The right to education is recognised as a human right by the United Nations and is understood to establish an entitlement to free, compulsory primary education for all children, an obligation to develop secondary education accessible to all children, as well as equitable access to higher education, and a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality.
The right to education is enshrined in Article 26 of the Universal Declaration of Human Rights and Article 14 of the International Covenant on Economic, Social and Cultural Rights.The right to education has also been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education, 1st Protocol of ECHR and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.
The right to education may also include the right to freedom of education.
Sunday, November 1, 2009
Systems of Education Used:
Education is a concept, referring to the process in which students can learn something:
Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms.
Teaching refers to the actions of a real live instructor designed to impart learning to the student.
Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
Primary education
Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842.Primary (or elementary) education consists of the first 5-7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[1] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.
Secondary education
In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.[citation needed] It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults.[citation needed] Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (i.e. emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe the grammar school or academy existed from as early as the 1500s, public schools or fee paying schools, or charitable educational foundations have an even longer history.
Higher education
The University of Cambridge is an institute of higher learning.Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.
Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.[citation needed]
Adult education
Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.
Alternative education
Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.
Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education[citation needed]. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community[citation needed].
Indigenous education
Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.
As an educational method, the inclusion of indigenous ways of knowing, learning, instructing, teaching and training, has been viewed by many critical and postmodern scholars as important for ensuring that students/learners and teachers/instructors (whether indigenous or non-indigenous) are able to benefit from education in a culturally sensitive manner that draws upon, utilizes, promotes and enhances awareness of indigenous traditions.[2]
For indigenous students or learners, and teachers or instructors, the inclusion of these methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to their own inherent perspectives, experiences and worldview. For non-indigenous students and teachers, education using such methods often has the effect of raising awareness of the individual traditions and collective experience of surrounding indigenous communities and peoples, thereby promoting greater respect for and appreciation of the cultural realities of these communities and peoples.
In terms of educational content, the inclusion of indigenous knowledge, traditions, perspectives, worldviews and conceptions within curricula, instructional materials and textbooks and coursebooks have largely the same effects as the inclusion of indigenous methods in education. Indigenous students and teachers benefit from enhanced academic effectiveness, success and learning outcomes, while non-indigenous students/learners and teachers often have greater awareness, respect, and appreciation for indigenous communities and peoples in consequence of the content that is shared during the course of educational pursuits.
A prime example of how indigenous methods and content can be used to promote the above outcomes is demonstrated within higher education in Canada. Due to certain jurisdictions' focus on enhancing academic success for Aboriginal learners and promoting the values of multiculturalism in society, the inclusion of indigenous methods and content in education is often seen as an important obligation and duty of both governmental and educational authorities.
Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms.
Teaching refers to the actions of a real live instructor designed to impart learning to the student.
Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
Primary education
Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842.Primary (or elementary) education consists of the first 5-7 years of formal, structured education. In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.[1] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.
Secondary education
In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.[citation needed] It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults.[citation needed] Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (i.e. emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe the grammar school or academy existed from as early as the 1500s, public schools or fee paying schools, or charitable educational foundations have an even longer history.
Higher education
The University of Cambridge is an institute of higher learning.Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.
Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.[citation needed]
Adult education
Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.
Alternative education
Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.
Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education[citation needed]. These alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community[citation needed].
Indigenous education
Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.
As an educational method, the inclusion of indigenous ways of knowing, learning, instructing, teaching and training, has been viewed by many critical and postmodern scholars as important for ensuring that students/learners and teachers/instructors (whether indigenous or non-indigenous) are able to benefit from education in a culturally sensitive manner that draws upon, utilizes, promotes and enhances awareness of indigenous traditions.[2]
For indigenous students or learners, and teachers or instructors, the inclusion of these methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to their own inherent perspectives, experiences and worldview. For non-indigenous students and teachers, education using such methods often has the effect of raising awareness of the individual traditions and collective experience of surrounding indigenous communities and peoples, thereby promoting greater respect for and appreciation of the cultural realities of these communities and peoples.
In terms of educational content, the inclusion of indigenous knowledge, traditions, perspectives, worldviews and conceptions within curricula, instructional materials and textbooks and coursebooks have largely the same effects as the inclusion of indigenous methods in education. Indigenous students and teachers benefit from enhanced academic effectiveness, success and learning outcomes, while non-indigenous students/learners and teachers often have greater awareness, respect, and appreciation for indigenous communities and peoples in consequence of the content that is shared during the course of educational pursuits.
