My Children Friend Circle

Friends Circle

School inclusion is exciting in its promise of creating opportunities for all children, with and without disabilities, to learn and grow together. But you have to learn how to 

intentionally invite support and create ways for students to interact. For my son, building a Circle of Friends to encourage authentic social interaction and support has been absolutely necessary for his growth and for establishing an inclusive community environment. We are happy that we and his school created Circles of Friends and Peer Mentors early in elementary school for them.

Hanging Out and Helping Out

Some Circles of Friends end up being a little more on the therapy side. In this case, our main focus was for Child to have the opportunity to hang out with his peers. We were lucky in that some of the moms were into arts and crafts, and offered ideas and help in doing art projects together. One time the students made stuffed animals and delivered them to children who were in the hospital during the holidays.

Every once in a while, there’d be an opportunity to problem-solve around an issue. For example, in those early years, Children's speech were sometimes hard for others to understand. 

They wanted to connect with people but didn’t always know how to do that. They often would poke kids to get their attention. That was irritating to the kids. No one addressed it, resulting in the kids sometimes ignoring or keeping their distance from them.

In the Circle, with careful guidance by the social worker, the students were able to have a conversation about this issue. They acknowledged that all of us sometimes do things that are irritating, so initially, it was not “just about One.” Later, they gently discussed them use of poking to get others’ attention. The students decided that they would think about a way to signal to them that they needed a few minutes before they would respond back to him. They used a raised hand sign that would mean to they to stop and wait.

Then the Circle members role-played situations, taking turns about how to use the signal. They practiced it, and they had fun with it. The important lesson was that they “broke the silence” and found a healthy, safe way to acknowledge the issue and brainstorm kind ways to handle awkward situations. They also began to understand that the Circle was a safe place for them, and that There peers could support them as opposed to avoid them.

On to Middle School

And so, the Circle continued. The same kids weren’t in it every year or even every semester. When it came time for middle school, we invited parents of the Circle members to attend an informal gathering to share more about the Circle and to recruit their ideas about how to maintain it in middle school. We were pleased that parents attended. We unexpectedly learned how important the Circle was to their kids, and how much they liked it. They shared many great ideas about activities that could be planned for the Circle.

One person had a relationship with a business that had suites at the football stadium. The parent was able to get the business to donate the suite once a semester. The kids came, ate lots of food, and had the fun experience of watching the game from a suite.

Another person said, “I work at a senior citizen home. How about if the kids come once a month and play bingo?” The kids were given opportunities to hang out together. It wasn’t perfect, of course. There were many weekends when they didn’t have a lot to do. But there were more chances to socialize due to the intentional planning by students, the social worker, and the parents.

High School, College, and Beyond

The Circle continued in high school. They would meet with there speech therapist prior to Circle meetings and identify questions that he might ask to encourage a fun, healthy exchange of conversation. They later learned that all of the students found this informal pizza and talk time relaxing. they got a chance to hear what there peers liked doing and the range of activities they were engaged in. They joined in some of those activities.

They ware part of the first wave of students with intellectual disabilities who attended college. They continued to have a Circle and recruited students, faculty, and university staff. Again, members enjoyed gathering together for pizza and having conversations together as well as helping they get involved in campus activities.

The Circle played a vital role when they learned that the university denied them the chance to live on campus. It was the Circle that encouraged them to create a petition demanding that they right to live in the dorm be honored. Members of there Circle consistently share how these gatherings benefited everyone.

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Winter safety: Advice for parents and kids

Every one waiting for Winter because of Winter is a great season for outdoor activities, such as sledding and skating. Cold weather, ice, and snow can be fun but also dangerous for Kids.

 The following few suggestion which is help parents and children enjoy winter activities safely.

