Welcome to CISM

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8 Ways to Help Your Child Learn Social Cues

social skills

1. Practice making eye contact.

Encourage your child to look at your eyes when you talk. Make sure your eyes are on her when she speaks to you, too.  Ask her what your expressions mean. If she doesn’t know, explain the message you were sending.

2. Encourage attention.

Give your child your full attention when you’re talking to her. By doing so, you’re setting a great example. If you notice your child spacing off when you’re speaking to her, gently guide her back.

3. Observe your child’s expressions.

Help your child realize how expressive her own face can be. This can help her notice other people’s facial expressions.

4. Notice others’ body language.

Help your child begin to see what the people around her are “saying” with their bodies. Playing charades can be a fun way to get kids thinking about communicating through their bodies.  Talk through how characters on TV are feeling based on their body language.

5. Discuss what’s expected in different situations.

How your child talks on the playground to friends shouldn’t be the same as how she’d address the principal.  Talk with your child about the different people she interacts with regularly. Who might get a high five? Who gets a more formal hello?

6. Point out pitch and tone.

Some kids have trouble noticing changes in voice, sometimes called inflections. When that happens, your child might miss a bigger message because she’s taking speech too literally.  Talk through how the same statement (for example, “Can you please get the mail”) can be a simple request or an angry demand, depending on how you say it.

7. Practice inflections.

If your child can read aloud well, have her read to you regularly. Choose stories that have lots of dialogue. That way she can practice changing her voice depending on how the character is feeling or what he’s trying to say. If your child doesn’t read well, you can read stories to her that have lots of dialogue or take out an audiobook from the library.

8. Role-play common scenarios.

Kids who have trouble with social cues can benefit from practicing everyday interactions. Try role-playing different situations with your child. Respond to things she says or does using body language and expressions. Ask your child what messages you’re sending out and how she might react to them.


Resource: https://www.understood.org/en/friends-feelings/common-challenges/picking-up-on-social-cues/8-ways-to-help-your-grade-schooler-learn-social-cues#slide-2

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10 Ways to Create Self-Reliant Learners

self reliance

1  Encourage children to do for themselves. Offer support and guidance to children as they solve problems, yet allow them the freedom to make choices and learn from their mistakes.

2. Begin with small tasks. Divide big tasks into smaller ones. As children complete small tasks successfully, move on to larger works. Compliment children when they complete challenging tasks.

3. Plan “free-play” periods throughout the day. Children need time to make their own rules, to pretend, and to establish boundaries. As the children play, teachers should stay on the perimeter of the group and use the time for observation of individual children.

4. Schedule daily chores. Using a chart, make a graph of expected chores for each child. Rotate chores daily or weekly. As the child completes the work, he places a sticker by his name. Include such activities as feeding the fish, watering plants, returning books to the library shelves, keeping the room neat, and other chores appropriate for each age group.

5. Help children manage their own time. Are there children who can’t seem to find anything to do, even when presented with several activities? Help children who struggle with time management by structuring their free play and activities.

6. Provide options and choices when possible. Begin by presenting children with two choices; move to three as the child matures. This develops independent thinkers and learners.

7. Finish what you start. Even small tasks should be completed. Praise children for following directions. Redirect and re-teach when necessary.

8. Return items to their proper place. Label shelves and containers with pictures and words. These cues will help remind children where supplies are stored while promoting language and literacy development.

9. Encourage children to ask for assistance when needed. Does your class have children of more than one age grouped together? If so, appoint older children to serve as mentors to the younger ones; both sets of children will benefit from this interaction.

10. Promote friendships. By making friends children are able to develop positive self-images and to express empathy and caring for others. Assigning a new student a “buddy” helps that child establish a place within the group, which fosters a feeling of success.

Reference: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=503


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5 Ways To Teach Children How To Accept Kids With Special Needs


  • The understanding that no two people are the same and that is a good thing. Accepting the uniqueness of the individual and also celebrating the differences can open your child up to a world of happiness.
  • Teaching your child that a disability is not who the person is and there are many cool and fun attributes that they have. All kids have to do is find them through play and friendship.
  • Children with disabilities are like all children. They also want friends, respect and to be included.
  • Do not be afraid of children with disabilities. They make look different, but once you get to know them, they are the same child looking for fun and joy.
  • Read books or watch YouTube videos about children with special needs and discuss them  with your children. Having an open dialogue with your children will make all the difference.

Don’t be afraid to talk to your children about difficult topics. Children need the love and support that their parents can give them and at the same time need parents to be there for them.



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Intervention for At-Risk Students


At Risk student definition:

An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically.

Characteristics of At Risk Students:

  • unaddressed learning problems
  • undiagnosed disability
  • neglect
  • safety issues
  • poor performance in class and school
  • repetitive disciplinary concerns

Academic Interventions:

  • Teach with emotions and generalize that every individual has a unique learning style
  • Practice and rehearsed all targeted skills
  • Provide visual cues
  • Use humor, music, play, puzzles, games, and cooperative learning activities.

Behavior Interventions:

  • Stay calm
  • Allow movement and short breaks
  • Work in small groups to allow accountability and productivity
  • develop whole class incentives

Prevention Intervention:

  • Create an atmosphere of mutual respect
  • Discipline in a polite manner
  • Provide clear and consistent boundaries
  • Look for patterns of behavior and intervene
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Tips on Behavior Management

behavior management

1. Keep the behavior expectations simple.
2. Post the rules and refer to them often.
3. Provide your child with an acceptable replacement behavior.
4. Establish a preventive signal system if possible – use the
preventive signal once as a reminder. 

Example signals are:

  • Stand in front of desk
  • Hold up a visual cue card
  • Tap finger on desk
  • Touch child’s shoulder

5. Provide immediate feedback to your child.
6. Initiate consequences as soon as possible once the disruption occurs.
7. Make sure the consequence is related to the incident.

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“Inclusion is more than a set of strategies or practices; It is an educational orientation that embraces differences and values the uniqueness that each learner brings to the classroom.”


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You are unique and special!

Don’t try to fit in.

Don’t hide your talents and capabilities.

Don’t be satisfied with being average.

Be the person you were meant to be.

And make a positive difference in the world in ways that no one else can.

  • http://www.deped.gov.ph/