As teachers, we often work with students who are uncooperative or disrupt other students. If you do not address this type of behavior quickly, it can lead to many problems. Here are some quick tips when confronted with disruptive students.

1. Know Your Students- Events outside of the classroom are the cause of most problems.

2. Use a Team Approach- Talk to other staff members that work with the student. See what works for them.

3. Don’t Embarrass Students- This will only lead to more problems.

4. Model Behavior- Model the behavior you expect from your students.

5. Speak with Students Privately- It’s best to approach students outside of the places they are seeking attention or being disruptive.

6. Let Administrators Know- See if they have any helpful experience with the student.

7. Start a Learning Contract- Help student understanding accountability.

8. Catch Them Being Good- When students are doing well, let them know it.

9. Make them involved in Co-Curricular activities.

10. Use Life Skills for improving them.

11. Ask them more questions while teaching, give them more creative questions.

Lets check where we stand among the Literate Nations in the World… Do click on country’s name to get detailed information about them. It links you to Wiki….

—   United Nations Development Programme Report 2007/2008.

REASONS WHY STUDENTS and PARENTS RESIST COLLABORATIVE LEARNING

STUDENTS’ LACK OF FAMILIARITY WITH COLLABORATIVE TECHNIQUES
A major problem in implementing CL arises because students lack an understanding of the underlying philosophies of CL. Our current system encourages competition and individual responsibility and discourages student interaction. Understandibly, student resentment arises when they are asked to share information and study techniques or to help their peers. The superior students have figured out how to get good grades in a competitive situation and to share that information is a complete anathema. CL redefines the role of the student and the teacher and their interelationships by creating a nurturing environment versus a competitive one.

FEAR OF LOSS OF CONTENT AND ABILITY TO ACHIEVE HIGH GRADES
Students initially do not have a clear way of knowing if the work they are doing is correct. The process of student centered discovery and construction of their own knowledge base is new to most students. It is exactly this process that helps students develop critical thinking skills but they often resent the fact that group work shifts the burden of learning to themselves. They feel much more comfortable hearing the teacher present the important facts instead of having to sort out what is important. A common fear among students is that all the group members will be wrong, leading to failure.

The CL process calls for constant review and summary through whole class discussions and presentation of material by individuals and groups. In addition the teacher is continuously observing the groups and making suggestions about how to procede or where to go to find necessary information. Over time students become more comfortable with the process as they understand that their questions will be answered and that the teacher is an active participant in the process, taking on the role of facilitator or coach instead of expert information presenter.

PARENT REACTIONS TO COLLABORATIVE LEARNING

LACK OF PARENT UNDERSTANDING OF COLLABORATIVE LEARNING
Our society is not used to collaboration. It is used to authority and direction, particularly in the work place. Management trends such as TQM and CQI with quality teams are slowly being adopted by colleges as well as businesses. Until there is widespread use of teams in businesses and at colleges the parents of students will have little understanding of the collaborative process. Parents are not generally involved at the college level, however, at K-12 parents have a significant impact on the system and here they may impede the implementation of CL. Parents of upper level students often complain about their children being used as tutors or appearing to carry the load for a group. Students try to enlist their parents in a effort to discourage teachers from using CL, for all the reasons cited above. Parents rarely visit CL classes to observe first hand what is taking place, and teachers do not make enough of an effort to invite them into the process. As with teachers and administrators, parents are used to seeing a quiet classroom with the teacher in front lecturing throughout their own education so they feel comfortable seeing the same approach. This is the pedagogy they were exposed, this attitude of parents and administrators need to change. Its really a very sad picture when the govt. or for that matter any body awards a teacher or school for not teaching anything. If you all look at the awards etc. given its given to maintain discipline in the class and not for teaching, the quieter the classroom is the best is the teacher its really a sad situation. With this what are we doing for the next generation aren’t we just making them do what  we want and not allowing their brains to grow .

