Learning Disability, Multiple Intelligence, Dyslexia, School Social Work, Story Telling

1. 1
Volume 1 | Issue
D
ear Readers,
Festival of Lights brought us lot of faith, know it’s
time to celebrate Christmas and re assure im-
portance of faith and being united.
Happy to state we have reached out to more than 200 princi-
pals of Salem, Erode and Tripur district with the association of
IMS and CEO to create awareness on specific learning disabil-
ity.
Two days In service training on classroom Remedial Teaching
for government and private school teachers was successfully
completed in association with Sarada College of Education.
More than 350 teachers participated and benefited.
Practicing Multiple intelligence in school system many feel it's
challenging but in helikx open school and learning centre it's a
way of life for the students. Recent visit by Mrs.Usha Rama-
krishnan chairperson Vidya sagar Chennai and an adherent
teacher and believer of MI reassured our approach which is
properly channelized and our children are coming out with fly-
ing colours.
We are happy to launch Online
Counseling curriculum for more
details visit our website.
Congrats to Master Duraipandian
creating pro type model of driller
from waste material. Master A.N
Arvinth directing first short film, entire marathon team partici-
pated in 10kms Salem marathon, 3 robotic team participated in
Mumbai, art team painting 4 wall painting as part of clean India
campaign in town railway station.
We will meet you very soon with a novel competition education
in games.
Continue reading our newsletter and mail us your feedback.
Let's learn to understand children
Senthilkumar.g
 Multiple Intelligence & Disa-
bility
 What type of Questions are
you asking students?
 Story Time
 A Dyslexic Child In The
Classroom- A Guide For
Teachers and Parents
 The “Solution” that out
smarted any other form
of Behavior Management
 Helikx Students Corner
AN OFFICAL NEWSLETTER OF SCHOOL SOCIAL WORK & RESEARCH DEPARTMENT OF
HELIKX OPEN SCHOOL FOR CHILDREN WITH SPECIFIC LEARNING DISABILITIES
Volume 1 | Issue 10 OCTOBER 2014
From Our Chairman’s Desk
www.helikxopenschool.org | info@helikx.com | +91-98427-33318
visit http://blog.helikxopenschool.org/
DECEMBER 3 WORLD DISABILTIY DAY

2. 2
H
oward Gardner’s theory of multiple intelligences
has ushered in a new way to our understanding
of intelligence and nurturing potential. The way
is path breaking…..and has many implications for
parents and schools. It enables us effectively help all children in
their learning and performances even
as we understand and enable our own
potential!
The theory states that different people
are intelligent differently and in unique
ways, that intelligence is not a single or
general ability, which can be measured
by an IQ test, rather is specific and
discrete, and has to be assessed on
specific jobs.
The theory states that people are not
more or less intelligent; rather they are
intelligent differently and in multiple
ways [not only with reading, writing
and math!] that intelligence involves a
set of skills to Solve problems and cre-
ate product
The multiple Intelligences
 Linguistic intelligence- the intelligence of writers and poets
 Musical intelligence- the intelligence of composers
 Logical mathematical intelligence- the intelligence of scien-
tists and mathematicians
 Spatial intelligence- the intelligence of artists and archi-
tects
 Bodily Kinesthetic- the intelligence of dancers, sportsmen
and gymnasts
 Interpersonal intelligence- the intelligence of statesmen
and social activists
 Intrapersonal intelligence- the intelligence of philosophers
 Naturalist intelligence- the intelligence of environmental-
ists
Every child has a unique profile and a combination of intelli-
gence. They indicates what the child would enjoy doing, be good
at naturally and may pursue later in life as a career! The profile
also indicates how the child processes information, and learns
best. However the intelligence needs opportunities to develop
Every child is unique! Developing one’s unique potential sets
foundations for self-esteem, confidence, and better performance
in school and for life…. The theory
has great implication, and is valua-
ble for teachers, parents children,
schools and our education system.
Typically persons with disabilities
have been viewed with a need to
'normalize' them. They are slotted
into their lowest area of attain-
ment amongst the various areas of
development. Their strengths and
overall potential are often not ad-
dressed and remain untapped. At
Vidya Sagar, however, we have
always viewed disability as a de-
velopment and a human rights
issue and focused on abilities or
intelligences! The theory of Multi-
ple Intelligences has enabled us
translate our vision to practice with special needs. This very
importantly is in keeping with the UNCRPD "human rights mod-
el".
