Hold the Door:Lessons for my Kids

Why children need 12 hours of sleep - Study

Sleep is important especially for children given that it directly impacts mental and physical development. During sleep, the entire body is rejuvenated as cells and tissues repair themselves and muscles and bones grow. Also, the brain is more active, performing functions that are necessary for mental alertness.

The United States National Sleep Foundation has stipulated an average of 10 to 12 hours sleep for children between the ages of three and 12 and studies have established that depriving children of the required hours have profound effects on their overall well-being, affecting mental functions, behaviour and even resulting to obesity.

Children are generally a bundle of joy. Their care-free, easy going attitude can be a source of amusement and sometimes relaxation. However, when they start with their show of ill manners, unruly behaviour and temper tantrums the once angels become a source of stress and exasperation.

Most people may attribute unruly behaviour of children to heredity, nature, intake of too much sugar which results to hyperactivity, but few people have considered the possibility of lack of sufficient sleep as a cause of disruptive behaviour among children.

According to Mr. Festus Jimoh, a psychologist, “children and adults behave differently when they are deprived of sleep. Adults usually become sluggish when tired while children tend to be over stimulated. Sometimes, they may also be irritable, emotionally explosive, and aggressive.”

In a study involving 2463 children between the ages of six and 15, carried out in the Department of Psychiatry, National Taiwan University Hospital and College of Medicine, Taipei, Taiwan, it was discovered that children with sleep problems were more likely to be inattentive, hyperactive, impulsive, and displayed oppositional behaviours.

Besides behavioural dysfunction, studies have also pointed out that shorter episodes of sleep among children have negative effects on cognitive functioning in children. The 2012 edition of the journal, Psychological Bulletin, published a study that showed that “children with the least amount of sleep exhibit poor academic performance and had more externalising and internalising traits.”

According to Mr. Jimoh, certain activities can deprive children of a good night sleep. “These days, most children are earlier exposed to video games, addictive TV programmes that run even at night, the internet through their mobile phones and interestingly, social network media. In cases where parents do not actively monitor their children, these kids, not minding that it eats into their sleep, get carried away with these activities, which can be very addictive. Also when the relationships at home are strained, it psychologically stresses the child and this can result to poor sleep. Another factor is the fact that homework and house chores can eat into the child’s sleep time,” he said.

It is usually a general complaint that sometimes, children resist sleep and this can be frustrating for the parents. Mr. Jimoh insists that healthy sleep habits can be taught to the child. “Children need routine and consistency especially when it comes to sleeping habits and it is the role of the parent to imbue the child with this. Children cannot be left to their own devices and that is why parents are there to guide them. If the children don’t sleep enough, it would eventually tell on even the parents themselves, because when your child starts misbehaving, you would have sleepless nights.
Basic steps such as creating a comfortable environment, removing potential sources of distraction such as TV, toys and games, keeping regular sleep and waking hours can greatly help.” Notmykid.org offers additional ideas:

• Establish a quiet, consistent bedtime routine. After several nights of doing the same quiet activities, in the same sequence, your child will begin to associate them with going to sleep.

• Give your child a light snack to begin the bedtime routine. Avoid foods and beverages containing processed sugar or caffeine after about 4:00 p.m., and remember that a heavy meal should not be eaten within 2 hours of bedtime.

• Include quiet activities such as listening to soft music, taking a warm bath, reading a favourite book, and snuggling in bed with a favourite stuffed toy or doll, etc…

• Start early. Allow sufficient time to prepare your child for bed. As he gets used to the routine, the time required to quiet down and fall asleep will decrease.

• Stay calm, keep your voice quiet, and be firm. Showing frustration will indicate to the child that she is in control, and this will simply encourage her to continue the battle.

• Be patient. The process of establishing an effective bedtime routine might take a few days or weeks, but the effort will be well worth the payoff in terms of improved functioning for your child and your family.

