Your Children and the News

With everything going on in the news today, it can be frightening for young people. Here are a few tips to help your child understand/navigate the news.

Find Out What Your Child Already Knows

    Ask your kids questions to see if they know about a current event. For school-age kids and teens, you can ask what they have heard at school or on social media.

    Consider your child’s age and development. Younger kids may not grasp the difference between fact and fantasy. Most kids realize the news is real by the time they are 7 or 8 years old.

    Follow your child’s lead. If your child doesn’t seem interested in an event or doesn’t want to talk about it at the moment, don’t push.

Answer Questions Honestly and Briefly

    Tell the truth, but share only as much as your child needs to know. Try to calm any fears and help kids feel safe. Don’t offer more details than your child is interested in.

    Listen carefully. For some kids, hearing about an upsetting event or natural disaster might make them worry, “Could I be next? Could that happen to me?” Older kids may have lots of questions. Focus on what your kids ask so you can help them cope with their fears. An adult’s willingness to listen sends a powerful message.

    It’s OK to say you don’t know the answer. If your child asks a question that stumps you, say you’ll find out. Or use age-appropriate websites to spend time together looking for an answer.

Help Kids Feel in Control

    Encourage your child to talk. If your child is afraid about what’s going on, ask about it. Even when kids can’t control an event — like a natural disaster — it can help them to share their fears with you.

    Urge teens to look beyond a news story. Ask why they think an outlet featured a frightening or disturbing story. Was it to boost ratings and clicks or because the story was truly newsworthy? In this way, a scary story can be turned into a discussion about the role and mission of the news.

    Teach your children to be prepared, not panicked. For example, if the news is about a natural disaster, make a family plan for what you might do. If an illness is spreading, talk about ways to protect yourself and others.

    Talk about what you can do to help. After a tragic event, finding ways to help can give kids a sense of control. Look for news stories that highlight what other people are doing.

    Put news stories in context. Broaden the discussion from a specific news item about a difficult event to a larger conversation. Use it as a way to talk about helping, cooperation, and the ways that people cope with hardship.

Limit Exposure to the News

    Decide what and how much news is appropriate for your child. Think about how old your kids are and how mature they are. Encourage them to take breaks from following the news, especially when the topics are difficult.

    Keep tabs on the amount of difficult news your child hears. Notice how often you discuss the news in front of your kids. Turn off the TV so the news is not playing in the background all day.

    Set limits. It’s OK to tell your kids that you don’t want them to have constant exposure and to set ground rules on device and social media use.

    Watch the news with your child and talk about it. Turn off a story if you think it’s not appropriate for your child.

Keep the Conversation Going

    Talk about current events with your child often. Help kids think through stories they hear – good and bad. Ask questions like: “What do you think about these events?” or “How do you think these things happen?” With these types of questions, you can encourage conversation about non-news topics.

    Watch for stress. If your child shows changes in behavior (such as not sleeping or eating, not wanting to be around people, or worrying all the time), call your child’s doctor or a behavioral health care provider. They can help your child manage anxiety and feel better able to cope

How Much CT School Districts Spent to Reopen Amid COVID-19

How Much CT School Districts Spent to Reopen Amid COVID-19

How Much CT School Districts Spent to Reopen Amid COVID-19

#DistanceLearning #Teachers #Parents #Students

Here we are in the middle of a pandemic and the Federal Government couldn’t put together a detailed plan for re-opening schools nor have they presented any updates since school has re-opened. It appears each state is on their own to devise ways and means to combat education during this time in our lives. While … Continue reading “#DistanceLearning #Teachers #Parents #Students”

Here we are in the middle of a pandemic and the Federal Government couldn’t put together a detailed plan for re-opening schools nor have they presented any updates since school has re-opened. It appears each state is on their own to devise ways and means to combat education during this time in our lives.

