LESSON PLAN OUTLINE: Lesson #1
Does your face light up when your child enters the room? Are you validating them?
Everyday use quality time for checking in with your child as a way to build their #4"Communication Skills" and Self-Esteem. Ask them questions from resources such as the:
20 of 50 QUESTIONS TO ASK YOUR KIDS list.
- [_] What made you smile today?
- [_] Can you tell me an example of kindness you saw/showed?
- [_] Was there an example of unkindness?
- [_] How did you respond?
- [_] What was the book about that your teacher read?
- [_] Did anyone cry?
- [_] What did you do that was creative?
- [_] What is the most popular game at recess?
- [_] What was the best thing that happened today?
- [_] Did you help anyone today?
- [_] Did you tell anyone “thank you?”
- [_] Who did you sit with at lunch?
- [_] Did you learn something you didn’t understand?
- [_] What was your least favorite part of the day?
- [_] Did you ever feel unsafe?
- [_] What is something you heard that surprised you?
- [_] What is something you saw that made you think?
- [_] Who did you play with today?
- [_] Tell me something you know today that you didn’t know yesterday.
- [_] What is something that challenged you?
Always be attentive and appearing genuinely interested and non-judgemental by using direct eye contact as you listen to their answers. When appropriate use the #13:"Incidental Teaching" technique in relation to their current experience to keep the conversation personable and interesting.
LET YOUR CHILDREN ASK YOU QUESTIONS 300 A DAY!
Encouraging children to ask questions helps to build their confidence exploring the world, and gaining better understanding.
Choose moments to include in your conversations or reminders about your lifestyle and
- [_] what your family values
- [_] what your standards of behavior is
- [_] their value and importance within the family, chores: doing their part Chores made easy With Greenlight Chores, parents manage weekly or one-time chores and motivate them to get them done.
- [_] the vision that you have for each child that you decided to bring into this world.
- [_] the meaning and "vibration" of their birth name, or who they were named after and why it was important to name them such.
- [_] the meaning of the "vibration" of any chosen name that came with their years of maturity and character development.
- [_] talk to your child about their "strengths and weaknesses" and "how to handle challenges" that often arise in their life that they may have no control over.
- [_] Birth Order: As a parent understand each child's position in the family
- [_] Reviewing The 5 "Love Languages" of Children
Whenever possible make references to notable characters in "our-stories" that overcame an adversity, obstacles, limited ability, and /or challenges.
WHAT DOES A NAME MEAN? Was your child given a name for a specific meaning, event around their birth, expected potentials, or namesake of a loved one? Does your child know the meaning of their name? Does your child live up to his or her name?
CHILD'S DATE OF BIRTH: __/__/____=__+__+__+__+__+__+__+__
__ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __
- [_] 1 A1 J10 S19 Leader
- [_] 2 B2 K11 T20 Diplomat
- [_] 3 C3 L12 U21 Motivator
- [_] 4 D4 M13 V22 Builder
- [_] 5 E5 N14 W23 Liberator
- [_] 6 F6 O15 X24 Counselor
- [_] 7 G7 P16 Y25 Scientist
- [_] 8 H8 Q17 Z26 Executive
- [_] 9 I9 R18 Humanitarian
Children who regularly eat meals with their family in a warm engaging atmosphere, rather than controlling and restrictive are:
- [_] 24% more likely to eat fruits and vegetables and less junk foods.
- [_] Significantly less likely to have substance abuse problems. (varies from substance to substance)
- [_] 35% less likely to have disordered eating
- [_] 40% less likely to be overweight or obese Less likely to be truant.
- [_] Brain food: Conversations boosts vocabularly even more than being read aloud to
- [_] 5x more likely to get A's: Increases academic performance.
- [_] Truancy rates double in kids who do not eat regularly with their families.
- [_] have a generally better opinion of their parents and family
- [_] lowers anxiety
- [_] Reduction of symptoms in medical disorders such as asthma
REVIEW POSITIVE PARENTING TECHNIQUES
- [_] #1: Safe, engaging environment with activities.Though many parents are choosing to homeschool, children for academics, they may also be involved in extracurricular activities, at school or other locations. Are wholistic safety measures in place: mentally, emotionally, spiritually, and physicallyfor your child's involvement. What activities are your children involved in? Have you read the rules regarding safety? Where it is also free of traumatizing events. Practical Steps To Healing Trauma.
And is a
- [_] #2: Positive learning environment: Children naturally feel the world revolves around their likes and dislikes. Fill their environment with images that reflect their likeness involved in or known for doing positive activities.
Begin teaching your child
- [_] #5: how to manage their feelings by being their role models, in how as a parent you must also deal with disappointments in the best possible manner.
- [_] #14 Incidental teaching) Share an example from your own childhood or present day situation. Discuss prominant figures and their life stories.
Rather than shutting a child down with demands use
- [_] #19: Calm Direct Discussion can be used to share with them the acceptable ways to demonstrate their feelings or to have fun, in place of humilitating, making fun of, laughing at someone's misfortunes, hurting someone else's feelings or by physically fighting, jumping on, or kicking a classmate that could lead to death.
