Social Work at Schools- Helikx School Social Work and Research Department newsletter on Cross learning, Remedial Teaching, School Social Work, Pretend Play and Presentation Skills. Helikx Open School for Children with Specific Learning Disabilities

1. Open School and learning Centre
www.helikxopenschool.org | info@helikx.com | +91-98427-33318
An Official Newsletter of
An Official NEWSLETTER of
Open School and learning Centre
Volume 1 | Issue 7
JULY 2014
CROSS learning & cooperative LEARNING
Dear Reader,
21 st century has thrown up lots of chal- lenges for young parent and young teachers. Both of them racing against time with- out understanding what is to be educated and how to up bring up their children. Can technology provide solution to all their doubts and confusion, as everybody understand 'NO', Children are ruled by EMOTIONS. Time has come let's start respecting emotions. Helikx open school and Helikx school Social Work department with in a span of two years have reached out to many schools in providing professional school counseling service. We seek all your support for enhancing our professional support
Happy Reading!
G. Senthilkumar
From Our Chairman’s Desk
ON THE COVER

2. 1 NEWSLETTER | JULY 2014
BRIDGE THE G A P
The Condition of
Parents and Teachers
for Pupil Development
By Dr.K.Muralidaran
Mentor, Helikx School Social Work & Research Department
P arents are happy now as the school are reopened after summer vacation. They are happy that their children will be concentrating in their studies unlike the vacation. They were of course per- turbed as how to engage their children during vacation, especially during the school hours. Some parents might have sent them to relative’s houses and some might have invited relatives to their home for engaging children. There are few who would have sent them to summer camps organized by some local institutions. There might be some parents who lived with them happily by arranging out side trips to places of interest. All these are planned or unplanned strategies adopted by parents to keep themselves or their children being engaged during vacation. The implication behind all these activities is that parents prefer their children to spend much time in school and the school teachers are the capable persons to en- gage them.
The teachers on the other hand are happy during summer vacation. Even if they are asked to come to school during vacation (!!), their work load at the work spot is very much limited. They get sufficient time to attend to their personal work which they were postponing for the vaca- tion period. It is a time to improve their academic profile by continuing their con- tinuing education through correspond- ence course or through joining computer courses relevant to their work. The vaca- tion in fact helps them to manage their work life balance. But some of them or many of them are also parents and they are also concerned about engaging their young aged children during vacation. The teachers who are not parents feel free during summer vacation.
There are school going children who man- age between parents and teachers. They safely pass the comments of one over the other (comments of teachers over the par- ents and that of parents over teachers) and play a game of escape from both of them. Upbringing of the children and re- viewing their performance in school edu- cation depends on the type of parents and the teachers’ role.
Parents are not similar. There are single parents, employed parents, employed single parents, parents with professional/ career aspirations, business oriented par- ents, parents with affluent economic sta- tus, parents of poor economic status and so on. As such the parenting style differs considerably. Teachers are also not simi- lar. The class handling by male teacher may differ with that of female teacher. Young and old teachers differ in their teaching approach. There is a difference between an experienced teacher and a teacher with less experience. There are teachers with added educational degree, teachers with job satisfaction, rural school teacher, city school teacher, Gov- ernment school teacher, private school teacher, teachers with frustration, teach- ers without motivation all of them making a difference in their performance.
The school managements are aware of all these conditions and they arrange for PTA meetings and conduct frequent capacity building training for the teachers. Howev- er it is not the uniform practice of all the managements. They also maintain the difference. The purpose of Parent Teach- ers Association has to contribute for mu- tual understanding of the parties con- cerned. Instead it is becoming a forum for informing the decisions or for blaming each other by the parents and teachers. The actual objective of PTA has to target the development of the pupil with the cooperation of all those who are con- cerned with it.
Most of the teachers limit their work to teaching and expect the parents to cor- rect their children for performance and discipline. The parents on the other hand believe that the school will look after their offspring’s development. But actually the children are influenced by the mass me- dia. The time has come that the manage- ments have to understand that this mutu- al expectations or the gap in pupil devel- opment. They have to come forward for the appointment of School Counsellor who can apply School Social Work for the de- velopment of the pupil in perspective.

