The Importance of Early Education of Addiction for Children

It is just so important to educate the younger generation about the perils of drug and alcohol addiction. Just a decade ago, traditional drug awareness programs typically started in high school. Now, these early education programs can begin as early as elementary school, as nonprofit organizations, schools, and government agencies unite to combat the scourge of drugs in Canada’s youth population.

The first and most important goal of these programs are to strip away any “glamour” or “prestige” that many youths associated with drug and alcohol abuse.  Peer pressure is a powerful influence on the very young. For teenagers, these drugs are seen as a way of acting older and gaining prestige and credibility with others in their groups of friends. In many ways, this desire to act older is a normal rite of passage for teenagers, but the stakes have been upped considerably with the addiction potential of drugs (follow CARN on Google+ and LinkedIn to be up-to-date on the matter: https://plus.google.com/104822832384279524047/about,https://www.linkedin.com/company/canadian-addiction-recovery-network).

That’s why many early education programs will focus on the ravages of drugs and the potential negative implications. These goes far beyond just lower grades, ruined relationships or less time for extracurricular activities – the negative consequences could involve arrest, prison time, or severe health consequences that result from overdoses. At times, the result could even be death. In short, educators want to emphasize that addiction can be destructive and dangerous.

For young children, a routine visit to the school by a local police officer to talk about what to watch out for may be enough to draw a link between “drugs” and “crime.” In other words, if you do drugs, you will have trouble with the police. For older kids about to enter high school, a school-wide drug awareness campaign may be effective in keeping drugs off the school premises. And, finally, for high school students, there may be more efforts to include drug awareness and education into the everyday curriculum.

One tactic that has proven successful – if a bit controversial – is the use of graphic images that show what happens to the bodies and minds of young people who use drugs These may show the victims of overdoses, or show the victims of car crashes who were using drugs or alcohol when they were behind the wheel of the vehicle. Again, the message is overwhelming and clear: “Do drugs, and awful things will happen to you.”

As they say it multiple times in sports, the best offense is a good defense. That’s why so much emphasis is placed on prevention rather than treatment. It’s much easier to prevent people from ever using drugs in the first place rather than treating the victims of drug and alcohol addiction.

For young children, one good “defensive” tactic to help them avoid drug use is giving them the tools to resist peer pressure. In the United States, for example, one of the most effective drug prevention programs ever run featured just three words: “Just say no.” It’s easier to say “no” to drugs than many kids think.

Another way to help kids avoid drugs is by creating stronger links between the school and family. Often, kids will turn to drugs if they do not have enough parental supervision, or if parents don’t know where the children are, and with whom they are meeting after school. So a much tighter feedback loop can be very effective to combat underage drug use.

Ultimately, it is very important to educate the young about drug and alcohol abuse. The earlier such programs can start, the better.

Techniques for Teaching Gifted Children

Granting your gifted child a proper education is perhaps one of the greatest gifts you can give to him or her. One of the most important factor to remember is that each child learns differently and this remains true for your gifted child said tutor Brampton Proper education for your gifted child depends on a variety of factors including, but not excluding, his or her age, the subject of study, gender, and culture.

What to Do

Firstly, one must be sure to have a solid curriculum and instruction that suits the needs of each individual child. More than others, gifted children require a dedicated teacher who can provide a rich learning experience. While most classrooms are centered around memorizing information and facts, a gifted child must be taught in a way that can wrap his or her mind around key concepts and principles. To do so, it is helpful to relate subject matter to the child’s life and to create activities which allow them to process these key concepts at a higher level. The child must feel respected in his or her classroom and must be free to make choices; thereby, to have a little bit of control over his or her life. This allows them to develop a greater sense of achievement. While all students, not just gifted students, would benefit from this system, it is essential for gifted learners

For us to determine whether or not the teaching method is good and effective, one must first consider the individual’s needs. There are highly intelligent students who learn at a quicker pace than others their age; therefore, the teacher must adjust accordingly. A good teacher for gifted students knows how to challenge them without threatening them and the teacher must do so in a way that supports success.