As your child grows older and explores their environment and new people in and out of the comfort of their home, school, place of worship, or parent's community and social gatherings, they are learning their place in it, and how to seek attention from those they respect or admire.
- [_] #8: Teach How To Be More Independent, and in that process they must also learn
- [_] #7: Teach How To Solve Problems.
More than ever before children are learning behaviors from inappropriate resources. It is necessary for parents to monitor carefully the ideas that come into your childs mind from other relatives or friends
MONITORING BEHAVIOR WARNING SIGNS TO LOOK FOR:
- [_] Inappropriate clothing
- [_] Evidence of controlling/dominating relationships or domestic violence
- [_] Exhibits paranoid behavior
- [_] Exhibits behaviors of fear, anxiety, depression, tension or nervousness
- [_] Poor personal hygiene
- [_] Visible tattos/branding
- [_] Possession of large amounts of money
RED FLAGS TO LOOK FOR
- [_] Lack of adult suppervision/support
- [_] Family history of DFCS involvement
- [_] Parental substance abuse
- [_] Behavior issues at school
- [_] Violation of probation
- [_] History of criminal chrges/arrests
- [_] History of running away Trauma Informed Care
Monintor social media, childrens programming, school curriculum, music, etc... that does not support the rules and values established in your home. Cartoons may not be as innocent as "Orange Is The New Snack" is appearing on Youtube: for kids
2008 - 2018 DOING BAD THINGS: LATARIAN MILTON AT
- Stealing Grandmother's Car: 7 years old
- Influencing Friends:
- Armed Robbery Juvenile Detention:
Do parents agree or disagree on what is bad behavior or age appropriate behavior and how to discipline?
(T)True or (F) False
- [_] Verbally Abusive
- [_] Hitting Others
- [_] Joy Riding
- [_] Stealing
- [_] Telling Lies
- [_] Smoking
- [_] Drinking Alcohol
- [_] Abusive Behavior
An epidemic of suicide is not an option. It is important that your child knows, as they are developing a sense of responsibility and of accountability for their own actions, that it includes coming to seek your guidance when feeling overwhelmed.
Build your child's character and sense of importance as a family member by starting young, with giving your son or daughter responsibilities around the home.
Speak often of how #9:"Rules, Laws, and Routines" are used to maintain positive order in the home and in community.
As your child becomes older, always remind them of their natural talents and giving them responsibilities in the community.
STRENGTH, WEAKNESSES, HOW TO DEAL WITH CHALLENGES
AT HOME OR ABROAD:
As your child becomes older they ultimately become more involved with the world away from home, remind them often of the #9:"Rules, Laws, and Routines" that apply while away from home, and to use their strengths.
- Being independent means they make their own choices. In certain situations activities may present themselves where you have an opportunity to discuss with your child a list of (approved) options. To avoid certain undesirable consequences for bullying or fighting. Such as:
- School Detention
- Juvenile Detention Centers,
- Jail, or
Show respect for your youth by allowing them to make their own choices, (within reason) even if you disagree.
They may make certain choices that you may not approve of, and that you may foresee as potentially leading them to challenges puting themselves in position of undesirable consequences.
As long as the impending challenges are not harming themselves or others, life threatening, life altering negatively, and/or unlawful, allow them to experience the consequences of their choices and/or weaknesses for their personal growth and development.
As a mother or a father how you handle the developmental stages of each child is important from infancy throughout their life, guidance for your youth is necessary in your presence or in your absence.
As a parent let your child see you come with a positive attitude to thier classroom, attend PTA meetings, (asking questions), school board meetings, school-based decision making council meetings, and community groups to gain knowledge and for support. Within those meetings, if possible, share your ideas and strategies that you have found to be successful. How does the teacher interract with the students? How is your child's behavior in the classroom when you are not around? Make occasional unexpected and unannounced visits to your child's school and classroom.
WHAT IS YOUR CHILD LEARNING FROM THE TEACHERS?
Does school compliment, enhance, or support what your child is learning from you?
Have you had a discussion about and/or encouraged to have your child use MEDICATION for behavior control?
- [_] #2 A positive learning environment
Schools getting rid of Ipads and tablets Encouraging books and writing.
- [_] #5 Managing feelings: Encouraging a Positive self image
- [_] #12 Setting good healthy examples
- [_] #26 Addressing high risk behaviors: _________________
WHAT CHILDREN LEARN IN JAPANESE SCHOOLS
- [_] Establish manners before knowledge to develop good character.
- [_] Respect for people and animals
- [_] Generosity
- [_] Compassion
- [_] Empathy
- [_] Grit
- [_] Self-Contol
- [_] Justice
- [_] Working in groups to clean up after themselves
- [_] Quality school lunches eaten in classroom with teacher
- [_] Afterschool workshops
- [_] Respect for culture and traditions
- [_] Wearing school uniforms to remove barriers
It's important that you are involved with your child's life in and outside of their school, not just when problems arise. Remember that you are building useful relationships which may be an asset in possibly #26:"Addressing High Risk" situations. You are also being a model for your child. Involve your child as well in school and community activities and meetings. You want your child to be known as coming from a family who are concerned citizens of the community.