3. 2 NEWSLETTER | JULY 2014
BRIDGE THE G A P
“I f a single teacher cant take all subjects, how can a single student can learn all subjects”. The thought may be familiar to everyone, but for me it was raised by Karan, a ninth standard student of our school.
For me in my childhood my tuition teacher was biggest hero because she is the only person who can answer my all queries. It is a notion that in a class we are only allowed to speak the specific subject. Unless teachers stop depart- mentalizing their teaching and start knowledge in context of other knowledge, student will stuck into dam. Here comes the importance of Cross Learning
To simplify Cross Learning is the application of one subject to another. To start cross learning begin with alignment. Social studies credit can be planned according to literary era. Synchronize the match paces. Math’s and Science teacher can decide on best way and time to teach the mo- tion.
Finally for conceptual collaboration, teachers can work as a team. Art master closely within the Science teacher and they both help students understand the effect of pigment.
Cooperative learning is the instructional practice of placing students into small groups and having them work together toward a common goal. Each group member learns new material and helps other group members learn important information.
School social workers can play vital role in getting students to deeper learning through cross learning. This issue of Bridge the Gap introduce the concepts of ‘ Cross Learning & Cooperative Learning in Schools”. Hope you will take up it in your classrooms.
Cross Learning in Schools
BY ALEN KURIAKOSE, TRAINER, HSSW
EDITORIAL
Our Chairman issuing Certificates to the Students from Narusu’s Sarathy Institute of Technology, Salem for volunteering programme on Sundays
The Cover Picture by Master A N Arvinth. He is studying in 10th in Helikx. His passions include painting, badminton and robot- ics. He is winner in 2013 IIT Robotics Competition and recently secured prize in International Child Art Competition.
Counseling Conclave at Salem & Erode
“ Need for Counseling in Schools” conducted on 13th July @ Salem and 20th July @ Erode. Nearly 45 Principals & Correspondents from 15 Schools participated in the Pro- gramme.

4. It is not surpris- ing to see differently abled chil- dren strug- gle much more in learning. Those activi- ties that are easily accomplished by normal children had to be accomplished with much effort by differently abled children. Why is this happening? Why these children had to go through so much toil to accomplish their age appropriate learning goals?
Children with mental disability lacks adequate supply of oxygen to their brain. This results in loss of contact with the nerve synapses. Brain gym comprises of movements or exercises that stimulates neurons in the brain, improving blood circulation. This stimulates the nerves in the body and provides adequate oxygen to the brain. Thus Brain gym helps to rebuild the synapses by ensuring suffi- cient blood supply to the brain.
The 26 brain gym movements were de- signed to activate the various cognitive functions like seeing, listening, compre- hension, organization and communica- tion. Brain gym exercises are divided into midline movements, energy exercis- es, deepening attitudes, and lengthening activities. The Midline movements ena- ble learners to integrate fine motor and large motor skills. The cross motor activ- ities helps to activate brain.
A study on special needs children has found out that about 80% of them are homolateral. Functioning in a homo- lateral state means using less than 50% of their brain potential to complete the work that has to be done with 100% of their brain potential. Under stress chil- dren rely more on one cerebral hemi- sphere. This causes unnecessary and stressful demands on the whole body. Hence a disabled person needs to con- tribute extreme effort to do the same task contrary to an average person who uses both sides of the cerebral cortex and pre frontal cortex. This extreme effort along with failure, frustration and stress, results in academic failures and acting out behaviors. Dr. Paul Dennison calls this state as "switched off" state. Children with special needs "switch off"
more frequently and this creates a need for movement.
Brain gym movements helps to repattern both brain hemisphere to work simulta- neously, enhancing smooth neural func- tions resulting in calm and effective learning experiences. A study by Dr. Robert Eyestone, 1990 states that more than 95% of the people labeled as "at risk"( teen mothers, juvenile detention, ADD/ADHD, special needs, drug rehabili- tation, alcohol support groups) has been identified as homolateral. Once this homolaterality is addressed using brain gym movements, dramatic changes in cognitive functioning and behavior are observed. Being integrated helps chil- dren with special needs to greatly ease and function more productively.
