Thursday, November 29, 2007

Life Success Series (part 7 in a series of 8)


posted by: Mr. Graber

Every two weeks I will be posting a section from this article here on Inside Bodine. I think you will find it quite interesting. It is a wonderful piece on life success for students with learning disabilities. It originally appeared on LD online.

Below are the schedule of the postings and the seventh installment:
September 6: introduction

September 21: self-awareness

October 5: proactivity

October 19: perseverance

November 2: goal-setting

November 16: presence and use of support systems

November 30: emotional coping strategies

December 11: conclusion and resources
Success Strategy #6: Emotional coping strategies
All people with learning disabilities experience stress in their lives as a result of living with learning problems. Such stress can be experienced in a variety of settings -- school, work, home, and social life. In some cases, the stress can be so significant that it leads to psychological difficulties such as anxiety and depression.

However, although all persons with learning disabilities may experience disability-related stress, successful individuals appear to have developed effective means of reducing and coping with stress, frustration, and the emotional aspects of their learning disabilities. In particular, there appear to be three components of successful emotional coping:
Awareness of the situations that trigger stress;
Recognition of developing stress;
Availability/access to and use of coping strategies.

For example, a successful adult with learning disabilities in our study manages her anxiety attacks by recognizing that reading aloud in a group triggers anxiety, physical symptoms such as rapid breathing are signs of stress, and slow deep breathing reduces her anxiety.
Successful individuals have developed strategies for reducing stress and avoiding resulting psychological difficulties. Such strategies include seeking counseling, asking others to do unmanageable tasks on the job, changing activities periodically so stress does not build up, expressing feelings, asserting oneself, utilizing peer support and encouragement, learning to ask for help, planning ahead for difficult situations, keeping away from negative or critical persons, obtaining medication if necessary, working out differences with friends and family, and sharing with sympathetic family members.

Whereas recognizing triggers and using coping strategies helps successful individuals with learning disabilities cope, unsuccessful persons with learning disabilities report being blindsided by events that cause stress. When overly stressed or emotionally wrought, they have great difficulty thinking of potential resources -- both internal and external -- to help them reduce stress and regain stability.

Emotional coping strategies Checklist
My child…
Is aware of how his/her emotional reactions affect behavior
Is aware of situations that cause stress, frustration and emotional upset
Has developed strategies for avoiding or reducing stress
Is able to recognize the onset of stress
Knows when outside support/help is needed

Successful individuals with learning disabilities develop an awareness of their emotional states and specific coping strategies for dealing with stress, frustration, and adversity. In an effort to assist children with learning disabilities to develop coping strategies, we suggest that efforts be aimed at helping them:
Understand the various factors that affect psychological health;
Become aware of their various emotional reactions and how these reactions impact their behavior;
Learn to recognize stress triggers;
Develop strategies for avoiding or reducing stress (as possible);
Develop a repertoire of coping strategies;
Learn to recognize when they need outside support/help.
General activities for developing emotional coping strategies
Use words in discussions with your child that identify feelings (for example, angry, disappointed, defeated, frustrated, proud, impatient).
Ask your child to discuss the circumstances that create the greatest stress in his or her life in relation to his or her learning disability (reading aloud in class, correcting a classmate's paper, picking up social cues at parties, etc.).
Have your child write down how his or her body feels at the onset of stress. Discuss with your child the warning signs of stress and how to employ coping strategies.
Have your child identify strategies that help reduce stress (for example, relaxation techniques, weight lifting, a game of basketball, listening to music, the movies).
Guide your child to know when learning disability-related emotional needs reach a critical point requiring outside help and how to access the right help.
Help your child develop and nurture good peer relationships.


Wednesday, November 28, 2007

Students Recognize Michael Cook


Bodine School students and faculty members recently recognized former Bodine board chair and generous patron Michael Cook for his outstanding service. He was given this picture (in a frame) and a framed news paper article that was recently written about his many contributions to the school. Thank you, Mr. Cook, from all of us in the Bodine School community!

Bodine Students Participate in Community Service




Bodine students recently participated in two outstanding community service projects, Coats for Kids and Shoebox Collections for Needy Children. Led by the student council representatives and Ms. Mower, these projects have yielded high partcipation rates from students and teachers in every grade. Good job!

Ms. Assel's Class "Reading Up a Storm"





Students in the third grade are “reading up a storm”. Their incentive is the Pizza Hut Book-It Program, which offers a personal pan pizza for each student who meets a monthly reading goal. Ms. Assel’s class was challenged to read at least 10 pages a day in their Accelerated Reader books. So far, six have already earned a pizza for the month of November!