A prime example of how indigenous methods and content can be used to promote the above outcomes is demonstrated within higher education in Canada. Due to certain jurisdictions' focus on enhancing academic success for Aboriginal learners and promoting the values of multiculturalism in society, the inclusion of indigenous methods and content in education is often seen as an important obligation and duty of both governmental and educational authorities.
Online Early Childhood Education Degree
Early childhood education focuses on the early care and education for children from birth to age eight years. It involves the use of various techniques and instructional skills to encourage and stimulate growth and development through to the next stage.
Getting an Early Childhood Education degree online will prepare you to meet the specific challenges in the education of young children. If you have a genuine love and passion for working with young children and are looking to enter into the field, an Associate’s degree in early childhood education will provide you with a well-rounded education in early childhood and field experience.
The program also provides a great opportunity for unlicensed substitute teachers and childcare workers to obtain the additional knowledge and training needed to upgrade their skills. The program focuses on core online courses and topics that teach the principles of educational practice and theory with an integration of teaching skills. Some of the courses covered include childhood education, educational development, nutrition, health and special-needs-care.
The program takes one to two years to complete. Successful completion of the online Associate degree in early childhood education opens the door to a four-year degree program that allows for more advanced and specialized studies within the field.
An Online Early Childhood Education Degree pursued at the Masters or PhD levels will see students focusing on specialized content, knowledge and training that will qualify them for administrative and leadership positions within the field.
Employment Outlook for Childcare Professionals
Graduates of an advanced degree program in Early Childhood Education will have the appropriate qualifications needed to seek licensure within the state they wish to work. They can then pursue various employment opportunities in pre-school childcare centers, day-care centers, recreational centers, kindergartens or other agencies that specialize in childcare. They can also work as a teacher or teacher’s assistant at the elementary or secondary level.
Schools that provide an Online Degree in Early Childhood Education
Western Governors University (BA in Early Childhood Education)
Northern Maine Community College (Associate in Early Childhood Ed)
Penn Foster College
University of Phoenix
Capella University
Rasmussen College
Salary Range for Childcare Professionals
The median salary for childcare professionals working in a kindergarten, elementary or secondary school is around $25,000- $33,748 per year. A daycare teacher can earn up to $24,165 per year, while a director of a preschool can earn up to $33,458 per year.
Getting an Early Childhood Education degree online will prepare you to meet the specific challenges in the education of young children. If you have a genuine love and passion for working with young children and are looking to enter into the field, an Associate’s degree in early childhood education will provide you with a well-rounded education in early childhood and field experience.
The program also provides a great opportunity for unlicensed substitute teachers and childcare workers to obtain the additional knowledge and training needed to upgrade their skills. The program focuses on core online courses and topics that teach the principles of educational practice and theory with an integration of teaching skills. Some of the courses covered include childhood education, educational development, nutrition, health and special-needs-care.
The program takes one to two years to complete. Successful completion of the online Associate degree in early childhood education opens the door to a four-year degree program that allows for more advanced and specialized studies within the field.
An Online Early Childhood Education Degree pursued at the Masters or PhD levels will see students focusing on specialized content, knowledge and training that will qualify them for administrative and leadership positions within the field.
Employment Outlook for Childcare Professionals
Graduates of an advanced degree program in Early Childhood Education will have the appropriate qualifications needed to seek licensure within the state they wish to work. They can then pursue various employment opportunities in pre-school childcare centers, day-care centers, recreational centers, kindergartens or other agencies that specialize in childcare. They can also work as a teacher or teacher’s assistant at the elementary or secondary level.
Schools that provide an Online Degree in Early Childhood Education
Western Governors University (BA in Early Childhood Education)
Northern Maine Community College (Associate in Early Childhood Ed)
Penn Foster College
University of Phoenix
Capella University
Rasmussen College
Salary Range for Childcare Professionals
The median salary for childcare professionals working in a kindergarten, elementary or secondary school is around $25,000- $33,748 per year. A daycare teacher can earn up to $24,165 per year, while a director of a preschool can earn up to $33,458 per year.