In general 

• Children shouldn’t play outside alone. Establish a buddy system with one or more friends and have them look out for one another. Children younger than 8 years of age should always be supervised outside. 
• Consider keeping them indoors whenever the temperature or the wind chill is reported to be -27°C (-16°F) or lower. At these temperatures, exposed skin will begin to freeze.
• Never send children outside unsupervised in extreme weather conditions such as snowstorms.
• Check often to see that your child is warm and dry. Younger children should take regular breaks and come inside for a warm drink.
• Help children choose play areas with a warm shelter nearby (e.g., near home or a friend’s home).
• Apply sunscreen to exposed skin, even when it’s cloudy.

Clothing

If your child’s feet and hands are warm, what they are wearing is usually good. If your child is dressed too warm, she could sweat and feel colder when she stops playing.

• Dress your child in layers of clothing that can be put on and taken off easily.
• Infants being pulled in a sled need extra bundling. Because they aren’t moving, they can’t generate body heat the way a playing child can.
• Wear a hat because a lot of body heat is lost through the head.
• Keep ears covered at all times to prevent frostbite.
• Wear mittens instead of gloves so that fingers can be bunched together for warmth.
• Wear warm, waterproof boots that are roomy enough for an extra pair of socks and to wiggle toes.
• In younger children, remove drawstrings from clothing that could catch on climbing or play equipment. Use Velcro or other snaps instead. Use a neck warmer instead of a scarf, and mitten clips instead of a string to prevent choking.
• Remove wet clothing and boots immediately after playing.

Winter play

Active games, making snow angels and building snowmen will help to keep your child warm. Teach your children a few important rules to go along with winter play.

• Stay away from snowplows and snow blowers.
• Choose play areas away from roads, fences and water.
• Take extra caution when crossing roads. It might be hard for drivers to see you playing if they have snowy or frosty windows. Icy roads can also make it difficult to stop.
• Snowballs should never be aimed at people or cars. They are especially dangerous when the snow is hard-packed or icy. Instead, throw snowballs at safe targets, like trees or telephone poles. 
• Building forts and tunnels can be fun, but this activity should always be supervised by an adult. Forts and tunnels can collapse and suffocate you.
• Don’t play on roadside snow banks. Snowplow drivers or other drivers may not see you.
• Don’t put metal objects in your mouth. Lips and tongues can freeze to the metal and cause an injury.
• Don’t eat snow, which can be dirty.

Tobogganing/Sledding

• Children under 5 years of age should never go down a hill alone.
• Always wear a ski or hockey helmet – not a bicycle helmet – while sledding. Bicycle helmets are only tested up to -10ºC (14ºF) and need to be replaced after one crash. If you use a hockey helmet, make sure it meets the Canadian Standards Association standards.
• Never use a sled with sharp or jagged edges. Handholds should be secure.
• Use a sled you can steer rather than a snow disk or inner tube. It will provide better control.
• Always sit up or kneel on a sled. Lying down can increase the risk of injury to the head, spine and stomach.
• Never sled on or near roadways. Look for shallow slopes that are free of trees, fences or any other obstacles.
• Avoid sledding on crowded slopes.
• Sled during the day. If you sled at night, make sure the hill is well lit.
• Slide down the middle of the hill and climb up along the sides. Remember to watch for other sliders and move quickly out of the way once at the bottom of the hill.

Skating

• Always wear a properly fitted, CSA approved hockey helmet while skating. Ski/snowboard and bike helmets are unsuitable since most are designed to protect you against a single crash and must then be replaced.
• Skates should be comfortable, with good ankle support to avoid twists, sprains or breaks.
• Whenever possible, skate on public indoor or outdoor rinks.
• Obey all signs posted on or near the ice. Yellow signs usually mean skate with caution, and red usually means no skating allowed.
• Never assume it’s safe to skate on a lake or pond. An adult should make sure the ice is at least 10 cm (4”) thick for skating alone or 20 cm (8”) for skating parties or games.  Do not walk on ice near moving water. Ice formed on moving water, such as rivers and creeks, may not be thick enough to be safe.