Particular lines in Frames of Mind were inspiration: that intelli-
gences must be assessed on the job and under spatial intelli-
gences where Howard Gardner says he saw in children with
autism, "human intelligence in relative even splendid isolation"
The theory has been equally applicable to persons with Learn-
ing Disabilities, Cerebral Palsy, Mental Retardation and Autism
and we have since learnt from the children with Autism that
there is a isolation of other intelligences as well .A lack of inter-
personal intelligences hides a child's true potential.
By enabling us to look at the uneven profile of persons with spe-
cial needs with new understanding, the lens of multiple intelli-
gences has helped guide us to bypass difficulties as we plan
programs, alternate learning strategies and guide career op-
tions. With the focus now resting on each child's unique set of
intelligences, our work has been able to take each child to new
heights of achievement and self esteem.
It’s not how smart you are,” “it’s how you are smart”
A Talk with Usha Ramakrishanan, Chairperson Vidyasagar, Chennai on Multiple Intelligence & Disability

3. 3
Helikx open school and learning Cen-
tre organized In service training on Reme-
dial strategies for children with learning
problems team up with Sri Saradha Col-
lege of Education on 28 & 29th
November
at Salem. More than 250 principals,
teachers and special educators from vari-
ous schools in and around Salem were
participated and benefited from the pro-
gramme.
In the first day, training was inaugurated
by Mrs. Usha Ramakrishnan, Chair per-
son, Vidhya sagar, Dr.C.Janakavalli, Prin-
cipal-SSCE, Mr.G. Senthil kumar, Chair-
man-helikx, Mrs. Devi priya, Secretary-
helikx and Mrs. Sasikala, Joint secretary
of helikx. Principals, teachers and special
educators of SSA, Salem took part in the
training. In the first session, Mrs. Usha
Ramakrishnan, Chair person, Vidhya
sagar was guest speaker in the topic Mul-
tiple intelligence. She explained the types,
importance and its applications in class
room. The second session was taken by
Dr. Arun Vangili, Child and Adolescent
Psychiatrist from Vazhikatti Mental
Health Centre & Research Institute, Co-
imbatore. He explained about childhood
disorders and he clarified the queries of
teachers.
In the afternoon session, Mrs. Devi priya,
Secretary of helikx elucidated the remedi-
al strategies to the participants. Students
of helikx performed a Skit on cleanliness
in the topic “Kuppai”.The valedictory was
felicitated by Mrs. P.Usha, Additional
chief educational office, SSA, Tamil nadu.
The first day training winded up with
teachers and special educators of SSA
shared their experience and their learn-
ing.
On the next day, Principals and teachers
of Matriculation Schools, Salem partici-
pated in the training. In that day first ses-
sion, Dr. Anuja S panickar, Associate Pro-
fessor, PSG Medical College shared her
experience with learning disability chil-
dren and their difficulties. Mrs. Usha Ra-
makrishnan, Chairperson, Vidhya sagar
was guest speaker in the topic Multiple
intelligence in the Second session. She
explained the types, importance and its
applications in class room. In the after-
noon session, Mrs. Sasikala, Joint secre-
tary of helikx took a class about remedial
strategies to the participants. Training
ended with our students drama
In Service Training on Remedial Teaching at Saradha College by Helikx Open School
Dr.C.Janakavalli, Principal-SSCE
Mrs. P.Usha, Additional CEO Salem Mrs. Devi priya, Secretary, Helikx
Dr. Anuja S Panickar, Asso.Professor, PSG Mrs. Usha Ramakrishnan, Vidhyasagar Dr. Arun Vangili, Child Psychiatrist
Kuppai” Drama by our students
Sri.K.R Nandakumar State General Secretary
TN CBSE School Association
Participants of Training

4. 4
Q
uestions were always a prob-
lem for me, by my teachers
when I was in school as a stu-
dent and by my students as a
teacher. Thanks to Google for helping me
to find out answers for many difficult
questions by my students. It’s interesting
to identify type of questions they ask to us
and we ask to them. It helps us to under-
stand whether our pedagogy has reached
Blooms highest level ie. Application. Here
I am describing the types of questions
with respect to the lesson of Second
World War
The secret of finding out anything you
want to know is to simply ask questions.
