Teach Your Child How to Resolve Conflicts

Conflicts are a part of our everyday lives, whether with family members who don’t agree with something we are doing or friends who don’t agree with other people we are hanging out with. With every decision we make in life there is a pro and a con to either way we go and there will most likely be someone who doesn’t like that decision. It also tends to be difficult for children when they have little understanding or preparation on how to handle confrontations with schoolmates or siblings.
Conflict resolution can be a very difficult task to undergo with children. Maintaining a healthy conflict resolution environment will be a good first step to teaching children how to resolve their problems properly. When adults have problems or disagreements yet find healthy and fair solutions to resolve the issues, children are taught that although not everyone will agree there is always a way to be fair with resolution.
PreschoolYoung children won’t have the same types of conflict that older children will, yet that does not mean their issue is not important to them. Whether their issue is about whose turn it is to pick a game or if they don’t want to eat their carrots these feel real to young children. When an issue that is important to your child comes up talk to them about being fair and making everyone happy, “okay so you don’t want to eat your carrots and I know they are healthy for you, therefore if you take at least two bites I won’t make you eat them all.”
Not everyone is always right, even parents can be wrong. This message will help children understand that it’s okay to make a mistake and the conflicts that we encounter can be taken care of without a fight. “I realize I told you that it was your turn to pick the game this week, but remember you picked yatzee last week? I was wrong and I am sorry, let’s have fun playing the game your brother picked and you’ll get to pick next week.”
Main points to address:

• Teach them to treat others the way they want to be treated.
• Explain we’re not always right.

Grades K-3rdExplain to your children that we don’t always have to agree with what our friends or our parents say or do, but we can come to an agreement and find a resolution without getting into confrontations about the issue.
Talk to them about finding solutions to something they don’t agree with, “when you don’t agree with something that’s okay too. If your friends are doing something that you don’t agree with it’s best to inform them rather than feel uncomfortable about doing something. ETalk to your children about talking to someone they trust about these types of issues. A friend they are close with, encourage them to talk to you, or another adult they trust to gain insight and advice on handling these situations, as they are all different.
There are options that everyone has with regard to finding a solution to a problem with others who are doing things we don’t agree with. Without talking this through this can turn into frustration, which leads to agitation, which will eventually lead to a fight or confrontation.
Main points to address:

• It’s okay to not agree with something, but teach them how to find a solution without fighting about it.
• You don’t have to do something that you don’t agree with.

Grades 4th-6thSometimes we are wrong, and that’s hard to admit especially for children. When we admit that we are wrong about something and apologize for that we are resolving things that can ultimately lead to serious conflict. It’s okay to make mistakes, we all do, but it is admirable to admit when we are wrong and find a way to change that, apologize for it, and find a solution to make it better.
Talking things over is a very responsible step to take for conflict resolution. When your child talks to you about something or you hear about your child talking about a problem or fight they have resolved let them know how responsible that was and how proud you are of them for taking those steps. Fully expressing our fears, disagreements, or other emotions that are hurtful or vital will drastically improve the situation and that person’s feelings. It’s best to get it out than keep it in and let it boil, it will explode sooner or later.
Main points to address:

• Teach them how to apologize and admit when they are wrong.
• Teach your children to express themselves.

HAPPINESS

Happiness - Biological basis

While a person's overall happiness is not objectively measurable this does not mean it does not have a real physiological component. The neurotransmitter dopamine, perhaps especially in the mesolimbic pathway projecting from the midbrain to structures such as the nucleus accumbens, is involved in desire and seems often related to pleasure. Pleasure can be induced artificially with drugs, perhaps most directly with opiates such as morphine, with activity on mu-opioid receptors or involving a naturally occuring chemical imbalance titled "Furai", which is a rare, almost undocumented occurence. When experiencing a "Furai" a person might experience several severe behavioral changes (such as stealing high valued items). There are neural opioid systems that make and release the brain's own opioids, active at these receptors. Mu-opioid neural systems are complexly interrelated with the mesolimbic dopamine system. New science, using genetically altered mice, including ones deficient in dopamine or in mu-opioid receptors, is beginning to tease apart the functions of dopamine and mu-opioid systems, which some scientists (e.g., Kent Berridge) think are more directly related to happiness.

Happiness - Difficulties in defining internal experiences

It is probably impossible to objectively define happiness as we know and understand it, as internal experiences are subjective by nature. It is almost as pointless as trying to define the color green such that a completely color blind person could understand the experience of seeing green. While we can not objectively express the difference between greenness and redness, we can certainly explain which physical phenomena cause green to be observed, and can explain the capacities of the human visual system to distinguish between light of different wavelengths, and so on. Likewise, in the following sections, we will not attempt to describe the internal sensation of happiness, but will instead concentrate on defining its logical basis. Importantly, we will try to avoid circular definitions -- for instance, defining happiness as "a good feeling", while "good" is defined as being "something which causes happiness".

