At-Risk Students
An “at-risk” student is anyone who faces major hindrances to the success of the completion of his/her academic program. Stress usually comes with this stage because of the sudden change in academic, social, financial, work or family-related and institutional structure (, 1999). These students can also be lower income students also lack access to social capital, what defines as a set of durable, deliberate, institutionalized relationships and the benefits that accrue to individuals as a result of the existence of such social bonds (, 2001). Disadvantaged students are thus excluded from the benefits of such relationships and social networks and the kinds of social capital that lead to school success and eventual college enrollment. These networks shape college aspirations and provide information and guidance on what it means to be academically ready for college, what behavioral strategies to employ to get ready, how to prepare for college socially and financially, and how to apply for and make choices about college.
Characteristics of At-risk Students
The characteristics of at-risk students can be helpful in distinguishing which student needs to go for counseling or needs to undergo the educational plan. Here are the following characteristics (, 1993).Stated need for help- student may directly ask for help. It can be seen in her voice, expressions and gestures, students with suicidal gestures, evident changes in mood or behavior- withdrawal from usual social interaction like classroom participation and discussions, from academic activities and low-quality of works, changes in his/her personal hygiene, unexplained crying, outburst of anger and irritability, having a hard time communicating, apparent distortions of reality, getting more violent, changes in personal relationships, drug and alcohol misuse, disordered eating, learning issues and student retention issues
Personal Plan
This plan will use the YOGA Model Plan. In accordance with the standards and guidelines of NAEYC (National Association for the Education of Young Students) for curriculum development and implementation a Yoga-based curriculum was designed (,1976) While students are naturally kinesthetic learners, the program curriculum uses yoga and the body to ascertain simultaneous development of all components of positive development in young students. Students learn through their daily experiences engaging in gentle yoga practice to listen to their body, mind, and spirit and to keep balance among these domains.
In addition, while the most important essence in education is student’s interests, the teachers’ role then is not to teach “to the test” but rather to focus on stimulating students’s genuine interests that induce involvement, intrinsic motivation to learn, and encourage its application in life. The clarity of thinking resulting from the active engagement in daily yoga practice will better equip the new generation toward the demands of the future and thus lead toward living mindfully which in turn will promote more meaningful and fulfilling lives.
Implementing this program will establish a solid foundation for developing valuable individuals who will be willing and able to think for them, take responsibility for their actions, who will be prepared for continuous learning as a way of life, and who will live lives in a creative process. Finally, the behavior preventive properties of this Yoga-based model program will be more cost effective than the variety of behavior fixing short-term programs recently used.
The Yoga-Base Model Program Outline
1-Unity. Students explore the meaning of unity, e.g., the relation between opposites, one doesn’t exist without the other; the connection between the objective Self – the Me and the subjective Self – the I; their role in life of others, the world, and their relationship between the Earth, the I and the Universe.
2 – Individuality. Students learn about the importance of stability, structure, security, and patience in life and how to manifest it.
3 – Motion and Emotion. Students learn about self-respect and understanding that they deserve healthy, pleasure life, and how to control their emotions through modification of their thoughts.
Sharing (). It’s the art of giving and sharing. Encourages sharing something material with others in a quite way, not expecting anything in return. Sharing is one way that helps to learn how to be thankful to others for the opportunity to share; and how to become less selfish.
4 – Self-Study and Self-Knowledge ( ). It is the study of the Self, self-awareness, as well as awareness of others as individuals. It is a journey in finding the answers to the questions “Who am I?” “What’s the real me?” It fosters the belief and trust in what one feels is real and right. It is a teaching of bein strong and brave to stick by ones values and not to be swayed by a friend and others.
5 – Love and Compassion, (). Self-discipline is a slow process in acquiring self-control while practicing acting in loving unselfish way. Students will learn to understand that others also have feelings and respect other’s feelings; practice loving and helpful relationship toward others that is peaceful and joyful.
Self-Discipline, () – exercises in doing what has to be done with pleasure while keeping good thoughts and positive attitude. Develop and practice anger managing skills and ability to communicate disagreements.
6 – Effective Communication, ( ). The exploring one’s own true nature teaches honesty, through self-perception of control in attributing the outcomes of behavior, namely success and failure. Guides to seek out one’s complete inner freedom through overcoming one’s own advisories, e.g., blame, learned helplessness, and pessimism. Students will learn the effectiveness of clarity and truthfulness in communication; value of integrity, truth, willpower, and self-expression through creativity.
Action () – Students learn that every action, positive or negative, has its effect. It teaches to make conscious choices out of infinite possibilities.
Sharing (). Also means to meeting with friends to share ideas and feeling each other’s energy through expressing and experiencing infinite number of different powers ().
7 – Vision & Perspective. Students will be encouraged to believe and to trust themselves, their ideas, intuitions, and imagination to follow their interests in setting their learning goals.
8 – Universe. Students will understand that there are infinite possibilities in life. There is no need to cave into peer-pressure, but rather to explore the infinite possibilities within and to manifestate it in their uniqueness.