Socrates believed that knowledge and
awareness were an intrinsic part of each
learner. Thus, in exercising the craft of
good pedagogy a skilled educator must
reach into learners’ hidden levels of
knowing and awareness in order to help
them reach new levels of thinking through
thoughtfully developed questions.
Factual – Soliciting reasonably simple,
straight forward answers based on obvi-
ous facts or awareness. These are usually
at the lowest level of cognitive (thinking)
or affective (feeling) processes and an-
swers are frequently either right or
wrong.
Example: Name the book written by
Adolf Hitler.
Convergent – Answers to these types of
questions are usually within a very finite
range of acceptable accuracy. These may
be at several different levels of cognition
— comprehension, application, analysis,
or ones where the answerer makes infer-
ences or conjectures based on personal
awareness, or on material read, presented
or known. While these types of questions
are
valua-
ble in
exer-
cising
mid-
level
cogni-
tive
think-
ing
skills, it is quite easy to expand students’
cognitive processes even higher by adding
another layer to these questions whereby
teachers ask students to justify their an-
swers in light of the evidence offered or
the inferences made.
Example: On reflecting the story of life of
Hitler, what were the main reasons for
Hitler’s suicide?
Divergent – These questions allow stu-
dents to explore different avenues and
create many different variations and alter-
native answers or scenarios. Answering
these types of questions may be aided
by higher levels of affective thinking as
well — such as valuing, organization, or
characterization. Responses to these
types of questions generally fall into a
wide array of acceptability. Often correct-
ness is determined subjectively based on
the possibility or probability of the pro-
posed answer. The intent of these types of
questions is to stimulate imaginative, cre-
ative, or inventive thought, or investigate
“cause and effect” relationships.
Example: What might have happened if
America didn’t enter into Second World
War?
Evaluative - These types of questions
usually require sophisticated levels of
cognitive and/or emotional (affective)
judgment. In attempting to answer these
types of questions, students may be com-
bining multiple cognitive and/or affective
processes or levels, frequently in compar-
ative frameworks. Often an answer is ana-
lyzed at multiple levels and from different
perspectives before the respondent ar-
rives at newly synthesized information or
conclusions.
Examples:
a. Compare and contrast Hitler and Stalin
b. What are the similarities and differ-
ences between Hitler and Mussolini?
Combinations – These are questions
that blend any combination of the above.
You can easily monitor what types of
questions you are asking your students
through simple tallies and examining de-
grees of difficulty. Or, if your students are
older, then ask them to monitor the types
of questions you ask, allowing them to
identify the types. For those of you, who
might be a bit more collaborative or ad-
venturous in your teaching and want to
give students some ownership in their
educational processes, challenge them to
create course related questions to ask one
another.
Referance:http://thesecondprinciple.com/
What type of questions are you asking students?
EDITORIAL By Alen Kuriakose, Trainer, HSSW

5. 5
A
re you ready for a story?
If some one asks this ques-
tion we will sit straight and
eagerly look at the person
with eyes and ears open. What ever is the
age young or old like story alike.
One afternoon when I dozed off a stu-
dent of remedial section knocked and en-
tered into the room. With a bright, smil-
ing face he informed me that he had he
learnt Ch blend and has made up a story
using the blends. With actions he started
to narrate the story. He began the story
like this.
“Our teacher is very rich. Her chair is peach
in color. She allows us to play chase after
lunch. She took us to a beach .We ate cheese,
sandwich with cheery. We sat on a bench and
saw a champ on a branch. We reach home”.
It triggered my mind. Story telling as a
teaching tool.
 It is an ancient form of teaching strat-
egy to pass on, the way of life to next gen-
eration and makes one alive.
 It helps to arrange, store information
and bind together.
 Helps to create an encouraging out-
look to en route for learning.
 While reading a book we see only the
words where as in story telling the narra-
tor sees the expressions and enthusiasm
of the listeners.
 Helps to adore a language and moti-
vates to read.
 Helps to develop Imagination which is
more important than knowledge.
 It is one of the excellent tool for
teaching desirable behavior and charac-
ter.
 It helps to develop listening skills,
application and connect listening with
enjoyment.
 It is an improving component and
create knowledge and to appreciate vari-
ous cultures.
It is a reliable activity and ability that is
well worth inculcating.