Distance Learning
Different forms of distance learning have been in existence for ages now. Course material was once delivered by mail and an education away from school was always an alternative, albeit not entirely a popular one at the time. But all this changed with the advent of computers and the Internet. Thanks to e-mail, multi-media learning tools, video-conferencing and interactive communication, distance learning has reached an entirely new level of acceptance. Statistics show that there are nearly 1.6 million students in the U.S. today taking advantage of online education.
So, what does distance learning imply nowadays? To put it simply, distance learning is a means of education, which has done away with the traditional format of an educational premise or establishment. Brick and mortar institutions have given way to degree programs and courses available round the clock on the Internet and accessible from anywhere in the world. As more and more schools and colleges include virtual education into their curriculum, the quality of distance learning also improves. It is however, still imperative to verify that the institution offering the online degree is fully accredited by the necessary agencies – governmental or non-governmental – so as to ensure that the quality of training and education meets all the levels required.
There are several advantages to distance learning. Some of them are:
Distance learning offers flexibility. As long as you have an Internet connection and a computer, you can study when you want and where you want. It also offers flexibility for those juggling other commitments such as a job or family responsibilities.
Online degree programs are a boon for those who have accessibility issues regarding the school or college of their choice. This could mean that they live too far away to commute (or even in a different state or country) or are restricted in terms of mobility – they might be injured, handicapped or elderly.
There is no waste of resources or time involved through commuting to class, transport costs and even parking fees.
As an online student, you will have access to the most current material available as well as have the opportunity to be taught by faculty from around the world. The Internet has removed all geographical boundaries and distance learning can help foster a larger worldview through interaction with students and perspectives from all corners of the world.
Distance learning propagates self-paced learning. Students need to learn how to pace themselves and concentrate on areas that require more attention. The advantage is that there is no need to wait for slower students in a class to catch up or lag behind the quicker students as seen in a traditional classroom setting. Students also have the opportunity to join chat rooms and forums at any point of time to hash out solutions and discuss problems with the course with other students and faculty online.
Distance degree programs can be less expensive than a traditional degree program with lower tuition fees and costs saved on accommodation, travel, parking, babysitting and the like as students will be studying from home. Scholarships and financial aid is also available for online students as they are for on-campus ones.
There is no doubt that an online distance learning degree can benefit many but before enrolling for any course, do all your homework about the college or institution. There are a profusion of ‘diploma mills’ out there that offer degrees at ridiculously cheap rates. This is mainly possible as there is hardly any education involved in such scenarios. Avoid the temptation to cut costs and choose a college that is recognized as a valid establishment by potential employers and save time and money in the long run. There are a number of excellent accredited online institutions in the country today, so go ahead and make full use of the tremendous opportunities available at your disposal and take that leap into a more successful future.
So, what does distance learning imply nowadays? To put it simply, distance learning is a means of education, which has done away with the traditional format of an educational premise or establishment. Brick and mortar institutions have given way to degree programs and courses available round the clock on the Internet and accessible from anywhere in the world. As more and more schools and colleges include virtual education into their curriculum, the quality of distance learning also improves. It is however, still imperative to verify that the institution offering the online degree is fully accredited by the necessary agencies – governmental or non-governmental – so as to ensure that the quality of training and education meets all the levels required.
There are several advantages to distance learning. Some of them are:
Distance learning offers flexibility. As long as you have an Internet connection and a computer, you can study when you want and where you want. It also offers flexibility for those juggling other commitments such as a job or family responsibilities.
Online degree programs are a boon for those who have accessibility issues regarding the school or college of their choice. This could mean that they live too far away to commute (or even in a different state or country) or are restricted in terms of mobility – they might be injured, handicapped or elderly.
There is no waste of resources or time involved through commuting to class, transport costs and even parking fees.
As an online student, you will have access to the most current material available as well as have the opportunity to be taught by faculty from around the world. The Internet has removed all geographical boundaries and distance learning can help foster a larger worldview through interaction with students and perspectives from all corners of the world.
Distance learning propagates self-paced learning. Students need to learn how to pace themselves and concentrate on areas that require more attention. The advantage is that there is no need to wait for slower students in a class to catch up or lag behind the quicker students as seen in a traditional classroom setting. Students also have the opportunity to join chat rooms and forums at any point of time to hash out solutions and discuss problems with the course with other students and faculty online.