Administrators often react to parent pressure and discourage attempts by teachers to introduce new pedagogies. They give lip service to the concept of active, hands on learning in groups, but in reality do not encourage adoption of these techniques. It will require a significant effort to educate parents as well as students about the benefits and procedures used in CL classrooms.

Thus I conclude my Blog on Collaborative Learning with a strong belief that I will get complete co-operation from Parents , Teachers , Students and the management to implement it in the school. It will all depend on my Teachers and Co-ordinators , if they actually understand and take a step ahead then this school will be a wonderful place for students to learn.
 

God gave you a gift of 86,400 seconds today. Have you used one to say “thank you?”  

That’s so true. Just one second of the twenty-four hours of the day, is all that is needed to express gratitude. We seldom bother to use this beautiful word to those who make a difference to our life and to those we owe a ‘thank you’. The fifth day of September, the birthday of the famous Indian, Dr. Sarvapalli Radhakrishnan, is popularly celebrated as the Teachers’ Day, a day to thank our teachers! 

Teachers play a key role in our life and have a major share in shaping it. It is a teacher who, with a chalk and board, teaches us the lessons of life. In the small world of our school, our teachers give us a glimpse of the universe.. They instill in our minds - the skills of a sports champion in the smallest of the classrooms, they inculcate in us the virtues of life. Words are never enough to thank these role models of our life, our teachers. Let us make an attempt to find some words to express our gratitude towards our teachers. Let us try to find some words to thank our teachers, some ways to appreciate their contribution to our life. 

Dear Colleagues this one is for you all….

 Wonderful Teacher

With a special gift for learning
And with a heart that deeply cares,
You add a lot of love
To everything you share,
And even though
You mean a lot,
You’ll never know how much,
For you helped
To change the world
Through every life you touched.
You sparked the creativity
In the students whom you taught,
And helped them strive for goals
That could not be bought,
You are such a special teacher
That no words can truly tell
However much you’re valued
For the work you do so well.

TEACHERS APPRECIATION

From today onwards till teachers day i.e 5^th Sept. we are

celebrating Teachers appreciation week.

As we all know Teaching is the mother of all Profession. We need to make teachers feel really very special.

This article is just a reminder to every one that how important a teacher is in molding the character of a child.

 I will continue the write up on Collaborative learning after teachers day.

Lincoln’s Letter to his Son’s Teacher.

He will have to learn, I know, 
that all men are not just, 
all men are not true. 
But teach him also that 
for every scoundrel there is a hero; 
that for every selfish Politician, 
there is a dedicated leader… 
Teach him for every enemy there is a friend,

Steer him away from envy, 
if you can, 
teach him the secret of 
quiet laughter.

Let him learn early that 
the bullies are the easiest to lick… 
Teach him, if you can, 
the wonder of books… 
But also give him quiet time 
to ponder the eternal mystery of birds in the sky, 
bees in the sun, 
and the flowers on a green hillside.

In the school teach him 
it is far honourable to fail 
than to cheat… 
Teach him to have faith 
in his own ideas, 
even if everyone tells him 
they are wrong… 
Teach him to be gentle 
with gentle people, 
and tough with the tough

Try to give my son 
the strength not to follow the crowd 
when everyone is getting on the band wagon… 
Teach him to listen to all men… 
but teach him also to filter 
all he hears on a screen of truth, 
and take only the good 
that comes through.

Teach him if you can, 
how to laugh when he is sad… 
Teach him there is no shame in tears, 
Teach him to scoff at cynics 
and to beware of too much sweetness… 
Teach him to sell his brawn 
and brain to the highest bidders 
but never to put a price-tag 
on his heart and soul.

Teach him to close his ears 
to a howling mob 
and to stand and fight 
if he thinks he’s right. 
Treat him gently, 
but do not cuddle him, 
because only the test 
of fire makes fine steel.

Let him have the courage 
to be impatient… 
let him have the patience to be brave. 
Teach him always 
to have sublime faith in himself, 
because then he will have 
sublime faith in mankind.