Skiing/snowboarding

• Children should take lessons from a certified skiing or snowboarding instructor. Be mindful that a child’s coordination is not fully developed until 10 years of age.
• Young children should never ski or snowboard alone.
• Equipment should be checked every year for proper fit and condition. Bindings should be checked annually by a qualified technician.
• Children should always wear a helmet with side vents so they can hear. Earphones should never be worn when skiing or snowboarding.
• Children should watch for other skiers, snowboarders, and other obstacles on the slopes.
• Wrist guards should be worn when snowboarding to reduce the risk of wrist injuries.
• Goggles should be worn to protect eyes from bright sunlight and objects, like tree branches.
• Children should always control their speed when skiing or snowboarding. Many injuries result from losing control. Stunts and fatigue can also lead to injuries.
• Icy hills should be avoided. The risk of falls and injuries increases in icy conditions.
• Children should always stay in open ski areas and on marked trails.

Snowmobiles

• Children younger than 6 years of age should never ride on a snowmobile, even with an adult.
• Children and youth less than 16 years of age should not operate a snowmobile.
• Anyone operating a snowmobile should take a formal safety training program.
• Never pull a child behind a snowmobile on a tube, tire, sled or saucer.
• Children and adults should wear an approved helmet at all times. Head injuries are the leading cause of snowmobile-related deaths.
• Drowning is another leading cause of snowmobile deaths. Snowmobiling across ponds or lakes can be extremely dangerous and is not recommended.  

In an Emergency

Kids are at greater risk for frosting and frostbite than adults, and the best way to prevent it is to make sure they're dressed warmly and don't spend too much time in extreme weather.

Frosting is an early warning sign of the onset of frostbite. It leaves the skin red and numb or tingly. After bringing your child inside, remove all wet clothing because it draws heat from the body. Immerse the chilled body parts in warm (not hot) water — 104-108°F (40-42°C) — until they are able to feel sensation again.

Frostbite occurs mostly on fingers, toes, ears, noses, and cheeks. The area becomes very cold and turns white or yellowish gray. If you notice frostbite, take your child immediately to the nearest hospital emergency room.

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Kids About Emotions in Daily Life

Teach Children About Feelings

Playing emotion games with your little one will help them learn, through play, about how they are feeling, be able to give the feeling a name and learn how to practice responding to those emotions.

Giving our kids a solid foundation for emotional health is so important. When we are raising our kids, we want to give them the best foundation as far as their physical health so we make sure that they get enough water and food and exercise and we teach them to tell us when they aren’t feeling well. We even teach them to identify what part of their body is hurting them and we use tools like thermometers to check them for fevers

We often tell or children to use their words when they are upset. We assume they know what they are feeling and can verbalize it to us. Wrong! It’s difficult for children to say what they are feeling because many times they don’t know what to name the feeling they are experiencing.

Instead, they show us how they are feeling by throwing temper tantrums and having meltdowns. We first need to teach children the words to express their feelings before we require them to “use their words.”
Young children can be taught basic emotions such as happy, mad, sad, and scared as early as two years old. As they get older, you can explain emotions such as feeling frustrated, nervous, shy, etc. to them.

Sing songs to help young children learn how to express their feelings. 

 If you’re happy and you know it clap your hands.

If you’re surprised and you know it say “Oh my!”

If you’re sad and you know it rub your eyes “Boo hoo”

If you’re scared and you know it shiver and shake.

If you’re sleepy and you know it close your eyes.

If you’re angry and you know it stomp your feet.

And always make sure end up with “happy” again.

They suggest having pictures of each emotion to show the kids as they sing the song.

Use games and activities to teach children about feelings.
Children like learning through playing and having fun. A fun game to help kids learn about feelings is Feelings Charades. For this game you will need to make a feelings cube. Paste pictures of feeling faces on a tissue box. Have kids roll the box and whatever feeling face it lands on they have to act out.

You can also use the cards to play Memory. Simply print out two sets of Feeling Cards, shuffle them and then have your child find the matching Feelings Card.

