I am a child......
From the heavens I come.....
To the world I am born......
Protect me from the virtual unreal word.....
Protect me from synthetic intrusion.......
Let me be in the world of reality.....
Let me learn intelligent things from the laws of nature.....
Let me be inspired by all thing lit with sunlight......
Let me live in harmony as does the merging of the seasons and the elements......
I am a child.....
Let me be one........

As a teacher of primary school children I see many forms of behaviour, some temporary and some consistent. I can see how easy it could be to take a list of symptoms that describe inattentiveness, impulsivity and hyperactivity and deem a child ADD or ADHD then proceed to have the child treated with stimulants.

I had a child come to my class from another school in Year 2 who had been on Ritalin for one year. Her mother claimed that she was inattentive at school and was behaving ‘badly’ at home. After some time of getting to know the child and her parents I became concerned for the girl; she was listless, appetiteless but well behaved and happy in a dull-like way. Her parents told me that there had been several adjustments to the medication and the dosage and not much changed her dull symptoms. I asked the parents to take her off the medication and with their doctor’s help they did. The improvement was instant, she shone, she was eating, she was loud, she was inattentive but she was alive. Family counselling helped the behavioural problems at home. At school, with the help of support teachers, I was able to find ways to make her lessons fulfilling enough that she didn’t get ‘bored’ and fidget and distract others. It wasn’t an easy ‘happy ever after’ story. But I ask…..is prescribing stimulants the right thing to do by our children?

My teenage daughter told me of a boy she knew who was diagnosed with ADHD and was on Ritalin so that he could concentrate at school. She also said that he was up until all hours of the night on the computer, playing computer games and watching TV all the time. Is he an example of an over stimulated child thus developing symptoms of ADHD and getting bored at school due to the lack of electronic easy-entertainment-where-he-doesn’t-have-to-apply-his-mind stimulation?

I have several children in my current class who would be classified as hyperactive and/or inattentive if I was to check off the list of symptoms. Fortunately being able to know the parents quite well I am able to ascertain where the root of some of the behaviours are. Some are just healthy over-energetic children who have a love for life, others do present hard-to-work-with behaviours and I know that they are exposed to an abundance of electronic stimulation. I can’t dictate what parents let their children do and not do but I can certainly not add to these children’s artificially imposed stimulation by supporting stimulant medication.

University of Queensland figures show that legal use of dexamphetamine in Australia has risen from 8.3 million tablets prescribed in 1984 to 38.4 million tablets in 2001. Over the same period Ritalin prescriptions rose from 1.5 million tablets to 19.3 million.” That’s scarry!

As a result of my conviction to keep children ‘artificial stimulant free’ I researched a number of sites.

I present an article titled:

MYTHS ABOUT ADD/ADHD

by 
Becky Booth, Wilma Fellman, LPC, Judy Greenbaum, Ph.D., Terry Matlen, ACSW, Geraldine Markel, Ph.D., Howard Morris, Arthur L. Robin, Ph.D., Angela Tzelepis, Ph.D. was presented by ADDA (Attention Deficit Disorder Association).

The article defined twelve myths in relation to ADD and ADHD and presented factual responses to each of them. The following is an ouline:

Myth #1: ADHD is a "phantom disorder".
The ‘Fact’ states that 95 years of scientific studies have consistently identified individuals who have trouble with concentration, impulse control and hyperactivity. It states that ADHD is a syndrome that is recognized by education departments, courts and institutes of health.

Myth #2: Ritalin is like cocaine, and the failure to give youngsters drug holidays from Ritalin causes them to develop psychosis.
The ‘Fact’ states that Ritalin is a medically prescribed stimulant medication that is chemically different from cocaine and that it does not cause addiction or dependence or lead to psychosis. An example is given that a child on drug holidays may be in more danger because his hyperactivity may cause him to run in front of traffic. Evidently fifty years of research has repeatedly shown that children, adolescents, and adults with ADHD safely benefit from treatment with methylphenidate.