While perusing through some social media sites I came across some scared and angry parents and educators – all voicing their concern over returning to school. Some areas of concern were:

Areas of Concern

  1. The pandemic is not over;
  2. We don’t have a vaccine;
  3. Students would have to take a bus;
  4. Lack of information about what and how the districts were going to manage the return to school;
  5. How will the schools be sanitized;
  6. Can children spread the disease;
  7. How will students without wifi or a computer access their classes;
  8. How will students with disabilities be handled;
  9. Betsy DeVos is diverting public school monies to private school;
  10. Social distance how will it be managed in the school;

Children from low-income families who face hunger, possible abuse, mental health difficulties, and other issues have been hit the hardest during this pandemic. Local communities including religious organizations, social workers, and mental health specialists, along with educators and school officials, are needed to continue to help those struggling.

The Darker Side

  1. Students are at home babysitting their younger siblings while trying to engage in classwork;
  2. Breakfast and lunch are not provided;
  3. Students don’t have a quiet place to focus on school;
  4. Students are simply not showing up for either hybrid or distance learning classes;
  5. Students are not submitting their work;
  6. Students are confused about assignment thinking they have homework when actually it’s work for class for the days they attend school from home;
  7. Teacher have no way of managing 46 distance learners in one class;

Your suggestions and comments are welcome.

Black men in #Chicago

43% of young Black men in Chicago 20- to 24-years old are not in school and not working.

An email this morning from The Black Star Project read, “89% of young Black men in Chicago 16- to 19-years old are not working. 43% of young Black men in Chicago 20- to 24-years old are not in school and not working.  Now we know why there is so much violence in Chicago.  Brothers gotta eat and feed they seed!  Please Click Here to ask President Donald Trump for assistance to put these young Black men to work and reduce violence in Chicago.”

 

Are you kidding me, are you seriously requesting folks to contact the current #potus for assistance to put our “young Black Men” to work?  With all the resources “we” have “we” can put a plan together to help those that look like us?  Are the Chicago Representatives unable to facilitate a program incorporating residents of Chicago?  I guess the element of desire would need to be a factor in facilitating relief for the remaining 43%.   That would mean that folks would have go onto the streets of neighborhoods they would rather see from the “flat screen” in a secure safe environment.

Duckworth, Tammy – (D – IL)
G12 Dirksen Senate Office Building Washington DC 20510
(202) 224-2854
Contact: http://www.duckworth.senate.gov/content/contact-senator

 

Durbin, Richard J. – (D – IL)
711 Hart Senate Office Building Washington DC 20510
(202) 224-2152
Contact: http://www.durbin.senate.gov/contact/

As I watched the DNC Chair Candidate Forum there were few statements I remember – Robert Vinson Brannum and Keith Ellison – “…it’s time to step up…”

 

It’s time those of us who have $2.00 more than we did 20 years ago to take our Blue and Black Perry Ellis suits jackets off and roll up our sleeves and go back to the neighborhoods from which we came and walk through the door of shame, guilt, and look and faces of our young black men and women who have no purposeful vision and each one literally take one by the hand and walk them on the #bus of opportunity.

 

https://www.c-span.org/video/?c4656426/dnc-future-forum-baltimore

 

Berkeley Riot – Free Speech – Federal Funding – Univision

When a nation becomes possessed with a spirit of commercial greed, beyond those just and fair limits set by a due regard to a moderate and reasonable degree of general and individual prosperity, it is a nation possessed by the devil of commercial avarice

defend-feedom-of-speech

Free Speech – According to Fox News – President Trump tweeted early Thursday that if schools like University of California, Berkeley, do not allow free speech, it may cost them federal funding.