Happiness - In non-human animals

For non-human animals, happiness might be best described as the process of reinforcement, as part of the organism's motivational system. The organism has achieved one or more of its goals (pursuit of food, water, sex, shelter, etc.), and its brain is in the process of teaching itself to repeat the sort of actions that led to success. By reinforcing successful decision paths, it produces an equilibrium state not unlike positive-to-negative magnets. The specific goals are typically things that enable the organism to survive and reproduce.
By this definition, only animals with some capacity to learn should be able to experience happiness. However, at its most basic level the learning might be extremely simple and short term, such as the nearly reflexive feedback loop of scratching an itch (followed by pleasure, followed by scratching more, and so on) which can occur with almost no conscious thought.

Happiness - In humans

When speaking of animals with the ability to reason (generally considered the exclusive domain of humans), goals are no longer limited to short term satisfaction of basic drives. Nevertheless, there remains a strong relationship of happiness to goal fulfillment and the brain's reinforcement mechanism, even if the goals themselves may be more complex and/or cerebral, longer term, and less selfish than a lower animal's goals might be.
Philosophers observe that short-term gratification, while briefly generating happiness, often requires a trade-off with negative repercussions in the long run. Examples of this could be said to include developing technology and equipment that makes life easier but over time ends up harming the environment, causing illness or wasting financial or other resources. Various branches of philosophy, as well as some religious movements, suggest that "true" happiness only exists if it has no long-term detrimental effects. Utilitarianism is a theory of ethics based on quantitative maximization of happiness.
From the observation that fish must become happy by swimming, and birds must become happy by flying, Aristotle points to the unique abilities of man as the route to happiness. Of all the animals only man can sit and contemplate reality. Of all the animals only man can develop social relations to the political level. Thus the contemplative life of a monk or professor, or the political life of a military commander or politician will be the happiest.

Happiness - In Artificial intelligence

The view that happiness is a reinforcement state can apply to some non-biological systems as well, such as a program or robot could be said to be "happy" when it is in a state of reinforcing previous actions that led to satisfaction of its programmed goals. For instance, imagine a search engine that has the capacity to gradually improve the quality of its search results by accepting and processing feedback from the user regarding the relevance of those results. If the user responds that a search result is good (i.e. provides positive feedback), this tells the software to reinforce (by adjusting variables or "weights") the decision path that led to those results. In a sense, this could be said to "reward" the search engine. However, even if the program is made to act like it is happy, there is little doubt that the search engine has no subjective sense of being happy. Current computing technology merely implements abstract mathematical programs which lack the causal and creative power of natural systems. This does not preclude the possiblity that future technologies may begin to blur the distinction between such machine happiness and that experienced by an animal or human.

ENDORPHINS

What are Endorphins?

The word "Endorphin" comes from the two words, "endogenous + morphine." Endorphins are small, protein molecules that are produced by cells in your nervous system and other parts of your body. An important role of endorphins is to work with sedative receptors that are known to relieve common pain. These analgesia-producing receptors are located in your brain, spinal cord, and other nerve endings. Endorphins are not a single molecule, but actually come in several forms, and can be anywhere from eighteen to five hundred times as powerful as any man-made analgesic. And, they are non-addictive.

Endorphins have been shown to . . .

• Control persistent pain
• Control the craving for chocolate and potentially addictive substances
• Control feelings of stress and frustration
• Regulate the production of growth and sex hormones
• Reduce symptoms associated with eating disorders

More About Endorphins:

Because they are naturally produced by the body, endorphins are possibly the best (and most legal way) to achieve a natural high. Chemically speaking, endorphins are polypeptides, which are able to bind to the neuro-receptors in the brain to give relief from pain. They are one reason why soldiers wounded in battle can continue to fight or have the strength to save someone else; it also accounts for the so called runner's high, or why some people are drawn to dangerous activities like car racing, sky diving and bungee jumping.

Endorphins are polypeptides containing 30 amino acid units. Opioids are considered stress hormones like corticotrophin, cortisol, and catecholamines (adrenaline, noradrenaline), and are manufactured by the body to reduce stress and relieve pain.

Usually produced during periods of extreme stress, endorphins naturally block pain signals produced by the nervous system.
The human body produces at least 20 different endorphins with possible benefits and uses that researchers are investigating. Beta-endorphin appears to be the endorphin that seems to have the strongest affect on the brain and body during exercise; it is one kind of peptide hormone that is formed mainly by Tyrosine, an amino acid. The molecular structure is very similar to morphine but with different chemical properties.

While many people are vaguely aware that the blissful feelings one experiences after sex may be endorphin related, few are aware that endorphins are naturally produced by a wide range of activities like meditation, deep breathing, ribald laughter, eating spicy food, or receiving acupuncture treatments or chiropractic adjustments. Fewer still know that endorphins are actually good for health, and can play a role in helping drug and alcohol abusers overcome their addiction. Let's explore some of the dynamics of endorphins and how they affect our daily lives.