References:
Synapses: it is a structure that permits a neuron or nerve cell to pass an electric or chemical signal to another cell.
Midline: the line that separates one visu- al field and hemispheric awareness from the other.
Homolateral- involuntarily choosing to access only one cerebral hemisphere, thus blocking integrated thought and movement.
Igreen.tripod.com
3 NEWSLETTER | JULY 2014
BRIDGE THE G A P
BY MURUGALAKSHMI THIRUMALAI
HEAD TEACHER, CENTERRA RANCH MONTESSORI SCHOOL, KATY, TEXAS
TALKBACK
Submissions to Bridge the Gap should include the writer’s name and address and be sent by mail to the alenkuriakose@helikx.com or by mail to Helikx School Social Work And Research Department
149, Alamelu Nagar, Pagalpatty, Muthunaicken patty Road, Salem - 636304. +91-9842733318
Differently abled learners and Brain Gym
ON
SCHOOL SOCIAL WORK
FOR SOCIAL WORK PROFESSIONALS & STUDENTS
For more details contact– 91-8220856415
alenkuriakose@helikx.com

5. 4 NEWSLETTER | JULY 2014
BRIDGE THE G A P
1 Tell the child what you want
him or her to do avoid saying
what you don’t want.
2 Be specific about the behav-iour
you like instead of saying
“good boy” or “good girl”
3. Model the desired behaviour
you wish to establish instead of
waiting for the behaviour to
appear
4. Reward with social praise
and touch avoid the use of
physical punishment
5. Build on small change in
behaviour; don’t expect major
changes.
6. Withdraw attention to some
inappropriate behaviour; but
do pay attention to the behav-iour
you are trying to get rid of.
7. Reward appropriate behav-iour
and punish inappropriate
behaviour; never repeat this.
8. Reward and punish immedi-ately
after respective appropri-ate
or inappropriate behaviour.
9. Provide a consequence ( i. e.,
punishment) for inappropriate
behaviour, instead of using
threats.
10. Use mild punishment for
inappropriate behaviour and
avoid using physical punish-ment
for aggressive behaviour.
How can you improve Listening
Skills in ADHD Child
Exercise goal: Developing Lis-tening
Skill
Time limit initially – approxi-mately
5 minutes. As toleration
builds -10 to 15 minutes
Frequency: Daily- for all age
 Child’s responses can
guide parents to tolerance
for longer sessions and
complexity.
 Do not attempt to force the
child to sit for longer ses-sion
and complexity
 Eye contact is desirable
but not essential.
 Have child’s full attention.
 Chose or structure time
and place without any
interruptions.
Reward: Social praise and
touch.
Punishment: None- only posi-tive
reinforcement.
Activity: Story telling
Read the short story appropri-ate
to child’s mental develop-ment.
Ask child to retell in own words
With success give social praise
and touch ( pat on back).
If the child has difficulty retell-ing
, simply give a shorter story
or one paragraph, or even re-peat
simple words of the child.
Use a level that allows for suc-cess.
After success is experienced by
the child, gradually increase
the difficulty and complexity.
Avoid negative commands.
What is Remedial Edu-cation?
