Graphic Designer

A small but prolific design firm seeks a creative Graphic Designer with experience in both print and electronic media. We’re looking for someone who can take direction from written or spoken ideas and convert them seamlessly into images, layouts and other designs. The successful candidate should have an intimate understanding of how marketing campaigns work, especially in the education sector, to support our clients. We work in a fast-paced environment, so the ideal Graphic Designer will be able to hit the ground running as soon as we bring on a new client or project. Applicants with experience leading creative teams and designing with other professionals will be given prime consideration.

Responsibilities

Work simultaneously on 5+ projects based on current client workload
Create visual aspects of marketing materials, websites and other media, including infographics
Put together disparate elements of a design created by another professional, such as the icons, videos, photographs and other components necessary for a website design
Consult with clients’ marketing, copywriting and sales teams to create cohesive designs that reflect our clients’ corporate cultures and goals

Qualification and Skills

OND in Fine Art Design, Marketing or related discipline
Extensive experience with Illustrator, Photoshop, After Effects and InDesign, specifically with mockups, web design, videos and multimedia presentation
Working knowledge of CSS3, HTML5 and JavaScript
2- 4 years in professional commercial design, preferably with a marketing or creative agency
Adaptive design eye and skill
Excellent communication skills
Ability to absorb and apply constructive criticism from peers and clients
Must be very fast at typing 65-75 WPM

Interested candidates should send their cvs to info@lextorah.com

VACANCY FOR MUSIC TEACHER
General summary

The Music Teacher under supervision of the Head school is responsible for teaching for teaching music to pupils and assists the staff of the school in the improvement and appreciation of music instruction. Helps pupils grow in their enjoyment, appreciation, and performance of music through a variety of planned music experience which include singing, moving to music, playing of instruments and listening and performs other duties directly related to this job description.
DESCRIPTION OF BASIC FUNCTIONS AND RESPONSIBILITIES
General:
1. Conduct class/subject teaching activity in line with approved teaching scheme, plans and policies
2. Monitor learning by students and provide feedback on the appropriateness and completeness of teaching scheme and plans
3. Identify pupils with special learning needs and liaise with Remedial teacher to develop appropriate remedial responses
4. Maintain discipline in classes, apply approved sanctions for misdemeanors only and escalate all major issues promptly to the Sectional or Deputy Head
5. Provide overall pastoral care and oversee development of individual students.
6. Grade students’ tests and examinations
7. Monitor and report on an ongoing basis individual student progress and accomplishments.
8. Establish and maintain contact with parents/guardians as necessary to provide feedback on performance and ensure responsiveness to individual students needs.
9. Contribute to maintaining good teaming and collaborative environment in the School.
10. Teaches skills in music understanding
11. Plans/executes a balanced music program and organizes class time so that preparation, rehearsal and instruction can be accomplished within allotted time
12. Maintains care/responsibility for school-owned music, musical instruments and equipment to prevent loss or abuse. Maker minor adjustments and requests repairs to instruments as required.
13. Evaluates each pupil’s musical growth, performance, and musical understanding. Assesses each individual’s contribution to the performance of the group.
14. Communicates with parents and school staff on individual student’s progress.
Qualifications
• B.A or B.Ed ( Music) or PGDE Music Education
• MUSON Certified
• In addition to musical instrument proficiency, the ideal candidate MUST be good at sight-reading and sight-singing.
• You must be able to convey your enthusiasm and excitement for music to your students to help instill them with a desire to learn.
• In order to be a successful music teacher, you should also continue your own musical development and participate in musical ensembles during your free time, continuously teach yourself new techniques and develop new teaching methods to help improve and refine your skills on a continuous basis.
Skills Needed
While sharing the gift of music can be rewarding and fulfilling, teaching music is not just about music.
• You'll need to have effective classroom management skills, good communication skills, ability to pass knowledge of the subject to students and know how to assess and grade your students' progress.
• You may need to participate in extracurricular activities or work after school hours to assist students who need extra help. Sometimes, you may have to deal with children who have behavioral disorders or developmental or learning disabilities.
• This requires patience, dedication and a positive attitude, in addition to knowing effective strategies for integrating these students into your classroom.
Working hours
The Music teacher will work full time.
Interested candidates should send their CVs to info@lextorah.com.

