CARE

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Welcome Nursery Class!!

This year CISM opened a new class for the youngest of our students — the Nursery class. The class caters to children between three to four years old. And yes, just like all the other classes in CISM, our youngest (and cutest!) class also have their own Digital Literacy class. Since their little hands cannot handle our mouse and keyboard yet in our computer lab, the class uses our school iPads.

Loaded in the iPads are several applications which were chosen to support skills and concepts introduced in their homeroom class. Through this, we are able to integrate technology in the learning process of basic skills. Since technology is very popular to children of all ages, this class gets settled in right away and attends well to the tasks at hand.

Some of the most popular apps to the Nursery class are:

FARM123

FARM123

FINGER PAINT WITH SOUND

FINGER PAINT WITH SOUND

LITTLE WRITER

LITTLE WRITER

 

 

 

 

 

 

LITTLE PEOPLE LEARNING MARKET

LITTLE PEOPLE LEARNING MARKET

I LIKE STORIES

I LIKE STORIES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FARM123 is an app that helps students practice counting to ten. The class enjoys helping Farmer Joe count the farm animals in the magical pop up book and in the games.

FINGER PAINT WITH SOUND allows the students to write and draw freely with or without music. They doodle, draw and write using finger paint.

LITTLE WRITER is a tracing app for beginning writers. It has activities for tracing lower case and upper case letters, numbers, shapes and simple words.

LITTLE PEOPLE LEARNING MARKET is an app designed for three to five year old children  to learn letters, numbers, colors through matching games and other activities.

I LIKE STORIES is a compilation of children’s picture books. Through these stories, the children learn about the world they live in.

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Welcome to CARE

bus welcome back small

Welcome!

I hope you had a wonderful summer. I am happy to be back for another great year. A number of students have been served in CISMS’s Alternative Resources in Education (C.A.R.E) over the past years. We would like to welcome those students who are returning and those who are starting this year. I am looking forward to working with your child and helping him/her to achieve his/her full potential. I will be discussing your child’s academic history with his/her new teachers together with our guidance counselor, Ms. Karen Dompor.

Parent-teacher relationship is vital to your child’s success in school. By working together, we can help your child have a very fulfilling learning experience.  If you wish to contact me during school hours, I may be reached at (632) 7980011. You may leave a message with the secretary. Your call will be returned promptly as soon as I become available. I may also be reached at my email address: hgo@cismanila.org.

Throughout the year, I will communicate with you through notes, telephone calls, progress reports, and report cards.  I will be available for parent-teacher conferences, as they are needed. If you wish to schedule for meeting outside the PTC dates, please do so by making an appointment with Ms. Kitin in the office.

The CARE program serves students ranging from Pre Kindergarten to the eighth grade. Our teaching is based on the premise that all students can learn, despite learning differences. For that reason, our students receive instruction and support both in CARE and in the general education classroom. Your child will receive an educational program that encompasses the goals and instructional strategies outlined in his/her Individualized Education Program (IEP). We will work very hard to help your child complete all of his/her goals and objectives. If you have any questions regarding your child’s academic performance, please do not hesitate to contact me.

Once again, I would like to welcome everyone back from summer vacation. This school year is going to be a great experience for your child and the CISM community. I would like to thank you in advance for your support and commitment throughout the year.

 

Ms. Hazel Ancheta-Go

CARE Teacher

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Welcome

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Dear Parents,

I would like to take this opportunity to welcome you, and your child back to Chinese International School Manila for another school year. I hope you had an enjoyable and relaxing summer.

The year ahead will be filled with many challenges, for you as parents, I as a teacher, and for the students. I have been teaching in CISM since it opened in 2007 as CARE teacher. This year, in addition to CARE, I will also be teaching Digital Literacy in Nursery, Pre-Kinder, Kindergarten, Grade 1 and 2 classes.

Technology is an integrated part of instruction at CISM. Your child will create projects in the computer lab on a regular basis that directly relate to the classroom curriculum. In addition, your child’s classroom teacher will be utilizing tools such as an LCD projector, iPads, SmartBoard and Web tools to deliver instruction.  I will be helping your child learn new skills in the lab and offer support to the classroom teacher with technology tips, strategies and troubleshooting techniques to help her get the most out of the technology available at CISM.