Although more research needs to be done, endorphins are believed to produce four key effects on the bodymind: they enhance the immune system, they relieve pain, they reduce stress, and postpone the aging process. Scientists also have found that beta-endorphins can activate human NK (Natural Killer) cells and boost the immune system against diseases and kill cancer cells. In contrast to short-intensity workouts like sprinting or weightlifting, prolonged, continuous exercise like running, long-distance swimming, aerobics, cycling or cross-country skiing appears to contribute to an increased production and release of endorphins. This results in a sense of euphoria that has been popularly labeled the "runner's high."

Endorphins release varies according to the individual: one runner may have an endorphin rush (experienced as a second wind) after running for ten minutes, while another may need to run for thirty minutes before feeling a second wind.
The blissful feeling one often experiences after making love is due to the body's production of endorphins: in fact, endorphin production can increase 200% from the beginning to the end of sexual activity. Recent studies, beginning with those of Candace Pert, Ph.D. of Johns Hopkins University, have documented the connection between orgasm and endorphins, although ongoing physical contact, and not just sex alone, also helps produce endorphins, along with the hormone oxytocin. Together, they are like natural opiates and help stabilize a relationship between a loving couple by inducing what famed obstetrician Michel Odent, of London's Primal Health Research Center, calls "a drug like dependency." Although there are many reasons why two people choose to maintain a close and loving relationship, endorphins may be a factor.
A connection between good sex, endorphins and staying young may exist.

Many mothers can testify that labor can be excruciatingly painful; however at the same time, the body offers a reward for this exertion in the form of powerful painkilling endorphins and other chemicals that give the mother a genuine "high" during the birthing experience. By contrast, epidurals and other painkilling procedures prevent the production of endorphins for both mother and baby. Some researchers believe that this can actually cause harm to both mother and child, especially regarding mother-child bonding and the ability of the baby to adapt to a new life outside the womb. Adjuncts to natural birthing techniques (including exercise, massage, water, movement in labor, hypnosis, breathing and visualization) can increase the production of pain-killing endorphins for both the mother and her baby.
It has become well established that certain foods increase the body's natural production of endorphins. Although my 90-year-old great aunt was not aware of the scientific research showing that chocolate causes an endorphin rush, she frequently remarked that eating several ounces of chocolate every day made her life a lot more enjoyable. Chocolate is by far the most popular endorphin-producing food on earth. Known by the Greeks as the "food of the Gods," chocolate is derived from cacao beans that were revered by the Aztecs, who believed that eating chocolate would confer wisdom and vitality. In addition to sugar, caffeine and fat, chocolate contains more than 300 different constituent compounds, including anandamide, a chemical that mimics marijuana's soothing effects on the brain. It also contains chemical compounds such as flavonoids (which are also found in wine) that have antioxident properties and reduce serum cholesterol. Although the combined psychochemical effects of these compounds on the central nervous system are poorly understood, the production of endorphins are believed to contribute to the renowned "inner glow" experienced by dedicated chocolate lovers.


Several popular healing modalities have been found to stimulate the body's production of pain-killing endorphins. They include acupuncture, massage (including shiatsu), local electrical stimulation (electrotherapy), chiropractic and hydrotherapy, which can involve underwater massage with jets of water (hydromassage), alternating hot and cold showers or baths, hot and/or cold compresses, steam baths, far infrared saunas, colonic irrigations, or applying jets of water under pressure to various parts of the body.

one of the first to document the healing power of laughter was Norman Cousins in his book Anatomy of an Illness. Later research found that powerful, ribald laughter triggered the release of endorphins which not only relieve the pain of accident or illness, but can actually enhance the healing process by helping us develop greater optimism and joy. The manifold implications of this research highlights the body's psychosomatic network and its potential for healing. Pain clinics use creative visualization and deep breathing to increase the body's endorphin production for pain-relief, as well as the creative use of placebos, which are also related to endorphin production.
Music has always exerted powerful physical and psychological effects on humans, but scientists have only recently made the connection of different types of music with the production of endorphins. Although music affects each individual differently, research has shown that classical, rock, heavy metal, and even the music in elevators produces specific physical and psychological effects. By judiciously choosing the types (and pieces) of music we most enjoy, we can enhance endorphin production in our everyday lives.