Preschool Teacher.
Basic Job Description:
Instruct children (normally up to 5 years of age) in activities designed to promote social, physical, and intellectual growth needed for children in preschool.
Job Duties and Tasks:
1)Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.
2)Attend to children's basic needs by feeding them, dressing them, and changing their diapers.
3) Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills.
4) Establish and enforce rules for behavior, and procedures for maintaining order.
5) Read books to entire classes or to small groups
6) Organize and lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, storytelling, and field trips.
7) Observe and evaluate children's performance, behavior, social development, and physical health.
Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
9) Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
Qualification:
• NCE/OND in any related field
• 2years relevant experience
Requirements:
• Must be a Female
• Residing in Ajah/Lekki area of Lagos will be an added advantage
• Must enjoy the company of little children
• Must have good interpersonal and communication skills
Interested candidate should forward their cvs to info@lextorah.com

General summary

The Music Teacher under supervision of the Head school is responsible for teaching for teaching music to pupils and assists the staff of the school in the improvement and appreciation of music instruction. Helps pupils grow in their enjoyment, appreciation, and performance of music through a variety of planned music experience which include singing, moving to music, playing of instruments and listening and performs other duties directly related to this job description.
DESCRIPTION OF BASIC FUNCTIONS AND RESPONSIBILITIES
General:
1. Conduct class/subject teaching activity in line with approved teaching scheme, plans and policies
2. Monitor learning by students and provide feedback on the appropriateness and completeness of teaching scheme and plans
3. Identify pupils with special learning needs and liaise with Remedial teacher to develop appropriate remedial responses
4. Maintain discipline in classes, apply approved sanctions for misdemeanors only and escalate all major issues promptly to the Sectional or Deputy Head
5. Provide overall pastoral care and oversee development of individual students.
6. Grade students’ tests and examinations
7. Monitor and report on an ongoing basis individual student progress and accomplishments.
8. Establish and maintain contact with parents/guardians as necessary to provide feedback on performance and ensure responsiveness to individual students needs.
9. Contribute to maintaining good teaming and collaborative environment in Corona Schools.
10. Teaches skills in music understanding
11. Plans/executes a balanced music program and organizes class time so that preparation, rehearsal and instruction can be accomplished within allotted time
12. Maintains care/responsibility for school-owned music, musical instruments and equipment to prevent loss or abuse. Maker minor adjustments and requests repairs to instruments as required.
13. Evaluates each pupil’s musical growth, performance, and musical understanding. Assesses each individual’s contribution to the performance of the group.
14. Communicates with parents and school staff on individual student’s progress.
Qualifications
• B.A or B.Ed ( Music) or PGDE Music Education
• MUSON Certified
• In addition to musical instrument proficiency, a strong background in music theory and musicianship and basic skills, music teachers must also have the ability to work well with, and relate to, children of all ages.
• You must be able to convey your enthusiasm and excitement for music to your students to help instill them with a desire to learn.
• In order to be a successful music teacher, you should also continue your own musical development and participate in musical ensembles during your free time, continuously teach yourself new techniques and develop new teaching methods to help improve and refine your skills on a continuous basis.
Skills Needed
While sharing the gift of music can be rewarding and fulfilling, teaching music is not just about music.
• You'll need to have effective classroom management skills and know how to assess and grade your students' progress.
• You may need to participate in extracurricular activities or work after school hours to assist students who need extra help. Sometimes, you may have to deal with children who have behavioral disorders or developmental or learning disabilities.
• This requires patience, dedication and a positive attitude, in addition to knowing effective strategies for integrating these students into your classroom.
Working hours
The Music teacher will work full time.
Interested candidates should send their CVs to info@lextorah.com.