It is my goal to help your child learn to use available technology to be creative problem solvers in today’s society.  It’s important that children learn the basics in digital security, cyber-ethics, Internet safety, and multimedia presentation.

It is my belief that we are working together as partners in the education of your child. As partners, we should both be able to communicate regarding your child’s progress.  If you wish to contact me during school hours, I may be reached at (632) 7980011. You may leave a message with the secretary. Your call will be returned promptly as soon as I become available. I may also be reached at my email address: hgo@cismanila.org.

I hope that together – you, your child and I – can make this school year rewarding and fulfilling

 

Sincerely,

Ms. Hazel Ancheta-Go

Digital Literacy Teacher (Nursery-Grade 2)

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Attention Deficit Hyperactive Disorder (ADHD) – Part 2

Teaching Strategies for ADHD

Below are some accommodations for specific behaviors that may be used by classroom teachers to help a child with ADHD.

 

Behavior Try this accommodation
Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A’s but ends up with F’s and doesn’t understand where he went wrong.
  • Teach organizational skills to map assignments into manageable chunks.
  • Teach time management skills and how to use time management aids.
  • Assist student in preparation for starting tasks; ask ‘What do you need to be able to do this?
  • Show the student how to set and achieve short and long term goals.
  • Provide constant monitoring and positive reinforcement to encourage progress.
  • Use a tracking sheet, graphic organizer.

 

Difficulty sequencing and completing steps to accomplish specific tasks (writing a book report, term paper, organized paragraphs, division problem)
  • Chunking assignments. Break up tasks into workable and obtainable steps.
  • Provide sample of completed assignment to be used for modeling.
  • Avoid open-ended assignments with due dates too far in the future.
  • Use graph paper to organize mathematics.

 

Shifting from one uncompleted activity to another without closure.
  • Define the requirements of a completed activity. Allow for a set number to be completed and then do some more.
  • Offer frequent breaks.
  • Use tracking sheets with rewards for success.
  • May need accommodated work load (reduced number of questions to demonstrate competency).

 

Difficulty following through on instructions from others.
  • Ensure the student has heard you and you have his attention before giving directions.
  • Use visual, non-verbal, gesturing cues to alert student.
  • Use a multi-sensory approach with both visual an oral instructions.
  • Rephrase and repeat information. Allow time for processing.
  • Give one instruction at a time. Quietly repeat instructions to the student after they have been given to the rest of the class.
  • Check for understanding by having the student repeat the directions.
  • Make sure the classroom is quiet when giving the instructions to aid in hearing.

 

Difficulty prioritizing from most to least important.
  • Teach skills on how to decide the most important to the least.
  • Provide a model to help the students.
  • Have a model posted and refer to it often as a guide.

 

Difficulty sustaining effort and accuracy over time.
  • Reduce the number of expectations, assignment length and strive for quality not quantity.
  • Praise for success.
  • Increase the frequency of positive reinforcements (catch the student doing something right and praise him for his efforts).

 

Difficulty completing assignments.
  • Teach project management skills. List, post and discuss all the necessary steps to complete each assignment.
  • Reduce the assignment to manageable sections with specific due dates.
  • Monitor closely and make frequent checks for progress towards work/assignment completion.
  • Encourage the student to have a ‘study buddy’.
  • Provide notes and guides for assignments.
  • Use visual checklists.
  • Provide extended time limits on projects and assignments.

 

Difficulty with any task that requires memory.
  • Use manipulatives, models, taped books, graphics to enhance memory.
  • Teach memory techniques as a study strategy (mnemonics, visualizations, oral rehearsal, numerous repetitions)
  • Provide models to study.
  • Use technical aids such as a calculator, computer or tape recorder.
  • Allow time for processing and memory retrieval.

