Things Teachers Want to Know About their Students

This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the first article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.

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My friend’s three and a half year old was showing signs of delayed speech development. As parents, they did what any concerned parent would do and took him with their pediatrician.

Let me back up and give you details about what they’re experiencing.

They have a three and a half year old young boy who’s a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is very delayed in his speech abilities and social skills.

He manages a tablet and mobile phone very well as much of his peers do.

Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get at a particularly entertaining video or “educational” game.

He taps “play” and emits a squeal of pleasure and sheer delight. After watching the video once or playing the game a couple of rounds, he swipes back to the key screen to open another app where he watches a bout of a colorful animated cartoon. Halfway through, he moves onto another game, which involves animated fruits making their way right into a character’s belly.

If they try to eliminate the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking a floor, hands balled into fists and a high-pitched screaming session.

He seems to prefer the iPad or smartphone to everything else.

Solutions when they are the only things that could keep him quiet.

He’s what on the surface look like apparent symptoms of autism, but the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed should they wait.

Based on their reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.

 

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source:weareteachers.com

 

The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.

No body in either family has SPD, and besides hardly any symptoms, he does unfit the symptomatic profile.

Another thought they have is that he has Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS); PPD-NOS symptoms include:

• Inappropriate social behavior
• Uneven skill development (motor, sensory, visual-spatial-organizational, cognitive, social, academic, behavioral)
• Speech and language comprehension skills that are poorly developed
• Difficulty with transitions
• Nonverbal and/or verbal communication deficits
• Taste, sight, sound, smell and/or touch sensitivities are increased or decreased
• Perseverative (repetitive or ritualistic) behaviors (i.e., opening and closing doors repeatedly or switching a light on and off).

He is extremely physically active (especially together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate with his family and relatives and makes good eye contact.

 

A new narrative
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He includes a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so long as he does not have to really have a direct interaction since his verbal skills and social skills, e.g. manners and similar are underdeveloped. His fine motor skills are okay, not great. He cannot hold a pencil and fists one just like a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far more than he lets on. He does not imitate sounds or vocabulary much, if at all.

His parents know he is cognitively delayed, but it’s hard to find out how delayed, due to the form of kid he is and his not enough discipline that i think, his parents haven’t invested the amount of time in developing.

The only word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that will be baby talk that contains words although not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @

@ and YouTube. He doesn’t seem to own the idea of putting a word having an image apart from what he sees in videos or’educational games.’

From all they have learn about sensory seekers, extreme speech delay does not appear to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Within the length of the evaluations, they certainly were asked simply how much screen time he has each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread through the entire day.

A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.

 

Teacher Turnover Calculator 1000 0
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The speech therapist stated to them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“According to the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, resulting in an almost 50 percent increased threat of speech delay.”

This study was completed at the Hospital for Sick Children in Canada by pediatricians who examined screen time and its effects on 900 children between 6 months and couple of years old.

The results of the study demonstrated that there’s a 49% increased chance of delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.

Consider this for a few moments:

• 10% of US children under the age of 2 used tablets or smartphones in 2011, the one-year anniversary of the introduction of the iPad.
• By 2013, 40% of kids 2 and under had access to a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study showed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile device without assistance.
• 28% of parents said they make use of a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown a lot more than 5x in 4 years with and the unknown impact on their cognitive development.

There is little scientific data on the consequences of long-term use of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge in small children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor resulting from the first introduction of handheld devices to kids.

Interactive screens such as for instance iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which interferes with the natural bodily rhythms, leading to sleep disturbances in both adults and children from their use.

Blue light is damaging because oahu is the highest energy wavelength of visible light. This energy can also be able to penetrate all how you can the rear of a person’s eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage to the retina.

Presently, there is broad, in-depth research about television exposure and kids, but little in-depth, long-term research on the impact of interactive screens from smartphones, iPads and Android tablets. Studies are presently underway; however, the jury remains out.

Pediatricians and child development experts concur that while passive screen time in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to supply an abundant learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.