While choosing certain places where your child will be involved with other children, be aware of your child's interest in developing friendships.
Observe the other children who your child chooses to frequently engage with socially in and out of school and community activities. Observe the other child's parents. Get to know the parents socially by discussing issues of similar interests and about child development. Engaging in general conversation about "Positive Parenting" techniques to determine if they have similar values.
Their responses may help you to understand if they are a parent who has a family who is the type of family who raises their children in a way that you find acceptable and similar to the way you are socializing your own children. If so, they may be a good canditate for building team work with. Or they can be trusted and depended upon for future parenting support, them for you and you for them. If not, you may want to discourage your child's association with their children from becoming a personal friend, by shifting your child's focus, without criticizing, or demeaning the other child or their family. Make suggestions for your child to make friends with the families who you may feel more comfortable with.
- [_] Do they enjoy doing bad things, is it fun?
- [_] What is the relationship like with their parents or household
- [_] Are they respectful to their parents, grandparents, teachers, other adults in authority?
- [_] Are they ambitious and goal oriented for the future?
- [_] Extra curricular school activities & appropriateness
- [_] Are they practicing High-Risk Behaviors: substance or sexual abuse
CHARTING & GOALS FOR CHANGE: VISION PARENTING
Think about your child's behavior for a moment. Each week you will have the opportunity to select a goal for change. The positive parenting facilitator will support you in using positive parenting skills to accomplish the goals you set for your child. Each month on a 28 day calendar, the cycles will bring a different focus universally and a different approach individually for self development and family activities according to your personal "Family Vision" vibration and mathematical characteristics.
CHARTING: Parent your child based on their child's natural talents and gifts. Use your children(s) Mathematical Analysis Chart (numerology) as a reference guide: The guide will be for each child's development in order to effectively monitor your own personal and child's positive developmment according to their lists of
- natural talents,
- nutrition and
While implementing "Positive Parenting" techniques.
Emotions, natural talents, health & nutrition, based on day of birth:
Life story guided by the name documented on child's birth record.
Please learn how to calculate for yourself and then calculate your family members according to everyone’s personal vibration and mathematical characteristics. Instructions are given on how to do this on this page:
CO-PARENTING POSITIVE PARENTING TECHNIQUES
1: DEVELOPING RELATIONSHIP WITH CHILDREN
- [__] #1 “Safe, engaging environment&activities
- [__] #2 Home: “Positive Learning” environment:
- [__] #3 Having “Realistic Age Expectations”
- [__] #4 Teaching “Communication Skills”
- [__] #5 Teaching about “Managing Feelings”
- [__] #6 Bonding: Securing bonds “Show Safe Affection”
- [__] #7 Teaching how to “Solve Problems”
- [__] #8 Teaching how to be “Independent”
2: HELPING CHILDREN TO DEVELOP
- [__] #9 Use Family “Rules,Laws,& Routines”
- [__] #10 “Praised”: Encouraged good behavior
- [__] #11 Steps:Ask-Say-Do”new behavior/skill
- [__] #12 Setting “Good Healthy Examples”
- [__] #13 "Budgeting" Shopping: Setting examples
- [__] #14 Used “Incidental Teaching”
- [__] #15 “Charting” reviewing behavior daily
- [__] #15 Using “Rewards” for good behavior:
3: CALENDER: BEHAVIOR DIARY
- [__] #16 Using "Rewards" for good behavior
- [__] #17 Budgeting Finances: For education
- [__] #18 Routinely Use “Assertive Discipline”
- [__] #19 Having Calm “Direct Discussions”
- [__] #20 “Managed with “Planned Ignoring”
- [__] #21 Parenting Routine: “Start and Stop”
4: TEAMWORK: FAMILY SURVIVAL TIPS
- [__] #22 Using “Quiet Time” age: __= __min.
- [__] #23 Using “Time Out” age: __= __min.
- [__] #24 “Avoiding arguing” in front of child
- [__] #25 Conflict Resolution Avoiding Crisis
- [__] #26 Getting & Giving Family “Support”
- [__] #27 Self-Care: Taking necessary “Breaks”:
- [__] #28 Addressing “High-risk” situation(s)
- [__] #29 “Planning activities” & reviewing steps
- [__] #30 Goals: Utilized the Knowledge Of Strengths:
- [__] #31 Child Advocacy
- [__] #32 Case Management
- [__] #33 Resources/Referrals Listings: #__:__
TEAMWORK: WISDOM, FORESEE, AND ENVISION
“Whatever you got in your head, you should have the power to make it for your children, to bring it for your family, your kingdom.” Have vision for your children. How do you want your home like?”THMLF
WHAT IS YOUR VISION?