 

Difficulty with test taking.
  • Allow extra time for testing.
  • Teach test taking skills and strategies.
  • Use alternative test formats such as oral or with assistive devices like voice to text computer software. Use calculator and reference chart.
  • Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable. Allow ample space for the student to respond (he may draw his answer first). Consider using lined paper for exams or short answer tests.
  • Use graph paper for mathematics and space the questions.
  • Use a scribe.
  • Write in a quiet room free of distractions.

 

Confusion with non-verbal cues. (misreads body language)
  • Allow extra time for testing.
  • Teach test taking skills and strategies.
  • Use alternative test formats such as oral or with assistive devices like voice to text computer software. Use calculator and reference chart.
  • Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable. Allow ample space for the student to respond (he may draw his answer first). Consider using lined paper for exams or short answer tests.
  • Use graph paper for mathematics and space the questions.
  • Use a scribe.
  • Write in a quiet room free of distractions.

 

 Confusion with written material. (difficulty finding the main idea from a paragraph, spends too much time on minor details)
  • Provide the student with a copy of the teacher’s notes and a copy of the reading material with the main ideas highlighted.
  • Show the student how to prepare an outline of the important points from the reading material.
  • Teach outlining, main-idea/details concept.
  • Provide tape of text/chapter.
  • Provide student with a copy of presentation notes.
  • Allow peers to share carbon-copy notes from presentation or copied from board.
  • Provide framed outlines of presentations or lessons for student to use and fill in during lesson. Use visual and auditory cues so emphasize important information.
  • Teach and emphasize key words, and how to harvest information.

 

Difficulty sustaining attention to tasks or activities (easily distracted by external stimuli).Apparent inattention (underachievement, daydreaming, spaced out)
  • Reduce external stimuli. Keep the number of visual distraction at the front of the class to a minimum.
  • Cue student before giving directions.
  • Ask student to repeat instructions to confirm comprehension.
  • Attempt to actively involve student in lesson (co-operative learning)
  • Dramatize information.
  • Reward attention. Break activities and lessons into small units. Change teaching style frequently to capture the student’s attention. Reward the timely accomplishment.
  • Use physical proximity and touch.
  • Use earphones, study carrels, quiet place, preferential seating.
  • Reduce noise stimuli with the use of a FM system, tennis balls on the legs of desks and chairs.

 

Written work is frequently messy or sloppy (chicken walked on the page). Poor handwriting, often a mix of cursive and printing. Difficulty with fluency in handwriting (good letter/word production but very slow and laborious). Low fluency or production of written material (takes hours to produce a 10 piece of work)
  • Use computer with appropriate software (Inspiration, Dragon) to aid in producing and completing polished products.
  • Provide copies of notes and worksheets for the student to write on.
  • Reduce the amount of written work required for demonstrating competency.
  • Teach organizational skills. Show student how to plan and put work to paper.
  • Use ‘Handwriting Without Tears’ to help students learn to write.
  • Give reward points for notebook checks and proper paper forms.
  • Use pencil with rubber grip.
  • Allow for a scribe.
  • Grade for content, not handwriting.
  • Use a variety of alternative evaluation formats instead of the written response that may include oral, visual presentation, tape recorder, film.
  • Do not penalize a student for mixing cursive with printing. Be happy to have any output and praise the student for their effort.
  • Allow for shorter assignments (quality vs. quantity)
  • Allow extra time.

 

Poorly developed study skills.
  • Teach study skills specific to each subject area.
  • Provide notes and study sheets.
  • Teach skills like skimming texts to get the main information, making a picture or anagram to remember specific facts, highlighting of main ideas and important information.
  • Provide models to study, especially in mathematics and science

 

Poor self-monitoring (careless errors in spelling, arithmetic, reading)
  • Teach specific methods of self-monitoring look-listen-stop. He cannot hear if he is not attending to you.
  • Work with student on proof reading. It is very difficult to see your own mistakes. Do not have another student mark their work as it can lead to low self-esteem and poor peer relations

 

Difficulty participating in class without being interruptive, unable to work quietly, inappropriately seeks attention (class clown, excessive exaggerated motor movements to gain attention, butts into activities of other groups, needles others)
  • Preferential seating close to the teacher.
  • Reward appropriate behavior (Catch him being good).
  • Use study carrel if appropriate for quiet work but not as a constant isolation booth.
  • Use chewing gum, sour candies or straw to chew on as they may aid concentration.
  • Show student (modeling) how to gain other’s attention in an appropriate manner.
  • Catch the student being appropriate and reward the good behavior.
  • Give him a job (attendance, door person) which requires him to take some responsibility and praise even the smallest success.
  • Ignore minor behavior issues and do not dwell on them. Set him up for success.