This is a big order, 
but see what you can do… 
He is such a fine little fellow, 
my son!

 Abraham Lincoln

STUDENTS’ RESISTANCE TO COLLABORATIVE LEARNING TECHNIQUES

A cause for concern by teachers starting CL is the initial student reaction. Students have not been trained to cooperate in an academic environment. The primary approach in our schools is one of competition for grades and recognition. Teachers need to sell the concept of CL to the students by making clear what the objectives are and what the benefits will be. Until the students become comfortable with this new method, they will express concerns and doubts. Additionally, CL encourages student input on methodology. Not surprisingly, some of this feedback may be critical. Student criticism may be new to many teachers.

Students feel that the lecture method is “easier” because they are passive during the class while apparently receiving the necessary information. In contrast, interactive classes are very intense. The responsibility for learning is shifted to the student, thus raising the level of critical thinking by each student. This situation is both mentally and physically tiring. The students initially respond by complaining and lobbying for a return to the good old lecture days. For a new CL practitioner this can be very disconcerting. To the more experienced teacher, this is just part of the process all groups go through as they learn how to use CL techniques, and begin to see and appreciate its benefits as they move away from the comfortable paradigm of the lecture method.

Also, students may perceive the teacher as not doing his/her job. Collaborative classrooms are student centered whereas in typical classes teacher performance is seen as central to the class. In order to address this concern, teachers need to make clear to the students why they use a particular technique and what the outcomes will be from the activity. Another way for teachers to overcome this perception is to spend time with the groups or with individuals during the class. Teachers may walk around the class to observe groups interacting, make suggestions or ask leading questions in order to help facilitate the groups. The frequent emphasis upon and explanation of their roles in the CL process is a critical task teachers must do in order for their students to fully understand what they are observing.

LACK OF FAMILIARITY WITH CL TECHNIQUES AND CLASS MANAGEMENT
A number of perceived problems are associated with classroom procedures. Teachers are often concerned about the potential dominance by a few students or a few students doing all the work. These questions can be addressed by assigning roles to students and rotating the roles, allowing students to assign performance grades to each other anonymously and specifying what percent of the total assignment was completed by each member, and by the teacher observing each group and making suggestions for more equal participation. Group processing throughout the semester also helps address these issues. Questions about what to do with quicker class members and/or groups who finish a given assignment early can be resolved. Additional activities can be developed or a reward system can be created whereby students are allowed to socialize or work on other materials provided they do not disrupt the students who are still working.

Collaborative learning is difficult to sustain. As in any real life situation, repetition leads to boredom. (This is certainly true if one uses the lecture approach continuously.) A significant advantage to CL is the variety of classroom activities available to the experienced teacher. When adopting CL the teacher needs to learn the new techniques, practice them, introduce them into the classroom and work with the students to practice the new methods. Also, it is often necessary to convince the students of the benefits of working together. The fact that the responsibility for learning is being shifted to the students is hard for some students to adjust to.

Other problems: CL involves trial and error approaches. Not every activity works exactly as planned and constant modification is needed. Some activities work better with some groups than with others and classes react differently to each situation. In some institutions CL is seen as cheating because the educational pedagogy recognizes and rewards individual effort and competition and discourages cooperation among students. Also, students who are exposed to CL and have enjoyable experiences in a supportive educational environment have a difficult readjustment back to other classes where CL is not used.

If the institution has a perspective that says what is going on is material coverage instead of material mastery then the teachers will be less concerned about what students are learning and more concerned about including as much material as they can in a class period. Content versus learning centered classes are the primary focus of modern educational systems. In addition, thinking about learning primarily as a social interaction is a strange idea for most instructors, students and administrators, who expect to see the teacher controlling the class through lectures and/or teacher directed class discussion. Another potential problem arises for students who learn best by the auditory modality and who may be distracted by noise in the class. This problem can be addressed through student social skill development which identifies acceptable ways for students to talk and interact in class.

