when you inhale. Part two is done putting your feet flat on the floor and by putting your finger tips together in front of your chest, continue to breathe deeply for about one minute, while holding the tip of the tongue on the roof of the mouth for about one mi- nute when you inhale. continued in 5th page 1 NEWSLETTER | MAY 2014 Back to Basics in Brain Gym BY MURUGALAKSHMI THIRUMALAI HEAD TEACHER, CENTERRA RANCH MONTESSORI SCHOOL, KATY, TEXAS BRIDGE THE G A P
  3. 3. 2 NEWSLETTER | MAY 2014 HSSW Field Work Trainees Speak S. KARTHIKA I am an MSW Student undergoing Block Placement Training in Helikx School. This training gives me a clear picture about school social work and also to increase stream of knowledge in social work. It is useful and informative for me through gaining practical knowledge on conducting group work, preparation of module and on research. It also extends my knowledge in learning disability and effectiveness of remedial teach- ing. It gave me a platform to choose my carrier. AXA MATHEW Helikx open school has given me a good exposure in aca- demic as well as in my life. It extends my knowledge on school social work with prac- ticals. This school is a great platform to learn, to experi- ence and to enjoy with the learning disabilities. I am very thankful to the school authority in changing my view on learning disability from worms eye view to a bird’s eye view. MOHAMMED RASHEED The training which I am undergo- ing in helikx is informative. The school provides me with great experience in the area of learn- ing disability. It also helped me to take a strong decision in my life to focus on this area. The learning from the school is very useful for my carrier. BRIDGE THE G A P Happy to meet you all through this newsletter As the new academic year has commenced expectation will be high from all quarters. Best wishes for the successful holistic child development Last one month I had an opportunity to handle 11 workshops for teachers of various schools of Tamil Nadu and Kerala on various topics Character Formation, 21st Century Teachers, Multiple Intelli- gence ,Specific Learning Disability and Counseling. Response for 21st Century teaching and Need for School Counseling is gaining momentum and becoming the need of the hour for the management. Sug- gestion from the workshop, we have planned to do two hours conclave for Principles, Management and Heads of Schools on Need for School Counseling With all your support let us move towards the holistic Development of the Child From the Chairman’s Desk Mr. G Senthilkumar
  4. 4. I n holidays, keeping children away from the TV sets is not easy. They have their set of excuses— the weather is too hot to play outside, we are bored, what to do—for watching TV continuously for hours. But before your house becomes a battle- ground, we get you some strategies that will help you keep your child occupied and hence limit his TV watching. 1) Start the day early: Wake them early and take them outdoors while the sun is still bearable. Let them play on the swings, run around, get their hands dirty in the mud, or collect knick-knacks etc. This will tire them out and will get them to sleep through the hot afternoons. Eve- nings again can be planned on the ter- race/balcony or at a friend’s house. 2) Set a timetable: Set a time table for your child. Look around for activities, classes, camps, sports coaching's etc that she is interested in and get her en- rolled. But do not force her. The time table should be relaxed and the child shouldn’t feel stressed out with it. Give them a choice on what they would like to do: try their hands at cooking or photog- raphy? 3)Keep them involved: Look for fun activ- ities that will keep child engrossed. Pa- per machine, origami, clay, painting etc are some op- tions. Get them board games, science kit sets or a large jig- saw that they can play with a friend or a sib- ling. 4) Plan an ac- tivity a day: Think of age appropri- ate activities for children and allot them according to days. One can be a room cleaning day, garden tending day, taking care of the pet day, cooking for family day. Start on the chore yourself and have them pitch in. Even three days a week will suffice. 5) Organize play dates: Organize play dates for children in the afternoon when they can’t go out. Have a themed play date, a fancy dress play date, a story telling session, or organize games for them such as making a tent out of an old bedsheet (tie it around furniture legs) and let them imagine it to be an army camp! 6) Let them enjoy: If she likes playing with water, set up a splash pool for her; if mud is what they like, let them get their hands and clothes dirty. Let the children have fun. These activities will keep the children busy for hours. Take necessary safety measures though such as keeping the pool in a shaded area or a bathroom. 