Research has confirmed that having a movie or TV running in the backdrop negatively affects their development when a child is engaged in play and learning. This is a distraction from the task at hand and lowers their concentration.

 

Students with ODD TES
source:weareteachers.com

 

Studies have confirmed that hours of background TV decreases child-parent interaction, which sets back a child’s language development.

This can be a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.

There are only so many hours in one day, and the full time spent on screens comes at a top price, taking time from better activates that develop fine and gross motor skills, expand their knowledge and skill sets, build social skills and expand verbal language abilities.

Kids under age three require a well-balanced group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun with physical toys and socializing with other siblings and peers alongside adults.

In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to the update, AAP had established that the overall screen time limit of no more than no two hours per day in front of the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour daily for children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them probably the most susceptible to screens.

Any duration of time spent using tablets, iPads or smart phones for entertainment purposes is what the AAP defines as screen time.

As parents we have to remember that people are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We need to be very conscious of our own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with your kids.

Kids can tell when our heads are still on the email we just read on our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we must establish a media free time everyday and spend this time with your attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. The same is valid for many bedrooms. Bedrooms are meant for sleeping.

The three means of making learning grammar interesting are:

1. Using Songs: Music always triggers the interest of the children. By singing phrases, this will become embedded into your brain a lot faster. In order to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Cause them to sing it together and having the tune within their head. Next, we are able to quiz them the tenses used and grammatical points which are in the specific text. Allow it to be short and quick, and once they have the hang of it, let them sing again. Next, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This will give them plenty of practice using different tenses and verb forms, and in the light-hearted way.

2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This may often motivate them to learn faster. Amongst teenagers, this can be a lot more efficient once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.

3. Tell an account: Another way to make grammar a little easier to know is to instruct it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The advantages of the aforementioned methods of learning grammar are that they draw the interest of the students to new grammatical structures because it is the fun way to learn. However, there is an enormous disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.

Learning grammar can also be made fun and engaging in the next ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow the students pick out their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio along with your students and ensure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut right out celebrity photo pictures from magazines. Use these pictures to show comparative and superlatives. E.g. Shakira is more talented than Ricky Martin or Katie Holme is taller than Tom Cruise.

(3) Articles – An or an: This activity is fantastic for novices including small children. Cut fully out a set of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and ask them to put the words in two piles, depending on the article. Once they’ve their piles ready, question them if they can determine the rule themselves.

The writer Yasmin M Elias is just a full-time English Teacher at an International School in Mangalore, India. She’s married to Naveed Ansari and blessed with 3 sons Ebraheem Fahmy, Falah and Fouad. She is an ardent reader, life long learner and equally loves gardening and cooking. She’s a in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most readily useful seller.

Being truly a preschool teacher could be exciting in addition to scary since you have to deal with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who will amaze you occasionally using their unimaginable acts. At the same time, they could cause utter chaos and give you at your tethering ends. You could even get a frustration and feel helpless at times. While some small children get adjusted to the school surroundings in not as time, a major percentage of kids take time to get familiar with the new environment and can often test a teacher’s patience. Even when it is difficult to regulate a number of kids of such young age, taking the proper efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. This is a listing of different activities a preschool teacher can ingest his/her classroom for complete development of the child.

Keep fun games

As these students have a short attention span, you must give attention to keeping activities that are short and an easy task to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a set or band of students by making use of pictures or even a game which involves moving around the class to locate the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It will also help do you know what all thoughts go on in the young mind and also learn their areas of interest. It will guide them the right use of colors, scissors, glue, etc., and find out how these specific things can be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing a part or the whole story along with your colleagues. Also, you can make usage of nursery songs or gestures for the same.

Include puzzles and science

The little ones are usually interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. In addition it supports developing motor skills.

Motivate children to bond with others

As numerous children of exactly the same age group come together in a preschool, the likelihood of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.

Utilize worksheets

While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to match similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this kind of age group have the ability to catch more if they hear repetitive things. Try narrating the exact same story for weekly and ask them to repeat it the next time while you hold on the role cards.

To help make the preschool a common place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also cause them to become feel comfortable.

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