The readers are reading more than ever before and enjoying it. Several times a week, Ms. Assel calls a “stop, drop, and read” time for about ten minutes. All the third graders in her class cheer, and usually request it daily. Some students have finished 40-50 page books in a day.

Friday, November 16, 2007

Life Success Series (part 6 in a series of 8)


posted by: Mr. Graber


Every two weeks I will be posting a section from this article here on Inside Bodine. I think you will find it quite interesting. It is a wonderful piece on life success for students with learning disabilities. It originally appeared on LD online.
Below are the schedule of the postings and the sixth installment:
September 6: introduction
September 21: self-awareness
October 5: proactivity
October 19: perseverance
November 2: goal-setting
November 16: presence and use of support systems
November 30: emotional coping strategies
December 14: conclusion and resources

Success Strategy #5: Presence & use of effective support systems
Both successful and unsuccessful individuals with learning disabilities receive some form of support and assistance from others over the course of their lives. Guidance, support, and encouragement come from family members, friends, mentors, teachers, therapists, and co-workers. However, as successful individuals move into adulthood, they attempt to reduce their dependence on others. In fact, in many instances they are able to switch roles with people who had provided them with support in the past, finding themselves assisting and encouraging those who once helped them. In contrast, unsuccessful persons with learning disabilities frequently are unable to "cut the cord" as they transition into adulthood and end up remaining highly dependent on others.

The people who have provided support to successful individuals with learning disabilities generally held clear and realistic expectations regarding life goals and outcomes, guiding them to identify and achieve realistic goals without being harsh or critical. They were also able to help them change directions in attempting to achieve goals, or modify the goals, if necessary. They were consistent and steadfast in their functioning as sounding boards for reality testing. A successful adult with learning disabilities describes the support from a workplace mentor:
"I guess you could say he rescued me. I was working at this place and going nowhere. Probably getting canned and I only had a couple of more months of work and he was able to take me out of the division I was in and put me back working on minicomputers. That made me very happy. He taught me a new programming language to work in and really helped me out. He's one of the reasons I own this place."
Successful individuals with learning disabilities also actively seek the support of others. They don't simply wait for someone to come to their aid when they need assistance. Rather, they take the initiative to get help. Furthermore, they are willing to accept help when it is offered. By contrast, unsuccessful individuals are not as likely to actively seek support or accept it when offered.
Presence & use of effective support systems Checklist
My child…
Knows when he/she needs help
Knows how to get help
Seeks help when needed
Is willing to use technological supports
Is aware of laws to help persons with learning disabilities
It is clear from research that individuals with learning disabilities need support in a number of areas including: education, employment, social relationships, psychological health, independent living, family relationships, and recreational activities. It is critical that individuals with learning disabilities are aware of, and know how to access and utilize, support services in each of these areas. Particular attention should be directed at helping children with learning disabilities:
Understand the benefits of using support systems;
Develop strategies for finding, accessing, utilizing, and maintaining support systems;
Recognize "triggers" indicating that help is needed;
Learn to accept help, give help, and develop trust in others;
Understand laws that mandate support/assistance for persons with disabilities;
Gain awareness of learning disabilities organizations and advocacy groups;
Learn to use technological help.
General activities for developing and using support systems
Model how to ask for help in daily family interactions.
Share stories (tell, read, see movies) about individuals who needed help from others, how they got it, and the benefits of receiving it.
Seize opportunities to analyze examples of individuals in need of help. Discuss possible sources and means of accessing support as well as possible outcomes with and without support (for example, news stories, TV sitcom crises, reports of friends in need of help).
Obtain information on federal laws related to individuals with disabilities and discuss it with your child.
Have your child try out technology that might be helpful in compensating for his/her difficulties, such as spell checkers, tape recorders, and word processors.

Tuesday, November 13, 2007

Reminder: The Book Fair is this week!


Posted by Ms. McDonald


We hope to see you at the Book Fair this week. There are some great books and other neat things there worth checking out.

Thursday, November 8, 2007

Middle Schoolers Working in a Socratic Circle




What is a Socratic Circle, you ask?.... The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent.
In a Socratic Circle, students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", open-ended questions are posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate.


Middle School Has "Grizzly" Guest Speaker


posted by: Mr. Graber


Eric Hasseltine, radio voice of the Memphis Grizzlies, recently addressed students in grades 4-8 about persistence, setting goals and the importance of hard work.

"Jello" Math Class




posted by Ms. Collins


The second graders had their math class in the kitchen. After reading directions, measuring, and stirring, the students put their completed Halloween jello in the refrigerator to jell and to eat and enjoy Monday.