Myth #3: No study has ever demonstrated that taking stimulant medications can cause any lasting behavioral or educational benefit to ADHD children.
The ‘Fact’ claims that research shows ADHD sufferers benefit from therapeutic treatment that has been safely used for over 50 years. An example was offered that The New York Times reviewed a recent study from Sweden showing positive long- term effects of stimulant medication therapy on children with ADHD.

Myth #4: ADHD kids are learning to make excuses, rather than take responsibility for their actions.
The ‘Fact’ states that experts teach children that ADHD is a challenge, not an excuse, and that medication corrects the chemical imbalance giving a fair chance of facing challenges.

Myth #5: ADHD is basically due to bad parenting and lack of discipline, and all that ADHD children really need is old-fashioned discipline, not any of these phony therapies.
The ‘Fact’ comments on the idea that there are parent-bashers who believe that misbehaviour is that the child is a ‘bad child’, but fortunately these days, more people are more enlightened. Dr. Russell Barkley and others have demonstrated that providing more discipline without any other interventions worsens rather than improves the behavior of children with ADHD.

Myth #6: Ritalin is unsafe, causing serious weight loss, mood swings, Tourette's syndrome, and sudden, unexplained deaths.
The ‘Fact’ emphasizes that there are no published cases of death from overdoses of Ritalin alone. The unexplained deaths are from a combination of Ritalin and other drugs and most of the deaths were contributed to unusual medical problems. It is claimed that many children do experience appetite loss and moodiness when Ritalin wears off, and that a small number may show temporary tics. It is also stated that Ritalin doesn’t permanently alter growth and usually doesn’t result in weight loss.

Myth #7: Teachers around the country routinely push pills on any students who are even a little inattentive or overactive.
The ’Fact’
points out that teachers’ responsibility is to bring to the parents’ attention the students behaviour so that the parents can seek help. The teacher’ position is not to diagnose ADHD, however, the symptoms must be present at home and at school.

Myth #8: Efforts by teachers to help children who have attentional problems can make more of a difference than medications such as Ritalin. The ‘Fact’ tells that evidence from trials suggest that this is a myth. The trials revealed that stimulant medication alone was compared to stimulant medication plus psychological educational treatment and found that the latter was not much better than the former. It is also stated that biological factors, if not altered by stimulants, will not show much change.

Myth #9: CH.A.D.D.(Children and adults with ADD) is supported by drug companies, and along with many professionals, are simply in this field to make a quick buck on ADHD.
The ‘Fact’ very defensively declares that CH.A.D.D. is very open about disclosing contributions from drug companies. The contributions support the national conference that consists of educational presentations on topics other than medication. CH.A.D.D. supports known effective treatments and takes positions against costly and unproven costly remedies.

Myth #10: It is not possible to accurately diagnose ADD or ADHD in children or adults.
The ‘Fact’ suggests that although scientists have not yet developed a single medical test for diagnosing ADHD, clinical diagnostic criteria have been developed, researched, and refined over several decades. The current generally accepted diagnostic criteria for ADHD are listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).

Myth #11: Children outgrow ADD or ADHD.
The ‘Fact’ tells that ADHD is not only found in children and that studies show it often lasts a lifetime. Evidently over 70% of children will continue to manifest the full clinical syndrome in adolescence, and 15-50% will continue into adulthood. It is also claimed that if left untreated ADHD sufferers may develop secondary problems including depression, anxiety, substance abuse, academic failure, vocational problems, marital discord, and emotional distress. The ‘Fact’ states that if properly treated, most individuals with ADHD live productive lives and cope reasonably well with their symptoms.

Myth #12: Methylphenidate prescriptions in the U.S. have increased 600%.
The ‘Fact’ sheds a different light, saying that it is the production quotas have increased 600% and that methylphenidate is also prescribed for adults with ADHD, people with narcolepsy and geriatric patients. It is further stated that of the 3.5 million children who meet the criteria for ADHD, only about 50% are diagnosed and have stimulant medication.

Well, well, well….

Well, I have to say that after reading and re-reading the article I find it is over-toned and under-toned with the strong view that, yes, there is only one effective way to treat ADD and ADHD…..with stimulants.