How Storytelling Works?
In its simplest form, storytelling remains a
powerful element of communication, with
the narrative being equally as compelling
as essays and textbooks. They humanize
learning. It offers us the opportunity to
connect to like-minded characters, or see
the world literally from within someone
else’s skin. Stories touch our emotions
and make us laugh, cry, fear, and get an-
gry—a sharp contrast to a plain old
presentation.
Have Students Tell Their Stories
As you incorporate your own stories, rec-
ognize how they connect with students on
a different level. But why keep the power
of storytelling to yourself? You can also
actively help students become their own
powerful storytellers, too!
Allow students to write, illustrate, and tell
their own tales. The way you incorporate
this may vary depending on your curricu-
lar goals, but it is essential that children
understand how to tell a good story and
how this relates to effectively accomplish-
ing an objective. Students can use stories
in their essays and argumentation—they
can help in remembering processes or
formulas, or connecting events with one
another. The opportunities are endless,
and easy to employ.
WHY ALICE SHOULD HAVE ALL FUN?
WHY CAN`T WE? What are you wait-
ing for?
Grandma’s Receipe
Mrs. P.V Ananthalakshmi,
Principal, Helikx Open School

6. 6
Proficient reading is
an essential tool
for learning a large part
of the subject matter
taught at school. With an
ever increasing emphasis
on education and literacy,
more and more children
and adults need help in
learning to read, spell,
express their thoughts on
paper and acquire ade-
quate use of grammar.
A dyslexic child who finds
the acquisition of these
literacy skills difficult can
also suffer a lot of anguish
and trauma when they
may feel mentally abused
by their peers within the
school environment, be-
cause they have a learning
difficulty. Much can be
done to alleviate this by
integrating the child into
the class environment
(which is predominantly a
learning environment)
where he/she can feel
comfortable and develop
confidence and self es-
teem.
Class teachers may be
particularly confused by
the student whose con-
sistent underachievement
seems due to what may
look like carelessness or
lack of effort.
These children can be
made to feel very different
from their peers simply
because they may be una-
ble to follow simple in-
structions, which for oth-
ers seem easy. It is a class
teacher's responsibility to
provide an atmosphere
conducive to learning
for all pupils within their
class.
Class teachers need to
have an understanding of
the problems that the dys-
lexic child may have with-
in the classroom situation.
Hopefully, with this
knowledge, a great deal of
misunderstanding of a
child's behaviour can be
prevented. In a positive
and encouraging environ-
ment, a dyslexic child will
experience the feeling of
success and self-value. Of
particular importance is
an understanding of the
problems that poor audito-
ry short term memory can
cause, in terms of retain-
ing input from the teach-
er. Examples of poor audi-
tory short term memory
can be a difficulty in re-
membering the sounds in
spoken words long enough
to match these, in se-
quence, with letters for
spelling. Often children
with poor auditory short
term memory cannot re-
member even a short list
of instructions.
The following items
should provide useful
guidelines for teachers
and parents to follow and
support :
In the class:
Of value to all children in
the class is an outline of
what is going to be taught
in the lesson, ending the
lesson with a resume of
what has been taught. In
this way information is
more likely to go from
short term memory to long
term memory.
When homework is set, it
is important to check that
the child correctly writes
down exactly what is re-
quired. Try to ensure that
the appropriate work-
sheets and books are with
the child to take home.
In front of the pupils'
homework book get them
to write down the tele-
phone numbers of a cou-
ple of friends. Then, if
there is any doubt over
homework, they can ring
up and check, rather than
worry or spend time doing
the wrong work.
Make sure that messages
and day to day classroom
activities are written
down, and never sent ver-
bally. i.e. music, swim-
ming etc.
Continue in 7th page
A Dyslexic Child In The Classroom
A Guide For Teachers and Parents
Mrs. Kavitha R MSW., M.PHIL., UGC- NET., (PhD)
Assistant Professor In Social Work,
PSG College Of Arts & Science, Coimbatore

7. 7
Copying from the black-
board:
Use different colour
chalks for each line if
there is a lot of written
information on the board,
or underline every second
line with a different col-
oured chalk.
Ensure that the writing is
well spaced. Leave the
writing on the blackboard
long enough to ensure the
child doesn't rush, or that
the work is not erased
from the board before the
child has finished copying.