BY MRS. DEVIPRIYA SENTHILKUMAR, SECRETARY,
HELIKX OPEN SCHOOL
 A specific method of instruction/teaching
 Based on specific deficits in performance of
child
 Starts after collecting relevant information
about the child’s performance
 Develops on the strengths
 Fills in the gaps in learning
 Enables child to achieve academic skills
Principles
 Program is started at the level the child has al-ready
achieved
 Program should proceed at a pace comfortable
for the child
 Each stage is given a lot practice, drills and rep-etitions
 As much as possible, these instructions should
be given in the form of games, puzzles and in
forms enjoyable and motivating for the child
 Intervention should happen as early in primary
school as possible (6-8yr of age)
 When child reaches middle school or secondary
school, more advanced reading, comprehension
and study skills can be developed
 One-to-one basis in a child friendly environment
 Minimum one hour duration
 Two to three sessions per week
 R.E. should continue all the year round and not
only during vacations or schooldays. However,
the sessions could be intensified during the va-cation
 R.E. is not equivalent to giving tuitions but done
by special educators or by the teachers specially
trained in remedial education
 R.E. has to be given in addition to regular school
work
Experts Talk
Accommodating the ADHD
Child
BY MS SASIKALA , JOINT SECRETARY, HELIKX OPEN SCHOOL

6. BRIDGE THE G A P
5 NEWSLETTER | JULY 2014
C ooperative learning
is a successful teaching strategy in which small teams, each with students of differ- ent ability levels, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible, not only for learning what is taught, but also for helping his or her teammates learn—thus creating an atmos- phere of achievement. The success of co- operative learning is based on three inter- related factors:
 Group goals. Cooperative learning teams work to earn recognition for the improvement of each member of a group.
 Individual accountability. Each mem- ber of a team is assessed individually. Teammates work together, but the learn- ing gains of individuals form the basis of a team score.
 Equal opportunities for success.
Individual improvement over prior perfor- mance is more important than reaching a pre-established score (90 percent on a test, for example). A student who moves from 60 percent on a test one week to 68 percent (8 percent improvement) the next week contributes just as much to a group as a student who moves from 82 percent to 90 percent (also 8 percent improve- ment).
However, the ultimate success of coopera- tive learning is based on a single and very important principle: students must be taught how to participate in a group situa- tion. Teachers cannot assume that stu- dents know how to behave in a group set- ting.
What's in It for My Students?
 Student achievement. The effects on student achievement are positive and long-lasting, regardless of grade level or sub- ject matter.
 Student retention. Students are more apt to stay in school and not drop out be- cause their contributions are solicited, respected, and celebrated.
 Improved relations. One of the most positive benefits is that students who co- operate with each other also tend to un- derstand and like each other more. This is particularly true for members of different ethnic groups. Relationships between stu- dents with learning disabilities and other students in the class improve dramatically as well.
 Improved critical thinking skills. More opportunities for critical thinking skills are provided, and students show a significant improvement in those thinking skills.
 Oral communication improve- ment. Students improve in their oral com- munication skills with members of their peer group.
 Promoted social skills. Students' so- cial skills are enhanced.
 Heightened self-esteem.
When students' work is valued by team members, their individual self-esteem and respect escalate dramatically.
The Basic Elements of Cooperative Learn- ing
Positive interdependence. It's important that you structure learning tasks so stu- dents come to believe they sink or swim together. Students need to know that each group member's efforts are required for group success and that each group mem- ber has a unique contribution to make to the joint effort.
Face-to-face interaction. Arrange students so that they face each other for direct eye- to-eye contact. Invite students to connect the present (material currently being learned) with the past (previously learned information). Every so often, encourage them to orally explain how to solve prob- lems.
Heterogeneous groups. Groups should be comprised of three, four, or five members. Mix the membership within a group ac- cording to academic abilities, ethnic back- grounds, race, and gender. It's also im- portant that groups not be arranged ac- cording to friendships or cliques.
Clear directions and/or instructions. Be sure to state the directions or instructions in clear, precise terms. Let your students know exactly what they are to do. When appropriate, inform them what they are to generate as evidence of their mastery of the material. You must share these direc- tions with students before they engage in cooperative learning activities.
Equal opportunity for success. Be sure every student knows that she or he has an equal chance of learning the material. Inform every student that she or he can help the group earn rewards for academic success. Be sure students understand that there's absolutely no academic penalty for being placed in a particular group.
A clear set of learning objectives. You must describe exactly what students are expected to learn. Let students know that cooperative learning groups are a means to an end rather than an end in itself. Do not use ambiguous language; describe precisely what students will learn or the knowledge they will gain.
