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Chan Chan

After walking so far, the forces were leaving us. The dream has overwhelmed and weight of our bags was more difficult to bear. The cane had bathed us with its flowers artiduricas finally disappeared.

Sitting among the sands and the upper floors, bare tried to relieve the discomfort caused by the flower cane. My father scratched his back Miguelito desperate cry, while stepmother changed the cloth wrapped around his foot sprained and swollen, which was tattered in our mad flight. I saw a tear run down her cheek but did not regret or complain ever. When you see me standing beside it attracted me to his chest, stroking my back, shook my hair, reclining as he was, I felt the size of your belly, big, large, giant, could not help caressing and full of unexpected happiness smiled.

heard my father did not want to hear right now, "Why, when we win, we must move before dawn." Advance in the desert we had before us, at first was nice and warm soft sand was a delight for our tired feet. There were plants that impinge on our faces despite the darkness we could see some steps ahead of us. But after a few minutes, the fatigue was stronger and felt that my feet were buried in the sand making it hard to move forward.

walked in silence accompanied by tears of my younger brother for a while until he won from exhaustion he fell asleep as he was in the arms of my dad.

saw a bright light moving in the distance. My father said that we stop and we stayed seated. In the beginning we said it was a passing vehicle on the road, but after reviewing it that light, was surprised to see that progressed fairly rare, as he rose from the floor and then return to where I was, more was still surprised to see the light changed colors. Finally he said that was not in the way but rather by the sea. Appeared and also disappeared, leaving us a breath of mystery.

We moved slowly, almost counting our steps. The darkness was so intense, our visibility was poor, so that we worried about look ahead. Suddenly in the middle of nowhere came a wall, a massive wall of bricks. The event filled with joy to my dad, as indicated we were on track. He knew the place and promptly ordered us to walk to the left. "We're close," I heard him say excitedly.

walked with more ease, as our feet sank into the sand, but now we were hurt by debris of broken pottery that was scattered all over the place. My dad told us we were in Chan Chan, walking on what at one time was an ancient city, now abandoned and looted for fortune seekers. We reached the end of the Great Wall and around it we find small piles of mud from a variety of different ways, some larger than others but all neatly aligned. A slight glow seemed to light up the place, could not distinguish from which flowed the light, but we could see a moderate distance, I noticed how the place was full of holes, seemed to have been bombed. "It is the work of looters," I heard say. A long avenue showed us the remains of thick walls crumbling, we found a clearing at the bottom flat, smooth and clean surrounded by small niches. I would have liked to stay to rest there, but my father drank. "We can not stay here, can harm us if we stay asleep." I could not understand those words and to be quiet, almost running back to the dark.

Genital Discoloration

It's been awhile since I wrote more than brevedades, i was reading and watching videos, as usual (The theory of conspiracy, Anunnaki, Reptilian, Christianity, capitalism, neurolinguistic , history, archeology, quantum physics etc etc) and I conclucion evident but very long to explain, besides I'm not motivated because, though scattered, the data is out there, so let qeu sentences without further develop and flourish and that you can laugh It's free. Total anytime I get the aluminum cap.

Everything is sound, I found a video cornered to stop them so look for qeu hell am I talking about, just as interesting to watch a video is sit and think about it or if they are lucky, discuss it with someone, because it is a matter of entertainment, not see a video to pass the time, it's a start for further research, because there is nothing more ridiculous than watching a video and start to vomit conclucion and opinions without actually involved a little more, except qeu kieran go through repeaters (http: / / www.youtube.com/watch?v=5igtP7Ro7Sg) and entertain some mediocre for a while.

Even before the post "The heavy metal is bad for you" play a bit this question of the music "heavy" generate higher vibration, the more the harmonics, and taking it to the particles on a more complex shapes generated by other genres. These effects are generated in all that is affected by the sound, and that things are affected by sound? EVERYTHING, people, things, everything in nature, my old cat, the chair where I sit is made up of atoms and empty .. is that they form something solid? poruqe are vibrating, everything vibrates, the sound determines its shape, and frequency does a lot more ..

was watching a video of David Icke (another day I'm going to dedicate a post like people to this guy because the truth is a roughly qeu) and from one thing to another just ripped to talk about the frequencies, qeu so I leave here> http://www.youtube.com/watch?v=zC48iW-dZAI&feature=related



The next time someone tells you to get off that shit music you say you can safely and foundation: go to listen and follow cumbia creating a world of shit

is urgent to change the frequencies, and stop watching television! they think I say this because I think an asshole Tinelli or because the programming is painful? no not that, stop watching TV ....

Period Starts And Stops

ORGANIZATION AND PLANNING IN CHILDREN WITH ADHD

The disruption has been identified as one of the key features of attention deficit disorder with hyperactivity (ADHD). What do we mean by organization and planning?