Style of effective & natural parenting techniques could be identified by parent's own name documented on birth record.
This is the area of the Soul's desire for true companionship. Parents can use this area to identify what's at the core of their feelings to acknowledge: http://healthwealthandromance.com/custom3.html Once you have identified your heart, confirm the expression of it through the 5 Love Languages Profile: Take this profile on line, download (and email to yourself) save the results to share with each other.
http://www.5lovelanguages.com/profile/ WAYS TO COMMUNICATE LOVE ...
Watch the video to see ways to communicate your love language! http://keepthefaith.com/page/gary-chapman
PURPOSE OF THE GIFTED CHILD:
- [_] 11/2 Spiritual Messenger Master Illumination: Healer, Use of truth & guiding light to raise world spirituality to Cosmic Consciousness for a new vision, new health, & a new view regarding life. Has the power to change environments in order to create these new conditions, building new minds & bodies. Must work on goals/missions that provide service to the public. Promoter, teacher, speaker, writer
- [_] 22/4 Master Builder: Director Of Spiritual Consciousness. Use of spiritual principles to execute plans within organizations designed to build for all humanity. The reader of the Akashic Records. Use of positive altering forces & Kundalini energy to elevate & create in through spiritualization & a powerful perfect balance of internal harmony & cooperation. Business, directing others towards achievement, caring for & completing of work left undone by others.
- [_] 33/6 Master Teacher Of Healing Energies: Joyful. Giving healing through devotion of service and responsibility from an unconditional love. A reformer of those who struggle with indulgences in negative activity. Lives life by examples of love and offering forgiveness to those who require help with transformation by the renewal of the mind. Preacher, Speaker, Teacher of teachers.
- [_] 44/8 Master Material And Spiritual Power: Self Control. Through understanding of financial values making the best spiritual use of material abundance by having a direct link to higher wisdom. Attains wholeness by controlled energy through discipline, wisdom, & devotion. Use of Divine creative energy for the highest creative ideals. Business, military career
- [_] 55/1 Master New Thought Forms: Telepathy, Prophecy. A mediator who strives to promote a stream of life between Higher Consciousness & the developing self. Expands spiritual consciousness for spiritual insights. Visualizes future accomplishments for the benefit of humanity. Gifted in listening to the problems of others & how to offer new patterns of thought in advising of walking the lighted path to attain spiritual goals. Ability to utilize gifts of mental telepathy, astral projection, & prophecy. Sales
- [_] 66/3 Master Cosmic Love: Philosopher, Teaching, Sharing Wisdom. The philosopher who has gained personal transformation through suffering or sacrifices & has learned that compassionate love must be expressed while living in this dimension. Development comes from working with opposite energies: passion/compassion, pleasure/pain, joy/sorrow. Through these emotional experiences the soul is strengthened & opened to instruction and obedience without bitterness.
- [_] 77/5 Mystic Master Of Changing Old Concepts To New Concepts Spiritually Wise. To walk the path of the initiation into conscious union with the Higher Consciousness within. Achieve inner wisdom transmute it to cosmic love through purification mentally, spiritually, emotionally, & physically checking a rebellious nature through obstacles & tests. Often misunderstood while seeking ways to help humanity. Inspiring visions of trust & faith in opportune moments of everyday occurrences of life.
- [_] 88/7 Master Of Material Reform: New Awakening Power Power & authority of the material world with spiritual laws. Opportunities come through challenging situations. Meditation exercises that realigning brain function toning the right and left hemispheres of the brain maximize resources. Develop discipline to overcome excess by having free choice to make correct decisions by following the 8 Fold Path:
- [_] 99/9: A Master Of Universal Compassion & Love. Sacrifice To Give More Than One Takes. Inheriting the spiritual strength of great avatars of the past. Responsible for teaching health through universal purity freeing self from former negative habits & ideas through the concept of healing touch, love therapy & spiritual sensitivity, often misunderstood. Artistic genius, teacher
- [_] 100/1: Insight And Illlumination: In The World But Not Of It. Possessing the powers of the Mystics qualifying self through manifestation of: Honesty, helpfulness, fairness, justice. Developing traits of sharing & cooperation. Assisting in the expansion of Cosmic Consciousness
A GOOD NAME IS BETTER THAN GOLD
Names were always well thought about in our original traditional socities. Children experience important life lessons by knowing the meaning of their names and affirming who the parent has named each child to be. A good name is better than gold. Nurture the child to display their strengths and live up to their attributes.
