Proofreading is a skill students can become good at, just like any other skill that must be practiced. Similar to the editing procedures, we like to have students 'proof on the fly' when they are retyping their second drafts. This is making the corrections as students are typing. Now granted, many computer programs will actually tell students when a mistake has been made. That does make it easier for students. But there are times when the computers can be mistaken. Homophones are one prime example. I don't worry too much about the computer corrections, because our students are getting so much practice with proofreading. And when the computer displays a mistake, the students still have to know how to make the correction.

Editing and Proofreading are both important skills for your students. But never forget your focus. The best way to improve the students writing is by drafting, writing as much as possible, even on a daily basis if at all possible.

Looking for more ideas on writing?  See our website by clicking the following link:

http://www.starteaching.com/writing.htm

Do You Have Great Ideas, Tips, or Techniques to Share with Our Readers?   Are You Looking To Be Published? Submit Your Articles On Our Website At:   http://www.starteaching.com/submit.htm And Be Sure to Check Out Our Online Chat & Message Board.  Sign Up At: http://groups.yahoo.com/group/starteaching/join

SCHOOL FEATURES
	Living with Sensory Processing Disorder: A Family Affair By Liane Worthington

A child’s view on how SPD effects family relationships

Living and coping with a disorder can often consume a child’s world. For children with Sensory Processing Disorder (SPD), this can be especially challenging as most children with SPD are seemingly “normal”. Many people do not often realize that these normal-looking children could be plagued by such an emotionally, physically and socially taxing disorder. Emily Brout knows all too well how difficult it is to explain her disorder: “Sometimes it is really hard to explain what Sensory Processing Disorder  (SPD) is to other people. It’s very complicated and it’s not even easy for me to understand! Many people don’t know anything at all about SPD because there hasn’t been a lot written about it or on T.V. So most people have no idea how SPD makes a person like me feel. In fact, there are many people who don’t even think SPD is real! That makes me so mad!  Why would anybody make this up?”

Having SPD makes family life and social time with friends tough on Emily. “SPD makes me feel like I’m being attacked by noises, smells, and lights every day. Smells can be really bad, and sometimes even make me throw up. It is very hard to sit in the cafeteria with my friends at school and try to hide the fact that I am gagging because of a smell. Noises are the worst for me. Quiet noises that repeat over and over make me really upset, and these noises are part of every day life.  My sister and brother get mad at me because I yell at them for noises that they make.  Sometimes, I get really sad and don’t want to go anywhere. I also lose my temper and get really mad at people.  I don’t do this on purpose, but my friends and family don’t always realize that. I just cannot help it. Every day I struggle to keep myself calm even though I feel scared, mad and upset on and off, all day.”

Coping with a special need such as Sensory Processing Disorder can be equally frustrating to both the child and his or her family.

A parent’s perspective on raising a child with SPD

Emily’s mom, psychologist Dr. Jennifer Brout, can identify with trying to cope with raising a child who has a special need and maintaining her family dynamics.  “A wise professor once told me ‘Your primary goal is to not make things worse’.  As I consulted psychologists and psychiatrists alike, I wondered if there were any clinicians who even understood what Sensory Processing Disorder (SPD) was!” said Brout. “My daughter received Occupational Therapy to remediate her symptoms, yet her personality and our family dynamics had already been shaped by the disorder’s complications.”  Dealing with this frustration and lack of help from mental health professionals who had no real treatment for her daughter, Brout often wondered, “was there anyone out there who would understand that I was not simply giving in to my daughter’s ‘manipulations’ because I was a browbeaten mother lacking any savvy?”

Everyday life posed so many difficulties and heartache for Brout, as a parent who had to watch her child struggle with SPD. “Although her other senses were affected, extreme over-reactivity to certain sounds caused my otherwise sociable, empathic sweet-natured little girl to be unpredictably moody and explosive.  During toddler hood and early childhood she threw tantrums that lasted for prolonged periods of time. She was extremely clingy, and often appeared sad. Background noises that most people didn’t notice set her off into rages.”  Not being able to ease a child’s suffering could leave any parent feeling helpless. Brout remembers one of those moments with Emily, “when she was six years old she looked at me and said ‘When I hear bad noises I feel like I’m turning into the Incredible Hulk’. Then she asked intently, ‘Mommy, can you fix my brain?’ This moment defined the extent to which my daughter was suffering, and how negatively her self-image had been impacted by SPD. What little girl should envision herself as a huge, green, out of control mutant?

What can a parent do? How can a parent mediate Sensory Processing Disorder within family life?

For parents coping with their child’s SPD, Brout offers this advice, “it is helpful to remind yourself that with Occupational Therapy, sensory integration treatment, and as he or she gets older, your child will be able to implement greater control over his or her behavioral reactions to his or her physiological responses. In the meantime, however, regulation (calming the child so that he or she is not over stimulated and agitated) is the first priority.” She goes on to suggest that in order to make this shift, “you must allow yourself to dismiss much of what you have been told about parenting, even by mental health professionals, because it does not apply to SPD children.  For now, think of your child as one whose body over-reacts to sensory stimuli, and who is deficient in calming down.”  When faced with an agitated child whose behavior is effecting family life, Brout suggests using the three R’s: Regulate, Reason and Reassure

Regulate: “Help your over-responsive child calm down by identifying the source of the sensory stimuli, and shift the focus from any resulting conflict. As a child develops greater language and cognitive skills this process becomes easier. However, even younger children with limited language skills can be regulated. Each child is unique which is why it is essential to consult with a professional.”