There is no doubt that most recognize ADHD as something other than a phantom disorder. There is so much information about it. Based on my research, it is not really a ‘myth’ that Ritalin is like Cocaine. Such organizations as The People’s Voice and The Genetic Science Learning Centre at the University of Utah have similar views; Ritalin is very similar to Cocaine, they both have similar chemical structure and increase dopamine levels in the brain. They differ, in that Ritalin takes longer to reach the brain due to the fact it is an ingested pill rather than a sniffed powder.

In Myth 3, 'no study has demonstrated taking stimulant medications causes lasting benefit to ADHD children', the fact in the 'article' presents that there is evidence of lasting benefits. If I am to view brain-drugged settled behaviour as a beneficial result of ADHD stimulant medication treatment, then I assume their studies accurate.

So much emphasis of late has been put on the classification ADHD that unfortunately in some cases the relief of diagnosis makes an excuse for behaviour. I have seen for myself children that are happy to wear the label ‘ADHD’ on their forehead and take little responsibility for their actions. There is no harm in children knowing that certain behaviours are unacceptable.

So many things attribute to behaviors that qualify the diagnosis ADHD that there must be many ways to deal with the children displaying such symptoms. 'Focus on Adolescent Services’ homepage gives some good pointers before accepting a diagnosis of ADD or ADHD.
Some factors contributing to behavioral problems are excess television and computer games, food additives, allergies, exposure to chemicals, toxins and electro-magnetic fields. Adjusting parenting and disciplining techniques, or simply accepting the high-spirited child may help alleviate hard to handle behaviors enough to avoid stimulant medication.

If the criteria for diagnosis of ADD and ADHD is a list of symptoms that are measured as to severity and duration it cannot be possible to accurately diagnose. Factors such as those I have mentioned are variable, changeable and immeasurable.

News Target gives alarming information and evidence about the use of Ritalin, and now other anti-psychotic drugs are being prescribed to mask other symptoms. Ritalin does in many cases cause weight loss due to lack of appetite, I have observed this in children for myself. There are many studies that prove the weight loss factor. A ‘Drugs Information’ site reveals many warnings and side effects to be wary of when taking Ritalin.

It is concerning that the article ‘MYTHS ABOUT ADD & ADHD' plays down the effects of Ritalin, claiming “Myth 6: Ritalin is unsafe, causing serious weight loss, mood swings, Tourette's syndrome, and sudden, unexplained deaths.” It makes me suspicious of the defensive response about CH.A.D.D’s financial relationship to drug companies.

According to Travis Thompson, Ph.D. and Klaus Unna, M.D., the best-known effect of stimulant administration is psychosis. Evidence shows that Ritalin can cause shrinkage and other abnormalities in the brain. It would appear that the writers of the ‘article’ should research some more before they strongly claim methylphenidate does not lead to psychosis.

I have had children come to my class that have had teachers in other schools tell their parents that they need to have diagnosis for behavior and suggested that medication would be good for them. It is clear to me some teachers do prefer drugged children to make their life easier. I have heard a teacher say such a thing, and he meant it!

Myth 8 says “Efforts by teachers to help children who have attentional problems can make more of a difference than medications such as Ritalin”. This is no myth! Helping children through educational methods and classroom techniques is tried and true by many teachers, including me and other colleagues.

Thomas Armstrong. Ph.D. presents wholistic strategies by building on the child’s interests, learning styles and talents. He reminds us that many great figures whom transformed society were hyperactive type children.

We may not know of Winston Churchill, Pablo Picasso, Charles Darwin and Florence Nightingale if Ritalin had controlled their emotion, will and spirit.

We have so much information out there for us to wade through.

It is a moral question here…..

Is dulling a child’s emotions, controlling his behaviour with drugs the right thing to do?

EXPLORING THE NATURE OF PERSONALITIES

EXPLORING THE NATURE OF PERSONALITY.
Let us not label an individual.

Shall we classify, label and box the student? Or shall we deepen our own knowledge through observation of that student thereby really learning about him/her?
If we fill a jar with honey and label it we can put it in the cupboard and forget about it. We can say “Oh, that’s a jar of honey its good for certain things only”. Apart from aging, the jar of honey won’t change much. Let us not classify, box and label the young children. Rather be on a path of attaining insight into their personality and who they are and who they are becoming.

