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It is what we say and do when we're angry that creates the very model our children will follow when dealing with their own frustrations.

The more 2 parents differ in their approaches to discipline, the more likely it leads to trouble for the child.

If it  was going to be easy to raise kids, it never would have started with something called "labour".

The mistake that Sharon and I both made is we never set any boundaries.  (Ozzy Osbourne)

"Unexpressed feeling never die. They are buried alive and come back later in ugly ways." (Stephen Covey)

The quickest way to change your child’s behaviour is to first change your own.

Removing a child from a traumatic environment does not remove the trauma from the child's memory.

Relationships matter:  change comes through forming trusting relationships. People, not programs change people.

If you (parents) tend to overreact to your child's misbehaviour - your child learns that he can't trust you. Mom, Dad, stay regulated!

Adolescence can be the cruelest place on earth. It can really be heartless.  ( Tori Amos)

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Reading Rescue – theory – part 1

 

 

There are 2 basic approaches to teaching reading:

  1. phonics based
  2. whole language

The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill into its smallest components and then put the components together to perform the complex skill.

Example – the complex skill of skiing

The components of skiing:

  1. putting boots and skis on
  2. walking on level, snow covered ground with skis
  3. turning while walking on level snow
  4. sliding on a gentle slope
  5. stopping in a “snowplow” position
  6. left turn
  7. right turn

With proper instruction and some practice most people can learn to ski relatively well in a short period of time.

a) “Phonetic reading instruction” applies the same theory. Start with the  smallest component and build from there:

  1. teach the sounds of the individual letters
  2. blend the individual sounds together to make words
  3. put individual words together to make meaningful sentences

Children are taught to dissect an unfamiliar word into its parts and join the parts together to read the new word. The child learns a decoding formula that can be applied whenever he encounters an unfamiliar word.

b) “Whole language reading instruction” is less structured and less focused. It stresses the flow and meaning of the text and emphasizes reading for meaning and using language in ways that relate to the child’s own life and culture. “Sounding out” words, so central to phonics is not stressed in whole language. Instead children are encouraged to decode each word through its larger context.

Next posting “Politics of Teaching Reading

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  A teenager’s brain is not just an adult brain […]

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