Reading:
A structured reading
scheme that involves repe-
tition and introduces new
words slowly is extremely
important. This allows the
child to develop confi-
dence and self esteem
when reading.
Don't ask pupils to read a
book at a level beyond
their current skills, this
will instantly demotivate
them. Motivation is far
better when demands are
not too high, and the child
can actually enjoy the
book. If he has to labour
over every word he will
forget the meaning of
what he is reading.
Save the dyslexic child the
ordeal of having to 'read
aloud in class'. Reserve
this for a quiet time with
the class teacher. Alterna-
tively, perhaps give the
child advanced time to
read pre-selected reading
material, to be practiced
at home the day before.
This will help ensure that
the child is seen to be
able to read out loud,
along with other children
Real books should also be
available for paired read-
ing with an adult, which
will often generate enthu-
siasm for books. Story
tapes can be of great ben-
efit for the enjoyment and
enhancement of vocabu-
lary. No child should be
denied the pleasure of
gaining access to the
meaning of print even if
he cannot decode it fully.
Remember reading should
be fun.
Spelling:
Many of the normal class-
room techniques used to
teach spellings do not
help the dyslexic child. All
pupils in the class can
benefit from structured
and systematic exposure
to rules and patterns that
underpin a language.
Spelling rules can be giv-
en to the whole class.
Words for class spelling
tests are often topic based
rather than grouped for
structure. If there are one
or two dyslexics in the
class, a short list of struc-
ture-based words for their
weekly spelling test, will
be far more helpful than
random words. Three or
four irregular words can
be included each week,
eventually this should be
seen to improve their free-
writing skills.
All children should be en-
couraged to proof read,
which can be useful for
initial correction of spell-
ings. Dyslexics seem to be
unable to correct their
spellings spontaneously as
they write, but they can
be trained to look out for
errors that are particular
to them. Remember, poor
spelling is not an indica-
tion of low intelligence.
Maths:
Maths has its own lan-
guage, and this can be the
root of many problems.
Whilst some dyslexic stu-
dents are good at maths,
it has been estimated that
around 90% of dyslexic
children have problems in
at least some areas of
maths. General mathemat-
ical terminology words
need to be clearly under-
stood before they can be
used in calculations, e.g.
add, plus, sum of, in-
crease and total, all de-
scribe a single mathemati-
cal process. Other related
difficulties could be with
visual/perceptual skills,
directional confusion, se-
quencing, word skills and
memory. Dyslexic students
may have special difficul-
ties with aspects of maths
that require many steps or
place a heavy load on the
short-term memory, e.g.
long division or algebra.
The value of learning the
skills of estimation cannot
be too strongly stressed
for the dyslexic child. Use
and encourage the use of
estimation. The child
should be taught to form
the habit of checking his
answers against the ques-
tion when he has finished
the calculation, i.e. is the
answer possible, sensible
or ludicrous?
When using mental arith-
metic allow the dyslexic
child to jot down the key
number and the appropri-
ate mathematical sign
from the question.
Encourage pupils to ver-
balize and to talk their
way through each step of
the problem. Many chil-
dren find this very helpful.
Continue in 8th page

8. 8
Teach the pupil how to
use the times table square
and encourage him to say
his workings out as he
uses it.
Encourage a dyslexic child
to use a calculator. Make
sure he fully understand
how to use it. Ensure that
he has been taught to esti-
mate to check his calcula-
tions. This is a way of
'proof reading' what he
does.
Put key words on a card
index system or on the
inside cover of the pupils
maths book so it can be
used for reference and
revision. Rehearse mathe-
matical vocabulary con-
stantly, using multi senso-
ry/kinesthetic methods.
Put the decimal point in
red ink. It helps visual
perception with the dys-
lexic child.
Handwriting: R easo n s
for poor handwriting at
any age can be poor motor
control, tension, badly
formed letters, speed etc.
A cursive joined style is
most helpful to children
with dyslexic problems.
Encourage the children to
study their writing and be
self-critical. Get them to
decide for themselves
where faults lie and what
improvements can be
made, so that no resent-
ment is built up at yet an-
other person complaining
about their written work.
Discuss the advantages of
good handwriting and the
goals to be achieved with
the class. Analyze common
faults in writing, by writ-
ing a few well chosen
words on the board for
class comment.