7) Restrict family TV: It is not fair on the child that the mother or grandmother is watching TV while he is not allowed to. Communicate to the whole family that TV watching has to be controlled in the house. Be firm about it. And no meals in front of the TV. Let children make an effort to get up and eat food when hun- gry. 8) Include more family time: Make a con- scious effort to provide the child with more family time. - out together to a friend’s house, sit down for a meal to- gether, ask them to help you arrange the table for lunch, go on a walk together. She will definitely prefer this to TV. 9) Have them watch programs and not just TV: Limit the mind-numbing content of cartoons. Instead, sit down together to watch a documentary or short film that is of his interest such as something on animals, space, machines, medical science etc. Or exchange rhymes and educational CDs with friends. Make a treat of this sort of TV watching. Sit down with popcorns and a shake. 10) Loosen your grip: Don’t make it a battle. Let him watch TV for sometime— maybe an hour. Keep a clock next to the TV to remind him when the hour is over. Also, do not let TV run in the back- ground. Switch it off when not needed or the child will be tempted. 11) Be available to the children: House chores and cleaning can wait. This is more serious issue. Make an attempt to participate yourself or at least start them off on an activity such as a board game or a puzzle etc. Children require company. 12) Talk to them: Explain to them with- out exaggeration or threats, the disad- vantage of excessive TV watching and how it will isolate them. Keep the tone level and understanding. These tips though may sound difficult, once applied will eventually help you keep the child away from TV. But re- member, most importantly the initiation has to come from you, the parent. You will have to become your child’s compa- ny—after all isn’t that better than she finding a friend in the idiot-box.. - See more at: http://parentune.com/parenting -blog/12-ways-to-keep-your-child-away- from-tv/420#sthash.tRqy9wNp.dpuf 3 NEWSLETTER | MAY 2014 BRIDGE THE G A P How to keep your children away from TV PARENTING
  5. 5. 4 NEWSLETTER | MAY 2014 Continuation from 2nd page These four steps clear your body and mind to prepare for consecutive brain gym ac- tivities. Make sure you feel positive, ac- tive, clear and energetic before you start further exercises. I do this activity with my students during circle time and during times when they find it difficult to focus and concentrate, it greatly helps to bring their focus back to learning and prepares their body and mind for their current challenges. Reference: Brain gym 101 balance for daily life by Paul Dennison and Gail e. Dennison. Midline : the line that separates one visual field and hemispheric awareness from the other. Say from left side to right side. ASchool is a temple of learning. Students get admit- ted in their early years and go out later after spending a long period. Teach- ers teach, students learn and parents pay for it. Management is happy during admis- sion, during good results and when parents are pleased. Manage- ment is happier when the students come out with good perfor- mance in public examinations. In fact it is the students who add brand value to the institutions. Parents and teachers are behind students in shaping them to reach their performance. So everyone is happy when the students perform better. This is a chain of activ- ity conceived positively. All is well when all ends well. All those who had schooling will remember their school life. Very often it is a rejoicing experience for all. Very few consider school- ing as a bitter experience. It is because of their personal unique problems which remained unnoticed. Such problems could be broadly classified as Academic Problems and Behaviour problems. Academic problems are centred on the self but behaviour prob- lems are contagious, get extended to others also. Learning disabil- ity is a major cause for academic problems. Personality, family background and peer influence are some of the sources for behav- iour issues. An experienced teacher will be able to identify such issues. But whether they will be able to deal with such issues effectively is a different question. Their teaching is equal to all or sometimes to fulfil the needs of the majority. Some of them may take special efforts to correct the erring few, but not always and also not con- sistently. More over the teachers’ emotional outburst, due to their work life balance, disturbs their correcting process. Very often the actual conditions of such students neither reach the parents nor the school management. Even if it is known it is considered by the parents and the