Read more

Okay class here the deal on “Free Speech” Protected vs. Unprotected Speech

Freedom of speech includes the right:

  • Not to speak (specifically, the right not to salute the flag).
    West Virginia Board of Education v. Barnette, 319 U.S. 624 (1943).
  • Of students to wear black armbands to school to protest a war (“Students do not shed their constitutional rights at the schoolhouse gate.”).
    Tinker v. Des Moines, 393 U.S. 503 (1969).
  • To use certain offensive words and phrases to convey political messages.
    Cohen v. California, 403 U.S. 15 (1971).
  • To contribute money (under certain circumstances) to political campaigns.
    Buckley v. Valeo, 424 U.S. 1 (1976).
  • To advertise commercial products and professional services (with some restrictions).
    Virginia Board of Pharmacy v. Virginia Consumer Council, 425 U.S. 748 (1976); Bates v. State Bar of Arizona, 433 U.S. 350 (1977).
  • To engage in symbolic speech, (e.g., burning the flag in protest).
    Texas v. Johnson, 491 U.S. 397 (1989); United States v. Eichman, 496 U.S. 310 (1990).

Freedom of speech does not include the right:

  • To incite actions that would harm others (e.g., “Shouting ‘fire’ in a crowded theater.”).
    Schenck v. United States, 249 U.S. 47 (1919).
  • To make or distribute obscene materials.
    Roth v. United States, 354 U.S. 476 (1957).
  • To burn draft cards as an anti-war protest.
    United States v. O’Brien, 391 U.S. 367 (1968).
  • To permit students to print articles in a school newspaper over the objections of the school administration.  – …did you know this?
    Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988).
  • Of students to make an obscene speech at a school-sponsored event.
    Bethel School District #43 v. Fraser, 478 U.S. 675 (1986).
  • Of students to advocate illegal drug use at a school-sponsored event.
    Morse v. Frederick, __ U.S. __ (2007).

Source:  U.S. Courts

Only one arrest was made at Berkely – According to Legal Insurrection –

Wednesday night’s riots at the University of California, Berkeley (University of California–Berkeley is ranked #20 in National Universities)  quickly turned violent, with some agitators even throwing explosives at police officers, yet it appears not a single arrest was made.

In fact, according to a university press release issued the night of the riots, “no arrests had been made by UCPD as of 9:30 p.m.,” with other outlets reporting the following morning that still no arrests had been made throughout the night.

Read more…

Who is Milo Yiannopoulous?

He is  a British journalist, author, entrepreneur, public speaker, and senior editor for Breitbart News, a far-right news and opinion website – Wikipedia.

His events have sparked protests over his inflammatory comments about women and minorities – for example:

Yiannopoulos proudly represents the “alt-right,” an Internet-based ideology propagating views commonly associated with white supremacy and white ethnonationalism. He was banned from Twitter after spearheading a racist harassment campaign against African-American actress Leslie Jones last year, and frequently lashes out against what he considers a liberally biased media landscape, according to JoeMyGod

In a statement  Yiannopolous , Rwas asked – How he obtained credentials for the presidential briefing, he replied, “I’m a  senior editor at America’s most influential news outlet. How the f–k do you think?”

Read more…

Riots

Individuals have been rioting since the assassination of Julius Ceaser of the Rome – yet interestingly one person may have been arrested in the Berkeley riot.  Riots are a form of civil disorders characterized by disorganized groups lashing out in a sudden and intense rash of violence, vandalism or other crime.  Riots often occur in reaction to a perceived grievance or out of dissent. Historically, riots have occurred due to poor working or living conditions, government oppression, taxation or conscription, conflicts between races or religions, or even the outcome of a sporting event. Some claim that rioters are motivated by a rejection of or frustration with legal channels through which to air their grievances.

Cleveland – On the morning of April 6, 1970, 350 to 400 whites, mostly students, gathered outside of Collinwood High School and began throwing rocks at the school, breaking 56 windows.  Police often had to resort to arresting Collinwood students when fights and demonstrations went too far. According to the Plain Dealer 11 persons were arrested after a series of incidents involving fistfights between Negroes and whites, beatings and vandalism.”

Minneapolis – What started out as a lunchtime food fight in a Minneapolis high school ended in a massive brawl involving hundreds of students and police officers wielding canisters of Mace.

New York- Columbia University protests of 1968 were among the many student demonstrations that erupted over the spring of that year after students discovered links between the university and the institutional apparatus supporting the United States’ involvement in the Vietnam War, as well as their concern over an allegedly segregatory gymnasium.