LACK OF TEACHER TRAINING IN COLLABORATIVE TEACHING METHODS
The current teacher training methodology does not foster CL. Teachers are not trained to facilitate groups, use brainstorming techniques, facilitate conflict management, or use group dynamics theory. They are trained to be good classroom managers with orderly students quietly listening to their lectures or doing their work individually. Many teachers do not know how or where to start using CL techniques in their classrooms.

Teachers are not trained to involve their students in the development of class procedures and assessment and are therefore not likely to accept constructive criticism from students. Also, teachers have trouble dealing with dissention in class by students who do not want to use CL methods. Convincing students that they are learning well or benefiting from this method is not always easy. Therefore, teachers need to be well grounded in the philosophy of CL and they must have opportunities to practice in a safe environment.

Collaborative learning skills need to be modelled to become effective, yet how many administrators run their schools or departments in a cooperative fashion? Very few meetings are run using collaborative techniques. It takes a great deal of effort to change what one is comfortable doing, especially if the same process has been used for many years. In order to move into CL teachers must rethink what they are doing in their classes and how they are accomplishing their goals. Most teachers have not seen group work in action so they have very few models to go by when trying to make changes.

Teachers generally reflect the teaching styles of their professors and in turn want their students to emulate themselves. There is a great deal of comfort in propogating the familiar. At the university level the preferred pedagogy is the lecture, thus there are few role models for future teachers who might be interested in using CL methods. Most TEACHERS are more concerned with doing research than with teaching. This situation is reflected in their teaching loads compared to student research supervision. Except within some education departments, very little research goes on in support of good teaching practices. Within institutions there are very few role models to provide mentoring for teachers. In fact, teachers are often criticized by their peers when they do try to institute CL. Critical comments by teachers about room noise and student activity in the classroom are often used to discourage people from using CL techniques.

Because teachers receive little training in CL they are unaccustomed to what takes place in the CL class. One consequence is that they find it hard to believe that students can be learning the content material while they are socializing in their groups. Social learning is unique to CL and creates an enjoyable as well as interesting environment. This is not very surprising: human beings are social animals so any situation which encourages and enhances this basic instinct is bound to be deeply satisfying and enjoyable; learning in such instances is magnified, not diminished. Additionally, students’ self esteem builds as they gain confidence in themselves and their peers, leading to additional enjoyment of the learning process. In real life situations people work, learn and socialize all at the same time. If we are to help our students move into social and employment situations, then we need to provide a model for them to follow which includes cooperation and team efforts, as well as individual efforts, in a social environment leading to the accomplishment of their task at hand.

Another consequence of the teacher’s lack of familiarity with CL classes is the feeling of guilt which arises. Teachers do not feel they are teaching if they are not dispensing information. They may appear to be inactive since it is necessary to allow time for the groups to interact without teacher intervention. Even if teachers move around the classroom observing the students or talking to individuals or groups, in their minds they still do not fit the picture of a teacher. Students may comment on the fact that they do not see the teacher “teaching”. It takes a high degree of confidence and training to overcome these personal feelings and to resist student pleas to move back to the lecture format.

REASONS WHY ADMINISTRATORS LACK AN UNDERSTANDING OF COLLABORATIVE LEARNING TECHNIQUES AND PHILOSOPHY

LACK OF TRAINING OR EXPOSURE TO COLLABORATIVE LEARNING
Many Teachers start their teaching careers with minimal training in teaching techniques. As they move into administrative positions they advance by starting at the department chair level. Advanced degrees focus on administrative areas instead of teaching. Theydo not receive training in CL as part of their teacher preparation processs and do not receive any CL training in their administrative Masters or Doctoral degree programs. Few administrators seek out information about CL through seminars or individual courses. Thus they maintain their primary focus on the traditional classroom where the teacher provides students with information via a lecture format and the students listen attentively and quietly. Adminmistrators who lack a well grounded understanding of CL tend to evaluate teachers who use it negatively and this in turn undermines the teachers attempts to initiate CL in their classes.