Make sure a small refer-
ence chart is available to
serve as a constant re-
minder for the cursive
script in upper and lower
case. If handwriting prac-
tice is needed it is essen-
tial to use words that pre-
sent no problem to the
dyslexic child in terms of
meaning or spelling. Im-
provement in handwriting
skills can improve self
confidence, which in turn
reflects favorably through-
out a pupil's work.
Marking of work: Cred it
for effort as well as
achievement are both es-
sential. This gives the pu-
pil a better chance of get-
ting a balanced mark. Cre-
ative writing should be
marked on context.
Spelling mistakes pin-
pointed should be those
appropriate to the child's
level of spelling. Marking
should be done in pencil
and have positive com-
ments. Try not to use red
pens to mark the dyslexic
child's work. There's noth-
ing more disheartening
for the child than to have
work returned covered in
red ink, when they've in-
evitably tried harder than
their peers to produce the
work. Only ask a pupil to
rewrite a piece of work
that is going to be dis-
played. Rewriting pages
for no reason at all is soul
destroying as usually
much effort will have al-
ready been put into the
original piece of work.
Homework: B y th e en d
of a school day a dyslexic
child is generally more
tired than his peers be-
cause everything requires
more thought, tasks take
longer and nothing comes
easily. More errors are
likely to be made. Only set
homework that will be of
real benefit to the child.
In allocating homework
and exercises that may be
a little different or less
demanding, it is important
to use tact. Self-esteem is
rapidly undermined if a
teacher is underlining the
differences between those
with difficulties and their
peers. However, it should
also be remembered that
far more effort may be
needed for a dyslexic
child to complete the as-
signment than for their
peers. Set a limit on time
spent on homework, as
often a dyslexic child will
take a lot longer to pro-
duce the same work that
another child with good
literacy skills may pro-
duce easily.
Integration: A dyslexic
child's ability to write
down thoughts and ideas
will be quite different
from the level of infor-
mation the child can give
verbally. For successful
integration, the pupil
must be able to demon-
strate to the teacher that
he knows the information
and where he is in each
subject. Be prepared to
accept verbal descriptions
as an alternative to writ-
ten descriptions if appro-
priate. Alternative ways of
recording should be
looked at, such as :
The use of computers for
word processing.
Audio tapes for recording
lessons that can then be
written up at a later
stage. Written record of
the pupil's verbal account,
or voice activated soft-
ware can be used.

9. 9
I
n each and every class there might
be a child or two who is considered
as the problem creator. This partic-
ular year in my class there was this
boy who literally changed the dynamic of
the class when he is present. He managed
to distract half of the class and will not
concentrate and let others concentrate in
their work. I was warned that this will
happen with that child. I tried everything
from reminders, logical consequence to
class meetings, but nothing created a
inch of change until that magical moment
lighted upon me.
When that light bulb moment occurred I
decided to use a combination of tools for
this child, starting with my perspective
change, followed by a class meeting to
pool help from the class to help him focus.
We decided to spend 2 minutes at the
beginning of each day together to set up
goals for the day: teachers goal and stu-
dent goal. This way the child was able to
learn something every day and take pride
on achieving his/her "Island of Compe-
tence". His positive efforts were rein-
forced and before I knew he started to
work towards achieving his goal, he also
had a good grasp of class rules and start-
ed to help his friends by reminding the
rules if they forget to follow the class
rules. Changing one's perspective not
only changes the whole ball game but also
throws the responsibility on to the child's
court. It makes the student responsible
for the choice that they make, soon the
student will realize "if I make a good
choice it affects me and people around me
positively and if I make a bad choice it
affects me and people around me nega-
tively."
The following are list of Behavior Man-
agement strategies that works:
Perspective:
I am sure many teachers should be nod-
ding your head at this point. The magic of
getting my class to the place where it
should be was achieved not by altering
my environment or the child but by
changing my perspective of viewing that
child as "the problem child". When we
enter the class with the preconceived idea
about a child it prevents us from reaching
out to the child to help solve their prob-
lems. One of
the teacher
shared her
experience
about a child
who was con-
sidered as problem child in her school.