For centuries the knowledge of human beings has been explored and knowledge upon deeper knowledge has been built. Unfortunately material prosperity has eroded spiritual life and therefore understanding of the human being in its entirety (ie: before, during and after earthly life) is becoming lost.
Rudolf Steiner approached the theory of ‘Four Temperaments’ that were originally proposed by Hippocrates 350 years B.C. as an approach to the riddle of the human being. He taught that, through observation, a teacher could determine characteristics of a child that would pertain to qualities of these four temperaments. Steiner gave suggestions to teachers as to how to approach children depending on their dominant temperament.
However, humans are a varied complicated species and it would beneficial to be observant of the whole person and their life if we were to attempt to gain insight into an individual. Steiner also spoke about twelve senses that relate to twelve qualities in mankind, all to be striven for and attained, ideally.
Steiner saw the wisdom in such theories as Hippocrates’ four temperaments and in other insights particularly of eastern philosophy where the spiritual aspect is highly recognised, particularly the knowledge of reincarnation. He developed this knowledge along with his own deep insights and observations and imparted wisdom in the form of education out of this.
Personality differences of the individual in relation to education are a subject to be penetrated. One would need to be mindful that judgement and classification of a human being does not occur when studying such things. Mere observation, not labelling, of a student along with such knowledge of temperament, personality and intelligent types allow us to understand yet give the freedom to allow that individual to change, transform, develop and emerge. There are too many factors in a child’s life that affect who he/she is, why he/she does, how he/she thinks, what he/she will be. It would be important that teachers only use such classifications as a tool and not a labelling device if they are intending to let a child become educated in true freedom.
With so much information, so many theories and such far flung transformations of deep past wisdoms we need to be cautious of taking the superficial approach to the study of personality and temperament types.
There is much to be explored on the subject of intelligent varieties and personality types:

Rudolf Steiner’s words on the ‘Four Temperaments’ are written in several of his lectures and are portrayed in the light of his Anthropsophy. However, here in this website you can see that his knowledge has been charted up and put into classifications by someone. It is a far deepening study to read his lectures and writings where his information is presented as a living explanation.

The Four Humours, beginning in Ancient Greek times, are the basis of theories in medicine and psychology, later becoming a study of personality type.

The Five Elements of Ancient Chinese culture is a foundation of Chinese thought relating to philosophy, medicine, science and fengshui. Another stream is Chinese Astrology of the Twelve Animal Circle. A concept of ‘personality types’ has evolved out of these foundations.

Ancient wisdom of the Constellations and the Zodiac has known deep knowledge including the study of the placement of stars and planets at the time of one’s birth. Unfortunately there has been a superficial narrowing down to the modern personality classification in the twelve signs of the zodiac.

More recent theories have developed such as the Enneagram, which may have wrongly been connected to Sufism. Personality traits of the nine Enneagram types are overlapped around an encircled nine-pointed star. It is interesting that the deadly sins a related to each of the nine personality traits. The seven deadly sins and their positive virtues could also be yet another study in personality classification.

The Keirsey Theory has four main classifications: The Rational, the Idealist, the Artisan and the Guardian



Howard Gardner’s Theory of Multiple Intelligences has become an ongoing study in recent years and is still continuing. It is particularly focused on education and ways the student can learn.




I found a powerpoint titled 'Psychological Typing' that might be of interest to some.

A review of Day Two

Knowing the physical benefits of regular exercise gives us incentive to encourage others, particularly some children, to maintain regular exercise and ourselves.

The following are some of the benefits of basic regular exercise:

• Helps to keep high blood pressure lower and strengthens cardiovascular system
• Helps to prevent type 2 diabetes
• Promotes bone density
• Boosts the immune system
• Regulates blood sugar to healthier levels
• Increases levels of ‘good’ cholesterol and reduces ‘bad’ cholesterol
• Benefits weight management
• Lifts moods and helps to alleviate symptoms of depression

The twelve Fundamental Movement Skills (FMS) provide a basis for the development of physical skills. It is important that children develop these skills in earlier years as the skills are harder to aquire as an older person. The lack of certain skills can have an effect on other aspects of a child’s development including fine and gross motor abilities, intellectual development and personal confidence.