To be continued in my next blog ………………………..

REASONS WHY STUDENTS RESIST COLLABORATIVE LEARNING.

I hope you all are reading my blogs, today’s article is the continuation of the previous blog on COLLABORATIVE LEARNING (CL)

It’s a request to all teachers of the school to act fast and incorporate CL in classrooms, just reading the blogs won’t help. you all should implement these techniques. With these techniques teaching becomes much easier and students will enjoy each and every class. Ultimately it’s the students who need to benefit and in this process the teachers also benefit as you all become better teachers with the latest techniques learned. So it’s a win – win situation to you all .

LACK OF PREPARED MATERIALS FOR USE IN CLASS
The use of CL techniques requires teachers to build a set of handouts which create interdependence among students and provides a basis and reason for their working together. Current textbooks generally offer a set of questions at the end of each chapter which are usually answered by students individually. A few publishers are beginning to tailor their texts to offer one or two questions which can be answered by groups, but supporting materials are not included. Teachers must develop worksheets, project descriptions and other appropriate materials. In addition, few suggestions are provided in the teacher manuals about how to institute group activities. For teachers who are new to CL, this is a major impediment. Teachers generally adhere to the methods and materials with which they are most familiar, since a major expenditure of effort and time is required to revamp curriculum materials.

TEACHERS’ EGOS
Many teachers are wrapped up in their own self importance and enjoy being the center of attention. The class is their stage and it provides them with an opportunity to show off their knowledge and expertise. Lecturers do not trust students to learn. They think they must tell them what to learn and provide all the structure for the learning to take place. The egotistical side of teaching must be overcome in order for teachers to involve their students actively in the learning process.

LACK OF FAMILIARITY WITH ALTERNATE ASSESSMENT TECHNIQUES
Assessment is a major concern frequently expressed by teachers who are unfamiliar with CL. They presume that individual accountability will be lost or that one student will dominate the group or do all the work for the group. They are unfamiliar with how to assess group efforts and assign grades to groups. Often they assume that only one process is appropriate for assessing student performance.

CL as defined by Johnson and Johnson specifically calls for individual accountability as one of its five major components. Another one of the five elements is interdependence, which includes group grading and a reward system for group improvement. The two ideas are complimentary, not contradictory. Because teachers are not trained in alternate assessment techniques they naturally assume the worst, i.e., that the students will not be able to understand and deal with these testing procedures.

Techniques available for assessing groups include: teacher observations during group work; group grading for projects; students grading each other or evaluating the level of contribution made by each member to a team project; extra credit given when groups exceed their previous average or when individuals within a group exceed their previous performance by a specified amount; use of a mastery approach whereby students may retake tests after receiving extra help from their groups or the teacher; and the use of individual quizzes, exams or assignments.

Alternate assessment techniques provide an additional benefit in that teachers can build in reward systems for individual performance and group performance. These reward systems may consist of extra points toward a grade, certificates of achievement, extra time to work on special projects, class recognition for good group efforts or special recognition for work well done.

CONCERN WITH TEACHER EVALUATION AND PERSONAL ADVANCEMENT
The question of teacher evaluation is of great concern to many teachers who consider using collaborative learning techniques. In order for teachers to be properly evaluated the supervisor must understand the nature of this method and accept it as a teaching paradigm. If the department head is a proponent of the lecture method of teaching then, his/her understanding of what he/she observes will be limited. This problem can be overcome by developing a process whereby the teacher and evaluator work closely together to review the class objectives and methods.

CL classes often appear to be chaotic since groups work differently than individuals. A noise level exists, even if muted, which is inconsistent with what takes place in a lecture class or with discussion formats. It takes a few moments to refocus the class when the teacher wishes to bring everyone together to go over the material, or make observations about what is going on in the groups. Groups sometimes digress from the topic at hand and need to be brought back to working on the task. Several students may request the teacher’s attention simultaneously. To someone who is untrained in CL these activities may appear to represent ineffective teaching, which in turn may lead to a poor classroom evaluation.

