The c/k spelling rule

I learned a great spelling trick today about c/k rule. The rules is as follows: k takes and e while c takes the other three vowels: aou.

spelling rules, spelling tips, c/k rule, teacher spelling tips

To help students remember, point out that the k, which is made with a straight line, goes with the two vowels made with a straight line: i and e. As the document shows above, a triangle (a shape made with straight lines) surrounds  the three straight-made letters to reinforce this concept. When introducing the c rule, show students how c is made with a curved line. Allow students to trace their finger around the curve. Then show the three vowels: a, o, and u. Point out how these letters are all curved as well. Have students draw a circle around the three letters to reinforce that c, a curved letter, takes the other three curved letters: a, o, and u. Tricks like these are helpful for students who have trouble memorizing basic spelling rules and facts.

 

Favorite Blog Posts for the Week

As I have been searching the internet reading about one of my favorite topic—education—I have come across some fantastic blog posts. I have listed my top 5 favorites of the week below: (Note: These blogs below contain different writing styles, education levels, and topics).

1. 10 Ideas to Move Innovation Forward http://georgecouros.ca/blog/archives/3890

2. Who am I? Words I’d use to describe myself with before my diagnosis. (written from a 12 year old who blogs almost daily) http://autisticandproud.wordpress.com/2013/03/28/who-am-i-words-id-use-to-describe-myself-with-before-my-diagnosis/

3. The Incredible Power of a Single Pair of Glasses http://www.huffingtonpost.com/mick-ebeling/eyewriter-ted-talk_b_3158106.html?ir=TED+Weekends&ref=topbar

4. How Public Health can Deliver Breakthroughs for the Autism Community: http://www.autismspeaks.org/blog/2013/06/04/how-public-health-can-deliver-breakthroughs-autism-community

5. Autistic and Proud…in School Magazine (our 12 year old boy with autism makes the list a second time!!) http://autisticandproud.wordpress.com/2013/06/04/autistic-and-proud-in-school-magazine/

If you have come across any great blog post, please comment and let me know below!

Thanks!

Moving Forward from a Less-than-Ideal icon:

What comes to your mind when you see a “handicapped sign”? What beliefs or images do you attach to the word “disabled”?

Until recently, I have never given much attention to the International Symbol of Access. Although I pass this symbol every day, I have never critically analyzed the potential message the ‘passive handicapped’ stick-figure pictogram portrays.  Why I have not really looked at this image before- I don’t know, but regardless of my reasoning, I am now compelled to think about this image wherever I go. Believing that image is a powerful tool of communication, I want to analyze the message the current International Symbol of Access is sending to people with disabilities and to society. The stagnant figure constrained to the restraints of the wheelchair seems to represent, at best, an archaic conception of people with disabilities.

I recently presented a paper about the International Symbol of Access at a conference where I asked people from the University of Tennessee to shout out words they would use to describe the current “Handicapped Symbol”. When the picture flashed on the screen, words such as helplessness, immobile, static, lifeless,“cap-in-hand” dependence, constrained, and passive were terms used to describe the image and the message they felt the symbol was sending. These words, in my mind, were everything less than an ideal representation of how I wanted society to think about people with disabilities. The current symbol seemed to reinforce and deepen these less-than-ideal misconceptions and possible prejudices we as a society were trying to escape from.

I am saddened when we allow our perceptions of “disability” to cloud the true identity of one with a disability. We must be careful to not slip into this mode of thinking, for I believe it is usually an unconscious stream of thought, not a deliberate separation, which leads to an “us” verse “them” mentality. While most people may not consciously believe in the prejudice and discrimination that exists toward the disabled populations, much work still needs to be done to improve the overarching perception of the concepts of “disabled” and “disability” held by society. The current stigma that people with physical disabilities are sedate and somewhat helpless could start to be lifted by a new symbol representing more ideal traits of the disabled population. The Accessible Icon Project, promoting the “active accessibility” icon, chooses to do just that.

The Accessible Icon Project, a project trying to change the International Symbol of Access to the “active accessibility” symbol, is part of a general attempt to bring about a public re-conception of what it means to be “disabled”.

 With the hands and the body posture moving forward, the person sitting in the wheelchair seems determined, confident, and not constrained in his/her ability to move forward. Describing the new image with words such as: active, abled, engaged, ready-for-action, determined and motivated, the new image can be viewed as a symbol of hope and freedom since it provides a new representation and identity of the disabled population. The “active accessibility” symbol should help reshape how society thinks about people with disabilities, as well as give people with disabilities a new perception of who they are as active and engaged members in society. In return, The Accessible Icon Project trusts this provides hope for people with disabilities to move forward and be a contributing force in our society. With the ability for image to influence perception, it is necessary to have an image that accurately portrays people with disabilities as active and engaged.

To learn more about the Accessible Icon Project please follow us @accessiconpro, become a fan on facebook at www.facebook.com/accessibleicon, and visit our website at www.accessibleicon.org.

“To us, the symbol might just be a symbol, but to those with physical disabilities, the evolved icon can be seen as a symbol of hope and a new identity”.


‘All those child psychologists who said “John prefers to play by himself” were dead wrong’.

