"Adult support and reassurance is the key to helping children through a traumatic time."
Source: http://store.samhsa.gov/shin/content/SMA12-4732/SMA12-4732.pdf
I think this quote is important. It helps to give people the main thing that they should focus on when trying to help others dealing with trauma. It is important to be caring, and supportive for the child or person going through trauma.
Thursday, December 19, 2013
Wednesday, December 4, 2013
Testing for Intelligence
I feel that the developmental milestones of each area of development that the child demonstrates should be measured or assessed. If the child meets most of the developmental milestones, then move them to the next level. If not, see if they have a delay. If they have an IEP, the school work is tailored to the child. Why don't we do that for all children. Meet the children where they are at developmentally.
I was curious about what assessments children in Germany have to go through. I found that they had to conduct research and do presentations on concepts that they had to learn through the year. They had to do a reflection of what they had learned. The children are asked to not only evaluate themselves but also their peers. The teachers evaluate each child individually. The teachers also have parent teacher conferences 2 times a year. The teachers go over the academic level of the child, and the results of the assessments.
All the test that we put children through to pass a standardized test to be able to go to the next grade level, does not prove anything but the fact that they may not be a good test taker. It also puts a huge amount of stress on the children. The same thing is true of education with the praxis test. It does not prove that the person will be a good teacher or not. Just that they can or can not pass a test. Sometimes adults and children are not good test takers especially when being timed. In my case, I was labeled ADD in college and was allowed to tape record classes and get extra time on test. I tried to get help with the praxis test but they turned me down because I did not have a "history" of ADD. How can someone prove a history when they have just recently been diagnosed. Labeling should be done based on the whole child.
References: International School of Bochum. Retrieved from http://www.internationalschoolgermany.de/bochum/en/parents/assessments
I was curious about what assessments children in Germany have to go through. I found that they had to conduct research and do presentations on concepts that they had to learn through the year. They had to do a reflection of what they had learned. The children are asked to not only evaluate themselves but also their peers. The teachers evaluate each child individually. The teachers also have parent teacher conferences 2 times a year. The teachers go over the academic level of the child, and the results of the assessments.
All the test that we put children through to pass a standardized test to be able to go to the next grade level, does not prove anything but the fact that they may not be a good test taker. It also puts a huge amount of stress on the children. The same thing is true of education with the praxis test. It does not prove that the person will be a good teacher or not. Just that they can or can not pass a test. Sometimes adults and children are not good test takers especially when being timed. In my case, I was labeled ADD in college and was allowed to tape record classes and get extra time on test. I tried to get help with the praxis test but they turned me down because I did not have a "history" of ADD. How can someone prove a history when they have just recently been diagnosed. Labeling should be done based on the whole child.
References: International School of Bochum. Retrieved from http://www.internationalschoolgermany.de/bochum/en/parents/assessments
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