[b]

Create a Good Atmosphere in your Sessions

Students are most likely to do well if they offer encouragement to one another and if they feel that they can make mistakes without being mocked or told off. They are unlikely to take risks unless they are supported in doing so.

Praise those who try and don't tolerate those who discourage others from trying.

Relate Current Outcomes to a Future Exam or Assessment

Telling your class roughly what grade or score they are likely to get by working at their current level is often highly motivating, especially if it is lower than they would wish.

Talking to the class as a whole means that everybody is involved and the motivation of the group is likely to improve as a result.

Explain how they can Improve

This is most effective if you can offer feedback to the students individually.

If students consistently miss out finer detail or answer questions too slowly and don’t reach the last one, make sure that they know this. Finding that they can improve their grades by trying some simple techniques can be a great encouragement for them more generally.

Build Rapport

Students generally want to do better for teachers that they like.

It may be worth asking particular students to stay behind for a brief discussion with you: they may be happy to raise concerns with you individually and in private that they would never raise before others.

Talk to Colleagues

If there is a particular student whose performance worries you, it might be worth finding out if you are the only one with concerns.

If a specific teacher is in charge of their pastoral care, they should know about your worries and might be aware of an explanation for them, such as a family or health issue.

Talk to Parents

If you teach children, you will have some kind of parent-teacher conference during the school year. This can be an ideal time to either ask parents to support you in encouraging a student to work harder, and/ or to gain insight into any situation outside school that may be limiting their performance. Sometimes these can bring up contentious issues.






[/b]

Wow! This is interesting

Yes you can like our page on facebook homeworks.com and get more motivation tips.thanks

SHORT-TERM MOTIVATION TECHNIQUES FOR TUTORS

These techniques can be used during a teaching session to keep your students motivated and help them to focus and concentrate.

State Clear Objectives

At the beginning of a session it is usually helpful to clearly state what you expect your students to learn.

It is much easier for students to keep going if they are aiming to ‘explain why A wrote a letter to B’ rather than to ‘examine the deepening relationship between A and B'.
State Clear Timings

It is also useful to tell your students how long a particular exercise or part of the class is likely to last.

If your students know that you will be starting a practical session at half past the hour, they are less likely to waste time wondering what the equipment at the front is for.
Vary your Lessons

If you always follow the same routine of talking through a topic and then making students answer a question sheet individually, they'll get bored.

However, if, for example, you can show your class a relevant short film and then get them to brainstorm their ideas in groups to put on a poster, they will use different skills and learning approaches. Experiment with different modes of teaching and discover what works best for your group.
Use Learning Incentives (Bribery!)

Use a ‘carrot and stick’ approach.

Telling your students that they can play a learning game at the end of the lesson if they have done the necessary written work can help to keep them on task.

Learning incentives can be particularly powerful for subject areas which are difficult for the students to relate to. Answer their question: 'Why do I need to lean this?'
Assess Their Learning

Warning your students that there will be a quick spot test at the end of the session or the start of the next one, may help to ensure that they listen to you.

A quick test of ten basic questions can tell you a great deal about their level of engagement, and the praise that you offer to the best scores will be encouraging.

Seunvense:
Op you too much...You are absolutely correct.

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REAL COMMUNITY SERVICE

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[b] “Principles are to people what roots are to trees. Without roots, trees fall when they are thrashed with the winds of the pampas. Without principles, people fall when they are shaken by the gales of existence.” — Carlos Reyles, 19th century Spanish author

When he spotted his grandpa asleep on the family room couch, the rambunctious ten year old saw his chance. With cat-like stealth, Jason quietly crept up on grandpa and gently smeared a small bit of smelly old cheese into his moustache. As grandpa mumbled and stirred, Jason bolted from the room. Peeking around the corner, Jason fought hard to contain himself as he watched grandpa open his eyes and take a sniff of the air. “Whew! This room stinks”, grandpa exclaimed. Rising from the couch he went into the front hall. “Why, the whole house stinks”, grandpa declared as he went out the front door into the yard. Watching grandpa take a few deep whiffs of the air, Jason lost it. He burst out laughing as grandpa bellowed, “Everything stinks.”