• Remember that helping your child get adequate sleep is important to his/her health.
Source: Blessing EkumNigerian TribuneNewspapers

plagiarism-in-nigerian-universities

Editorial
THE recent dismissal of five and demotion of 10 academic staffers of the University of Calabar (UNICAL), by the Governing Council of the University, for what it calls ‘academic dishonesty’, is certainly a sad commentary on the Nigerian academia. For the avoidance of doubt, the academia has, in recent years, been enmeshed in crisis of immense proportion, epitomised by acute under-funding, infrastructural deficits, declining quality of postgraduates studies and research outputs and poor international image. Added to these is the increasing manifestation of various dimensions of ‘intellectual corruption’, particularly patronage, that is, ‘favouritism based on attributes not connected with merit or performance’. Hiring, promotion and tenure have been highly influenced by nepotism, cronyism, discrimination and other undesirable considerations. Avenues for such behaviours also abound in the decision making organs of the University system and its regulatory agencies, particularly the National Universities Commission (NUC). Adding plagiarism, acclaimed as the greatest crime in scholarship, to the rot is a major source of worry. With such a malaise the future of this country is jeopardised.
While it may not be certain the exact extent of the problem, there are sufficient reasons to assume that it is now assuming some notoriety in the Nigerian university system. To be sure, Professor Patrick Igbinovia, then Dean of the Faculty of Social Sciences, University of Benin, was suspended in 2008 for plagiarism. Professor Victor Dike, a US-based Nigerian scholar, also accused two academics of the Department of Economics, University of Port Harcourt (UNIPORT), a Professor and his junior colleague, of plagiarising his work. As Dike claimed, he reported the matter to the then Vice Chancellor of UNIPORT, Professor Don Baridam and requested that appropriate disciplinary actions be taken against the affected academics, without success. Professor Victor Dike has since taken the matter to court. The same Professor Dike, it would be recalled, has also accused Mallam Sanusi Lamido Sanusi, the Governor of the Central Bank of Nigeria, of plagiarising his work and the matter also in court. These were, however, isolated case.
To be sincere, plagiarism is not peculiar to Nigeria. It is a global problem. The difference, however, is that the problem is much more pronounced among politicians, not academics. Recently, two high ranking cabinet officers, the Minister for Defence and Education, were relieved of their positions for plagiarism in Germany. But having 15 cases from the same University at a time, as the case at hand indicates, is scary. Suspicions are that many more, within and without UNICAL, may have engaged and profited from the same ignominious act and escaped with it. UNICAL is in focus today because its current management decided to tread the part of honour. There may be far worse cases in other Universities now, as then, that may have gone undetected or swept under the carpet. The authority of UNICAL should, therefore, be commended for taking the courageous step in dealing with this ugly incident in its domain.
Though a local issue, it has national ramifications because plagiarism is not only an academic offense, but a developmental issue. Not only does it violate intellectual property rights and copyright laws, it is also one of the banes of educational development in Nigeria. It is also a major source of excruciating international image crisis for the already battered reputation of Nigerian universities in the international system.
It is, therefore, grossly insufficient to limit punishment to mere dismissal and suspension. These should be the starting point, depending on the extent of the established case. As in the cases of financial corruption, there should be room for prosecution of anyone suspected or accused of intellectual corruption.
The recent move by some Nigerian universities to unite and wage war against plagiarism, by deploying highly rated anti-plagiarism software by Turnitin, is a welcome development. It is a promising intervention by the Committee of Vice Chancellors of Nigerian Universities (CVC) to tame the monster. While the software may not be a perfect antidote, given that it can only recognise and work for items on the internet, it is certainly a good starting point. After all, it has been reported that Turnitin is used by more than 10,000 institutions in 126 countries worldwide. It is also said that in the UK alone, ‘98 per cent of the country’s higher institutions use the software to check for academic originality and authenticity, save instructors time and provide valuable feedback to students’.
As Nigerians await the full deployment of the software in May, following the completion of ongoing training of staff and students of Nigerian Universities on the use of the software, it may not be totally out of place to revisit and authenticate publications used in recent cases of promotion. The hope, however, is that the process would not be abused, by turning it into another tool for patrimonialism, for rewarding ‘loyal’ ones, and sanctioning the disloyal, real or imagined.
Source- The Guardian