9 – Rules, Rights, & Responsibility. There is no freedom without respecting rules, rights and responsibilities. Students will learn to understand this primer natural law in life.
10 – Play Yoga. Students will learn how to express themselves freely, how to let their imagination tell their stories through the body movement; how to communicate while not using words.
To induce harmony between the body, and the mind, the daily yoga practice consists of five key elements: 1) proper breathing – pranyama, 2) proper exercise – asanas that relax the tensed muscles, tone the internal organs, and enhance flexibility of the body’s joints and ligaments, 3) proper relaxation, 4) proper diet, and 5) positive thinking.
Yearly Plan
Intelligence
Yoga practice will help children to:
Linguistic/Language:
To identify and develop clarity in expressing feelings, care on coherent and to the point group discussions, develop problem solving and decision making skills, story listening-creating-and telling, open-ended questioning, building a rich vocabulary A-B-C names and sounds.
Logical/Mathematical:
To develop understanding body mechanics of how asana works and why one benefits, make healthy food choice decisions, measure and calculate portions and calories, interpret nutritious values, follow and create recipes, develop numeric recognition and comprehension
Musical – Rhythmical:
To develop music appreciation, mind calming with soothing music, sing and create songs, using simple rhythmical instruments, develop ability expressing rhythm through clapping, tapping.
Spacial:
To develop a special awareness through mandala drawing and coloring, Yoga asanas, pantomime, pair or group drawings and coloring, pair or group asanas, develop understanding of inner and outer space
Bodily-Kinesthetic:
To fully experience bodily and sensory experience; i.e., touch, taste, smell, vision, and hearing.
Interpersonal:
To develop awareness of others, express empathy, sympathy, express and share feelings, thoughts, and ideas, and engaging in constructive nonjudgmental discussions.
Intrapersonal:
To develop self-awareness, believing and trusting in oneself, knowing that with a little effort everything one imagines, or dreams can become possible
Naturalist:
To demonstrate expertise in the recognition and classification of the numerous species of flora, fauna and his/her environment.
“table continues”
Intelligence
Yoga practice will help children to:
Spiritual:
To develop the capacity to think about cosmic and existential issues – from our existence and role in the universe to the nature of life, death, bliss, and tragedy. Spiritual capacity, spiritual feeling, or a gift for the transcendent, implies to questions, i.e., Who are we? Where do we come from? What does the future hold for us? What is the meaning of life, love, tragic losses, or death? What is the nature of our relation to the wider world and to beings who lie beyond our comprehension, like our gods, or our God?
Existential:
To develop the capacity to locate oneself with respect to existential features of the human condition as the significance of life, understanding the meaning of death, the ultimate fate of the physical and the psychological worlds, and such profound experiences as love of another person or total immersion in a work of art.
Moral:
To develop the capacity to recognize and make judgments about the rules, behaviors, and attitudes that govern the sanctity of life, of human life and, and the sanctity of any other living creatures and the world they inhabit.
Emotional:
To develop a collection of capacities having to do with knowledge of emotions, control of emotions, and sensitivity to one’s own or others’ emotional states.
General Lesson Plan
Daily Routine without Specifications
LESSON OBJECTIVE:
Foster positive development
Weekly Lesson Plans
MATERIAL NEEDED:
Books, Tapes, Yoga Mats, Crayons, Re-printable material, Posters, Booklets
MINUTES
ACTIVITY
DESCRIPTION
BEGINNING OF THE
DAY YOGA SESSION
5
OPENING:
Circle of Friends: Weekly Topic, Element, Affirmation
5
REVIEW:
- Brief Yoga Philosophy
- Wise Yoga Guides
- Food Pyramid
- Importance of Proper Breathing
- Yoga Asana of the Week
AFTERNOON
YOGA SESSION
5
OPENING:
Guided Meditation and Relaxation & or Story Time: shared or read by the teacher
5
ACTIVITY:
Drawing, Coloring
END OF DAY
YOGA SESSION
3
REVIEW:
Weekly Assigned Asanas
3
GAMES:
See Attached Weekly Lesson Plan
4
CLOSING:
1) Q/A 2) Assignment 3) Clean up & Dismissal
Classroom Rules
The Yoga-based model program does not constitute a separate class for students, but rather provides teachers to link the outlined activities with their daily lesson plan (, 1999). Yoga practice sets out a healthy and balanced development of the pertinent components needed for experiencing Flow in life. It is hoped that implementing Yoga-based model program in schools will create self-reliant, responsible and happier individuals and thus the students should practice the following:
· Universal Ethics- Non-violence, truthfulness, non-stealing, sexual restraint and non-acquisitiveness
· Principles of Self Conduct- Purity, contentment, intense dedication or austerity, study of Self and Self-surrender
· Control of the Senses- Withdrawal from external objects and the consequent turning of the mind upon itself.
· Concentration- Steadying the mind narrows attention to become insensitive to outside disturbance.
References
Credit:ivythesis.typepad.com
0 comments:
Post a Comment