Distance degree programs can be less expensive than a traditional degree program with lower tuition fees and costs saved on accommodation, travel, parking, babysitting and the like as students will be studying from home. Scholarships and financial aid is also available for online students as they are for on-campus ones.
There is no doubt that an online distance learning degree can benefit many but before enrolling for any course, do all your homework about the college or institution. There are a profusion of ‘diploma mills’ out there that offer degrees at ridiculously cheap rates. This is mainly possible as there is hardly any education involved in such scenarios. Avoid the temptation to cut costs and choose a college that is recognized as a valid establishment by potential employers and save time and money in the long run. There are a number of excellent accredited online institutions in the country today, so go ahead and make full use of the tremendous opportunities available at your disposal and take that leap into a more successful future.
Points to keep in Mind-- For Parents
Did you know that Internet addiction can lead to other problems such as depression, hostility ADHD and social phobia? Whether your child has ADHD or not, you will need to warn them about certain unsavoury characters such as child predators who prowl the net and giving personal information on the Net, not to mention information on making bombs, drugs, alcohol and sex. But if your child does have ADHD, where can you get help with ADHD?
A great source of help with ADHD is looking out for helpful forums, newsletters and other websites where you can find out what is going on in the world of ADHD. Some of these sites are sponsored by the drug companies so a great way to get the other side of the question is to look at alternative treatments for ADHD and find out just what is going on. This is one way we can go about helping kids with ADHD.
The second point for parents is what side effects and long term effects are associated with ADHD meds. This is a very controversial question. Let us face it - we have to know what the effects of powerful mind altering drugs are going to have on our children. The main ingredients in Ritalin is methylphenidate or dextroamphetamine which is the main ingredient in Dexedrine. As their names suggest, we are dealing with amphetamines here and you do not need to have a degree in rocket science to realize that these are still classed as Schedule II drugs which mean there is a potential risk of addiction and /or substance abuse. Hardly a great way of helping kids with ADHD. There is another problem in that children and teenagers who are on these drugs for their ADHD start to mix them with alcohol and other substances in order to party longer. These stimulants are also in high demand on the school parking lot. I know that Adderall pills will sell for about $15 each.
The third point for parents in looking for help with ADHD is that the sites sponsored by the drug companies will point out all the benefits of these drugs. Yes, they will reduce hyperactivity and help the kids to focus better. This is true and these drugs will work for 70% to 80% of kids with ADHD. But that is short term and the sites will never or rarely mention the research done on the long term effects of these drugs on kids' brains and their development. All the research, if it is quoted, is short term and limited to Caucasians. Has nobody followed the effects of Ritalin which has now been on the market for over forty years? Are the drug companies really interested in helping kids with ADHD ?
Why do you think it is so hard to get help with ADHD, especially in the area of homeopathic treatment and/ or herbal remedies? Part of the answer is that there are no powerful lobbies connected with this branch of treatment. But the hard fact remains that they are just as effective as the ADHD meds, there are no side effects and there are no long term risks at all.
A great source of help with ADHD is looking out for helpful forums, newsletters and other websites where you can find out what is going on in the world of ADHD. Some of these sites are sponsored by the drug companies so a great way to get the other side of the question is to look at alternative treatments for ADHD and find out just what is going on. This is one way we can go about helping kids with ADHD.
The second point for parents is what side effects and long term effects are associated with ADHD meds. This is a very controversial question. Let us face it - we have to know what the effects of powerful mind altering drugs are going to have on our children. The main ingredients in Ritalin is methylphenidate or dextroamphetamine which is the main ingredient in Dexedrine. As their names suggest, we are dealing with amphetamines here and you do not need to have a degree in rocket science to realize that these are still classed as Schedule II drugs which mean there is a potential risk of addiction and /or substance abuse. Hardly a great way of helping kids with ADHD. There is another problem in that children and teenagers who are on these drugs for their ADHD start to mix them with alcohol and other substances in order to party longer. These stimulants are also in high demand on the school parking lot. I know that Adderall pills will sell for about $15 each.