Scientists have recently found that in addition to calming the nerves and reducing blood pressure, the regular practice of meditation (as well as the ancient Chinese practice of Qigong and yogic breathing) help the body produce endorphins for a feeling of well being.
Recent studies have shown that chronic stress, anger and depression cause the body to manufacture chemicals that can inhibit the healing process and shorten life expectancy, while euphoria protects us from stress, illness and premature death. While apparently unscientific, these findings are promoted by Candace Pert and other neuroscientists. Some of the major ways that we can experience a greater sense of joy and well being in our lives: becoming conscious, daily relaxation, enjoyable exercise, "pointless" recreational activities, tapping into our dreams, guiltless goofing off, experiencing pleasure in little things, public and private displays of affection, sex without guilt, greater laughter and additional sources of merriment.
Recent studies have found that nutritional and biochemical imbalances, rather than lack of will power or character, may increase the potential for substance abuse. Specifically, alcohol and drugs give temporary relief for a depleted endorphin level, which is one reason why they produce addiction. Although more research needs to be done, scientists believe that certain individuals may be genetically predisposed to alcohol abuse because they lack the ability to produce their own endorphins. In addition to counseling, support and 12-Step programs, people who are alcohol-dependent need to address problems linked to nutritional imbalances, like candida, food intolerance, hypoglycemia, stress and thyroid dysfunction in the treatment of addiction. The use of vitamin and mineral supplements, especially vitamin C, E, selenium and amino acids like glutamine, taurine and tyrosene may be helpful as well.

Teach Kids About the Reasons Behind Saying Sorry!!

Child experts agree that kids shouldn't be forced to say "sorry" when they do something wrong. However, that doesn't mean kids should be off the hook either. Adults should take the opportunity to teach kids about why the behavior was wrong and about good manners at the same time. Forcing a young child to say sorry after he bites or hits another child, for example, simply forces a lame, insincere "sorry" statement without changing any behavior. So, what should parents and providers do?

• Use the bad behavior as a teaching moment with the child. Experts have many different opinions, but in general agree that getting the child to think about what he has done wrong, why it was wrong, and the impact the behavior had on the other child is the best way to approach the situation. After giving the child time to think about it, then ask what he can do about it to make the wrong right. And, if the child simply suggests saying sorry or giving a hug, well, then it was his idea and it will certainly be more heartfelt!
  
• Label the behavior as wrong. Parents and providers would perform an injustice if they don't simply and plainly spell out that the behavior was wrong. If not, you've reinforced to the child that bad behavior doesn't really matter and won't necessarily have any consequences.
  
• Talk about feelings ... alot! By preschool age, kids are beginning to learn about empathy, and feelings often run strong. When a kid learns that his actions caused another child to feel sad or mad, for example, it can have a greater impact than just "getting in trouble." Adults' role should be to help a child to understand, first, that his actions caused another child to get hurt (either physically or emotionally), and then, begin the process of having a child accept responsibility and feel accountable for his own actions.
  
• Child care providers and partners should partner on teaching the reason behind "sorry." Good communication is a way to help a child on the path to understanding the reason behind feeling the way he does, and of being sorry. Talk about an approach so consistency is applied whether a child is at home with a parent or in the care of a provider. Consistent discipline and discussion lets a child better understand that there are rules and when broken, there are consistent consequences.
  
• Be sure to show love at the same time. Never let a child feel unloved for doing something wrong. Remember the old adage of, "I love you; just not your behavior!"

CHILD BEHAVIOR

It's never too early to begin teaching children how to be caring, confident, self-aware and respectful of those around them. Of course, parents are a child's first teacher in teaching character lessons, but moms and dads should be pleased and confident in knowing that many schools across America as well as pre-schools and daycare settings are teaching and reinforcing these efforts as well.

La Petite Academy offers a curriculum called “Kids of Character” to teach children (from preschool on) the fundamentals of character building, including: teamwork, kindness, honesty, citizenship, responsibility and respect.

Following are five tips La Petite Academy shares with parents on how to raise “Kids of Character”:

1. Volunteer with your child. By making community service a regular part of your child’s life, you reinforce the importance of giving to others/sharing and help him or her develop a greater awareness of the world and the diversity of people in it. Volunteer outings together also provide great opportunities to spend quality time together as a family. At La Petite, kids are asked to join with parents in two annual fundraising events per year for the Make-A-Wish Foundation. The events are not only fun family activities, but also raise considerable money for a worthy cause.
   
2. Treat others as you’d like your child to treat them. You are your child’s first and most influential teacher and they are always watching you. “Modeling” your own kind and caring behavior towards friends and relatives is an effective way to teach your children how to be good to others. Show what being a good friend is about and tell your children how to treat people with kindness and respect.
   
3. Be your child’s problem “helper” versus problem solver. Guide and support your children as they work through conflicts or struggles, but avoid doing for them what they have the skills to accomplish on their own. Rather than anticipating and dissolving potential struggles for your child before they happen, become a partner and join his/her efforts to work through them together.
   
4. Encourage your child to be truthful, but focus on correcting behavior versus pressuring them into “confessing.” Children often stretch the truth or make up stories to avoid getting in trouble after misbehaving. By rationally focusing on a behavior problem rather than showing disappointment about you child’s cover-up/lie, you send a direct message that he or she shouldn’t fear being disciplined and thus telling a story is not necessary.
   