Reason: “Once your child is calm, review the incident with him focusing on his thought processes.  If he cannot identify the stimuli that triggered his actions, try to do it for him by making suggestions. For younger children, you will have to go through this process with relative simplicity and brevity. With enough consistency your child will understand your message, and will also learn that when he or she is over-stimulated, calming down is the first step! Remember, this process is not an over-night cure!”

Reassure: Remind yourself that your child does not like feeling out of control. Reassure him that over time he will gain control, and that you will help him. Let him know that you expect him to try as hard as he can, but protect his self-esteem and self-image by framing the problem as though it were ‘a work in progress’. Repairing damaged self-esteem and poor self-image is much more difficult than reshaping a child’s misconstrued ideas about the causes and consequences of behavior.  No child should see himself as a huge out of control green mutant being that repels others!”

In regard to family dynamics, Dr. Brout states,  “the SPD child feels victimized by the overwhelming sensory stimuli generated by family members. However, siblings are also likely to feel victimized having often been the object of the over-responsive child’s mood swings and/or aggression. Therefore, it is important to let siblings know that they are not responsible for these problems and that you are doing everything you can to get help for your over-responsive child and for the family. Behavior is not only about actions and consequences. It is about interpersonal relationships and that is especially true in regard to SPD as it affects family functioning.”  

---

Be Sure to Check Out  Our Website Store for Specials: http://www.starteaching.com/store.htm

New Teachers' Niche:  A Place for New Teachers, Student Teachers, and Interns
	Modeling Student Behavior

You must set expectations for your students, demonstrate the behaviors, and be vigilant to correct the kids. Don't waver on your expectations; inconsistencies will only confuse the students and cause you more problems.

If you stay calm, collected, and in control, your students will exhibit the same behaviors. The same is true about enthusiasm; if you are excited about your lesson and truly believe in its importance, the kids will respond in kind. Conversely, the kids will know when you are tired, bored, don't want to be there, or are 'winging it.'

If you are late to class, or don't start on time, the kids will pick up on it and be more likely to do the same. The same is true about the way you dress, the way you act, the language you use, and your 'body language'.

If you want your students working from 'coast to coast', or from bell to bell, you need to set the expectation of activity all hour. Start with a warm up, and ensure the kids are doing it. Keep them busy on activities with transitions between each. Don't let there be any down time. Work them to the end of the period, and have them pack up when you say so, not whenever they want to.

If you want your students to quietly read in class, but you are spending that time working on other things, it sends the message that you don't value the activity personally. Modeling the skill for the kids reinforces your belief that it is important. It show you as a lifelong learner who values the skills you're teaching them.

The same is true for writing. Students rarely have the chance to see real people writing - for many, the only examples (and role models) are their classmates. Work along with your students. Now this doesn't mean you have to do this the entire time. You must also supervise, coach, monitor, and actively support their learning. But you can spend at least a few minutes 'at their level'.

Be a positive role model for your students. Don't just explain and show the behavior; be the example day in and day out.

Amazon.com Review:

How can I get my students to revise their writing? If this is one of your most frequently asked questions, then this is the book for you - a guide to specific strategies you can teach to enable your students to re-see and re-shape their writing on multiple levels, from word choice to organization.

Longtime writer and writing teacher Georgia Heard knows firsthand what a daunting task revision can seem to both students and teachers. First, she addresses students' confusion about the differences between editing and revision. She shows you how to reassure your students that revision is not an indicator of bad writing, but an integral part of the writing process. Then Heard provides ready-to-use strategies that take the mystery out of teaching revision and help even the most reluctant writers revise.

Using three main Revision Toolboxes - Words, Structure, and Voice - she offers dozens of specific revision tools to inspire students to revisit their work. In addition, Heard includes:

• a Revision Lesson for each tool to show you how to teach that strategy

• techniques to help students reread their writing from different points of view

• conferring techniques to guide you when instructing individual students

• revision examples from students and from Heard's own writing

• Revision-at-a-Glance - a quick-reference sheet for students on every revision tool.

Make revision inviting. Make it a part of your students' writing process. Then watch as they fine tune and improve-and the real pleasures of writing and teaching begin.

Have you read The Revision Toolbox?  Do you have comments you’d like to share with our readers about this book? Email your responses to editor@starteaching.com. Please type in BOOK CLUB READER RESPONSE in the subject line. Responses will be posted on our website with the StarTeaching Book of the Month Club.  All responses will be proofread, and may be edited for content and space before publication.

We welcome articles and book reviews from our readers.  Do you have a great educational book to share with our readers?  Write up a summary, along with the pertinent book information, and email it to us at  editor@starteaching.com. Please type in BOOK CLUB SUMMARY in the subject line.  Book reviews will be proofread and may be edited for content or space.

 

---

 

Are There Other Teachers in Your School or District Who Would Love to Receive Our Newsletter? Would You Like to Receive a FREE Gift Just By Giving Us Your Endorsement? Click the Link Below For More Information: http://www.starteaching.com/endorsement.htm

"The Cold Within" Author Unknown Themes on Life

10 days of writing prompts