In many cases children are naturally active and of their own volition they partake in healthy regular exercise as ‘normal’' play such as climbing trees and log walking, chasing one another, throwing and catching objects, exercising their imagination at the same time by making up games, and so on.

Gallahue’s three categories of the FMS give a clear view that encompasses the twelve:
STABILITY MOVEMENT SKILLS
Static balance, bending & stretching, stopping etc.
LOCOMOTION MOVEMENT SKILLS
Walking, running, skipping, hopping, leaping and other such sequenced locomotion
MANIPULATIVE MOVEMENT SKILLS
Throwing, ccatching, kicking, striking, bouncing & dribbling etc.

The Board of Studies has provided a PDHPE Syllabus to assist teachers in planning, developing and implementing learning experiences for children. Firstly, a set of Foundation Statements for the four stages is provided. In each of the stages is given outcomes and indicators for 8 ‘Strands’, 5 ‘Skill’ and 5 ‘Values and Attitudes’ classifications of PDHPE. These are broad outlines and give a mandatory structure yet they allow the teacher creative freedom to plan lessons and activities that help the students to develop while at the same time the teacher can adhere to the philosophy of the school.

REFLECTIONS ON DAY ONE OF PDHPE WITH KATHRYN

So often I integrate physical activity into a primary class lesson. Whether it be juggling bean bags to the spelling words of the week, playing hop-and-jump to our times tables or doing a dance routine to our new song. How enlivened I see the children when they become physically active in an enthused and connected way to their lesson. It was affirming to learn that these types of activies are acceptable in the eyes of an outcome driven curriculum. I tended to see PDHPE as 'sport' and 'competition' and 'team games'......not a favourable thing in early primary.
It was good to get together with collegues and work on our own clarifying of what we do, how and why.
I can see many ways the 12 Fundamental Movement Skills can be incorporated into games and fun activities.

Resources for teaching PDHPE

edu-resource

Friday, June 30, 2006

Resources for teaching PDHPE

Resources for
Personal Development, Health & Physical Education (PDHPE) Teachers K- 6

PDHPE is one of the six key learning areas in the Australian NSW primary curriculum. It is concerned with developing in students the knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives. The subject matter of PDHPE K- 6 is organised into eight interrelated strands consisting of: Dance, Games and Sports, Gymnastics, Growth and Development, Interpersonal Relationships, Safe Living, Personal Health Choices and Active Lifestyle. There are also five essential skills that students should also develop from PDHPE. They are: communication, decision making, interacting, moving and problem solving.

Resources:

Australian Council for Health, Physical Education and Recreation (ACHPER)
ACHPER is a professional association representing professionals working in the fields of health, physical education, human movement studies, sport, recreation, dance and community fitness. This site has close links to the educational system and schools. Teachers can utilise ACHPER locally and nationally for support in terms of new curriculum resources, new ideas to promote active and healthy living and professional training and development.

Sports Media: Physical Education and Sports for Everyone
The Sports Media site is a meeting point for all organisations, associations and teams who are involved in Sports and PE. As a member of the World-Wide Internet PE & Sports Organization they guarantee a speakers corner for everyone, everywhere. Sports Media will also assist with lesson plans, coaching tips and sports from all around the world.

Board of Studies: PDHPE K-6 Syllabus
The aim of the PDHPE K-6 Syllabus is to develop in each student for the ages of Kindergarten to Year 6, the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. It also provides schools with a curriculum framework for teaching and learning related to the health priorities for young people of drug education, fitness and physical activity, child protection and nutrition.

http://www.healthykids.nsw.gov.au/
Every kid deserves to be healthy
Good food habits and daily physical activity – if your child has these, they're well on the way to a healthy life. But achieving this isn't always so simple. This website shows you how to do it and links you to many other sites on this important topic. Check out Useful Links for more resources in this site.