STAFF INSTABILITY IN THE TEACHING AND LEARNING PROCESS IN PRIVATE SCHOOLS IN NIGERIA

PART 2

Also there are societal factors – your friends, relatives, peers and other people and the times may

cause the instability of staff in the school. A person could enjoy his job, but peer pressure may make his life miserable, friends may say ‘Ah, you of all people to be working in such a low and unrecognised place. Don’t you know your class of people’?

On the part of the employer, friends could come round and say ‘Ah, Mr man you are wasting your money, how can you be paying such big salary in the civil service they don’t pay that much. You may think they are helping you but in the long run they disorganize your establishment. The employer may feel, all the money I get I am paying my staff, why? Let me make things hard for them so that they will go then I will employ cheaper labour. With this I can have more money to live up to the expectation of people and the times. Such an employer does not realise that the fact that his staff are leaving he is already living below expectations of his objectives and the times.   

Relatives who work for you must have specified job description and should not poke their noses into what is basically not their business. They must realise that your staff are very important to you and they are the ones that help to make you.

Both the employer and the employee should let morality guide their actions and thinking, and do unto others what you would they do to you.

Consequently the employer should recognise that his /her staffs are his assistants and not slaves, give free hand for them to operate. Recognise merit and hard work of individual workers

Let the spirit of fairness be seen in the remuneration that is given to your workers

Set a standard for yourself and the school and work towards it

Spell out in details what benefit staffs are to derive from working for you from time to time, their conditions of service must be clearly stated and explicit.

The employee must know that a rolling stone gathers no moss. Frequent changes of employment does not popularise you nor does it stabilize you in fact some schools now only employ people who have worked in another place for up to five years as this indicates that they will stay in their new employment. The greatest position a man can occupy is that of a servant. So take time to serve others and per harps one day you may be served if you are not faithful in another man’s thing who will entrust your own to you. Accept your job and your position and attach importance to what you are doing. Nothing brings contentment other than the grace of God. So do not always feel unsatisfied with your position with your employer. Always faith your fate so as to avoid unnecessary grumbling and unhappiness, look more to the work you are doing more than what you are getting out of work.

Some benefits of Staff Stability in the school include a better understanding between the employer and his employees. Teachers will understand their jobs better and do it more effectively. Teachers and pupils would have taken time to study each other which would aid in the good performance of the pupils and the school. When staffs have stayed longer in the school they quickly understand problems and know their solution almost at once. People really come to occupy their real positions when they stay longer in a particular employment

Let it be recommended here that for stability in the school system there should be regular dialogue and consultation between the employer and the employee. The manager should develop the ability to recognise the feelings of his assistants promptly and act accordingly as soon as possible. The employee should as a matter of practicality bear with the employer since he is a human being with limited abilities.

From the above it would seem that both the founders of schools and teachers in schools got it all wrong when they thought that school is a means of making more money. Establishing a school or working in a school ought to be regarded as participating in the rendering of social/ humanitarian services and not only for personal gain. This therefore should be a sacrificial duty, which only those who are willing should be involved in.