Our principles, values, or beliefs are the lens through which we see the world. We then find the evidence and examples to prove our point of view. If our behavior sometimes smells a little — we cheat, cut ethical corners, or “stretch the truth” — we assume (and often justify our behavior with) “everybody else is doing it.” Then we notice just how many other people are doing the same — their behavior stinks.

If people with this mindset become managers, he or she will build on his or her assumptions and experiences by putting rules and practices in place to catch the “stinkers.” As psychologist and personal effectiveness coach, Peter Jensen, puts it, “Most of what we see in others is what we project from ourselves.”[/b]

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[b]1.)Try to plan your extra-curricular activities. Do you play any sports? Music? Art? Try to cut down to three or four hours a week.


2.)Think of weekends as additional 'studying' days. Early Saturdays and Sundays, study even if you do not have a test coming soon. Still review your recent topics. Then, in the afternoon, you can go out and have fun.


3.)On the rides to sports and other activities, study in the car. Even do your homework in the car.


4).Keep phone conversations and texting to a minimum on school days. Don't watch too much TV.


5).Review your notes before you go to bed. Do the same each morning.


6).Maintain healthy habits. Don't ever starve yourself, Don't take drugs or drink alcohol so you will be able to keep yourself focused.


7).Consider tutoring. If you do not feel comfortable with tutors, then go to the book store and purchase some SAT preparation booklets.


.Go on the internet for resources. Take notes on any videos you watch.


9.)Try new studying methods. Just memorizing isn't going to help. Use flashcards, foldables, type up worksheets, type up new study guides, and look at what you are learning in a big picture. This might sound strange but read the textbook slower out loud.


10).Listen attentively to your teacher. Don't talk to your friends when you are supposed to be paying attention.


11).Organize your binders and your folders. When you get a worksheet, don't just place it on top of your folder. Slide it in the pocket and don't forget it.
the car.to be paying attention.


12). Don't forget your homework. You might have gotten a 100 on it but points would be taken off.


13).Attempt all extra credit. After you have finished your regular assignments, complete all available extra credit.


14).Get interested in the material. If you like the material, it is a cinch to engage and is ever-so-easy to learn. Don´t think of chemistry in the negative as, "It´s so stupid.-- I´ll never need it.", rather make ultra-positive statements like "It will explain how the world works and allow me to make what I want of this world."


15).Memorizing can help you get through tests, but it won´t help you in life. Try to understand principles and methods and put your learnings in a larger context.


16).Work through difficult subjects by expanding the resources you "bring into play". If you have problems in a special subject, search for relevant material on the web. There you´ll find a lot of information.-- Some of it will stick with you and your understanding will grow. The extra knowledge will sometimes impress your teacher and lead to better grades. It may also be used when writing a paper or during class discussions[/b]

[b][b] 1.) Fill your child's world with reading. Take turns reading with your older child, or establish a family reading time when everyone reads her own book. Demonstrate how important reading is to you by filling your home with printed materials: novels, newspapers, even posters and place mat with words on them.


2.) Encourage him to express his opinion, talk about his feelings, and make choices. He can pick out a side dish to go with dinner and select his own extracurricular activities. Ask for his input on family decisions, and show that you value it.

3.) Show enthusiasm for your child's interests and encourage her to explore subjects that fascinate her. If she's a horse nut, offer her stories about riding or challenge her to find five facts about horses in the encyclopedia.

4.) Provide him with play opportunities that support different kinds of learning styles — from listening and visual learning to sorting and sequencing. Supplies that encourage open-ended play, such as blocks, will develop your child’s creative expression and problem-solving skills as he builds. He'll need lots of unstructured play time to explore them.