KEEPING TRACK OF YOUR CHILDREN
Use 3 colors for image. Write an affirmation using the 1st 3-4 words that you see in the word search puzzle. (Double click on image to enlarge)
ASSIGNMENT: KEEPING TRACK OF YOUR CHILD(REN) DEVELOPMENTAL MILESTONES & PARENTING TIPS https://www.cdc.gov/ncbddd/childdevelopment/freematerials.html —
- [_] Safe Environment: ...... 0-1 Infants
- [_] Praise: ......................... 1-2 Toddlers
- [_] Imitation: ..................... 2-3 Toddlers
- [_] Description: ................. 3-5 Preschoolers
- [_] Active Listening: ......... 6-8 Middle Childhood
- [_] Interesting Activities.. 9-11 Middle Childhood
- [_] Teaching New Skills: 12-14 Young Teens
- [_] Setting Family Rules: 15-17 Teenagers
- [_] Communicating with Your Child: 4:43, 3:14
- [_] Giving Directions 3:36, 2:57
- [_] Using Discipline and Consequences 3:46
- [_] Creating Structure and Rules 3:45, 3:11
- [_] Using Time-Out 3:56, 3:31
"JACK OF ALL TRADES:"
Season: 3 Episode: 6 .What is your child's career interests & potentials
Are they naturally drawn to:
[_] BUSINESS Mental: 1,8
[_] ARTS Emotional: 2, 3, 6
[_] LITERARY Spiritual: 7, 9
[_] SCIENCE Physical: 4, 5
VIDEO: VOICES FOR HUMANITY
Allison Folmar is a tough-as-nails civil rights lawyer who is fighting, and winning the battle, against a phenomenon known as
in which children are forcibly taken from parents for refusing to give their kids antipsychotic drugs.P
HALEY TAYLOR SCHLITZ, 16 year old accepted at 9 Law School
The humble teen is grateful to her parents for choosing to homeschool her.
Initially, Schlitz aspired to be a doctor like her mother but she changed her mind and decided to pursue a career in law instead.
Her goal is to be an advocate for gifted students from traditionally neglected communities.
ANTI-BULLYING LAWS & POLICIES
- What To Do When Your Child Is Being Bullied
- Videos and Social Media
- What Parents, Eductors, & Community Can Do
- What To Do When Your Child Is The Bully
10 WAYS TO BE AN EFFECTIVE ADVOCATE FOR YOUR CHILD: "UNDERSTOOD" VIDEO
[_] 1. Keep paper trails: assignments and grades, behavior report sheets, emails to and from teachers & administrators
[_] 2. Read all notices sent from school and attend workshops offered. Always sign the attendance sheets at the front desk and/or in the meeting place.
[_] 3. Build relationships. Introduce yourself and your child to the teachers and staff that will be involved in your child's development.
[_] 4. Ask questions and receive clarification of expectations and school policies.
[_] 5. Know the laws governing students enrolled in school and their rights and your rights as a parent.
[_] 6. Talk to and listen to your child.
[_] 7. Know the language and terminology used.
[_] 8. Stay calm.
[_] 9. Remember you are in control.
[_]10. Attend meetings regularly: IEP and PTA
[_]11. Keep a file of every person you called, especially those that you were able to make contact with. Note their title, and date, place, & time of scheduled meetings. Before meeting time, make a list of your concerns or issues. Note the comments and remarks made and the solutions suggest. Note and rate the outcome.
ADVOCACY PDF FILE: PARENTS
"Parents are natural advocates for their children.
- You are your child’s first teacher
- You are your child’s most important role model
- You are responsible for your child’s welfare.
- You have your child’s best interests at heart.
You know your child better than anyone else. The school is involved with your child for a few years. You are involved with your child for life. You should play an active role in planning your child’s education. The law gives you the power to make educational decisions for your child. Do not be afraid to use your power. Use it wisely. A good education is the most important gift you can give to your child."
What Advocates Do
[_] 1. Gather Information: Gather facts and information.
[_] 2. Learn the Rules of the Game: Educate yourself about your local school district. Know how decisions are made and by whom. Advocacy 5 Distributed by Maine Parent Federation 1-800-870-7746 www.startingpointsforme.org 12/2015 Advocates know about legal rights.
[_] 3. Plan and Prepare: Planning prevents problems, be assertive, but avoid being aggressive. Do not expect school personnel to tell you about rights and responsibilities. Read laws, regulations, and cases to get answers to your questions. Prepare for meetings:
- create agendas,
- write objectives,
- use meeting worksheets
- write follow-up letters to clarify problems and nail down agreements.
[_] 4. Keep Written Records: Documentations are often the keys to success, keep written records. If a statement is not written down, it was not said. Make requests in writing and write polite follow-up letters to document events, discussions, and meetings.
[_] 5. Ask Questions, Listen to Answers: Do not be afraid to ask questions. When you ask questions, listen carefully to answers. Use
- How, and Explain Questions” (5 Ws + H + E) to discover the true reasons for positions.
[_] 6. Identify Problems: Learn to define and describe problems from all angles. Use your knowledge of interests, fears, and positions to develop strategies. Be a problem solver. Do not waste valuable time and energy looking for people to blame.
[_] 7. Propose Solution: discuss issues and make offers or proposals. Whenever possible seek "win-win” solutions that will satisfy your interests and the schools.