Akintayo O. Titilola

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NUC to ensure quality in universities

The National Universities Commission (NUC ) said on Tuesday that it would step up its programme monitoring mechanism to ensure universities did not exceed their capacities. Executive Secretary of NUC, Prof. Julius Okojie, said in Abuja on Tuesday that the measure was to ensure that universities cater to students on their programmes to ensure academic excellence.
Universities in Nigeria often exceed their admission quotas and thus stretched their facilities to deliver quality education to students.
Some of the universities also run unapproved programmes.
Okojie spoke when he received a delegation, led by Mr Emmanuel Egbagbe, a member of the Governing Council of Benson Idahosa University, Benin-City.
``The NUC is taking this step further to re-introduce the programme. This is after years of allocating carrying capacities to the Nigerian universities, ‘’he said.
Okojie said the proposed carrying capacity of each course would be determined by the demand, needs and relevance to national development, based on the availability of requisite academic personnel and physical facilities.
He said that the Federal Government policy on 60 to 40 ratio for science and arts courses was still in force.
According to Okojie, some universities are in the habit of violating NUC regulations with respect to new courses, postgraduate programmes and carrying capacity, thereby creating problems for students and parents.
``I want to assure you that students and parents will no longer be made to bear the brunt of unapproved programmes alone as government will henceforth sanction any vice-chancellor who mounts unapproved programmes,’’ he added.
The NUC secretary said the commission through the Nigerian Research and Education Network would address the challenges of inadequate bandwidth and other ICT- related issues in the Nigeria universities system.
He gave an assurance that the project would not only provide adequate bandwidth but also increase efficient interconnectivity among universities.
``This will also enable the universities to share resources and information among others, ‘’he said.
Earlier, Egbagbe said the visit was to introduce the acting Vice-Chancellor of the university, Prof. Ernest Izevbigie.
He said that the institution currently had a student population of more than 2,300 with a major breakthrough in its research efforts with the discovery of ``Edotide’’, from bitter leaf as treatment for chronic diseases.
Egbagbe, however, commended the NUC for its support to the Nigerian universities, especially the privately-owned.

Teachers want scrabble game included in schools curricula

Lagos - Some English teachers in private schools in Lagos State have called on state government to include scrabble game into the primary and secondary schools curricula to increase the proficiency of students.
The teachers, who spoke in Lagos on Wednesday, added that the game would also assist the students in the development of spellings abilities.
Mrs Helen Morieke of Olufunwa Children School, Agric-Ojo in Lagos, said that scrabble had the capacity to increase the proficiency of students in the English and Mathematics.
“Scrabble is more than just a game because it increases the vocabulary of students as well as equipping them in the art of calculation.
“Government should be more committed to the inclusion of scrabble game into school curriculum because of its educational value for our youths,’’ she said.
Morieke said that scrabble competitions were now being held all over the world because of its importance in developing mental skills of individuals.
Miss Adewole Oseyemi, Christ Apostolic Church Nursery and primary School, Mile 12, said that the game, when introduced would give teachers less stress while teaching the subject.
“The inclusion of scrabble into the curricular will lessen the stress of teaching the English in the classroom.
“Some students need practical before they can assimilate anything, and involving the scrabble game and asking students to compete, will enable them spell, store and assimilate words,’’ she said.
Mrs Remilekun Durojaiye, Gracefield International School, Surulere, said that the game would help students to develop their vocabulary.
“The game will help build students vocabulary, especially at the foundation level.
“Teaching students from the nursery class with the use of scrabble game will help the students to really improve his or her vocabulary and spellings skills.
“Competitions can also be organise between students to enable them help each other in getting familiar with the words and letters,’’ she said. (NAN)
Source:Vanguard Newspapers

25 Ways to Talk So Children Will Listen

A major part of teaching is learning how to talk with children. The way you talk to your pupil teaches him how to respond to your question and others. Here are some talking tips:

1. Connect Before You Direct

Before giving your child directions, squat to your child's eye level and engage your child in eye-to-eye contact to get his attention. Teach him how to focus: "Mary, I need your eyes." "Billy, I need your ears." Offer the same body language when listening to the child. Be sure not to make your eye contact so intense that your child perceives it as controlling rather than connecting.

2. Address the Pupil

Open your request with the pupil's name, "shade, will you please..."