 

Frequent excessive talking.
  • Teach student hand signals and use them to tell the student when they need to be quiet.
  • Make sure the student is praised for appropriate behavior and reinforce listening.
  • Reward each step in the process. Start by explaining the procedure to answer a question. Then move to answering when they raise their hand. Then add the part about answering when their name is called. It is slow and will need lots of positive praise for each small step.

 

 Difficulty with transitions (from activity to activity or class to class), takes an excessive amount of time to find pencil, gives up, refuses to leave previous task, appears agitated during change.
  • Supervise transitions with care and cueing 5-10 minutes before changes. Give advance warning when a transition is going to take place.
  • Transition routines may need to be repeated many times before they become routine for an ADHD child.
  • Use visual schedules posted in the class or on top of the desk.
  • Specifically state and display the list of materials needed until a routine id developed. Have specific locations for all materials (pencil case, notebook tabs, separate binders for each subject)
  • List steps necessary to complete each assignment. Make the steps reasonable and attainable.
  • Arrange for an organized peer helper.
  • Have student come into class a few minutes early to prevent problems in the highly stimulating unstructured times such as school entry. Most problems are going to occur at recess, lunchtime, and in the hallways. Be aware and set the student up for success. These can be very anxious times for ADHD students.

 

Difficulty remaining seated or in a particular position when required.
  • Give student frequent opportunities to get up and move around. Allow space for movement.
  • Arrange a cue with the student that acknowledges his need to go for a walk, drink or deliver a message with the knowledge that he will return and start back to work with your help.

 

Difficulty using unstructured time – recess, hallways, lunchroom, locker room, library, assembly
  • Have student enter school early. Lining up is often a trigger itself.
  • Give the student a useful job and praise when he completes it. (shelving books in library, collecting sports equipment)
  • Provide student with a definite purpose for activity. (We are going to the library to…)
  • Give transition time warnings and remind student of what is expected.
  • At recess encourage group games.
  • Encourage participation in activities and clubs at lunch or after school.

 

Losing things necessary for the task or activities at home or school (pencils, notebooks, assignments before during or after they are due)
  • Help students to organize. Frequently monitor notebooks, dividers, pencil case, locker, backpack, and desk. Stress a place for everything and everything in its place.
  • Provide student with a list of needed materials and location.
  • Have a consistent process for handing in assignments and homework.
  • Provide positive reinforcement for good organization.

 

Poor use of time (procrastinating, staring off into space, doodling, off task)
  • Teach reminder cues (a gentle touch to shoulder, hand signal,)
  • Show student how to get started. Give models and examples and then check to see if he understood.
  • Monitor his success frequently and praise, especially after each completed section. Chunk the work into manageable pieces.
  • Use a quiet work area, FM system for prompts, assistive devices with brain storming software like Inspiration and alternative expectations.
  • Teach and model what paying attention looks like. Minimize visual distractions in the class.

 

 

 

 

 

Sources:

Grohol, John M. Psy.D. “Childhood and Teenager ADHD Symptoms”. Retrieved from http://psychcentral.com/lib/childhood-teenager-adhd-symptoms/00017142

National Institute of Mental Health. (2012). “What is attention deficit hyperactivity disorder?” Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml?rf=71264

Rayner, Georgina. “Classroom Accommodations for Specific Behaviors”. Center for ADHD Awareness, Canada. Retrieved from  http://www.caddac.ca/cms/CADDAC_pdf/classroomaccommodations-with%20logo.pdf

 

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Attention Deficit Hyperactive Disorder (ADHD) – Part 1

Attention Deficit Hyperactive Disorder or ADHD is a neurobehavioral disorder characterized by inattentiveness, distractibility, hyperactivity and impulsivity. It is one of the most common childhood disorders that continue to adulthood. ADHD can`t be cured but there are ways to manage behavior and some symptoms disappear as a child grows.