Individual and group accountability. Give an individual test to each student or ran- domly examine students orally. Plan time to observe a group, and record the fre- quency with which each member contrib- utes to the group's work. Invite students to teach what they learn to someone else. Ask group members to discuss how well they're achieving their goals or how they're maintaining effective working rela- tionships. Help students make decisions about what behaviors to continue, what to change, and what to eliminate.
Sufficient time. Be sure you have sufficient time to learn the targeted information. Groups should stay together until the des- ignated subject matter is learned.
BY MR.G SENTHILKUMAR, HSSW

7. BRIDGE THE G A P
6 NEWSLETTER | JULY 2014
A re you well prepared and re- laxed, confident that your perfor- mance will have the desired impact on your audience? Or is the thought of standing on a podium, holding a micro- phone, enough to give you stage fright? Enjoy it or not, presenting – in some form – is usually a part of business. Whether you get up in front of formal audiences on a regular basis, or you simply have to make your voice heard in a meeting, you're using presentation skills. Many believe that good present- ers are born, not made. This is simply not true. Sure, some people are more relaxed and comfortable speaking in front of others, but everyone can learn the skills and techniques they need to increase their level of confidence and performance when presenting.
Five ideas how you can teach your child great presentation skills:
1.) Be a Role Model and lead by exam- ple. If you have a computer with a web cam show your child how to record videos. It’s a lot of fun and they surely love watching themselves. Give them con- structive feedback and help them to improve to become really great in it. By watching themselves they will realize how they come across to other people. It’s a great way to learn and improve. Learning by practicing is often the most effective way of acquiring a new skill.
2.) Show them (good and poor) videos of presentations online. Look on Youtube and other video shar- ing websites for speeches and presen- tations. Find some good and some poor examples. Watching poor presentations might teach your child more than watching a good speech. Sit together with your child and discuss: Was it a good or a poor presentation? Why was it good? Why was it poor? What could they (or you) personally apply to my own presentation in the future?
3.) Provide any opportunity to hold speeches in your private circle. Whenever there is an important event, such as a wedding celebration, an anni- versary party, a friend or relative’s birthday, etc. allow your child to speak. The more exposure your child gets to bigger groups the better. Your child will gain a powerful advantage and as adult they will lose their fear of public speaking.
4.) Encourage your child to take on a leadership role at school.
If debates or discussions are taking place encourage your child to take the lead and use any given opportunity to practice. Initially it might be difficult for your child to put him/herself outside his/her comfort zone. But getting more involved in school and/or extracurricu- lar activities might turn into an invalua- ble experience which adds to your child’s learning and skill development.
How do you feel when you have to make a presentation?
BY MS JAINY JOHN, HELIKX SCHOOL SOCIAL WORKER
One Day Skill Building Training for Government Primary Teachers
Our Chairman G Senthilkumar & Secretary Devipriya were the Chief Faculties of training for Government teachers orga- nized by Child Fund India at Chennai

8. 7 NEWSLETTER | JULY 2014
BRIDGE THE G A P
E njoyment
X itement
C uriosity
U nity
R esource
S elf learning
I ntiative
O bservation
N ature
 Source of knowledge by providing first hand information.
 Develops student’s aesthetic sense.
 Creates interest in the exploration of the environment.
 Develop in students a love for nature and to acquaint them with the real happiness in the outside world.
 Develops power of observations, exploration, judgment and drawing inferences, problem solving ability of students.
 Develops qualities of resourcefulness, self- confidence, initia- tive and leadership amongst students.
 It helps in developing cooperative attitude and various others
 It helps in proper utilization of leisure.
 It motivates the students for self-study and self-activity.
 It helps in the development of creative faculties of the stu- dents.
 It is also a learning style and improves peer relationship.