10 Ways To Be An Effective Advocate For Your Child
Advocacy: Distributed By: Maine Parent Federation
Advocacy In Action: How To Change The World For Your Child
Behavior & Discipline Issues
- [_] Doesn't finish assignments
- [_] Applies little to no effort to school tasks
- [_] Accused of not working up to their abilities
- [_] Spends considerable amount of effort to creative activities
- [_] Fidgets with things
- [_] Shouts
- [_] Disruptive
WHAT POSITIVE PARENTING TEACHES
- [_] # 1 Safe engaging environment & actvities
- [_] # 2 Positive learning environment
- [_] #27 Planning activities & reviewing steps
- [_] #14 Charting: reviewing behavior daily
- [_] Needs less sleep than other children
- [_] Hypersensitivity: sounds, touch, emotions
- [_] Over alertness
- [_] Overexcitability
- [_] May say their 1st word by 6 months of age
- [_] May be a late talker and not speak until they have something to say, after their 2nd birthday in full sentences.
- [_] Active
- [_] Focused concentration when mentally stimulated
- [_] Intellectual
- [_] Perfectionism
- [_] Well developed sense of right and wrong
- [_] Sophisticated vocabulary
- [_] Ability to speak and reason above grade level
- [_] Intense sensitivity
- [_] Often misunderstood
- [_] Often rejected
- [_] Lack of mental stimulation can be problematic in schools
- [_] Constantly on the move, difficulty sitting still
- [_] May be misdiagnosed with ADHD
- [_] Prefers to be around older children
- [_] Prefers to be around adults
- [_] Keen observation to see beyond the obvious
- [_] Ability to participate in adult conversations regarding world issues or concerns
- [_] Ability to outsmart others
- [_] Able to work long hours without tiring
- [_] Feels different
- [_] Can become introverted or withdrawn
- [_] Can become depressed
- [_] HOW FIDGETING HAS HELPED MY CHILD'S ADHD: Classroom-friendly Fidgets
- [_] SOCIAL AND EMOTIONAL PROBLEMS
- [_] APPROPRIATE ACADEMIC SETTING
- [_] PATHOLOGIZING NORMAL BEHAVIOR By Dave Nagel/Getty Images
- A gifted child who is unchallenged in the classroom will often act out and that acting out can be physical. The child can:
- [_] fidget and fuss.
- [_] Hard time focusing and paying attention
- [_] They might daydream: Once that child is provided with an appropriate challenge, the behaviors disappear, sometimes overnight. Unfortunately, schools may be unwilling to provide the challenging work, citing reasons like "immaturity" or inability to do the work already given.
"Nurturing is mostly feeding a child's interests and exposing him or her to new ideas and experiences. For example, if you notice that your child is interested in dinosaurs, get toys and books about them. However, even though your child might not show a strong interest in music, you still want to get musical toys and expose your child to music".
A five-year-old who is already reading at a third-grade level will have to endure lessons on the "letter of the week." Even if they aren't already reading or the information in the lesson is new to them, they learn faster than average children:
Average children need nine to twelve repetitions of a new concept in order to learn it,
Bright children need six to eight repetitions,
but gifted children can learn new concepts after only one or two repetitions.
Since the majority of students in a classroom are average students, classrooms tend to be geared toward their learning needs.
That means, for example, that even if a gifted child starts kindergarten not knowing how to read, a full week spent on only one letter of the alphabet is unnecessary. The lessons can become frustrating and brain-numbing.
Gifted children need plenty of intellectual stimulation, and if they don't get it from their teachers, they will often provide it for themselves.
If lessons become mind-numbingly dull, a gifted child's mind will wander to more interesting thoughts. Sometimes these children look like they are daydreaming.
If the classroom has a window, they might be seen staring out the window looking as though they wished they were outside playing. While that could be true, it is also quite likely that the child is watching the birds and wondering how they can fly or they may be looking at the leaves on a tree as they drop to the ground wondering what makes the leaves fall from the trees.
CHARACTER BUILDING: BE ENCOURAGING & SUPPORTIVE
With school, community, and shifts in life, and building relationships, always be encouraging to your youth just as you did when they were young to take those steps to accomplish their goals:
- [_] feeding themselves
- [_] 1st baby steps
- [_] communication skills
- [_] personal independence
- [_] student-teacher relationship
- [_] parent-teacher relationship
- [_] homework activities
- [_] extra-curricular activities
- [_] developing marketable skills
- [_] maintaining safe,healthy relationships
By using their strengths to promote self-advocacy, give your baby, your child, your youth, and young adult the support they need: Mentally, Emotionally, Spiritually, Physically to actualize their Purpose
The very best toys for learning are also the simplest toys. Look for toys that engender creativity, interpersonal play, and imaginative play.
- [_] blocks
- [_] action figures
- [_] dolls
- [_] games
- [_] balls
- [_] pretend cooking/food
- [_] toy cars
- [_] puzzles
- [_] trains
- [_] art supplies
- [_] card games
- [_] board games
- [_] toy letters
- [_] bikes
- [_] trikes
- [_] push and pull toys
- [_] overstimulating toys,
- [_] toys that promote gender stereotypes
- [_] toys that promote race stereotypes
- [_] toys that don’t foster human interaction. When kids are young, they need toys that make them develop:
- [_] socially
- [_] encourag relationships
- [_] their language
- [_] social skills
- [_] physicality
- [_] problem solving.