Knowing where to start, what to do next, prioritize, set schedules, completing tasks multistep, long-term assignments, anticipating consequences, predict outcomes, use time efficiently and effectively. The feel they can overcome and control their disorganization can develop internal motivation to get organized. Train them to simplify tasks, using strategies, make decisions and increase their awareness of thought processes, helps to develop this sense of control.

• useful approaches to improve organizational and planning skills:

-Teach how to simplify the task: Make a long-term assignment is a daunting task that lends itself easily to this process of simplification. This task can be divided into smaller segments. When a large task is divided into small steps, and / or parts, a task becomes more manageable.

Example of homework can (and need) to be divided further:

(a) copy on the agenda precisely.
(b) find and bring home the right materials to complete.
(c) planning the time to do it.
(d) it.
(e) put in place to take to school.
(f) deliver in school.

-Teach strategies: S on techniques that help make the job easier. They often include the use of "accessories":

1 .- lists "to do" are key accessories for the organization: provide an immediate sense of accomplishment because they show progress with each step completed.

2.-timers encourage children to evaluate the time it takes to complete various tasks.

3.-The agendas or schedules to plan activities to help children think about time in visual blocks. Write your obligations and commitments in this agenda or schedule, encourage children to make decisions and further increase the awareness of time and planning skills.

4.-Use timers 60 minutes, thus making a "race against time" to do everyday tasks, such as ready in the morning to go to school or cleaning a room- helps make the job fun and makes it smaller importanmás divided into daily tasks, help to finish the job with less stress than if left to do at the last minute. if you linked to a privilege or a reward for completing it on time.

5.-Use containers of all kinds hard-boxes, tins, folders, etc .- and identify them with words and perhaps with illustrations, it helps put things in their places and makes them easier to find . Using color coding highlights the groups or patterns and gives a sense of overview of the organization.

-Allow space for decision making: disorganized children are often indecisive. Have desks and disorderly books because they can not decide what to keep and what to leave (they need criteria). Not do their homework because they can not decide where to start and what to do next. The organization needs to take control over time, materials and procedures.

-Taking control requires decisions. This can be handled in several ways:

Provide age-appropriate alternative (with which they feel safe, and that the adult provides alternatives to choose from). Help raise awareness of the need to make decisions with your comments ("Good choice", "This decision means that you can ..."). Model aloud how he is making a decision on an issue, so they can see the internal language used (self). Teach them to develop lists of pros and cons to help them that their decisions are more obvious.


Speak to them in a positive way to reinforce the behaviors of thinking. Use specific words "thought" to highlight the moments of consciousness and self, "you remember (to put the map in your backpack)", "you noticed (not put the heading on your assignment"), "you realize (the you were distracted ") "I noticed (which your library books were due yesterday)", "recognition (which was nearly omit the word in the sentence)", "You thought about it," "Good plan," "You used a strategy" etc., are ways to encourage them to think for themselves.

provide structure and organization-in Activities:
Helping to an external structure. Dar
clear rules and precise instructions and simple.
reminder, anticipate what will be done, the limits.
Tell the student what is expected of him. Advertise with time
upcoming changes

Children with ADHD need of supervision, structure, and a support system that allows them to initiate and complete a project, task or activity.


MATERIAL TO WORK IN THE CLASSROOM:

-MTSP : Stop, Look, Listen, Think and Act. Program Development and Reflexivity Autocontrol.Xavier terminals, Mateu Servera, Maria Rosario Galván.Editorial: Group Albor.

-training program planning. Especially for children impulsive or attention deficit hyperactivity disorder (ADHD). Isabel Orjales Villar.Editorial: ECE

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QUESTIONNAIRE TO ASSESS THE CURRICULUM ADAPTATION MODEL DESCRIPTION CASE

QUESTIONNAIRE TO ASSESS THE CURRICULUM ADAPTATION MODEL NO SIGNIFICANT


1 .- Are you developing in some kind of adaptation classroom curriculum for pupils with attention deficit disorder and hyperactivity? Usually

• Occasionally I'm not making any adjustments curricular
• Other: Please specify:

2 .- Do you know the model no significant curriculum adaptation posed by this Working Group?

• IF NO
• How did you know?

3 .- Do you think necessary no significant curricular adaptations for students with ADHD who do not have too significant a gap curriculum?

• IF NO

3 .- Do you think the methodological adjustments raised regarding improvement of care, autonomy, organization and planning, etc can be effective for working with students with ADHD?

• Si. Why?
• No. Why?

4 .- Do you think it is necessary to make any kind of adaptation in the evaluation of students with ADHD?

• Si. Why?
• No. Why?