5.) Point out the new things you learn with enthusiasm. Discuss the different ways you find new information, whether you're looking for gardening tips on the Internet or taking a night class in American literature.

6.) Ask about what he's learning in school, not about his grades or test scores. Have him teach you what he learned in school today — putting the lesson into his own words will help him retain what he learned.

7.) Help your child organize her school papers and assignments so she feels in control of her work. If her task seems too daunting, she'll spend more time worrying than learning. Check in with her regularly to make sure she's not feeling overloaded.

8.) Celebrate achievements, no matter how small. Completing a book report calls for a special treat; finishing a book allows your child an hour of video games. You'll offer positive reinforcement that will inspire him to keep learning and challenging himself.

9.) Focus on strengths, encouraging developing talents. Even if she didn't ace her math test, she may have written a good poem in English class. In addition to a workbook for math practice, give her a writing journal.

10.) Turn everyday events into learning opportunities. Encourage him to explore the world around him, asking questions and making connections.
[/b][/b]

By Rose Garrett.

As a parent, you know you have your work cut out for you. What with getting your kids washed, fed, and to school and back every day, it's a busy job. But when the child you're raising to be a healthy, happy adult suddenly can't seem to get his fingernails out of his mouth, or her knuckles from constantly cracking, it's enough to make any hard-working parent wonder what they're doing wrong. So just why do kids develop repetitive habits like hair-twisting and thumb-sucking, and what, if anything, can be done about it?

“When I speak to parents, we try to look at the underlying reason together to find out why they're doing it,” says Jennifer Trachtenberg, M.D., pediatrician, “Many times they’re doing it because they’re stressed out or nervous, and are doing it to self-sooth.” Chris Hayward, M.D., M.P.H., Professor of Psychiatry and Behavioral Studies at Stanford University, agrees: “In the ideal it is best if parents understand why the behavior has developed and address the underlying meaning or cause of the behavior... either with or without expert help.” In other words, the bad habit may not be the problem –it may simply be your child’s way of relieving underlying problems.

That’s not to say that every child with a hangnail habit is crying out for help. It may be as simple a matter as a distraction from boredom. So how do you know when your child’s habit is becoming harmful? “A good rule of thumb is to seek help if behaviors are interfering with functioning in some way in school, home, friendships, etc., or if they are clearly manifestations of other more serious problems,” says Hayward. Otherwise, your child’s bad habit may simply go away on its own, especially as she grows older and social pressures make her think twice about sucking her thumb, or biting her fingernails.

Until then, Trachtenberg recommends taking these steps:

Work with your child to identify the problem. Does he gnaw on his fingers when faced with a tough math problem? Does she crack her knuckles when nervous? Being conscious of when and why he does it will help your child control his habit.

Talk to your child about why you want them to break this habit, and try and help them identify reasons to stop. Simply imposing your own will is not going to get the job done: “They need to be internally motivated,” says Trachtenberg. For instance, encourage your child to think about how classmates will view her more unhygenic habits, like chewing on her fingernails.

Construct a specific plan, identify goals, and set up a rewards system for success.

Instill the message. Make sure that you reinforce and reward your child’s efforts by giving praise, and remember that your understanding and support are important in the difficult task of breaking bad habits.

The bottom line, says Trachtenberg, is to be “persistent and consistent. Do it as a partnership, and I think it should work.” As a parent, it's up to you to help your child break bad habits, and decide if there's an underlying problem that needs more attention. All it takes is a little bit of insight, understanding and discipline.

Does your child get enough sleep? If not, it could affect more than sleepiness at school. Studies suggest there may be a link between skimping on sleep and being overweight. Sleep shortfalls may increase hunger hormones -- so kids eat more. Also, kids are less likely to get exercise (and burn off calories) when they're tired.

To help kids and teens get a good night's sleep:

Remove TVs, computers, and gadgets from kids' bedrooms.
Avoid large meals before bedtime.
Develop a regular bedtime routine.
Set firm bedtimes and wake times.
Make sure the bedroom is quiet, dark, relaxing -- and not too hot or cold.
Help kids quiet down a few hours before bedtime.
Heavy studying, text messaging, or video games should end in early evening.