While simple toys like blocks, or a bat and ball, encourage all of these things, screens and digital toys can isolate kids and make them inactive. “The best toys are those that support parents and children:
- [_] playing,
- [_] pretending and
- [_] interacting together,” said Alan Mendelsohn, MD, FAAP, co-author of the report and associate professor in the Departments of Pediatrics and Population Health at NYU Langone Health.
- The report stresses repeatedly that even fancy, high-tech toys that are advertised as “educational” aren’t as good as the basic playthings that promote communication and relationships, with parents, relatives, caregivers, and other kids.
SELECTING APPROPRIATE TOYS FOR YOUNG CHILDREN IN THE DIGITAL AGE https://pediatrics.aappublications.org/content/143/1/e20183348
https://m.facebook.com/story.php?story_fbid=1915778355218295&id=356708271125319p style="text-align: left;">
SCHOOL TO PRISON PIPELINE: KIDS IN CUFFIs It Better To Be Right Or To Have Peace In Your Home With Your Children?
- Kids In Cuffs: School Security Officers: 1st, 2nd, 3rd grade
- Felonies: 5 Year Old & 6 Year Old Temper Tantrums
- 6 years arrested at charter school, put in handcuffs: finger printed, taken to detention center
- FREQUENT LANGUAGE USED IN SCHOOLS THAT CRIMINALIZES THE CHARGES AND FOLLOWS CHILDREN THROUGH LIFE INCLUDE
- [_] battery
- [_] assault
- [_] disorderly conduct
- [_] disturbing the peace
- CHILDREN'S MENTAL HEALTH CPI describes how early exposure to law enforcement and the “justice system” has a devastating impact on the mental health of children, and makes it more likely they will grow up to live all or part of their lives behind bars.
- [_] reinforcement of violent attitudes & behaviors
- [_] disrupts educational process
- [_] limited education
- [_] delinquency
- [_] mental health concerns
- [_] resentments
- [_] future involvement in the justice system
- [_] Increased likelihood of not graduating from high school
- [_] dropping out of school
- [_] future involvement in the criminal justice system
- SCHOOL TO PRISON PIPELINE
- Schools are increasingly relying on armed cops to carry out discipline, thereby criminalizing the age-old reality of children behaving badly. This has resulted in the increasingly prevalent phenomenon known as the "school to prison pipeline" Law-enforcement involvement in school discipline has routinely resulted in kids—some as young as elementary school-age—summoned to court to answer charges that they committed crimes.
- SCHOOL RESOURCE OFFICERS
- Gone are the days when teachers broke up fights and sent the kids home, calling the parents and perhaps suspending the kid if it was a serious incident. “School Resource Officers” or local cops now arrest the kids and, if there is any perceived injury (an arbitrary judgment), will charge them with third-degree assault – treating children cooped up in school as if they are violent adults on the streets.
- The way the new statue reads, if a person commits the offense of an assault in the third degree this will now be classified as a Class E Felony, rather than a misdemeanor. If he or she knowingly causes physical injury to another person (hits someone or has a fight with another individual and an injury occurs) – one or both participants may be charged with a Felony.”
- EXCERPT http://thefreethoughtproject.com/school-fights-felony-prison-pipeline/#5LHlssLLCTy88So0.01
- INFORMATION ON HOME SCHOOLING LAWS http://homeschooling.gomilpitas.com/laws/blGA.htm http://answers.yahoo.com/question/index?qid=20081025102338AAFwcMn
- Read more at http://thefreethoughtproject.com/school-fights-felony-prison-pipeline/#VDcc2TZmUWJKbYY6.99 Read more at http://thefreethoughtproject.com/school-fights-felony-prison-pipeline/#te3Wd2zgB9l4AV2i.99
- Grade School Fight Felony
- New Laws: 2017 Student Fights Felonies
- Parents Paying The Bill: Juvenile Incarceration
- VIDEO: Lil' Milton
- B.G. Knocc Out: This Generation No Longer Fights - They Shoot (Part 17) 6th graders saying "I can't wait to go to prison", Sad Boy Loko said he wanted to be in prison growing up. Kids Being Shooters In The Streets as young as 10 years old
- "ELEMENTARY GENOCIDE" Informative, Immersive & Controversial Documentary, "Elementary Genocide" Elementary Genocide: From Primary to Penitentiary” Executive Producer: Rahiem Shabazz
- FACEBOOK: DERAILING SCHOOL TO PRISON PIPELINE
NATIONAL LAWYERS GUILD
Your Rights Outside of Your Home In any interaction with law or immigration enforcement, the most important practices to remember are:
- [_] Stay calm
- [_] Stay silent (don’t mention where you were born or how you entered the US)
- [_] Record details and names
- [_] Do NOT run away
- [_] Ask to speak to your lawyer before signing any documents or answering any questions
- [_] If you do speak, do not lie
Encountering immigration officers outside of your home can come with additional pressures and constraints.