That boy was a well behaved merit stu-
dent till first grade, after the summer
break when he came back to school he
was completely different. He became
unapproachable and problematic. This
child was transferred to this teacher who
was warned to be very strict from the
beginning with that child, within a week
she called the boy and warned that she is
going to call his mother for conference
then she found out that the boy lost his
mother during first grade summer break
and is living with his father whom he
hardly sees spending rest of the day after
school in daycare. This completely
changed the teacher's perspective from
seeing that child as a problematic boy to a
child in need of love and positive atten-
tion. The next time the teacher saw him
she was filled with compassion for the boy
and had a talk with him asking why he
was doing what he was doing. She also
reinforced his positive behavior and be-
fore she knew the boy who was consid-
ered as the problematic boy became a
well behaved student in her classroom.
Class meeting and Problem solving:
Conducting class meeting to solve the
problem helps to isolate the child from his
problem behavior, by doing this instead of
complaining about a child with problemat-
ic behavior children will find a solution to
help the child. This not only promote
sense of community but also empathy for
the child.
Continue in 10th page
The "Solution" that out smarted any other form of
Behavior Management.
By Murugalakshmi Thirumalai , USA

10. 10
Books and stories:
While talking about the emotions
involved in disciplining, using
books and moral stories are a must
for developing self-discipline in the
long run. Teaching with stories
does reap long term benefits. The
book that is most effective is "Have
You Filled A Bucket Today" by Car-
ol McCloud. This heartwarming
book encourages positive behavior
as children see how rewarding it is
to express kindness, appreciation
and love. This book also explains
about how our actions and words
affects others and ourselves. Ae-
sop's fables, Panchatantra stories
and moral stories from around the
world can also be used to promote
good choices and positive behavior.
Setting up precise expectations and
clear communication of rou-
tines:Setting up clear cut expecta-
tions and communicating effective-
ly about the routine beforehand
helps to control deviations from the
expected behavior. The rules has to
be reminded again and again to
make it second nature for the chil-
dren. Visual, oral, Sign language
and signals can be used to remind
the rules. When there is expected
rules and routines the children
could follow them much easily ra-
ther than bombarding them with
changes each and every day.
Logical consequences and logi-
cal rewards,
Logical consequence is one of the
way to promote self discipline. The
underlying principle behind this
technique is each behavior does
has consequence, a good behavior
is followed by rewards and a bad
behavior is followed by logical con-
sequence. For example, a child who
scribbles in the bathroom wall has
to clean the wall as a consequence,
but suspending the same child will
be punishment. "Logical conse-
quences help children to look at
their behavior and consider the
results of their choices" says the
responsive classroom coaches. It
sees behavior as a problem and not
the child, in this way this system
leaves the child's dignity intact.
The child also learns to change
their behavior to a more responsi-
ble one.
2*10 strategy
It is a simple strategy shared by
cornerstone for teachers blogger,
education consultant and instruc-
tional coach Angela Watson. She
read about a teacher's experience
from "Encouraging Teachers Face
book Group", where a teacher
spent 2 minutes per day with a at-
risk student who had been very
disruptive in the classroom for 10
consecutive days talking about
anything he or she wanted to talk
about. This strategy builds rapport
and relationship between the stu-
dent and the teacher, letting the
child know that the teacher genui-
nely care about them. The teacher
shared her experience stating this
had changed a child who does not
want anybody to help her to a more
friendly and acceptable person. If
none of the above strategies help,
definitely 2*10 will work.
Reference:
The cornerstone for teachers blog
Positive Discipline by Jane Nelson
Responsive classroom website
The "Solution" that out smarted any other
form of Behavior Management.
Continue from 9 page
Our Chairman G Senthilkumar as a Key Speak-
er on Accommodations for Autistic Children in
Shakhthi Masala World Disability Day Celebra-
tion
Ms Roopika, Head HSSW on Behaviour Man-
agement for Special Educators
Ms Devipriya Secretory Helikx in training for
SSA

11. 11
Students after participating
in Salem Marathon
Wall Painting by our students in Salem Rail-
way Station
Sorry V R Busy …….
helikx Students Corner
Master Saran Presenting his
painting in Coimbatote
Master Duraipandi with his Driling Machine
Getting ready for Robotics @ Mumbai
Ragva Lawrence with our students paint-
ing presented by our chairman
We will reach you through
online …...
Wait to see our young direc-
tor Master Arvinth’s Work in
youtube from New Year.

12. 12
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13. 13