The article on CL will be continued in My next Blog also, till then happy reading and wish you all a very happy Ganesh Chaturthi, a festival which is tooooooo…….. big in Mumbai. Its also the Ramadan month…………….

WHY MORE TEACHERS DO NOT USE COLLABORATIVE LEARNING TECHNIQUES

Considering the overwhelming number of benefits created by the use of collaborative learning methods, it is surprising that so few teachers use this paradigm. The cause lies in the current educational system which emphasizes content memorization and individual student performance through competition.

Few teachers or students have had any exposure to the CL teaching/learning technique. Teachers are not trained during their certification processes in collaborative methods and those that are often receive incomplete training. If teachers are taught by the lecture method while at teachers’ college, then it is hardly surprising that this will be the method of choice when their turn arrives to take over the classroom. And the fact that most students have been exposed only to the competitive, individualistic approach used in our school systems today at all levels constitutes a major problem. Students are not likely to change their attitudes from one class to another unless they are trained in CL techniques. In order to gain a better understanding of the impediments to CL, we will separate for analysis those areas which effect teachers, administrators, parents and students.

Reasons Why Teachers Resist Collaborative Learning Techniques

LOSS OF CONTROL IN THE CLASSROOM

Perhaps the biggest impediment to CL lies in the fact that many teachers feel they give up control of the class if they give more responsibility to the students for their learning. When a teacher lectures she/he gets the feeling that the content is being covered, because it has been presented to the students in an orderly fashion. Many teachers provide lecture notes in an attempt to guarantee student coverage. Collaborative learning techniques encourage students to formulate their own constructs and ways of understanding the material. The constructivist ideology is foreign to most teachers who have been trained in the didactic method of lecturing.

LACK OF SELF CONFIDENCE BY TEACHERS

It takes a great deal of confidence in one’s self and one’s students to transfer the responsibility of learning to the student or even to share some of the responsibility. Many teachers lack the self confidence to try methods which may expose them to potentially difficult situations. These may occur when students ask unanticipated questions or act in socially unacceptable ways. CL redefines the role of teacher from expert to facilitator. The focus on the student reduces the opportunities teachers have to demonstrate their expertise and might call into question their teaching ability. He/she has to be sure he/she has something to offer, as a person, before a class can be allowed to take some control. Some people cannot face the risk.

There is also a fear of looking stupid. Teachers are defined as being experts in their fields, able to answer any and all questions. In a CL environment students may ask questions in a manner which is difficult for the teacher to understand. Sometimes it takes another class member to articulate a question or answer a fellow student’s question using vocabulary which they can understand. Allowing and encouraging students to answer each other’s questions is contrary to the typical teacher centered class. CL contradicts the concept that teachers are repositories of subject knowledge, whose role is simply to pour into the open, empty and willing minds of students their vast resevior of knowledge,

FEAR OF THE LOSS OF CONTENT COVERAGE

Teachers fear a loss in content when they use CL methods because group interactions often take longer than simple lectures. Students need time to accumulate enough information in order to be able to use it within their groups. They need time to work together to reach a consensus and/or formulate minority opinions for presentation to the whole class. A major function of CL involves teaching students how to work together effectively. Also, teachers superimpose onto CL their current experiences with the lecture method. For example, many students do not understand the material despite excellent presentations by the teacher and therefore perform poorly on content based tests. Teachers therefore conclude that the situation would be even worse if students work with other students who may be having similar problems. The reality is that when students become involved in their learning their performance rises.

Initially groups do work slowly as they learn how to function cooperatively, analyse what works and what doesn’t work for their groups, and receive training in conflict resolution. But as students get used to the process, their level of retention and critical thinking increases to the point where they can move through the curriculum faster. If students started using CL at the elementary levels, less time would be needed for training at the secondary and college levels. Thus many of the concerns college teachers have about keeping up with their schedules would be addressed.