Make sure that you are familiar with your rights, and practice responding to requests so that if you are ever in a position where you are being questioned, you can remain calm and respond appropriately.
Your Rights Inside of Your Home In any interaction with law or immigration enforcement, the most important practices to remember are:
- [_] Stay calm
- [_] Stay silent (don’t mention where you were born or how you entered the US)
- [_] Record details and names
- [_] Do NOT run away
- [_] Ask to speak to your lawyer before signing any documents or answering any questions
- [_] If you do speak, do not lie.
- [_] Cell Phones: Clashes over Passcode Clashes aren't limited to the use of passcodes. Police have also tried to force people to open phones through biometrics, such as thumbprints or facial recognition. Legal experts see the Fifth Amendment argument against self-incrimination as more of a stretch in those cases. The law has generally been interpreted as protecting data that someone possesses — including the contents of their mind, such as passcodes — but not necessarily their physical traits, such as thumbprints. Still, some judges have refused to sign warrants seeking permission to force someone to unlock their phone using their face or finger.
Your home carries with it special protections that public spaces do not.
Understanding what those are (and aren’t) can help you navigate stressful encounters with immigration enforcement on your doorstep, and potentially avoid harm.
KNOW YOUR RIGHTS: Pocket Guide For Encounters With Law Enforcement Free PDF
KNOW YOUR RIGHTS: Referral Directory Of Lawyers
- [_] Parents should not use the courts for the purposes of disciplining their childlren
- [_] Parents stop children from telling the truth when they do not have an attorney present
- [_] Youth never have to speak to officers
- [_] Youth have the right to remain silent
- [_] Do NOT run from police, it adds another charge.
- [_] Addiction
- [_] Anxiety
- [_] Anti-social behavior
- Mother Is 1st Nurse 1st Teacher Facebook page
MINORS & SEXUAL OFFENSE LAWS
- [_] 12 Years for "making out" with a minor: only saliva found on the 17 year old "victim's" body
- [_] Video shows 12 year old arrested for spitting at police
- [_] Sexting
- [_] Marking Kids For Life: Children As Young As 8 On Sex Offender Registry
It may be undesirable for kids to:
- [_] “Play Doctor”
- [_] De-pants a classmate
- [_] Exchange nude selfies .”
- [_] Having consensual sexual relationships with other teens
- [_] Statutory Rape Law "Romeo & Juliet" Sex Between Consenting Minors
- Arizona, Arkansas, Colorado, Kansas, Minnesota, Texas allow juvenile registration at 8-years old.
- Massachusetts allows sex offender registration for kids as young as 7-years of age.
- 639 children on Delaware’s sex offenders registry, 55 of whom were under the age of 12.
- In 2009, a study conducted by the Department of Justice discovered that nationwide, one in eight child sex offenders who committed crimes against other children was under the age of 12.
According to the DOJ’s Office of Juvenile Justice and Delinquency Prevention, “Known juvenile offenders who commit sex offenses against minors span a variety of ages.
- Five percent are younger than 9 years old, and
- 16 percent are younger than 12 years old
IF NOT THE PARENTS THEN WHO?
Fill in the spaces of what you feel are the nine most important foundational things in building up your children and/or in repairing a community):
- [_] 1. ____________
- [_] 2. ____________
- [_] 3. ____________
- [_] 4. ____________
- [_] 5. ____________
- [_] 6. ____________
- [_] 7. ____________
- [_] 8. ____________
- [_] 9. ____________
And along with the youth learning how to apply the Laws, rules, and routine of the family... If not the parents who or what is teaching them and what are they learning? I find that many parents are not aware at how easy it is for our youth to be shot, incarcerated, suicidal, or killed.
"WHEN THEY SEE US" TEEN DRAMA NETFLIX SERIES (Based on the true story: Central Park 5 spring of 1989)
Part 1: CONFESSIONS: Police Interrogation, precinct behavior, stripping of rights
Part 2: THE FAMILIES: Court system, judges, jury, defense attorneys, prosecutors, and bail
Part 3: RETURNING HOME - A CHANGED WORLD: Juvenile Detention, incarceration, and post incarceration treatment
Part 4: BEING A JUVENILE: In the adult prison system
[_] Charged And Convicted Interview: Effects On Family
[_] Central Park 5 INTERVIEW
[_] Linda Fairstein Backlash: Former Prosecutor
[_] Central Park Five & It's Impact On American Law: System is still in place
[_] KEY CHARACTERS Where Are They Now
Wise was 16 when he was tried and convicted as an adult in connection with the 1989 attack and rape of a female jogger in Central Park. He spent more than a decade in prison and was exonerated in 2002 after another man admitted to the attack and DNA testing confirmed his involvement.
More about Ava DuVernay: On Sisterhood