Watch kid-friendly videos about feelings.
Kids respond well to visual stimulation. Here are two videos I like to show kids to help them learn about feelings:

• Elf Feelings Video
• The Feeling Song

Get into the habit of labeling the feelings you believe your child is experiencing.
For example, if your child runs up to you and hugs you as you walk through the door,

you can say something like “someone is excited to see me” or “someone is happy I’m home.” Labeling your child’s feelings as they happen helps them to build their feelings vocabulary.

When you read to your child, discuss how the characters in the story are feeling.
Point out any clues that lets you know what they are feeling such as facial expressions or behaviors. Then explain to your child why the characters feel the way they do. If your child is able to, let them take a turn identifying how the characters are feeling and why.

When your child does something that upsets someone else, let them know how their behavior might make others feel.
For example, “When you called your sister names, she felt sad and her feelings were hurt. “ This will help your child be mindful of what they say and do to others.

You can follow up by asking how they would feel if someone did the same thing to them. Encouraging your child to put themselves in someone else shoe teaches them how to be empathetic. Empathy is an important life skill that will allow your child to maintain positive relationships with other people.

Model appropriate ways to express feelings to your child.
Children are always watching us and like sponges they soak everything up. Good and bad. If your child sees you expressing your feelings in a positive way, over time they learn to do the same. However, if they see you yelling and throwing things when you get upset, they are more likely to mimic this behavior.

Teach your child appropriate ways to express their emotions.
It’s important that children learn that it is OK to have their feelings. What matters is how they express them.

When your child is calm, discuss with them ways they can calm down when they are upset. The ABC’s of Calming Down is a great resource that contains 26 alphabetized calm down strategies to help children calm down.

Praise your child when they use words to express their feelings.
Having the self-control to express your feelings appropriately is no easy feat. There are many adults who are unable to do this. When your child tells you how they are feeling instead of having a complete melt down, praise them for doing so. Be very specific. For example, “I like how you told your sister that you were sad when she called you names. That was very mature of you.” Praising your child for practicing good behavior makes them more likely to do it again in the future. It also lets them know that you are watching them and notice when they do good things.

It is important that children learn how to identify and express their feelings in an appropriate manner. Kids who are able to express their feelings are less likely to have meltdowns and temper tantrums. They also have an easier time making friends and getting along with others.

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Mathematical Games

Reaction of Mathematical Game

Mathematical puzzles vary from the simple to deep problems which are still unsolved. The whole history of mathematics is interwoven with mathematical games which have led to the study of many areas of mathematics. Number games, geometrical puzzles, network problems and combinatoric problems are among the best known types of puzzles.

Learning Mathematics Through Games

Why Games?

We all know that children enjoy playing games. Experience tells us that games can be very productive learning activities. But .

• What should teachers say when asked to educationally justify the use of games in mathematics lessons?
• Are some games better than others?
• What educational benefits are there to be gained from games?

 What is a mathematical game?

 When considering the use of games for teaching mathematics, educators should distinguish between an 'activity' and a 'game'. Expert states that "A 'game' needs to have two or more players, who take turns, each competing to achieve a 'winning' situation of some kind, each able to exercise some choice about how to move at any time through the playing". The key idea in this statement is that of 'choice'. In this sense, something like Snakes and Ladders is NOT a game because winning relies totally on chance.

The players make no decisions, nor do that have to think further than counting. There is also no interaction between players - nothing that one player does affects other players' turns in any way.






Mathematical games are 'activities' which:

• involve a challenge, usually against one or more opponents; a
• are governed by a set of rules and have a clear underlying structure;
• normally have a distinct finishing point;
• have specific mathematical cognitive objectives.

Benefits of Using Games

The advantages of using games in a mathematical programmer have been summarized.

• Meaningful situations - for the application of mathematical skills are created by games
• Motivation - children freely choose to participate and enjoy playing
• Positive attitude - Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, through reducing the fear of failure and error;
• Increased learning - in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas and problem solving strategies
• Different levels - Games can allow children to operate at different levels of thinking and to learn from each other. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts
• Assessment - children's thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non-threatening situation
• Home and school - Games provide 'hands-on' interactive tasks for both school and home
• Independence - Children can work independently of the teacher. The rules of the game and the children's motivation usually keep them on task.