management as the poor performance of the teachers. So the teachers may remain safe without disclosing the problems of the students with problems. Then, who has to bell the Cat? The immediate possible remedy to such issues is School Counselling. Counselling need not be viewed with stigma. It is a positive approach. It is a benefit to all the stake holders of the educational field. School Counsellor or School So- cial Worker is a professionally trained post graduate in the disci- pline of Social Work. He/she can understand the pupil in all the perspectives that are needed to treat them. He/she looks at the problem students in a theoretical and practical outlook. The School Counsellor makes use of the theories in Sociology and Psy- chology in an applied side to deal with the problem issues referred to him/her. School Social Work is a developing specialization in professional Social Work. Professional Social Workers are to be appointed in schools as School counsellors. Their functioning may ease the problems and please all the stakeholders. SCHOOL COUNSELLOR DR.K.MURALIDARAN Mentor, Helikx Department of School Social Work and Research FROM THE MENTOR BRIDGE THE G A P Need for a Coun- HELIKX DEPARTMENT OF SCHOOL SOCIAL WORK AND RESEARCH Need for a Counselor in your School? We at Helikx School Social Work and Research Department con- stantly involve our self in such research and have designed a mod- ule to cater to school. We will train a counselor and set up a counseling department, guide and supervise for two years. Block Placement Training for MSW Professionals Remedial Teaching Professional Counseling Assessment for Students Training for School Teachers Certification Course on Learning Disability Need Based Research Training for Life Skill Trainers
  6. 6. Accept others for who they are and for the choices they’ve made even if you have difficulty understanding their beliefs, motives, or actions. Break away from everything that stands in the way of what you hope to ac- complish with your life. Create a family of friends whom you can share your hopes, dreams, sor- rows, and happiness with. Decide that you’ll be suc- cessful and happy come what may, and good things will find you. The roadblocks are only minor obsta- cles along the way. Explore and ex- periment. The world has much to offer, and you have much to give. And every time you try something new, you’ll learn more about yourself. Forgive and for- get. Grudges only weigh you down and inspire unhappi- ness and grief. Soar above it, and remem- ber that everyone makes mistakes. Grow: Leave the childhood mon- sters behind. They can no longer hurt you or stand in your way. Hope for the best and never forget that anything is possible as long as you remain dedicated to the task. Ignore the negative voice inside your head. Focus instead on your goals and remember your ac- complishments. Your past success is only a small inkling of what the future holds. Journey to new worlds, new possi- bilities, by remaining open-minded. Try to learn something new every day, an you’ll grow. Know that no matter how bad things seem, they’ll always get better. The warmth of spring always follows the harshest winter. Love fill your heart instead of hate. When hate is in your heart, there’s room for nothing else, but when love is in your heart, there’s room for endless hap- piness. Manage your time and your expenses wisely, and you’ll suffer less stress and worry. Then you’ll be able to focus on the im- portant things in life. Never ignore the poor, infirm, helpless, weak, or suffering. Offer your assistance when pos- sible, and always your kindness and under- standing. Open your eyes and take in all the beauty around you. Even during the worst of times, there’s still much to be thankful for. Play: Never for- get to have fun along the way. Suc- cess means nothing without happiness. Question: Ask many questions, because you’re here to learn. Refuse to let worry and stress rule your life, and remember that things always have a way of work- ing out in the end. Share your talent, skills, knowledge, and time with others. Every- thing that you invest in others will return to you many times over. Try: Even when your dreams seem impossible to reach, try anyway. You’ll be amazed by what you can accom- plish. Use your gifts to your best abil- ity. Talent that’s wasted has no value. Talent that’s used bill bring unexpected rewards. Value the friends and family members who’ve sup- ported and encour- aged you, and be there for them as well. Work hard eve- ry day to be the best person you can be, but never feel guilty if you fall short of your goals. Every sunrise offers a se- cond chance. X–ray : Look deep inside the hearts of those around you and you’ll see the goodness and beauty within. Yield to commit- ment. If you