What Not to Do

A teacher of gifted learners should avoid teaching them things that they already know how to do; instead, teachers after assign tasks that allow the students to use previously attained knowledge. It is also important to keep the students challenged rather than repeating the same activities or problems over and over in a quicker pace because eventually, the latter ceases to be challenging.

A gifted child should not be shoved to the back of a classroom to read a textbook because this disregards the child’s need for contact with other people. That also stunts the importance of peer interaction within the learning process. Children should not be made to compete with each other; rather, to compete with themselves.

In conclusion, teaching gifted children comes down to common sense. These children should be shown to strive for success and to grow at school. The instructor must be able to understand the needs of individual students in order to give them the best education possible.

How This Mississauga Teacher Invented a New Way to Boost Classroom Performance by 50 Percent

When Taylor O’Hara first started teaching at Mississauga Secondary School, he knew there had to be a way to boost the performance of his high school algebra class using some of the innovations from the digital technology sector. That’s when one of his colleagues at TD Bank in Toronto told him about “flipping the classroom.”

The idea of “flipping the classroom” which started with Salman Khan and the Khan Academy. It is as simple as it is potentially revolutionary: instead of spending all day lecturing and having the students do homework at night. The students would do problem-solving and homework during the day and watch teaching videos at night. That way, teachers are hands-on in the learning process and can help students become more proficient at certain skills.

Since Mississauga Secondary School already had a BYOD (“bring your own device”) policy, O’Hara thought that the “flipping the classroom” strategy might actually work. Students were already coming to his classroom every day with their mobile phones and tablets, and it would be relatively easy to ask them to watch a brief 30-minute video at home some nights instead of using that time to do homework.

With that in mind, Taylor O’Hara and his friends from ICAN tutoring centre decided that it was time to re-invent how to teach high school algebra. He founded several algebra videos from the Khan Academy that he could have students watch at home, and decided to make certain days of the week problem-solving days rather than lecture days. It was risky, he says, especially because he knew that there was a big end-of-year exam coming up in which students is assessed on their knowledge of the key learning concepts.

It was relatively easy to convince his students to try out this new “flipping the classroom” concept. From their perspective, it meant less homework (they didn’t view watching a video as “homework”), and it meant more one-on-one learning time with their new favorite teacher. Instead of having to grind out complex algebra problems at home without any help, they had access to the expertise of O’Hara for nearly a full hour.

With just a week to go before the big end-of-year exam, O’Hara says, he was a bit concerned. He had told some of the other teachers on the staff about his little “experiment” and, while many were supportive of his efforts, others were skeptical that such a technology-driven, innovative approach would actually work.

The student results from the end-of-year exam turned out to be more astounding than even O’Hara could have predicted – student marks were up 50 percent in the end-of-year exam over the previous year! And, in fact, some of his students specifically came up to O’Hara after the exam and told him how easy it was – it was almost as if they had been perfectly prepared for it!

Heading into next year, O’Hara is already working on new teaching methodologies (sponsor by the local Mississauga shop autoglass-mississauga’s website) that can leverage the “flipping the classroom” concept even further. While it might be difficult to improve on this year’s extraordinary performance, there’s always room for improvement.

For more info about Salman Khan and the Khan Academy go here: https://www.khanacademy.org

HOMEY was founded in 1999 by youth leaders active in the Mission District community-led Community Peace Initiative.

HOMEY works with young people from low income neighborhoods of San Francisco, with a particular focus on Latino youth in the Mission District. HOMEY’s guiding principal is to be informed and led by the youth we serve, and all of our programs–from intensive case management to violence prevention workshops to vocational training to community advocacy– are staffed by bilingual and bicultural leaders who have deep ties to the communities we serve.

Out of this effort, community youth began to take leadership for a number of activities, eventually organizing themselves into HOMEY. They found a fiscal home with the Berkeley-based ICRI, the International Child Resource Institute.

Over the last ten years, youth (and adults) inspired by the vision of HOMEY volunteered their time and money to make HOMEY what it is today, with an operating budget of nearly half-a-million dollars and eight staff who have all had first-hand experience with the similar challenges our youth are facing.

HOMEYs growth has allowed each new generation of young people to experience the power of affecting change and making the organization their own, but the mission of developing leadership and organizing youth remain the same.