5 .- Do you consider appropriate guidelines offered on adaptation in the evaluation? If

• . Why?
• No. Why?

6 .- Have you implemented any of the adjustments arising from this model?

• Si. What?
• No. Why?

7 .- Do you consider interesting adaptation model proposed no significant curricular and plan to use in the future?

• If
not

8 .- What aspects of the proposed model will look more interesting?

9 .- What are points which it believes should be más desarrollados?

10.- ¿Qué otros aspectos cree deberían estar incluidos?

11.- ¿Cuáles son los puntos más flojos?

12.- ¿Para qué niveles considera más útil el modelo elaborado?

• Infantil
• Primer ciclo de E. Primaria
• Segundo ciclo de E. Primaria
• Tercer ciclo de E. Primaria
• Educación Secundaria

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By Duru Sama
first thought, by way of thanks, make a list of people who greeted me for my birthday, but then I can skip the paranoia and that people will not be on all those who chose to do so by mail, not post, entocnes qeu notice for the next birthday who do not do it for mail, escraches my blog here. Know I saw them all, myspace, facebook, fotolog, youtube, blogs, etc, thanks for the things qeu put =)
if the birthday story started at 00:15, time was born, I have to say qeu celebration began with me in my underwear cake making chips and watching documentaries on the Nasca lines until 3 am, when glamor, the truth that fills my glitter back to just remember.

Speaking of that (?) We grabandoooo. Stamina


Ux (L), which I want to pull me out the objects because cigarroooooooo.


this is great, as I shit with laughter, do not hate me because it is in English! Http://www.youtube.com/watch?v=LZJ-_OTvsqo&feature=PlayList&p=0BA9823247A4CC85&index=2

jaaaaaaaaaaa go fuck the panda!
you put me in a cage with anything, and after a week I'll fuck it!


I saw the movie The forth Kind, about alien abductions, as movie is good, have you fucking expectant and a little in parts. Now, as a fact there is nothing new to me except to listen to some spoken Sumerian. Everything else are things that I've been reading and processing. One such

days I'll run away screaming: ARE ALL WICKS! THE USE OF FUCKING FORRISIMOS PENDRIVE NOS!
AAAAAAAAA

but not yet
As time passes, I'm not replacing ages, I adding so I have 29, 12, 16, 21, etc and if they all have to live under the same roof, that the title of the post.

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Alumno de 3º de EP que presenta las siguientes características:

CONDUCTAS DESADAPTADAS EN EL ÁMBITO CONDUCTUAL
Movimiento excesivo: se levanta de la silla, movimientos inapropiados when sitting, he goes from place to place jumping ..

• verbal aggressiveness. Disrespect
• mate.
• oppositional-defiant behavior.
• Talking excessively.
• Impulsivity: Difficulty waiting your turn, it is anticipated the answer before you finish the question intrudes and disrupts activities, begins the task before receiving instructions ..
• disobedience.

maladaptive behavior in the Social-Emotional

• Breach of rules.
• Difficulty playing quietly in leisure activities.
• Lack of skills interpersonal (social strategies).
• Low tolerance to frustration: get angry, get upset or altered easily.

maladaptive behavior at the cognitive

Attention Deficit Disorder:

• easily distracted by other activities or partners.
• not pay attention to details. Difficulty
• remain vigilant in games or tasks.
• not listen when spoken to.
• not hear everything that is said.
• Lack of sustained attention in cognitive tasks is lost when reading ...
• You need eye contact to hear adequately.
• Need to oral questions and instructions to be repeated frequently.

Difficulty organizing

• is messy. Unable
• order to continue with the steps of a task.
• is forgetful.
• tasks it is not done. Lose
• materials.
• not have the materials you need.

Difficulty planning

• anticipate difficulty.
• not end the task, leaving soon.

Standard Invitation Wording

GUIDELINES FOR STUDENTS WITH impulses associated with ADHD

Self-instruction. Teaching
verbal self-control strategies through internal speech. (Meichenbaum, 1981).
Steps:
1. An adult model performing the task while talking to himself out loud (cognitive modeling).
2. The child performs the same task under the direction of the instructions of the model (external guidance and states).
3. The child performs the task while instructing himself aloud (self-guide says).
4. The boy whispers to himself as he navigates the user task (self-guided dimmed).
5. The child performs the task while guiding their action via internal speech, or nonverbal self-direction (self disguised).

METHOD OF SOLVING PROBLEMS THROUGH THE TEACHING OF COGNITIVE SOLUTIONS: id

the existence of a problem situation.
Describe a problem situation: "I want something .." "I need something ...."
Generate alternatives: "What can you do ... to solve problems? "
Anticipating consequences (immediate and delayed), both for oneself and for others.
Choose an alternative, which involves the maximum benefit at minimum cost and injury for others. Make a Plan
What shall I do first ...? What will I do then ...? How do I do?