stay on track and remain dedicated, you’ll find success at the end of the road. Zoom to a happy place when bad memories or sorrow rears its ugly head. Let nothing interfere with your goals. In- stead, focus on your abilities, your dreams, and a bright- er tomorrow. BRIDGE THE G A P 5 NEWSLETTER | MAY 2014 BY SINDHU LAKSHMI PSYCHOLOGIST The Alphabets of Happiness Students of Summer Camp with the mask prepared by them MODULE  Intro to Professional Social Work Practice– Scope & Objec- tive  Opting for Specialization  Fields and Perspectives  Skills needed for a Social Worker  Field and Block Placements Helikx School Social Work And Research Department 149, Alamelu Nagar, Pagalpatty, Muthunaicken patty Road, Salem - 636304. +91-9842733318 |info@helikx.com|www.helikx.com
  7. 7. BRIDGE THE G A P What is not Dyslexia?  It is not a vision problem even though there are visual processing difficulties  It is not a hearing problem even though there are audito- ry processing problems  It is not slow learning  It is not mental retardation  It is not the result of lack of motivation  It is not the lack of sensory impairment  It is not because of inade- quate instructions  It is not due to environmen- tal opportunities, or other limiting conditions, but may occur together with these conditions. What are the educational skill sets most often affected by specific learning difficulties?  basic reading (word identifi- cation/word decoding);  reading fluency skills;  reading comprehension;  writing;  Mathematical calculation;  Mathematics problem solv- ing;  listening (listening compre- hension);  speaking (oral expression); • reasoning; Do all dyslexic children have the same kind of difficulties? Individual patterns of learning disabilities typically vary from person to person. For e.g., while one student may have specific trouble with various aspects of reading and writing, another student may have primary diffi- culties in language processing and thinking that also affect reading and writing. How can SLD be diagnosed? Diagnosis includes basi- cally an educational testing after taking a detailed case history from the parents. An IQ test is done when the cognition is in doubt. How can dyslexia be cured? It is not a disease, so it can’t be cured. It is only a condition and children are taught to cope with the condition. Children and adults can be taught ways to “cope” with their specific learn- ing problems by using appropri- ate and specific strategies. What is multi sensory teaching? It is using all our modalities: visual, auditory, kinesthetic and tactile. In a class room children learn using different styles (V/A/ KT). A good teacher should try to incorporate a methodology that will appeal to more than one of the modalities or to all of them. MRS. DEVIPRIYA SENTHILKUMAR, Secretary, Helikx Open School Case management is one im- portant skill a social worker should possess. If a person come to a so- cial worker either for counseling or for any kind of skill development training, from the pro- cess of intake to the closure of the particular problem how a social worker manage the client during the different pro- cess is can be called as case management. There are differ- ent steps in managing the case. It can be explained step by step as given below.  Intake process-A person referred to a social worker-  Assessment - Collecting all information about the client through observation, interview and by other methods of data collection.  Case formulation- Understanding the basic problem suffers by the client. (if the problem is beyond the limits of the counselor’s skill we should refer the client to other professionals)  Treatment planning- Selection of strategies to address client’s problem, and creating a contract with the cli- ent.  Implementation of selected strategies- it can be remedi- al, counseling, behavior modification classes, skill de- velopment classes etc.  Monitoring and maintaining progress- (even if the con- dition worsens after the implementation of the strate- gies or if there is no improvement in the client’s prob- lem we should reconsider the original case formulation and should refer the client to other professional)  Improvement in client’s problem and adequate skill building for youth  Termination- at last after the achievement of the objec- tive of the client we should terminate the relation with the client. Management of all these process by the social worker is called as case management. BY JAINY JOHN HELIKX SCHOOL SOCIAL WORKER 6 NEWSLETTER | APRIL 2014