How much sleep do schoolkids need? It depends on the child. But here are some general guidelines from the National Sleep Foundation:

Ages 3-5: 11-13 hours
Ages 5-12: 10-11 hours
Ages 11-17: 9.5-9.25 hours

1. Set the Tone

I firmly believe that a student's misbehavior in the past does not necessarily equate to future indiscretions.

Usually during the first week of school, I would try to have individual conferences with these tough kids. I'd take this as an opportunity to clear the air and wipe the slate clean. Often, these students can feel disrespected because their teachers already have preconceived ideas about how they are the troublemakers. Explain that you respect them and have high expectations for them this year. Lay the foundation for the student's understanding that you believe in him or her, because you might be the only one who genuinely does.

2. Be a Mentor

Unfortunately, it has been my experience that some of the toughest kids to teach come from very difficult home situations. Inconsistent housing, absentee parent(s), lack of resources, and violence are only a few examples of what some of these students have to face every day. Kids that are neglected at home can act out in school to receive attention, good or bad. They want someone to notice them and take an interest in their lives.

Don’t forget how important you are in helping your students develop not just academically, but also socially. Make an effort to show you care about them, not just their grades. Be proactive instead of reactive. The key to being a good mentor is to be positive, available, and trustworthy. One year with a great mentor can have a lasting, positive impact on a tough kid's life.
3. Make Connections

Part of being a great mentor is your ability to make connections with these tough kids. Since these students sometimes don't have anyone encouraging them or taking an interest in their lives, have a real conversation about their future or dreams. If they have nothing to share, start talking about their interests -- sports, music, movies, food, clothing, friends, siblings, etc. Find a way to connect so that they can relate to you. Start off small and show a genuine interest in what they have to say. Once you've made a positive connection and the student can trust you, you'd be surprised how fast they might open up to talking about their hopes, fears, home life, etc. This is when you need to exercise professional discretion and be prepared for what the student might bring up. Explain that you do not want to violate his or her trust but that, as an educator, you are required by law to report certain things.


4. Take it Personally (In a Good Way)

Teachers need to have thick skin. Students may say things in an attempt to bruise your ego or question your teaching abilities. Remember, we are working with young children and developing adults. I'm sure you said some hurtful things that you didn't mean when you were growing up. Students can say things out of frustration or boredom, or that are triggered by problems spilling over from outside of your classroom. Try to deal with their misbehavior in the classroom -- they might not take you seriously if you just send them to the office every time they act out. These are the moments when they need a positive mentor the most.
Once trust has been established, remind these students that you believe in them even if they make a mistake. personal issues isn't something that happens overnight, but it is a worthwhile investment in his or her future.
[b]5. Expect Anything and Everything!

All of our students come from a variety of cultures, nationalities, and home environments, and these five techniques that have worked for me might barely scratch the surface of how you interact with the tough kids in your classroom. If you have another method that has helped you reach out and connect to a tough kid, please share it below in the comments section.

1. Set the Tone

I firmly believe that a student's misbehavior in the past does not necessarily equate to future indiscretions.

Usually during the first week of school, I would try to have individual conferences with these tough kids. I'd take this as an opportunity to clear the air and wipe the slate clean. Often, these students can feel disrespected because their teachers already have preconceived ideas about how they are the troublemakers. Explain that you respect them and have high expectations for them this year. Lay the foundation for the student's understanding that you believe in him or her, because you might be the only one who genuinely does.

2. Be a Mentor

Unfortunately, it has been my experience that some of the toughest kids to teach come from very difficult home situations. Inconsistent housing, absentee parent(s), lack of resources, and violence are only a few examples of what some of these students have to face every day. Kids that are neglected at home can act out in school to receive attention, good or bad. They want someone to notice them and take an interest in their lives.