Few language barriers - An additional benefit becomes evident when children from non-English-speaking backgrounds are involved. The basic structures of some games are common to many cultures, and the procedures of simple games can be quickly learned through observation. Children who are reluctant to participate in other mathematical activities because of language barriers will often join in a game, and so gain access to the mathematical learning as well as engage in structured social interaction.

Hints for Successful Classroom Games

Here some specific tips come from experts :

• Make sure the game matches the mathematical objective
• Use games for specific purposes, not just time-fillers
• Keep the number of players from two to four, so that turns come around quickly
• The game should have enough of an element of chance so that it allows weaker students to feel that they a chance of winning
• Keep the game completion time short
• Use five or six 'basic' game structures so the children become familiar with the rules - vary the mathematics rather than the rules
• Send an established game home with a child for homework
• Invite children to create their own board games or variations of known games.

Some different types of games and the sort of mathematical thinking.
One way of classifying games is by their format, that is; the equipment used and the sort of actions the players are involved in. Examples have been provided by referring to well-known games,

Game Formats

Races
These games involve racing pieces around or across a board to a finishing point, like Ludo. Other games might be a race against time.

Some race games depend on rote learnt skills, like basic counting or reciting number facts, and therefore have limited mathematical value. Such games also tend to have little interaction between players, or interdependence between 'turns' and therefore require little or no strategy development. However, race games can be deliberately designed to focus on particular mathematical skills, such as the probability game and the arithmetic game like.

Tricky Track

Fast Figuring

Board Games

Spatial Strategy Games

• Mini Draught

Numerical Strategy Games 

Card Games

Arithmetical Games

Matching Games

Mystery Games    

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Activities That’ll Get Children Grinning

Ever tried to play games with kids in English?

It can be a fun treat!
But what about when the child doesn’t even know how to say hello?
In this case, trying to play games or sing songs can be just plain frustrating.
It can’t be denied—teaching English to children is nothing like teaching adults!
Attention spans are shorter, and the child’s vocabulary is much more limited—even in his or her native language—meaning that the topics you can discuss are limited as well.
Luckily, where there’s a will, there’s a way! Here are five activities for children to get beginner children excited about learning their first words of English.

These activities work particularly well with beginners, as the child doesn’t need to have an extensive English vocabulary to participate, but once you’ve integrated these methods into your teaching style, you may find yourself using them again and again, even with more advanced students

Use These Activities for Children

Attention spans in beginner classes, no matter the age group, tend to be reduced. After all, it’s hard to ask someone who barely understands what you’re talking about to follow an in-depth discussion about anything, even if it is of interest to them!
But for children, this is even more true. A child has a reduced attention span even in his or her own language; teaching children English, therefore, must be done with attention to this fact.
Children should generally not be asked to do an activity for any longer than 20 minutes, so if we imagine that a class lasts between 45 and 60 minutes, each activity would be about a third or up to half of a class period. Often, however, an activity will take up much less time than this.
Be sure that you are organized in your lesson in order to make the most of your time when doing these activities, and never expect an activity to take up an entire class.

Ways to Teach Children Through Fun Activities

1. Art Projects

Art is a fantastic way to get your young students excited and interested in a variety of lessons to reinforce different vocabulary.
The art project that goes with this lesson should either come at the end of the class or at the beginning of the following class after a brief review of the vocabulary. Students can draw pictures independently, but you should walk around the room and encourage them to talk to you about their work.
Let’s say you’re using an art lesson to follow up acquisition of different color words; you could ask students what color they’re using with the phrase “What color is this?”
The same sort of lesson can be used once students become more advanced with other sorts of vocabulary, from fruits to careers to animals, by having students draw pictures using the vocabulary that was introduced in class and then helping them to label their drawings using the words they learned.