3. Stay Brief

We use the one-sentence rule: Put the main directive in the opening sentence. The longer you ramble, the more likely your child is to become parent-deaf. Too much talking is a very common mistake when dialoging about an issue. It gives the child the feeling that you're not quite sure what it is you want to say. If she can keep you talking she can get you sidetracked.

4. Stay Simple

Use short sentences with one-syllable words. Listen to how kids communicate with each other and take note. When your child shows that glazed, disinterested look, you are no longer being understood.

5. Ask Your Pupil to Repeat the Request Back to You

If he can't, it's too long or too complicated.

6. Make an offer the child can't refuse

You can reason with a two or three-year-old, especially to avoid power struggles. "Get dressed so you can go outside and play." Offer a reason for your request that is to the child's advantage, and one that is difficult to refuse. This gives her a reason to move out of her power position and do what you want her to do.

7. Be Positive

Instead of "no running," try: "Inside we walk, outside you may run."

8. Begin your Directives With "I want."

Instead of "Get down," say "I want you to get down." Instead of "Let Becky have a turn," say "I want you to let Becky have a turn now." This works well with children who want to please but don't like being ordered. By saying "I want," you give a reason for compliance rather than just an order.

9. "When...Then."

"When you get your teeth brushed, then we'll begin the story." "When your work is finished, then you can watch TV or go and play." "When," which implies that you expect obedience, works better than "if," which suggests that the child has a choice when you don't mean to give him one.

10. Legs First, Mouth Second

Instead of hollering, stop playing  join in with your pupil's interests for a few minutes, and then,. Going to your pupil conveys you're serious about your request; otherwise children interpret this as a mere preference.

11. Give Choices

"Do you want to write your name first and then read your book?" "Red shirt or blue one?"

12. Speak Developmentally Correctly

The younger the child, the shorter and simpler your directives should be. Consider your pupil's level of understanding. For example, a common error teachers make is asking a three-year- old, "Why did you do that?" Most adults can't always answer that question about their behavior. Try instead, "Let's talk about what you did."

13. Speak Socially Correctly

Even a two-year-old can learn "please." Expect your child to be polite. Children shouldn't feel manners are optional. Speak to your children the way you want them to speak to you.

14. Speak Psychologically Correctly

Threats and judgmental openers are likely to put the child on the defensive. "You" messages make a child clam up. "I" messages are non-accusing. Instead of "You'd better do this..." or "You must...," try "I would like...." or "I am so pleased when you..." Instead of "You need to clear the table," say "I need you to clear the table." Don't ask a leading question when a negative answer is not an option. "Will you please pick up your coat?" Just say, "Pick up your coat, please."

15. Write It

Reminders can evolve into nagging so easily, especially for preteens who feel being told things puts them in the slave category. Without saying a word you can communicate anything you need said. Talk with a pad and pencil. Leave humorous notes for your child. Then sit back and watch it happen.

16. Talk The Child Down

The louder your pupil  yells, the softer you respond. Let your pupils ventilate while you interject timely comments: "I understand" or "Can I help?" Sometimes just having a caring listener available will wind down the tantrum. If you come in at his level, you have two tantrums to deal with. Be the adult for him.

17. Settle The Listener

Before giving your directive, restore emotional equilibrium, otherwise you are wasting your time. Nothing sinks in when a child is an emotional wreck.

18. Replay Your Message

Toddlers need to be told a thousand times. Children under two have difficulty internalizing your directives. Most three- year-olds begin to internalize directives so that what you ask begins to sink in. Do less and less repeating as your child gets older. Preteens regard repetition as nagging.

19. Let Your Child Complete The Thought

Instead of "Don't leave your mess piled up," try: "Matthew, think of where you want to put your bag." Letting the child fill in the blanks is more likely to create a lasting lesson.

20. Use Rhyme Rules

"If you hit, you must sit." Get your child to repeat them.

21. Give Likable Alternatives

You can't go by yourself outside the class; but you can play in the school yard.