MRS. P.V ANANTHALAKSHMI,
PRINCIPAL, HELIKX OPEN SCHOOL
BY MS. K.SASIREKA, TEACHER HELIKX OPEN SCHOOL
E xcursion time, enjoy- ment time. Students, staff and Helikx team took a long happy journey to the MGM theme park in Chen- nai. By 10.30AM, Happily tagging up their hands chil- dren rushed in to the theme park with joy and excite- ment. The theme park was located close to the beach and stood up with all its elegance. Guided by the re- spective staff members the students started up their day with land games. Their excitement began up with ‘the giant wheels’ followed up by the spinning cups, net ball, slide, caterpillar and dinosaur train, horse riding, roller coaster, ranger, car racing and Colum- bus. The aquarium added up spice to their interest by displaying a variety of colorful fish, tortoise and mol- luses. Once the land games were over, we were pro- vided up with a fulfilling yummy meal topped with an ice cream. After lunch, all of them jumped in to the water games enjoying the cool water splashing over them. Wave pool, water slide, and swimming added up their enjoyment. Around 5PM, the DJ started his beats and all the students along with the crowd stepped upon the dance floor and moved according to the mu- sic and completed the day in MGM with a great joy. By 8.30PMthe dinner was done and we bid bye to the MGM and Chennai and travelled back to the school with a filled and happy heart, loaded with memorable memories.
AADI Celebration in Campus

9. BRIDGE THE G A P
What is pretend play?
When children are playing pretend they are playing ‘as if’ something or someone is real. They are creating a situation where there is more going on that what is literally happening.
For instances, a child might be placing a cup to the doll’s mouth and then lying the doll in a bed ‐ but to the child, the doll is alive and really drinking (and it might even burp) and when the doll is put in the bed, the doll is really sleeping – and so the child will have to wait until the doll wakes up. Pretend play has many names. Some of these names are: imaginative play, creative play, make‐ believe play, fantasy play.
Age:
At a glance of 0-2: Two-year olds some- times lose sight of the line between fan- tasy and reality - even in their own pre- tending
At a glance of 3-4: The pretend play of 4 - year olds becomes more realistic and detail-oriented.
At a glance of 5-6: Pretending is social for kindergartners, and interacting to- gether is half the fun.
By the age of nine, the child generally reduces pretend play, because by that age, logical thinking sets in.
Why?
“Children use pretend play time to re- solve conflicts and behavior issues which they are unable to face in reality.”
Is pretend play is a thinking skill?
To pretend in play, children have to un- derstand the meaning of what is happen- ing. In order to do this, there are 3 thinking abilities that are used very of- ten in pretending.
They are:
• Children use objects and pretend they are something else (for example, the box is a bed),
• Children attribute properties to ob- jects (for example, the tea is ‘hot’ or the teddy is ‘sleeping’ or the truck is ‘fast’),
• Children refer to invisible objects (for example, they travel in bus, or car (but the bus is invisible)).
What is the importance of Pretend play?
 Language skills
 Social skills
 Enhance imagination leads to crea- tivity
 Encourages expression of feeling
 Self-control
 Problem solving skills
 Educational comprehension
What is the Benefit of Pretend play?
There are four primary areas under which children learn and develop through pretend play. They include:
Intellectual – increase in skills such as problem solving, negotiating, creativity, organizing and planning, retelling famil- iar stories, application of newly gained knowledge, and mathematics.
Physical – increase in skills such as gross and fin motor development, fit- ness, strength, and coordination.
Social – development of skills such as sharing, taking turns, cooperation, nego- tiation, impulse control, delay gratifica- tion, and deal with disappointment.
Emotional – increase in self-esteem, pride and accomplishment, feeling of safety and protection, development of sense of self and individuality, and feel- ings or purpose.
Do’s:
Check the material they use in pretend play
Monitor the concept of the game – no harm or hurt
Keep way your judgements and preju- dices
Don’ts:
Don’t lock the room where they pretend play
Never ridicule or make fun during pre- tend play
Boys
Girls
Both
Dump trucks, toolboxes, fire engines, cars and trucks, police and soldiers - Action figures
Dolls and dollhouses, kitchens, barbecues, medical sets, princess costumes, Babies.
Occupational costumes, playhous- es, puppets, robotic, pets, musical instruments and railroads
POPULAR TYPES OF PRETEND PLAY TOYS THEY PREFER
Pretend Paly
A Child’s trip into fantasy land
BY MS. ROOPIKA S, HEAD, HSSW
8 NEWSLETTER | JULY 2014