The third point for parents in looking for help with ADHD is that the sites sponsored by the drug companies will point out all the benefits of these drugs. Yes, they will reduce hyperactivity and help the kids to focus better. This is true and these drugs will work for 70% to 80% of kids with ADHD. But that is short term and the sites will never or rarely mention the research done on the long term effects of these drugs on kids' brains and their development. All the research, if it is quoted, is short term and limited to Caucasians. Has nobody followed the effects of Ritalin which has now been on the market for over forty years? Are the drug companies really interested in helping kids with ADHD ?
Why do you think it is so hard to get help with ADHD, especially in the area of homeopathic treatment and/ or herbal remedies? Part of the answer is that there are no powerful lobbies connected with this branch of treatment. But the hard fact remains that they are just as effective as the ADHD meds, there are no side effects and there are no long term risks at all.
Know about ADHD
The first thing to realize in handling ADHD issues is that it is not a disease and it does not mean that your kid is going to turn into a criminal or a drug addict. While it is true that there is a higher incidence of crime among adults who had ADHD, there is the indisputable fact that many people with ADHD have grown up to be successful and responsible adults.
In a recent interview, the Director of the National Council On Alcoholism & Drug Abuse points out that college students who are abusing Adderall to study for longer marathons, are exposing themselves to risks of depression, impaired judgment and addiction. This is one of the most controversial ADHD issues. This is for college students so there are risks for children on these drugs and we should remember that the human brain goes on developing until we are twenty five ! Parents need to be aware of the risks of these drugs and weigh up the advantages and disadvantages. This is one of the most crucial areas in handling ADHD issues.
The second thing parents have to be aware of in handling ADHD issues is that bullying may be a problem at school so they should look out for signs of this if their child has ADHD. The fact is that when children are hyperactive and cannot concentrate or focus, then they are getting attention in a negative way in the classroom. It could mean rejection by the other children and the child may react by using aggression and become a bully. Very often, bullying is a mere defence mechanism but it is a dangerous route as aggression can turn to violence.
As regards doing homework or indeed anything which demands focus and concentration, the third thing that parents need to be aware of is that ADHD children have a lot to struggle with. Images and sounds all vie for the child's attention and it is no surprise that a ticking clock may distract him or her. Sitting a child near a corridor in the classroom may not help and parents should have a quiet area at home for homework and ensure that TV and phones are turned off and there is no distraction. Homework can become one of the most frustrating ADHD issues for parents and children.
In handling ADHD issues, the fourth thing that parents need to be aware of is that behavior modification techniques are now supported by most parenting and health bodies as the only effective way of dealing with ADHD. While psycho-stimulant drugs can help a child to concentrate, they do not cure the child and pills will not teach skills. The work of Dr. Gregory Fabiano and William Pelham is very important in this area and they have shown that behavior therapy can actually help the children to reduce their dosages, while building on firm foundations to make them responsible and mature adults.
In a recent interview, the Director of the National Council On Alcoholism & Drug Abuse points out that college students who are abusing Adderall to study for longer marathons, are exposing themselves to risks of depression, impaired judgment and addiction. This is one of the most controversial ADHD issues. This is for college students so there are risks for children on these drugs and we should remember that the human brain goes on developing until we are twenty five ! Parents need to be aware of the risks of these drugs and weigh up the advantages and disadvantages. This is one of the most crucial areas in handling ADHD issues.
The second thing parents have to be aware of in handling ADHD issues is that bullying may be a problem at school so they should look out for signs of this if their child has ADHD. The fact is that when children are hyperactive and cannot concentrate or focus, then they are getting attention in a negative way in the classroom. It could mean rejection by the other children and the child may react by using aggression and become a bully. Very often, bullying is a mere defence mechanism but it is a dangerous route as aggression can turn to violence.
As regards doing homework or indeed anything which demands focus and concentration, the third thing that parents need to be aware of is that ADHD children have a lot to struggle with. Images and sounds all vie for the child's attention and it is no surprise that a ticking clock may distract him or her. Sitting a child near a corridor in the classroom may not help and parents should have a quiet area at home for homework and ensure that TV and phones are turned off and there is no distraction. Homework can become one of the most frustrating ADHD issues for parents and children.
In handling ADHD issues, the fourth thing that parents need to be aware of is that behavior modification techniques are now supported by most parenting and health bodies as the only effective way of dealing with ADHD. While psycho-stimulant drugs can help a child to concentrate, they do not cure the child and pills will not teach skills. The work of Dr. Gregory Fabiano and William Pelham is very important in this area and they have shown that behavior therapy can actually help the children to reduce their dosages, while building on firm foundations to make them responsible and mature adults.