22. Give Advance Notice

"We are leaving soon. Say bye-bye to the toys, bye-bye to the girls…"

23. Open Up a Closed Child

Carefully chosen phrases open up closed little minds and mouths. Stick to topics that you know your child gets excited about. Ask questions that require more than a yes or no. Stick to specifics. Instead of "Did you have a good day at school today?" try "What is the most fun thing you did today?"

24. Use "When You…I Feel…Because…"

When you run around in the school compound I feel worried because you might hurt yourself.

25. Close The Discussion

If a matter is really closed to discussion, say so. "I'm not changing my mind about this. Sorry." You'll save wear and tear on both you and your child. Reserve your "I mean business" tone of voice for when you do.

About.com

Seven Tips for Early Literacy Learning: From Knowing Your ABCs to Learning to Read

Hooray! Your child can sing the alphabet like a pro! Now what? Once your child has mastered letter recognition, what can you do to help her get on the path to literacy? Here are seven important tips to consider after your child has learned the letters of the alphabet, but before she’s reading fluently.

1.   Focus on the letters of her name. Names are the most important words for children, so it makes sense to begin literacy learning with the child’s name. Acknowledge the “child’s letter”—the first letter of his or her name—by pointing it out whenever and wherever you see it. Then do some letter scrambles using blocks, magnetic letters or letters on index cards. Mix up the letters of the child’s name and work together to put them back in the proper order. Repeat this often with your child’s name, and then introduce “Mom,” “Dad,” and the names of siblings, friends, family and pets.

2.   Recognize each letter and know their sounds. It’s one thing for the child to know the letters in order, but it’s a bit harder for her to recognize each letter individually. When you see “her letter” on a sign, cereal box, or book, remember to point it out. Say, “Hey! Look here! I found your letter, Maddy! Here’s an M for Maddy. Mmmm, mmmm, Maddy!”

Talk about the sounds that letters make and return frequently to easily relatable objects or things that interest the child. For example, say: “There’s a letter B for ‘blankie.’ I know you love blankie and sleep with it every night. Blankie begins with the letter B, like ‘ball’ and ‘butter’ and ‘baby bear.’ What else can you think of that begins with the B sound?”

3.   Introduce uppercase and lowercase letters. Your child will not likely be reading books that have all uppercase letters, so it’s imperative that you talk about uppercase and lowercase letters early on. Play games that involve matching uppercase and lowercase letters and spell her name using both cases.

4.   Practice early writing techniques. If children practice creating several simple letters, they will most likely be able to write the majority of the alphabet. Begin with X and O and then move on to a square and a triangle. Encouraging kids to “write” on sand, paint with water, or use their finger in shaving cream will make creating these shapes fun, and before you know it, they’ll be ready to move on to the letters of their names.

5.   Connect objects with words. Because reading involves creating meaning by combining words, pictures and prior knowledge, early readers lean on illustrations when reading—and that’s okay. Label everyday objects and point to the word as you say it. Play games where children connect simple words with pictures, like “cat” with a photo of a cat and “dog” with photo of a dog, etc. Model how to do it by pointing out the first letter of the word and saying the sound that the word makes, followed by the word, and then pointing to the picture.

6.   Practice print referencing. Print referencing is a simple yet meaningful way to enforce early literacy skills. It involves pointing out print elements in texts: pointing to the title of the book as you read it, running your finger under the words as you read the text on a page, or talking about anything related to the text. This helps children learn the basics: every book has a title and an author (and sometimes an illustrator), and we read from left to right, followed by a sweep down to the next line. Later, consider touching on basic grammar conventions and punctuation marks, differences between fiction and nonfiction texts, and different genres (news, magazines, poetry, short stories, etc.).

7.   Read, read, read! Read with your child every day, many times a day. Read books, signs, posters—anything with words. Read in the morning, in the afternoon, and at night. Read at the park, in the living room, at the pool. Read print everywhere you can find it!

Most importantly, make an effort to celebrate your child’s successes, because learning to read is something to smile about!

By Amy Mascott