I point out the various riots that have occurred over the course of time at various educational institutions to note that when individuals and/or groups are moved by their passions the need to show their thoughts are sadly coupled with physical violence.  Yet the President of the United States has elected via “freedom of speech” to indicate that Federal Funding should be a consequence of – freedom to use a form of communication, i.e. symbolic speech…

trump-tweet-ag

When a nation  becomes possessed with  a spirit  of  commercial  greed, beyond those just and fair  limits set by  a due regard to a moderate and reasonable  degree of  general  and individual prosperity,  it  is  a nation  possessed by  the devil of  commercial  avarice,  a passion  as ignoble  and demoralizing  as avarice in the  individual;  and as this  sordid  passion  is  baser and more unscrupulous  than ambition,  so it  is more hateful,  and at last  makes the infected  nation  to be regarded as the enemy of  the human race. To  grasp at the lion’s  share of  commerce, has always  at last  proven the ruin  of  States, because it invariably  leads  to injustices  that make a State detestable;  to a selfishness  and  crooked  policy that forbid other nations to be the friends of a State that cares only for itself.  Pike

Do You Have 2 Hours a Year to #Mentor #BlackStudents…

Social Media is NOT the cause of the fights in school and anyone who thinks so needs to be either re-educated or leave the institutions of Academia and make room for folks who are not afraid of the “Boards” and are willing to go the distance

do-you-have-2-hours-to-a-year-to-mentor-black-students
If You Don’t We Do

Chicago has had more than 4,000 shootings so far this year and 700 plus murders, mostly young Black men shooting and killing other young Black men. During the month of December 2016, these Chicago schools are asking for mentors to come speak life into their students and to share about the positive aspects of living in Chicago:

Oglesby Elementary School, Fulton Elementary School, Proviso West High School, Brunson Elementary School, Clissold Elementary School, Chatham Leadership Academy High School, Lewis Elementary School, Air Force Academy High School, Joplin Elementary School, Burnham Elementary School, Reavis Elementary School, G.R. Clark Elementary School, Lakeside High School, Chopin Elementary School, Excel Academy Shore Shore/Woodlawn High School, Langford Academy Elementary School.

Source:  The Black Star Project National Initiatives

crime-in-bridgeport
Bridgeport, CT

Hartford, CT
Hartford, CT

 

Video of a fight in the hallways of Harding High School – Bridgeport, CT

Social Media is NOT the cause of the fights in school and anyone who thinks so needs to be either re-educated or leave the institutions of Academia and make room for folks who are not afraid of the “Boards” and are willing to go the distance to ensure our students receive a full education in a safe environment.  For the love of Christ stop bailing out behind “it the fault of some other platform”!

Do Schools Kill Creativity – Ted

I heard a great story recently — I love telling it — of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, “What are you drawing?” And the girl said, “I’m drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will, in a minute.”

You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody’s English class, wasn’t he?

We must allow creativity back in the classroom so it can get into the workplace…

 

Source: Do Schools Kill Creativity – Ted

The Walk of Shame

Teaching – what a wonderful profession, a teacher gets the privilege of shaping the “minds” of the future. What a powerful profession to have the ability to make or break a student’s mind and/or emotional welfare one grade at a time. I watched a group of first grade students fall apart, break down and begin to cry at the thought of being reprimanded for their behavior. This same scenario was true for a group of 2nd, 3rd, 4th, 5th, and 6th graders. There is a classroom management technique known as “the walk of shame” in this writer’s opinion.

Reort Card
Fig. 1 Report Card

Teaching – what a wonderful profession, a teacher gets the privilege of shaping the “minds” of the future.  What a powerful profession to have the ability to make or break a student’s mind and/or emotional welfare one grade at a time.  I watched a group of first grade students fall apart,  break down and begin to cry at the thought of being reprimanded for their behavior.  This same scenario was true for a group of 2nd, 3rd, 4th, 5th, and 6th graders.  There is a classroom management technique known as “the walk of shame” in this writer’s opinion.