Purchasing of Resources:

NSW Department of Education and Training: Public Schools NSW
Various books distributed for PDHPE teachers for units of work for K-6 which facilitate the systematic learning of skills and understandings. Fourteen books covering all aspects of the PDHPE syllabus strands.

Education Bookstore: PDHPE Zone
PDHPE Zone Stage 4 is a series of four new booklets written by experienced NSW PDHPE teachers. It is relevant to the Physical Education and Health syllabuses in all states. Each booklet is supported by a Teacher CD that provides models for the integration of the four books as well as a range of worksheets covering literacy, numeracy, technology and practical skills.

Lesson Plans:

Dance Lesson Plans:
PE Central provides a site for teachers to view many dance lesson plans ranging primarily for K-6. You can sort via styles of dance or view primarily all dance plans. The ability to submit dance plans are available as well as converse with other teachers about teaching dance.

Games and Sport Lesson Plans:
A way to increase active time in lessons with a focus on games is to select minor games which require high activity levels. You probably already use a range of minor games in your PDHPE lessons. These are great for getting students involved in the lesson and focus on fun and enjoyment.

Gymnastic Lesson Plans:
An array of Gymnastic lesson plans designed to suit all skill levels and ages. Teachers can choose a lesson on how to teach specialised Gymnastic skills such as the Stadler Handstand, Balance Beam or High Bar drills. Don't forget to visit the site labelled non-traditional gymnastics.

Growth and Development Lesson Plans:
Visit Lesson Plan Central web site and take straight into your classroom lesson plans on Growth and Development. Various lessons looking at the stages of infancy up to early adolescence, systems of the body and how the science of laughter can enhance our social, mental and physical well being.

Interpersonal Relationship Lesson Plans:
Discussion Questions, Writing Assignments, and Student Activities for Character Education and Life Skills. View lesson plans on developing a respect for others, dealing with pressures and getting along with parents.

Safe Living Lesson Plans:
In addition to Risk Watch's age-appropriate lesson plans in every module, we've created interactive activities to use in your classroom. The following lesson plans are categorized by Risk Watch grade levels, but some activities may be appropriate for several age groups, so "click around" and explore all of your options!

Personal Health Choice Lesson Plans:
The Alabama Learning Centre provides a site of lesson plans that define a personal health goal, identify how personal health choices are influenced by peers, media, family and the community as well as recognise activities and behaviours that encourage healthy family living.

Active Lifestyle Lesson Plans:
Lessons to promote personal fitness and a healthy lifestyle. Choose lessons plans for K to Gr 7. Plus various other links and resource suggestions for teachers.

Fundamental Movement Skills

Students need to master certain fundamental movement skills if they are to enjoy the wide range of physical activities, sports and recreational pursuits offered in our communities. The following professional development sections allow you to gain an understanding of each skill and look at practical suggestions to incorporate these skills into your PDHPE and sport programs.

Static balance
Sprint run
Vertical Jump
Catch
Hop
Side gallop
Skip
Overarm throw
Leap
Kick
Dodge
Two-hand strike


Teachers Sharing Ideas:

Teachers Forum: PDHPE Billboard
An online message system enabling PDHPE teachers to converse and share ideas with other teachers or professionals in specialised areas. A list of email addresses with subject of interest and date posted is supplied.

An inspiration?

A DISTRIBUTED LEARNING ENVIRONMENT SEEMS TO BE...

Learning that makes use of distributed and shared rescources.
Opportunities to access a wide range of resources and information.

Distant learners connecting and learning with and from each other.
With internet and ITC being wholly accessible to virtually anyone, incorporating 'distributed learning environment' to the distant learner the door of isolation can be opened.

Instruction and learning occuring independent of time or place.
Shared information and instruction is available anytime and anywhere to suitability of convenience.

Functioning as a virtual learning environment
Audio and visual through various forms of media can give illusions to realities.

Victory to Eagle Eye

Dear Eagle Eye, enjoyed your post immensely. As someone who works and creates with the human breath, I can fully relate to your post. On the breath of Nike your words are victorious.