Don’t forget how important you are in helping your students develop not just academically, but also socially. Make an effort to show you care about them, not just their grades. Be proactive instead of reactive. The key to being a good mentor is to be positive, available, and trustworthy. One year with a great mentor can have a lasting, positive impact on a tough kid's life.
3. Make Connections

Part of being a great mentor is your ability to make connections with these tough kids. Since these students sometimes don't have anyone encouraging them or taking an interest in their lives, have a real conversation about their future or dreams. If they have nothing to share, start talking about their interests -- sports, music, movies, food, clothing, friends, siblings, etc. Find a way to connect so that they can relate to you. Start off small and show a genuine interest in what they have to say. Once you've made a positive connection and the student can trust you, you'd be surprised how fast they might open up to talking about their hopes, fears, home life, etc. This is when you need to exercise professional discretion and be prepared for what the student might bring up. Explain that you do not want to violate his or her trust but that, as an educator, you are required by law to report certain things.


4. Take it Personally (In a Good Way)

Teachers need to have thick skin. Students may say things in an attempt to bruise your ego or question your teaching abilities. Remember, we are working with young children and developing adults. I'm sure you said some hurtful things that you didn't mean when you were growing up. Students can say things out of frustration or boredom, or that are triggered by problems spilling over from outside of your classroom. Try to deal with their misbehavior in the classroom -- they might not take you seriously if you just send them to the office every time they act out. These are the moments when they need a positive mentor the most.
Once trust has been established, remind these students that you believe in them even if they make a mistake. personal issues isn't something that happens overnight, but it is a worthwhile investment in his or her future.
[b]5. Expect Anything and Everything!

All of our students come from a variety of cultures, nationalities, and home environments, and these five techniques that have worked for me might barely scratch the surface of how you interact with the tough kids in your classroom. If you have another method that has helped you reach out and connect to a tough kid, please share it below in the comments section.

Last year, Professor Jessica Ball presented with clarity the evidence that children learn better in their mother tongue. She explained that a child’s first language is the optimal language for early literacy and building foundational skills (UNESCO, 2008a). She also underlined that more research is needed on how best to prepare children in the early years for the mix of languages that will be used in primary school. How can we efficiently connect teaching in their mother tongue to teaching in a second language later on?

Teaching the foundational skills (early literacy and numeracy) and critical thinking in a language that the child speaks and understands is one of the most effective ways to reduce school failure and drop out in the early grades. And more importantly, these foundational skills significantly increase learning later on.



2015 is the final year to reach the Millennium Development Goals which were established in 2000. Around the globe around 250 million children are still not learning basic literacy skills, even after four years of school.

This “learning crisis” primarily affects students from the lower socio-economic quartiles, rural and isolated communities and cultural and linguistic minorities, thus compounding existing inequalities (UNESCO GMR 2013/14).

However, it is encouraging to see that the evidence that young children learn better in their mother tongue is growing and comes from developing countries themselves. To address the massive learning crisis and reduce dropout rates in early grades, several countries in sub-Saharan Africa and elsewhere, have introduced mother tongue instruction in preschool.

This makes schools more welcoming for parents and communities. Most importantly, it allows teachers to communicate in a language that children understand.


Ultimately, by carefully planning transition policies and programs for the second language in a multilingual education context, the mother tongue programs can reinforce inclusiveness and success for students who are most likely to drop out or
fail.

Last year, Professor Jessica Ball presented with clarity the evidence that children learn better in their mother tongue. She explained that a child’s first language is the optimal language for early literacy and building foundational skills (UNESCO, 2008a). She also underlined that more research is needed on how best to prepare children in the early years for the mix of languages that will be used in primary school. How can we efficiently connect teaching in their mother tongue to teaching in a second language later on?

Teaching the foundational skills (early literacy and numeracy) and critical thinking in a language that the child speaks and understands is one of the most effective ways to reduce school failure and drop out in the early grades. And more importantly, these foundational skills significantly increase learning later on.