Members of a particular social media platform went ballistic  when the mother of a child beat him in the street for participating in criminal behavior and she posted it on social media;  there were approximately 167K comments for the child who had his hair cut off by his mother – posted to social media; yet another incident where the father beat his daughter for what seemed like an hour over inappropriate posting on a social media cite – it was re-posted more than the 10 Commandments and the beating was favorably noted.

Red Green Yellow Behavior Chart Shame Identifier
Fig. 2 Class Behavior Chart

Yet, did you know your elementary children are taking “the walk of shame”, it lives and breathes in most elementary school.  The “walk” goes a little like this – Ms. Ruler is teaching a class when she notices Corey is talking to Shaniqua again after either a verbal warning or “the look” is given to him.  Ms. Ruler interrupts the class and states loudly to Corey what is the rule about talking during class?  Corey’s face is changing from a playful 3rd grader to an face of sadness, as Ms. Ruler tells him to get up and move his ice-cream stick from the Green cup to the Yellow cup.   Corey has to take the “Walk of Shame” across the floor as everyone watches and move his ice-cream stick (that has always been associated with “sweet fun”) from the Green (I’m a good student) to Yellow – (Better watch out)!

This scenario depict a common method of a public shaming behavioral systems. The intention of shame-based behavior systems is to create a disincentive for the student and the rest of the class by making the offending behavior public.

Shame as a Behavioral Modifier

Open disgrace truth be told, disgracing of any sort – would best be named a discipline as opposed to a result. It is an extraneous and torment based procedure planned to offer uneasiness to the standard rule breaker. Likewise with any discipline, disgrace can have the transient impact of debilitating certain behavior. It will, be that as it may, have just a frail long haul sway on decreasing undesirable conduct and a negative long haul impact as far as achieving behavioral change. Also, utilizing disgrace to adjust behavior will have various potential undesirable outcomes.

Praise vs. Shame

  Cooperation

Level 3

Cooperates consistently with the other group members. Shares ideas and materials. Takes her/his turn talking. Listens to others and expects to be listened to. Performs his/her role in the group.
Level 2 Cooperates with the other group members. Usually takes her/his turn talking. Usually performs his/her role in the group

 

Level 1

 

Cooperates with the other group members. Usually takes her/his turn talking.

 

Level 0 Did not make the effort to be cooperative this day.

Chalk, K., & Bizo, L. A. (2004) suggested as an alternative to the walk of shame that, “We differentiate between positive and specific praise. Positive praise refers to an expression of positive affect or approval about behaviour. This could involve affirming a correct answer or giving ability or whole-person feedback. Specific praise expresses positive affect but also contextualizes behaviour. This involves precisely stating or describing the praised behaviour and possibly discussing the effort strategy or rule used by the pupil (Dweck, 2000). There is a growing body of work that shows that praise is under-utilized in the classroom and frequently delivered at rates unlikely to affect behaviour. Thompson (1997) argued that the potential of attributional messages in teachers’ praise is not being exploited to maximum effect, citing research by Blumenfeld, Hamilton, Bossert, Wessels, and Meece (1983) who found less than 1% of communications in the classroom consist of attributional feedback and that these are generally procedural, reactive and negative to children’s behaviour rather than providing information to the child about why their behaviour is or is not appropriate.

Did you know this was occurring with your children in grades K-6? Have you attended any Open House meetings in your district? If you do attend do you ask questions? Do you know what questions to ask that will affect change?

After reading this will you ask your children questions when they get home? Will you call the teacher, the principal or the Board of Education vs. waiting for them to tell you when the next group meeting will occur.

Get in involved, surely your child deserves more from you…

References

Chalk, K., & Bizo, L. A. (2004). Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice, 20(4), 335-351.

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Lawn Hill Terrace Resident Council of Stamford, Connecticut

 

Lawn Hill Terrace School Supplies 080416.1_001

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P.I.M.O.S.H

P.I.M.O.S.H.

Source: pimosh-2016-17

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