Montessori Education and Classrooms
Freedom in the Montessori classroom is often misunderstood not only by the parents, but also by some teachers. What we need to remember is that from a Montessori point of view freedom is not the right to do what one wishes without thought or consideration for others. It also does not mean that the only way the child can be creative is to be allowed to do whatever he/she chooses without any consistent parameters and guidance from the adult in the room. For freedom to work creatively and constructively it has to function within the firm guidelines of discipline. Discipline does not mean being regimented and having to submit to the will of another. Freedom and discipline are two sides of the same coin. Freedom is the ability to stop, think and make a choice to the exclusion of any other possible given choices. Discipline is making correct choices while respecting the environment, and the rights of others to function and also make choices. Yes, to facilitate growth and correct choice making the child needs to act and be given opportunities to make choices. However, this does not mean the teacher abdicates responsibility. On the contrary it puts greater responsibility on the teacher.
The teacher has the responsibility of setting out firm parameters and guidelines within which the freedom may be used. This is not an easy task, especially if the teacher does not fully and correctly interpret the Montessori freedom and discipline philosophy in her own mind. Children love order, they are creatures of habit, and all the teacher needs to do is set out very clear guidelines and expectations within which the freedom may be enjoyed. Children are also expert manipulators, and till such time as the expectations have become a part of the daily routine, they will try to see how far they can push and change the rules to suit themselves. It is for this reason the expectations and rules need to be made clear early in the school year.
All this involves the teacher to be ever vigilant and consistent. They do not have to be labeled “mean or hard”. They have to remember to be consistent at all times while remaining kind and loving at the same time. Some teachers find this hard. While trying to set out order some teachers forget to show loving care and concern. Others show more than necessary care and concern giving the impression to the child that there is “wiggle room” to break the rules. Once you get this reputation, you will be struggling with freedom and discipline all year long.
So how do we give freedom and maintain discipline at the same time? How do we walk the fine line to balance and maintain the correct freedom and discipline? Here are some pointers that have worked well for me over the years.
Foster freedom in the room in the following ways:
Allow freedom to move, to communicate, to choose activity, to work with others.
Provide Limitations that give meaning and direction to the freedom in the following ways:
Choices the child makes may not interfere with the rights of others, this provides harmony.
The child may only choose work he/she has been presented, and is able to do.
The child may only use material for the purpose for which it is intended, correctly with respect.
Limit the number of materials. Only present tried and tested materials that are beneficial to the child’s development. This means no toys and unnecessary busy work.
I have deliberately kept these guidelines brief, allowing for elaboration and discussion by the teachers themselves. None of this is news to any experienced Montessori teacher. But there is a need for constant reminder, and encouragement for all the teachers, especially those who constantly struggle with the concept of freedom and discipline, for those who give up and give too much freedom without consistency and for those who maintain discipline by being regimented and sacrifice freedom. Remember consistency tempered with love and caring is the key. The child needs to know YES, you do love and care very much. But he/she also needs to know and accept NO, there will be no negotiation on the parameters laid down for the use of the freedom.
In the beginning all of this will be challenging, but if you continue to repeat and maintain your rules, and do so with a smile on your face, love in your heart, and great deal of patience, you will be surprised with the positive results. Always remember, in the beginning, if you have to take away the child’s freedom in order to maintain discipline the child will label you “mean” and complain to the parent. Do not be put off by the thought of upsetting the parent. Ultimately the parent wants what you are trying to achieve. To avoid unnecessary complaint, always try to send the child home happy, after you have had the need to discipline him/her. Don’t carry a grudge and do not allow the child to nurse a grudge. Children are naturally forgiving, and if you show love while disciplining they will accept it sooner. If you have had a particularly challenging day with a child, get to the parent before the child can complain. Explain your position in a caring, loving way, always coming across that you are one hundred percent on the parent’s side, and show great love and care for the child. Do not get defensive, keep calm and always have an understanding smile on your face!