 “I did not want to play alone, I played alone because I was a failure at playing with others.” -John Elder Robison

Another touching, yet scary realization John Elder Robison shares in his book, Look Me in the Eye.

“As a functional Aspergian adult, one thing troubles me deeply about those kids who end up behind the second door. Many descriptions of autism and Asperger’s describe people like me as “not wanting contact with others” or “preferring to play alone.” I can not speak for other kids, but I’d like to be very clear about my own feelings: I did not ever want to be alone. And all those child psychologists who said “John prefers to play by himself” were dead wrong. I played by myself because I was a failure at playing with others. I was alone as a result of my own limitations, and being alone was one of the bitterest disappointments of my young life. The sting of those early failures followed me long into adulthood, even after I learned about Asperger’s.”

Passage taken from: Robison, John Elder. Look Me in the Eye: My Life with Asperger’s. New York: Crown, 2007. Pg 211.

I do not know about you but this passage hit me hard. As a teacher, I wonder how I am supposed to encourage the play of all students when some students on the outside seem unwilling to play with others. Students tend to avoid activities that are hard so it should not come to a shock when a student with Asperger’s removes themselves from a group of people to feel “safe” or more “secure”.

Throughout my years of interacting with students, I have learned that every child wants to be accepted and loved for who they are as individuals. While some people are definitely more extraverted than others, no one wants to live life fully alone. We must be sure to include students the best we can and create opportunities of play for students who struggle. Without the child knowing, teachers can be consciousness of who they pair a student with Asperger’s with and create environments that encourage structured playing time. Structured playing time may help the child with Asperger’s to play with more ease and not feel the bitter disappointment of playing alone.

Students with Asperger’s can also be taught and instructed in what is considered appropriate behavior. Students without Asperger’s must also be taught how one should treat and include all human beings. With this said, teachers can have classroom discussions that include all students about appropriate behavior during play, recess, or lunch to help create an inclusive and safe environment for all students to interact and feel included.

I believe the teacher or the parent plays a huge role in setting the standard of how students in her classroom or home treat one another. Students can be taught basic principles of respect, understanding, and manners. This simple classroom discussion can lead to happy people and happy students, and prevent more passages as the one read above about John Elder Robison.

 As stated in a previous post, I highly recommend the book: “Look Me in the Eye” by John Elder Robinson to gain a better understanding on people with Aspergers.

In light of the tragic event at Sandy Hook: Mental Illness

As a future elementary school teacher, I am horrified at the tragic event that took place on Friday, December 14th at Sandy Hook Elementary School. My heart goes out to every parent, friend, and community member directly and indirectly affected by the event.

The story has been provoking lots of discussion on gun rights in America, but this one mom has asked Americans to think about mental illness. Please read her blog below as she relates to the tragedy through raising her 13 year old son.

http://anarchistsoccermom.blogspot.com/2012/12/thinking-unthinkable.html

I would love to hear your thoughts on what can be done about mental illness in America after reading this blog post. How can we better serve those with mental disabilities?

 

 

Difference between teaching for a moment and a lifetime

Quote

“If you give a starving man a fish you feed him for a day. But if you teach the man how to fish, you feed him for a lifetime. If you teach a student with learning disabilities a fact, you help the student for the moment. But if you teach that student how to learn, you help the student for a lifetime”.

-Deshler, Ellis and Lenz (1996)

“It’s not people with disabilities” … “It’s people with abilities.” A change in the handicap parking logo

Malden unveils a new citywide “handicapped” accessibility parking sign.

Harvard design student Sara Hendren and reformed graffiti artist Brian Glenney painted the new symbol in the Triangle Inc. parking lot on Aug. 10. The new logo features a bright orange stick person actively bending forward on a moving wheel.

Glenney, the philosophy professor at Gordon College, has a keen interest in how symbols influence society’s perceptions, and said the idea “was to create a dynamic change from the universal straight-backed handicap symbol, something that would show wheeled individuals as active and real people, instead of passive sticks with wheels”.

Changing social perceptions is a priority for Hendren which is why she begun collaborating with Glenney on the new symbol two years ago. Both hope to change the attitudes of people viewing the ‘handicap’ logo.

“He doesn’t sit on a chair,” said Glenney. “He rides on it like a skateboard.” The motto to this logo is that “we are all people with ability.”

The mayor Mayor Gary Christenson loved the logo so much he suggested to taking the new symbol nationwide.

 Congrats to both Glenny and Hendren for their new creation! I personally love the evolved logo and hope to see this project continue.

Break it down: Ford Style

“Nothing is particularly hard if you divide it into small jobs”. -Henry Ford

Help children understand the importance of taking small steps by breaking down bigs tasks into small jobs. Educators and parents are the ones who need to model this behavior. Help your children break down huge tasks into smaller parts by writing each step out for your child. Try to then set up some type of reward system for each step accomplished. We often mistake not celebrating the small accomplishments of our children. Children need to be encouraged every step of the way.

My hope is for educators and parents to never under estimate the power of encouragement and praise. It is only after many months or even after many years do people finally realize the actual growth and progress one has made. Remember that small accomplishments add up…keep hoping and dreaming (for your child’s sake)!

Help children know that every small step counts by celebrating the small things of life!

Step on and press on.