  8. 8. For SSLC and Higher Secondary Students. CONFUSION IN SELECTING YOUR CAREER ? We will help you in selecting the RIGHT choice through Psychometric test. Contact us: info@helikx.com | 91-98427-33318 Twenty first century teaching, what does it mean by twenty first century teaching? Is it just providing contents, facts, dates and formulae’s; or conducting research, working on theories, reciting stories and imparting information. Then it must be thought that teachers role in pu- pils life has become obsolete. The current generation of students are born into a highly technological world. They inhabit, navigate and communicate within a socie- ty which is both technologically-rich and information rich. They can find infor- mation about anything, anytime from any- where. Virtually limitless information are right on the tip of their fingers like blogs, social networking sites like Facebook and Twitter, online encyclopedias like Wikipe- dia and Britannica, video collection of YouTube, cell phones . Etc. Teaching and learning in twenty first cen- tury context is highly diverse when con- sidering the theories and technological interventions. No one sees more clearly than educators how the technologies we use in our daily lives influence how stu- dents learn. Students have changed, edu- cators have changed, and learning itself has changed. Teachers are no longer the source of information. So teacher’s job is helping students to handle the gathered information, whenever and wherever pos- sible. They must effectively guide students to validate, synthesize, leverage communi- cate, collaborate and problem solve infor- mation. The 21st century methodology of learning is typically constructivist, to be more precise Vygotskyian Social Con- structivism. According to him, creation of knowledge takes place in the student’s social environment. Teacher’s role is just that of a co-learner and a scaffolder, whom helps to enhance the potential of the pupil. A 21st century learning curricu- lum should give importance to enhance skills rather than on facts and contents. The framework for 21st century learning can be as below. Core subjects are: English, World lan- guages, Arts, Mathematics, Economics, Science, Geography, History, Government, Civics. Etc. Twentieth century themes are: Global awareness, Business, Finance, Eco- nomics, Civic literacy, Health literacy. Etc. Learning and innovation skills are: Crea- tivity and innovation skills, Critical think- ing and Problem solving, Communication and collaboration skills. Information, Me- dia and Technology skills are: Information literacy, Media literacy, ICT literacy (Information, Communication, Technolo- gy). Etc. Life and Career skills are: Flexi- bility and Adaptability, Initiative and Self Direction, Social and Cross-cultural skills. Create; Evaluate, Analyze, Apply, Under- stand and Remember are the objectives that have to be fulfilled in learning pro- cess to attain the aim of effective learning. Creating in today’s context involves blog- ging, animating, podcasting, designing, and programming. But when you think about incorporating skills like paraphras- ing, experimentation, searching, network- ing locating, attributing, reflecting, post- ing. Etc, we cannot find an objective to suit it. Responsibility, reliability, and integrity are other social skills that are very much needed in today’s life situation which can- not be taught but should be brought to pupils. Here we can say that it is through friends, strangers and even them- selves that contribute to their skill acqui- sition and learning. The 4 C’s that should be incorporated into our rigorous curriculum are, Critical Thinking, Communication, Collaboration and Creativity along with an aptitude for technology. We need to change our view of the mind from classic education/ deductive reasoning to divergent thinking in a multisensory environment. The 21st century classroom incorporates a blended learning environment where knowledge is discovered by the student using a variety of rich traditional and online interactive resources. Teacher facilitates by directing students to rich, learning sources and asking students to demonstrate what they know and are able to do? Teacher assess- es for 21st century outcomes: core knowledge, creativity, critical thinking, problem solving, visual, written and oral communication, collaboration and team- work around 21st century themes. As educational leaders, classroom teach- ers, students and parents will agree, 21st century teaching carries with it a compli- cated mix of challenges and opportunities. These challenges should be effectively overcome and opportunities should be intensively used to make twentieth centu- ry teaching task reliable and productive, which suits to needs of twenty first centu- ry pupils. HSSW is practicing such a mod- el of twenty first century teaching, collab- orating all the novel methodologies. BRIDGE THE G A P Who is a 21st Century Teacher? LAST WORD ALEN KURIAKOSE Trainer, HSSW 7 NEWSLETTER | MAY 2014

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