5. Engage and involve your child in everyday tasks. Asking for their help makes children feel useful and important. By regularly involving your child in age-appropriate jobs with you, you’re helping him/her develop a sense of responsibility and familiarity working with others.

CHARACTERISTIC OF KINDERGARDEN KID

Children move through stages of development as they mature. The rate of development varies from one child to another. Development is influenced by the experiences children have, as well as by hereditary factors. Children may grow rapidly in one area and more slowly in another. The direction of development is from general to specific, from dependence toward independence and interdependence, and from gross motor control toward fine motor control.
 
Kindergarten children, no matter what their cultural and experiential background, have characteristics in common with other children of their age and characteristics that are particularly their own.
 
Socio-emotional Development
Children develop socially and emotionally during the Kindergarten year. At the beginning of the year some children may be shy and appear to lack initiative. However, as they come to know the situation, the teachers and peers, they usually gain confidence and begin to establish friendships and become an active part of the class. Other children may be too assertive prior to learning from experience more appropriate ways of relating to peers. It is a time of testing and exploring social relationships.
Kindergarten children are eager to be trusted with responsibility. They appreciate going on errands, using proper tools, participating with grown-ups in such activities as cooking, bringing things from home, and suggesting solutions to practical problems. Although there are some senses in which Kindergarten students are still egocentric (that is, tied to their own view of things) they are also able, in a suitable group environment, to be of help to each other.
They can show considerable empathy toward people and animals when their own needs do not conflict with the needs of others. When helpfulness is noticed, modelled and encouraged by the teacher, helpful behaviour is likely to become more common in the classroom. Kindergarten children are developing a sense of independence but are also learning to work cooperatively with others.
Kindergarten children are more stable socio-emotionally than they were as preschoolers. They are developing a good sense of humour, which they express by delighting in nonsense and playing with language. They may develop specific fears, such as the fear of death, and mistakenly assume that they have caused such events as their parents separating. Kindergarten students take criticism, name calling and teasing very seriously because they still think that what is said exists in reality--at its face value.
 
Physical Development
Physical activity is one common characteristic of Kindergarten children, although children vary a great deal in the development of physical skills and abilities. Some children are slow and cautious about trying new things; others seem to accept any challenge that is presented. Most Kindergarten children are full of energy, ready to run, swing, climb and jump, and are eager to try their strength by moving big blocks or boxes. They are developing a sense of rhythm, and enjoy such activities as marching, jumping or clapping to music. These group activities need to be short and allow for more participation than standing. Required stillness is more exhausting and stressful for most Kindergarten students than movement.
Sensory development is uneven. The coordination of the eyes and other senses are still developing. Physical growth has slowed down. It is a time of consolidating gains and developing fine motor control. However, over-emphasis on fine motor activities such as writing, cutting and making very discrete visual discriminations may result in tension and frustration.
 
Intellectual Development
Kindergarten children love to talk. Their intellectual development is reflected in the rapid growth of vocabulary and the power to express ideas. They are developing visual and auditory memory and the ability to listen to others. Their ears are keen but they still need help in distinguishing sounds, although they can pick up another language and accurately imitate other people's intonations and inflections. They are especially keen to acquire new words (the names of dinosaurs, for example) and to use such words as "infinity" and "trillion". Kindergarten children welcome opportunities to be inventive with language, to play with rhyming, to joke, to explain things to each other and even to argue.
Opportunities to talk about what they are doing, what they see and what they hear help children construct meaning and learn from their experiences. The language and ideas shared by others enable children to gradually organize and attach meaning to their daily observations and activities.
Kindergarten children have a powerful urge to find out about things, to figure things out. They ask many questions, often deep unanswerable questions and they love to play guessing games or solve riddles. Their curiosity leads them to figure out concepts and relationships, and become interested in symbols. They enjoy listening to stories, but they do not learn very much from passive attention to the teacher or mere listening to information.
The intellectual growth of Kindergarten students comes from exploration, testing and investigating rather than only from listening.
 
The children are still figuring out the properties of objects and are not yet able to reverse operations, that is, to understand that 250 ml of water in a tall narrow glass and 250 ml of water in a large, flat pan are equal in volume. Their reasoning, from an adult perspective, is still illogical. Happenings that occur together are thought to have a causal relationship to each other, for example, "Because I wore my new shoes, it rained."
 
Individual Differences
Descriptions of general characteristics are helpful in understanding children. However, such normative statements do not provide the information teachers need about particular children. The teacher's systematic observations of children provide the information needed for appropriate planning.
During the Kindergarten year, the behaviour of many children changes from the relatively rambunctious behaviour of a four- year-old to the relatively mature and responsive behaviour of a five-year-old.