I will be writing more about Collaborative Learning as its one thing which is a must in any school specially in an International School like ours. I will be continuing this article in my Blogs to follow as there are many areas of CL to be dealt with……..

What is H1N1 (swine) flu?

H1N1 (referred to as “swine flu” early on) is a new influenza virus causing illness in people. This new virus was first detected in people in the United States in April 2009. Other countries, including Mexico and Canada, have reported people sick with this new virus. This virus is spreading from person-to-person, probably in much the same way that regular seasonal influenza viruses spread.

Why is this new H1N1 virus sometimes called “swine flu”?

This virus was originally referred to as “swine flu” because laboratory testing showed that many of the genes in this new virus were very similar to influenza viruses that normally occur in pigs in North America. But further study has shown that this new virus is very different from what normally circulates in North American pigs. It has two genes from flu viruses that normally circulate in pigs in Europe and Asia and avian genes and human genes. Scientists call this a “quadruple reassortant” virus.

How do you catch H1N1 (swine) flu?

Spread of H1N1 (swine) flu can occur in two ways:

·                   Through contact with infected pigs or environments contaminated with swine flu viruses.

·                   Through contact with a person with H1N1 (swine) flu. Human-to-human spread of H1N1 (swine) flu has been documented also and is thought to occur in the same way as seasonal flu. Influenza is thought to spread mainly person-to-person through coughing or sneezing of infected people.

How does this new H1N1 virus spread?

Spread of this H1N1 virus is thought to be happening in the same way that seasonal flu spreads. Flu viruses are spread mainly from person to person through coughing or sneezing by people with influenza. Sometimes people may become infected by touching something with flu viruses on it and then touching their mouth or nose.

How long can an infected person spread H1N1 (swine) flu to others?

People with H1N1 (swine) influenza virus infection should be considered potentially contagious as long as they are symptomatic and possible for up to 7 days following illness onset. Children, especially younger children, might potentially be contagious for longer periods.

How long can influenza virus remain viable on objects (such as books and doorknobs)?

Studies have shown that influenza virus can survive on environmental surfaces and can infect a person for up to 2-8 hours after being deposited on the surface.

Is there a risk from drinking water?

Tap water that has been treated by conventional disinfection processes does not likely pose a risk for transmission of influenza viruses. Current drinking water treatment regulations provide a high degree of protection from viruses. No research has been completed on the susceptibility of the novel H1N1 flu virus to conventional drinking water treatment processes. However, recent studies have demonstrated that free chlorine levels typically used in drinking water treatment are adequate to inactivate highly pathogenic H5N1 avian influenza. It is likely that other influenza viruses such as novel H1N1 would also be similarly inactivated by chlorination. To date, there have been no documented human cases of influenza caused by exposure to influenza-contaminated drinking water.

Can the new H1N1 flu virus be spread through water in swimming pools, spas, water parks, interactive fountains, and other treated recreational water venues?

Influenza viruses infect the human upper respiratory tract. There has never been a documented case of influenza virus infection associated with water exposure. Recreational water that has been treated at CDC recommended disinfectant levels does not likely pose a risk for transmission of influenza viruses. No research has been completed on the susceptibility of the H1N1 influenza virus to chlorine and other disinfectants used in swimming pools, spas, water parks, interactive fountains, and other treated recreational venues. However, recent studies have demonstrated that free chlorine levels recommended by CDC (1–3 parts per million [ppm or mg/L] for pools and 2–5 ppm for spas) are adequate to disinfect avian influenza A (H5N1) virus. It is likely that other influenza viruses such as novel H1N1 virus would also be similarly disinfected by chlorine.

Can H1N1 influenza virus be spread at recreational water venues outside of the water?