Get some ideas for more art projects to reinforce vocabulary from Art Projects for Kids, a teacher-approved site filled with resources and ideas. We also love these fun ideas from the Artful Parent, craft ideas from Enchanted Learning and the themed crafts from Fun-logy.

2. Active Games

You’ve probably already witnessed the awesome power of learning in the classroom, and active games can be a great way to get beginners up and moving.
This can be a very useful way to reinforce new vocabulary while also upping the energy. That’s why it’s a great choice either at the beginning or in the middle of a class.
It is to reinforce a vocabulary lesson involving body parts. But what you might not think of is using To reinforce the use of action words, like “dance,” “jump” or “clap.”
Always be sure to introduce the words you plan to use in lesson format before introducing the game. Students can always assume they understand what you’re saying, particularly if they’re following the rest of the group. That’s why it’s important to use at the end of a lesson and to make sure that you’re not giving them any hints with your own body language as to what they’re supposed to do;

3. Singing Songs

Songs are a fantastic mnemonic device for new vocabulary, and the Internet is a wealth of different song ideas. The best time to use a song is once the vocabulary has already been introduced. Some songs are simpler, ideal for using the same day or the same week that the vocabulary is introduced:

• “7 Days A Week” — for learning the days of the week
• “If You’re Happy” (simplified) — for learning emotions
• “Put on Your Shoes” — for learning clothing words
• “Rainbow Song” — for learning colors

Other songs are more complicated, making them better for students that already know some vocabulary in English. They’re great for reviewing!

• “Let’s Go to the Zoo” — for reviewing animal words
• “I See Something Pink” — for reviewing colors
• “One Little Finger” — for reviewing body parts
• “Colors Song” — for reviewing colors

But don’t limit yourself to simply singing the songs. Use them as a way to get kids participating—even your shyest students—by coming up with ways for the class to respond to the song.
For example, when using songs to reinforce vocabulary, once the song has been acquired, you can call on an individual student to fill in a “blank” with the appropriate word. This is great for songs like “Old MacDonald,” where the verse is the same each time with a slight modification—in this case, the animal’s name and sound it makes.
Here are a few other ideas to keep your students engaged while singing:

• Have students make up hand gestures or a dance to go along with the song.
• Ask students to illustrate the song as an art project.
• Have students make up their own verses (when appropriate to level).
• Have students make their own musical instruments so they can play along as they sing!

4. Labeling

Labeling can be a great way to remember new vocabulary. We already discussed a bit how labeling can be used during an art project, but you can also use labeling in a classroom or with photographs.
If you’re trying to teach the names of different things in the classroom, tasking your students with creating labels for them can be a great way to get them up and moving—and speaking! Once the labels are created, be sure to laminate them. You can use them with all sorts of games, from treasure hunts to interactive matching or memory games.
You can also use labeling with photographs, particularly if you can project them on the wall. Find photographs or images of different scenes containing vocabulary that you have covered in class. Make the labels yourself or have your students make them, and then allow students to come up and affix them on the projected image, either using magnets or putty, depending on what’s appropriate for your classroom.
Labeling of this kind is great when used in tandem with an art project, as students first identify items as a group and are then encouraged to label things on their own.

5. Educative Play

Particularly when your students are very young, educative play is a useful technique for teaching them without ever letting on! Students can be encouraged to play with one another in a variety of ways, either with board games or in a playroom or space, depending on the way your school is laid out. The idea with educative play is for teachers and assistants to participate in the play in English, asking questions that students can answer.
Examples of such questions include:

• What are you doing?
• What are you playing?
• Can I play?
• What’s that?
• Would you like this (block, ball, doll)?

The key to making educative play fun and useful is to make sure that you engage students without frustrating them. Asking them repetitive questions or simply asking too many questions can be frustrating and counterproductive. Ask about one question every minute or so.
Encourage students to answer you in English, but don’t force them to speak to one another in English. As things progress, they may speak to one another in English of their own accord—which is proof that your efforts are paying off!
There are lots of different ways that these five types of activities can be integrated into classroom with children. Try adapting some of these ideas into your own lessons today!

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