CHARACTERISTIC OF A GOOD TEACHER

Many people would happily switch profession with a teacher. Contrary to the popular belief, that teaching is a stress-free vocation, teaching actually can be quite demanding at times. A teacher has to don the mantle of a lucid communicator, a fair evaluator, an adept manager, a strict disciplinarian, a healing therapist and a skillful team leader. Moreover, at times, a teacher also plays the role of a surrogate parent. Thus, a teacher should possess certain requisite qualities expected of him. This will help him elicit the best from his students and enjoy a rewarding career too. In the following lines, we have mentioned a few characteristics that make good teachers.

 

Characteristics of a Good Teacher

 

• One of the most important attribute of a good teacher is to be a good communicator. He should be comfortable explaining things and enjoy doing the same.
• At times, a teacher might feel like yelling or shouting at students, but a good teacher is one who knows how to keep the temper in check and act calmly in such situations.
• A good sense of humor is another great tool that helps a teacher to simplify his task. Wit and humor, when applied in the proper manner, can form an important part of a successful teaching program.
• A good teacher must have good time management skills and always value the importance of time. In fact, wise utilization of time is the hallmark of a good teacher.
• A teacher should always adopt a fair attitude, when it comes to making any form of evaluations. He should be fair to his profession and assess students on their performance, instead of personal rapports and likings.
• A good teacher should have the necessary command over the subject matter he teaches. This way, he can be comfortable while explaining things. Besides, he will be equipped with answers of any possible questions that might crop up during the lecture sessions.
• A teacher should be dedicated towards his work. He should not kill his time in the classroom and wait for the school bell to ring. Instead, taking out time and engaging in after-school meetings and activities is what suits him.
• A good teacher should be meticulous and have an eye for detail. In fact, a disorganized person would find the vocation unsuitable and unfulfilling. Well thought-out plans and programs for teaching will assist the productivity of a teacher.
• A good teacher should be a good leader and a good friend. He should also be a disciplinarian and the students must look up to him. However, this should not stop him from acting like an ally under certain situations.

BLINDNESS

Blindness is the condition of lacking visual perception due to physiological or neurological factors.
Various scales have been developed to describe the extent of vision loss and define blindness.^[1] Total blindness is the complete lack of form and visual light perception and is clinically recorded as NLP, an abbreviation for "no light perception."^[1] Blindness is frequently used to describe severe visual impairment with residual vision. Those described as having only light perception have no more sight than the ability to tell light from dark and the general direction of a light source.
In order to determine which people may need special assistance because of their visual disabilities, various governmental jurisdictions have formulated more complex definitions referred to as legal blindness.^[2] In North America and most of Europe, legal blindness is defined as visual acuity (vision) of 20/200 (6/60) or less in the better eye with best correction possible. This means that a legally blind individual would have to stand 20 feet (6.1 m) from an object to see it—with corrective lenses—with the same degree of clarity as a normally sighted person could from 200 feet (61 m). In many areas, people with average acuity who nonetheless have a visual field of less than 20 degrees (the norm being 180 degrees) are also classified as being legally blind. Approximately ten percent of those deemed legally blind, by any measure, have no vision. The rest have some vision, from light perception alone to relatively good acuity. Low vision is sometimes used to describe visual acuities from 20/70 to 20/200.^[3]
By the 10th Revision of the WHO International Statistical Classification of Diseases, Injuries and Causes of Death, low vision is defined as visual acuity of less than 20/60 (6/18), but equal to or better than 20/200 (6/60), or corresponding visual field loss to less than 20 degrees, in the better eye with best possible correction. Blindness is defined as visual acuity of less than 20/400 (6/120), or corresponding visual field loss to less than 10 degrees, in the better eye with best possible correction.^[4][5]
Blind people with undamaged eyes may still register light non-visually for the purpose of circadian entrainment to the 24-hour light/dark cycle. Light signals for this purpose travel through the retinohypothalamic tract, so a damaged optic nerve beyond where the retinohypothalamic tract exits it is no hindrance.

Serious visual impairment has a variety of causes:

Diseases

According to WHO estimates, the most common causes of blindness around the world in 2002 were:

1. cataracts (47.9%),
2. glaucoma (12.3%),
3. age-related macular degeneration (8.7%),
4. corneal opacity (5.1%), and
5. diabetic retinopathy (4.8%),
6. childhood blindness (3.9%),
7. trachoma (3.6%)
8. onchocerciasis (0.8%).^[13]