Yes, recreational water venues are no different than any other group setting. The spread of this novel H1N1 flu is thought to be happening in the same way that seasonal flu spreads. Flu viruses are spread mainly from person to person through coughing or sneezing of people with influenza. Sometimes people may become infected by touching something with flu viruses on it and then touching their mouth or nose.

What are the signs and symptoms of H1N1 (swine) flu in people?

The symptoms of H1N1 (swine) flu in people are similar to the symptoms of regular human flu and include fever, cough, sore throat, body aches, headache, chills and fatigue. Some people have reported diarrhea and vomiting associated with H1N1 (swine) flu. In the past, severe illness (pneumonia and respiratory failure) and deaths have been reported with H1N1 (swine) flu infection in people. Like seasonal flu, H1N1 (swine) flu may cause a worsening of underlying chronic medical conditions.

In children emergency warning signs that need urgent medical attention include:

·                   Fast breathing or trouble breathing

·                   Bluish or gray skin color

·                   Not drinking enough fluids

·                   Severe or persistent vomiting

·                   Not waking up or not interacting

·                   Being so irritable that the child does not want to be held

·                   Flu-like symptoms improve but then return with fever and worse cough

In adults, emergency warning signs that need urgent medical attention include:

·                   Difficulty breathing or shortness of breath

·                   Pain or pressure in the chest or abdomen

·                   Sudden dizziness

·                   Confusion

·                   Severe or persistent vomiting

·                   Flu-like symptoms improve but then return with fever and worse cough.

I have posted this message on the blog so that parents, students, teachers, office staff and all others involved in the functioning of the school is very clear about the virus and act accordingly. Instead of panicking lets act so that no one gets infected…..

Critical Thinking

    Critical thinking has become a hot topic in education today.  Not only is it
introduced as a subject of study unto itself, the concept of critical thinking is applied in
all subject areas.  It is currently taught as an integral learning tool for teachers in training
at schools of teacher education.  Peter Facione states, “Education is nothing more, nor
less, than learning to think!”
    The common feeling in education today is that students must become critical
thinkers in order to assimilate and accommodate information, thus becoming a true learner.
    The ideas and activities set forth in the following blogs will help school students develop a variety of critical thinking skills in all grades.  Teacher s
using these activities will encourage and foster critical thinking among their students.
    It may be easier to understand the concepts of critical thinking as it is discussed in
terms of student behavior and performance.  Ferrett in Peak Performance (1997).
proposes the following:

Attributes of a critical thinker
    asks pertinent questions
    assesses statements and arguments
    is able to admit a lack of understanding or information
    has a sense of curiosity
    is interested in finding new solutions
    is able to clearly define a set of criteria for analyzing ideas
    is willing to examine beliefs, assumptions, and opinions and weigh them against facts
    listens carefully to others and is able to give feedback
    sees that critical thinking is a lifelong process of self assessment
    suspends judgment until all facts have been gathered and considered
    looks for evidence to support assumption and beliefs
    is able to adjust opinions when new facts are found
    looks for proof
    examines problems closely
    is able to reject information that is incorrect or irrelevant

Definitions
    The term has become so widely used that critical thinking may mean different
things depending on its context and application.  Some useful definitions appear on the
web site “Critical Thinking Across the Curriculum Project”  Longview Community
College; Definitions of Critical Thinking .

Critical thinking is the development of cohesive and logical reasoning patterns.

Critical thinking is deciding rationally what to or what not to believe.

The purpose of critical thinking is to achieve understanding, evaluate view points, and
solve problems. Since all three areas involve the asking of questions, we can say that
critical thinking is the questioning or inquiry we engage in when we seek to understand,
evaluate, or resolve.

Critical thinkers: distinguish between fact and opinion; ask questions; make detailed
observations; uncover assumptions and define their terms; and make assertions
based on sound logic and solid evidence.

No matter what definition the teacher wishes to use for critical thinking, the
underlying idea is that teachers can teach students to think.

Thinking is a skill … it can be taught.