Photos of Students Working Hard in the Science Lab











Wednesday, November 7, 2007

A Great Dyslexic...Charles Schwab, Jr.


Posted by: Mr. Graber


Charles Robert Schwab, Jr. (born July 29, 1937) is the founder and CEO of the Charles Schwab Corporation.
On the 2006 Forbes 400 list, Schwab is listed as the 57th richest person in the United States with a fortune of approximately $5.5 billion.

Friday, November 2, 2007

Life Success Series (part 5 in a series of 8)


posted by: Mr. Graber

Every two weeks I will be posting a section from this article here on Inside Bodine. I think you will find it quite interesting. It is a wonderful piece on life success for students with learning disabilities. It originally appeared on LD online.

Below are the schedule of the postings and the fifth installment:

September 6: introduction

September 21: self-awareness

October 5: proactivity

October 19: perseverance

November 2: goal-setting

November 16: presence and use of support systems

November 30: emotional coping strategies

December 14: conclusion and resources


Success Strategy #4: Goal Setting
Successful individuals set goals that are specific, yet flexible so that they can be changed to adjust to specific circumstances and situations. These goals cover a number of areas including education, employment, family, spiritual and personal development. In addition, the goals of successful persons with learning disabilities include a strategy to reach their goals. That is, they have an understanding of the step-by-step process for obtaining goals. One successful adult pursuing a career in the entertainment field states:
"I always look at every move, like this particular move doing the video, as a stepping stone for the next project. That's how I'm looking at it. As I said, the area I really want to move into is, I want to direct."

Successful people also appear to have goals that are realistic and attainable.
"I'll tell you something. I'm very realistic in terms of what I know I can do, what I possibly can do, and what I cannot do. That's why I knew right off the bat that I was not going to be a doctor."-- Thirty-one-year-old male
Many successful people with learning disabilities set at least tentative goals in adolescence, which provide direction and meaning to their lives. A successful adult trained as a social worker says:
"When I was in late high school, I knew what I wanted to do when I grew up. I was given the opportunity to babysit and in the twelfth grade I worked at a day camp. I just discovered that I was interested in children and that this may turn out to be a profession. So there was kind of a break and something to shoot for; some sort of self-direction."

While successful individuals with learning disabilities have concrete, realistic, and attainable goals, unsuccessful individuals often have vague, unrealistic, or grandiose goals that are not in line with their strengths, weaknesses, or special abilities. For example, one individual having extreme problems with eye-hand coordination and spatial relations aspired to be an airline pilot, while another with severe reading, writing, and organization difficulties wanted to become an executive secretary. Not surprisingly, both were unsuccessful at their attempts to reach these goals and experienced frustration and stress as a result.

Goal-setting Checklist
My child…
Sets academic goals
Sets non-academic goals
Can prioritize goals
Knows when a goal is realistic
Develops plans/steps for reaching goals
Understands the relationship between short and long-term goals
Finds alternative ways to reach goals when faced with obstacles
Understands the need to work with others to reach goals
It is important to help students with learning disabilities develop goal-setting abilities in a number of areas. As for several of the other success attributes, far too often, emphasis is placed exclusively on educational success. In an effort to assist children with learning disabilities achieve life success, research suggests that it is also necessary to develop goal-setting skills related to social relationships, employment, family, physical health, psychological health, leisure activities, finances, independent living, and spiritual development.
Specific focus should be placed on assisting children to:
Develop strategies for setting goals;
Define a goal;
Understand the benefits of goal-setting and the consequences of not setting goals;
Develop strategies for prioritizing goals, evaluating whether a goal is realistic, and the action steps needed to reach a goal;
Develop strategies to predict and overcome obstacles, and to reevaluate and adjust goals as needed;
Understand the need to work with others to reach goals.
General activities for developing goal-setting
Have your child write down a real, short-term academic goal and discuss the step-by-step process for reaching it (for example, oral report on an early explorer, project on life in the American colonies, term paper on Shakespeare).
Develop a realistic timeline for completion of a future school project, including typical "obstacles" such as a sports practice, birthday party, favorite TV show, and other distractions.
Have your child set a long-term career goal and discuss the step-by-step process for reaching it. Arrange opportunities for your child to interview someone in that career, emphasizing goal-setting behavior.
Discuss successful individuals and determine the experiences, backgrounds, opportunities, and critical events that led these individuals to their success.
Present fictional examples of people with specific goals and, based on their strengths, weaknesses, and special talents, discuss whether their goals appear realistic