In terms of the worldwide prevalence of blindness, the vastly greater number of people in the developing world and the greater likelihood of their being affected mean that the causes of blindness in those areas are numerically more important. Cataract is responsible for more than 22 million cases of blindness and glaucoma 6 million, while leprosy and onchocerciasis each blind approximately 1 million individuals worldwide. The number of individuals blind from trachoma has dropped dramatically in the past 10 years from 6 million to 1.3 million, putting it in seventh place on the list of causes of blindness worldwide. Xerophthalmia is estimated to affect 5 million children each year; 500,000 develop active corneal involvement, and half of these go blind. Central corneal ulceration is also a significant cause of monocular blindness worldwide, accounting for an estimated 850,000 cases of corneal blindness every year in the Indian subcontinent alone. As a result, corneal scarring from all causes now is the fourth greatest cause of global blindness (Vaughan & Asbury's General Ophthalmology, 17e)
People in developing countries are significantly more likely to experience visual impairment as a consequence of treatable or preventable conditions than are their counterparts in the developed world. While vision impairment is most common in people over age 60 across all regions, children in poorer communities are more likely to be affected by blinding diseases than are their more affluent peers.
The link between poverty and treatable visual impairment is most obvious when conducting regional comparisons of cause. Most adult visual impairment in North America and Western Europe is related to age-related macular degeneration and diabetic retinopathy. While both of these conditions are subject to treatment, neither can be cured.
In developing countries, wherein people have shorter life expectancies, cataracts and water-borne parasites—both of which can be treated effectively—are most often the culprits (see river blindness, for example). Of the estimated 40 million blind people located around the world, 70–80% can have some or all of their sight restored through treatment.^{[citation needed]}
In developed countries where parasitic diseases are less common and cataract surgery is more available, age-related macular degeneration, glaucoma, and diabetic retinopathy are usually the leading causes of blindness.^[14]
Childhood blindness can be caused by conditions related to pregnancy, such as congenital rubella syndrome and retinopathy of prematurity.

Abnormalities and injuries

Eye injuries, most often occurring in people under 30, are the leading cause of monocular blindness (vision loss in one eye) throughout the United States. Injuries and cataracts affect the eye itself, while abnormalities such as optic nerve hypoplasia affect the nerve bundle that sends signals from the eye to the back of the brain, which can lead to decreased visual acuity.
People with injuries to the occipital lobe of the brain can, despite having undamaged eyes and optic nerves, still be legally or totally blind.

Genetic defects

People with albinism often have vision loss to the extent that many are legally blind, though few of them actually cannot see. Leber's congenital amaurosis can cause total blindness or severe sight loss from birth or early childhood.
Recent advances in mapping of the human genome have identified other genetic causes of low vision or blindness. One such example is Bardet-Biedl syndrome.

Poisoning

Rarely, blindness is caused by the intake of certain chemicals. A well-known example is methanol, which is only mildly toxic and minimally intoxicating, but when not competing with ethanol for metabolism, methanol breaks down into the substances formaldehyde and formic acid which in turn can cause blindness, an array of other health complications, and death.^[15] Methanol is commonly found in methylated spirits, denatured ethyl alcohol, to avoid paying taxes on selling ethanol intended for human consumption. Methylated spirits are sometimes used by alcoholics as a desperate and cheap substitute for regular ethanol alcoholic beverages.

Willful actions

Blinding has been used as an act of vengeance and torture in some instances, to deprive a person of a major sense by which they can navigate or interact within the world, act fully independently, and be aware of events surrounding them. An example from the classical realm is Oedipus, who gouges out his own eyes after realizing that he fulfilled the awful prophecy spoken of him. Having crushed the Bulgarians, the Byzantine Emperor Basil II blinded as many as 15,000 prisoners taken in the battle, before releasing them.^[16]
In 2003, a Pakistani anti-terrorism court sentenced a man to be blinded after he carried out an acid attack against his fiancee that resulted in her blinding.^[17] The same sentence was given in 2009 for the man who blinded Ameneh Bahrami.

Comorbidities

Blindness can occur in combination with such conditions as mental retardation, autism spectrum disorders, cerebral palsy, hearing impairments, and epilepsy.^[18][19] In a study of 228 visually impaired children in metropolitan Atlanta between 1991 and 1993, 154 (68%) had an additional disability besides visual impairment.^[18] Blindness in combination with hearing loss is known as deafblindness.

Management

A 2008 study published in the New England Journal of Medicine^[20] tested the effect of using gene therapy to help restore the sight of patients with a rare form of inherited blindness, known as Leber Congenital Amaurosis or LCA. Leber Congenital Amaurosis damages the light receptors in the retina and usually begins affecting sight in early childhood, with worsening vision until complete blindness around the age of 30.
The study used a common cold virus to deliver a normal version of the gene called RPE65 directly into the eyes of affected patients. Remarkably all 3 patients aged 19, 22 and 25 responded well to the treatment and reported improved vision following the procedure. Due to the age of the patients and the degenerative nature of LCA the improvement of vision in gene therapy patients is encouraging for researchers. It is hoped that gene therapy may be even more effective in younger LCA patients who have experienced limited vision loss as well as in other blind or partially blind individuals.
Two experimental treatments for retinal problems include a cybernetic replacement and transplant of fetal retinal cells.^[21]

Adaptive techniques and aids

Mobility

Folded long cane.