Types of ADHD

  1. Predominantly hyperactive-impulsive
  2. Predominantly inattentive
  3. Combined hyperactive-inattentive and impulsive

Symptoms of ADHD

Children with ADHD exhibit one, two or all of the following behaviors: inattention, hyperactivity, impulsiveness. Though it is normal for children to be inattentive, impulsive and hyperactive, these behaviors appear more often and severe in children with ADHD.

1)      Symptoms of Predominantly hyperactive-impulsive  type of ADHD

(a)    Often fidgets with or taps hands or feet, or squirms in seat.

(b)   Often leaves seat in situations when remaining seated is expected (e.g., leaving seat in classroom or in their workplace)

(c)    Running or climbing in situations where it is inappropriate

(d)   Blurting out answers before hearing the whole question

(e)   Talking excessively

(f)     Interrupting or intruding on others

(g)    Having difficulty waiting in line or taking turns

(h)   Unable to play or engage in leisure activities quietly

(i)     Feeling very restless, as if “driven by a motor”, and talk excessively.

 

2)      Predominantly inattentive

a)      Not giving close attention to details or making careless mistakes in schoolwork, work, or other activities

b)      Often has difficulty sustaining attention in tasks or play activities

c)       Often does not seem to listen when spoken to directly

d)      Often has trouble organizing tasks and activities, often skipping from one uncompleted activity to another (e.g., fails to meet deadlines; messy, disorganized work; difficulty keeping organized)

e)      Becomes easily distracted by irrelevant stimuli, like sights and sounds (or unrelated thoughts)

f)       Fails to pay attention to instructions and makes careless mistakes, not finishing work, chores or duties

g)      Loses or forgets things needed for a task, like pencils, books, assignments or tools

h)      Avoids, dislikes or is reluctant to engage in things that take a lot of mental effort for a long period of time

i)        Is often forgetful in daily activities (e.g., doing chores, running errands; returning calls, paying bills; keeping appointments)

3)      Combined hyperactive-impulsive  and inattentive

Six or more symptoms of predominantly hyperactive-impulsive type and six or more symptoms of inattentive type are present. Most children have combined type of ADHD.

Conditions that coexist with ADHD

Some children with ADHD may also have other conditions. They may have one or more of the following:

  1. Learning disability – A condition when a school aged- child may struggle in reading, writing, spelling and math.
  2. Oppositional defiant disorder – Children with this condition may be overly stubborn or rebellious, they often argue with adults and refuse to obey rules.
  3. Conduct disorder – Behaviors with this condition includes, stealing, fighting, lying, or bullying others. Kids with conduct disorder are at risk of getting into trouble in school or with the law.
  4. Anxiety and depression – Medication may reduce the effects of anxiety and depression among children with ADHD.
  5. Bipolar Disorder – Children may exhibit extreme mood swings from mania (an extremely high elevated mood) to depression in short periods of time.
  6. Tourette syndrome – This is a brain disorder which affects a very few children. Those who have this condition may also have ADHD. Tourette syndrome is characterized by nervous ticks in the form of repetitive, involuntary movements such as eye blinks, facial twitches, or grimacing and/or vocalizations. These behaviors can be controlled with medication.

Sources:

Grohol, John M. Psy.D. “Childhood and Teenager ADHD Symptoms”. Retrieved from http://psychcentral.com/lib/childhood-teenager-adhd-symptoms/00017142

National Institute of Mental Health. (2012). “What is attention deficit hyperactivity disorder?” Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml?rf=71264

Rayner, Georgina. “Classroom Accommodations for Specific Behaviors”. Center for ADHD Awareness, Canada. Retrieved from  http://www.caddac.ca/cms/CADDAC_pdf/classroomaccommodations-with%20logo.pdf

  • http://www.deped.gov.ph/