Finally I would like to remind you that the prepared environment in our classrooms fosters discipline, and the child creates it with your help. He/she does it within the context of his/her freedom to choose. There is a cycle and any disruption of it goes against the nature of the child. The freedom allowed in the Montessori Classroom nurtures discipline and makes it happen naturally. Dr. Montessori gave us the formula to create discipline naturally, but in order for it to work all the steps of the formula need to be followed. This is true in all areas of life; a formula is no good if any steps are omitted.
Arborland Montessori Children's Academy is a Morning and afternoon school with school Lunch. Arborland Montessori Children's Academy is directed toward the application of the highest standard and interpretation of the Montessori method through the techniques and philosophy.
The teacher has the responsibility of setting out firm parameters and guidelines within which the freedom may be used. This is not an easy task, especially if the teacher does not fully and correctly interpret the Montessori freedom and discipline philosophy in her own mind. Children love order, they are creatures of habit, and all the teacher needs to do is set out very clear guidelines and expectations within which the freedom may be enjoyed. Children are also expert manipulators, and till such time as the expectations have become a part of the daily routine, they will try to see how far they can push and change the rules to suit themselves. It is for this reason the expectations and rules need to be made clear early in the school year.
All this involves the teacher to be ever vigilant and consistent. They do not have to be labeled “mean or hard”. They have to remember to be consistent at all times while remaining kind and loving at the same time. Some teachers find this hard. While trying to set out order some teachers forget to show loving care and concern. Others show more than necessary care and concern giving the impression to the child that there is “wiggle room” to break the rules. Once you get this reputation, you will be struggling with freedom and discipline all year long.
So how do we give freedom and maintain discipline at the same time? How do we walk the fine line to balance and maintain the correct freedom and discipline? Here are some pointers that have worked well for me over the years.
Foster freedom in the room in the following ways:
Allow freedom to move, to communicate, to choose activity, to work with others.
Provide Limitations that give meaning and direction to the freedom in the following ways:
Choices the child makes may not interfere with the rights of others, this provides harmony.
The child may only choose work he/she has been presented, and is able to do.
The child may only use material for the purpose for which it is intended, correctly with respect.
Limit the number of materials. Only present tried and tested materials that are beneficial to the child’s development. This means no toys and unnecessary busy work.
I have deliberately kept these guidelines brief, allowing for elaboration and discussion by the teachers themselves. None of this is news to any experienced Montessori teacher. But there is a need for constant reminder, and encouragement for all the teachers, especially those who constantly struggle with the concept of freedom and discipline, for those who give up and give too much freedom without consistency and for those who maintain discipline by being regimented and sacrifice freedom. Remember consistency tempered with love and caring is the key. The child needs to know YES, you do love and care very much. But he/she also needs to know and accept NO, there will be no negotiation on the parameters laid down for the use of the freedom.
In the beginning all of this will be challenging, but if you continue to repeat and maintain your rules, and do so with a smile on your face, love in your heart, and great deal of patience, you will be surprised with the positive results. Always remember, in the beginning, if you have to take away the child’s freedom in order to maintain discipline the child will label you “mean” and complain to the parent. Do not be put off by the thought of upsetting the parent. Ultimately the parent wants what you are trying to achieve. To avoid unnecessary complaint, always try to send the child home happy, after you have had the need to discipline him/her. Don’t carry a grudge and do not allow the child to nurse a grudge. Children are naturally forgiving, and if you show love while disciplining they will accept it sooner. If you have had a particularly challenging day with a child, get to the parent before the child can complain. Explain your position in a caring, loving way, always coming across that you are one hundred percent on the parent’s side, and show great love and care for the child. Do not get defensive, keep calm and always have an understanding smile on your face!
Finally I would like to remind you that the prepared environment in our classrooms fosters discipline, and the child creates it with your help. He/she does it within the context of his/her freedom to choose. There is a cycle and any disruption of it goes against the nature of the child. The freedom allowed in the Montessori Classroom nurtures discipline and makes it happen naturally. Dr. Montessori gave us the formula to create discipline naturally, but in order for it to work all the steps of the formula need to be followed. This is true in all areas of life; a formula is no good if any steps are omitted.
Arborland Montessori Children's Academy is a Morning and afternoon school with school Lunch. Arborland Montessori Children's Academy is directed toward the application of the highest standard and interpretation of the Montessori method through the techniques and philosophy.
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