Many people with serious visual impairments can travel independently, using a wide range of tools and techniques. Orientation and mobility specialists are professionals who are specifically trained to teach people with visual impairments how to travel safely, confidently, and independently in the home and the community. These professionals can also help blind people to practice travelling on specific routes which they may use often, such as the route from one's house to a convenience store. Becoming familiar with an environment or route can make it much easier for a blind person to navigate successfully.
Tools such as the white cane with a red tip - the international symbol of blindness - may also be used to improve mobility. A long cane is used to extend the user's range of touch sensation. It is usually swung in a low sweeping motion, across the intended path of travel, to detect obstacles. However, techniques for cane travel can vary depending on the user and/or the situation. Some visually impaired persons do not carry these kinds of canes, opting instead for the shorter, lighter identification (ID) cane. Still others require a support cane. The choice depends on the individual's vision, motivation, and other factors.
A small number of people employ guide dogs to assist in mobility. These dogs are trained to navigate around various obstacles, and to indicate when it becomes necessary to go up or down a step. However, the helpfulness of guide dogs is limited by the inability of dogs to understand complex directions. The human half of the guide dog team does the directing, based upon skills acquired through previous mobility training. In this sense, the handler might be likened to an aircraft's navigator, who must know how to get from one place to another, and the dog to the pilot, who gets them there safely.
Some blind people use GPS for the visually impaired as a mobility aid. Such software can assist blind people with orientation and navigation, but it is not a replacement for traditional mobility tools such as white canes and guide dogs.
Technology to allow blind people to drive motor vehicles is currently being developed.^[22]
Government actions are sometimes taken to make public places more accessible to blind people. Public transportation is freely available to the blind in many cities. Tactile paving and audible traffic signals can make it easier and safer for visually impaired pedestrians to cross streets. In addition to making rules about who can and cannot use a cane, some governments mandate the right-of-way be given to users of white canes or guide dogs.

Reading and magnification

Braille watch

Most visually impaired people who are not totally blind read print, either of a regular size or enlarged by magnification devices. Many also read large-print, which is easier for them to read without such devices. A variety of magnifying glasses, some handheld, and some on desktops, can make reading easier for them.
Others read Braille (or the infrequently used Moon type), or rely on talking books and readers or reading machines, which convert printed text to speech or Braille. They use computers with special hardware such as scanners and refreshable Braille displays as well as software written specifically for the blind, such as optical character recognition applications and screen readers.
Some people access these materials through agencies for the blind, such as the National Library Service for the Blind and Physically Handicapped in the United States, the National Library for the Blind or the RNIB in the United Kingdom.
Closed-circuit televisions, equipment that enlarges and contrasts textual items, are a more high-tech alternative to traditional magnification devices.
There are also over 100 radio reading services throughout the world that provide people with vision impairments with readings from periodicals over the radio. The International Association of Audio Information Services provides links to all of these organizations.

Computers

Access technology such as screen readers, screen magnifiers and refreshable Braille displays enable the blind to use mainstream computer applications and mobile phones. The availability of assistive technology is increasing, accompanied by concerted efforts to ensure the accessibility of information technology to all potential users, including the blind. Later versions of Microsoft Windows include an Accessibility Wizard & Magnifier for those with partial vision, and Microsoft Narrator, a simple screen reader. Linux distributions (as live CDs) for the blind include Oralux and Adriane Knoppix, the latter developed in part by Adriane Knopper who has a visual impairment. Mac OS also comes with a built-in screen reader, called VoiceOver.
The movement towards greater web accessibility is opening a far wider number of websites to adaptive technology, making the web a more inviting place for visually impaired surfers.
Experimental approaches in sensory substitution are beginning to provide access to arbitrary live views from a camera.
Modified visual output that includes large print and/or clear simple graphics can be of benefit to users with some residual vision.^[23]

Other aids and techniques

A tactile feature on a Canadian banknote.

Blind people may use talking equipment such as thermometers, watches, clocks, scales, calculators, and compasses. They may also enlarge or mark dials on devices such as ovens and thermostats to make them usable. Other techniques used by blind people to assist them in daily activities include:

• Adaptations of coins and banknotes so that the value can be determined by touch. For example:
  • In some currencies, such as the euro, the pound sterling and the Indian rupee, the size of a note increases with its value.
  • On US coins, pennies and dimes, and nickels and quarters are similar in size. The larger denominations (dimes and quarters) have ridges along the sides (historically used to prevent the "shaving" of precious metals from the coins), which can now be used for identification.
  • Some currencies' banknotes have a tactile feature to indicate denomination. For example, the Canadian currency tactile feature is a system of raised dots in one corner, based on Braille cells but not standard Braille.^[24]
  • It is also possible to fold notes in different ways to assist recognition.
• Labeling and tagging clothing and other personal items
• Placing different types of food at different positions on a dinner plate
• Marking controls of household appliances

Most people, once they have been visually impaired for long enough, devise their own adaptive strategies in all areas of personal and professional management.