2015 is the final year to reach the Millennium Development Goals which were established in 2000. Around the globe around 250 million children are still not learning basic literacy skills, even after four years of school.

This “learning crisis” primarily affects students from the lower socio-economic quartiles, rural and isolated communities and cultural and linguistic minorities, thus compounding existing inequalities (UNESCO GMR 2013/14).

However, it is encouraging to see that the evidence that young children learn better in their mother tongue is growing and comes from developing countries themselves. To address the massive learning crisis and reduce dropout rates in early grades, several countries in sub-Saharan Africa and elsewhere, have introduced mother tongue instruction in preschool.

This makes schools more welcoming for parents and communities. Most importantly, it allows teachers to communicate in a language that children understand.


Ultimately, by carefully planning transition policies and programs for the second language in a multilingual education context, the mother tongue programs can reinforce inclusiveness and success for students who are most likely to drop out or
fail.

According to Father of Indian Nation M.K.Gandhi
"If wealth is lost nothing is lost"
"If health is lost something is lost"
"If character is lost everything is lost"
Best of all things is character.

Every one knows that life is precious – that life is important. We all protect our life because we care for it more than anything else. If life is so important, the values of life are even more important.Values are guiding principles, or standards of behaviour which are regarded desirable, important and held in high esteem by a particular society in which a person lives.

"The Importance of Values and Morals are the code we live by in a civil and just society. They are what we use to guide our interactions with others, with our friends and family, in our businesses and professional behaviour. Our values and morals are a reflection of our spirituality; our character. They are what we hope to model for our children and the children around us, because children do watch us as they develop their own sense of right and wrong.

Value education means inculcating in the children sense humanism, a deep concern for the well being of others and the nation. This can be accomplished only when we instill in the children a deep feeling of commitment to values that would build this country and bring back to the people pride in work that brings order, security and assured progress.

Remember the “CHINESE PROVERB”.
"If there is righteousness in the heart, there will be beauty in character, if there is beauty in character, there will be harmony in the home, when there is harmony in the home, there will be order in the nation, when there is order in the nation there will be peace in the world".
A person with proper values will not be afraid to face problems. He or she will expect and accept them as part of life. He or she will not give un necessary importance to anything that happens in life. He or she will have complete faith in God. Such a person will be an example to the rest.


Last but not least We must love our own values in life, to build a strong character. It will help us to lead our life as it should be lead. It is very necessary for the fulfillment of life’s purpose.

When it comes to texting, the best guidelines to follow are to maintain formality and professionalism in all your communications with employers, regardless of the tools you are using to communicate.

Even if the communication is typically construed as casual, like texting is, up it a notch when you're talking to a recruiter or other professional connection.

Candidates should not normally initiate contact with employers through a text message or use text as a medium for their follow up communications after an interview. However, if a recruiter reaches out to you by text then they will expect a text in return.

Here are some guidelines for text communications with recruiters.

Text as if you are composing a typical business communication with someone who you don't know well.
Spell out all your words, no abbreviations (leave your LOL and OMG at home), no acronyms

Avoid emoticons; they are not appropriate for formal communication.

If you have a text "signature" that sends at the bottom of every text message make sure it's work-appropriate.

Do express enthusiasm for opportunities that are offered, you don't need to be a cold fish, just express your interest in a more formal way e.g. I am so pleased that you have reached out to me for an interview, the analyst position with your firm would be an excellent opportunity for me.

Keep your communications short, but don't be afraid to convey some information that will heighten the recruiters interest e.g. The network applications role would be ideal for me since I just completed an advanced Cisco certification.

Be ready for the normal back and forth of a text exchange. You don't have to ask or say it all in your first text.
Carefully review your text before sending for spelling, grammar and unintended auto correction mistakes.

If you would prefer contact by text, consider writing "Text Messages Accepted" next to your cell number on your resume.

Before you hit send, double check that you're sending the message to the right person. When you are carrying on several conversations at once, it's easy to mix them up.