RELAXATION TECHNIQUES

Objective: To train children in various relaxation techniques to learn to manage and / or decrease the voltage to produce the daily events of his life.

progressive muscle relaxation (THICK)
This type of relaxation consists of tensing or straining (hard to feel them) in different parts of the body and then relax them, (Ie Light feel them) and make you feel more comfortable as well.
imagination Let your body divided into 4 parts which will have to learn to tense and relax.
a) The feet and legs
b) The trunk (including abdomen, buttocks, chest and back)
c) Hands and arms
d) neck and face.

the tin soldier. " (RELAXATION IN STANDING POSITION)
Now learn how you can relax while standing, going in steps.
Step 1. Stand with your hands at your sides, legs together taut, back straight, neck straight, head up looking at the front (standing position).
Step 2. going to imagine that little by little you become a tin soldier and going to put your whole body tense, very hard ... as much as possible.
Step 3. going to imagine that you become a man of gum and gradually going to go relax your whole body, you're going to put Light, Light.
Step 4. When did I say INHALE Now, with your mouth closed you will quietly pull the nose as much air as possible and will take you to your abdomen mentally counting 1, 2, 3 when EXHALE hear you're going to get slowly for a count of 4, 5, 6.
Step 5. Now standing at attention (step 1), you will breathe deeply (step 4), and as you inhale you going tensing your whole body to become a tin soldier (step 2) is 1, 2, 3, 4, 5 Now little by little, as you exhale you will become a man of gum 6, 7, 8, 9, 10.
Step 6. Repeat this exercise 5 times or until you feel relaxed.

Stealth, J (1992). Relaxation Manual. Barcelona: Martínez Roca

WALKING RELAXATION .

There are situations where you will not be able to stay in one place to relax, this is not a problem because then show you how to relax your foot.
Step 1. Start walking slowly.
Step 2. When you hear "high, tense," stop and in the position where you are, your whole body tense (you'll be like a statue of ivory or frozen)
Step 3. When you hear "GO, RELAX" relaxes your body and keeps walking.
Step 4. Make deep breathing exercise.
Step 5. Make the sequence 5 times or until you feel relaxed.
As you can see this procedure can take it out where you want can be a small room in any area of \u200b\u200bthe hospital, at home and even on the street.


LIGHT TECHNIQUE
Ease of understanding how the traffic light for children means that we can use the Technical Semaphore as learning strategy for many situations, both at home as the school .
This technique is particularly suitable for teaching self-control of negative emotions: anger, aggressiveness, impulsivity, etc.
This resource is essential at this time given the importance of education on attitudes of tolerance, respect, harmony ... The society is becoming more aware of the need to eradicate acts of violence and bullying in schools, resulting in primary education emotional aspects of intelligence .

Steps to Teaching Technical Stoplight
1. Associate traffic light colors to emotions and behavior :
a. RED: STOP. When we can not control an emotion (feel very angry, we want to attack someone, we get very nervous ...) we have to stop as when a car is the red light. B.
YELLOW: THINK. After stopping it is time to think and realize the problem that is being proposed and what they are feeling. C.
GREEN SOLUTIONS. If one is given time to think about alternatives or solutions can arise when conflict or problem. It's time to choose the best solution.
To attach the lights to go with the emotions and behavior can make a mural with a traffic light and the following steps:
Red Light:
1 - HIGH, calm down and think before acting
Yellow Light:
2 - THINK solutions or alternatives and their consequences
Green Light:
3 - FORWARD and put into practice the best solution
2. Learn ways to control :
We can begin by asking the children make a list of what you can do to calm down in a conflict situation. Typically, between all different possibilities arise, such as physical distance from the situation (leave the area, never again to be calm), psychological distance (respirar profundamente, hacer un rápido ejercicio de relajación, pensar en otra cosa), realizar alguna actividad distractora (contar hasta 10, pasear, hablar con un compañero) etc.
Cuando los niños se dan cuenta de que existen muchas maneras de pararse y calmarse, se trataría de ver cuáles serían las mejores para cada uno.
Como padres o educadores podemos ayudar en esta fase proponiendo alternativas educativas que no se hayan planteado, por ejemplo respuestas incompatibles a “llegar a las manos” (cruzar los brazos, alejarse rápidamente del lugar, meter las manos en los bolsillos, etc.)
3- Hacer prácticas de autocontrol a través del Role-Playing :
The teacher and peers serve as a model of self-control behaviors and each will have the opportunity of being in a situation where you have to put into practice what they learned.
4 - Using semaphores as discriminative stimuli :
will place lights in different places of the school, that way you will know that must stop, think and solve their conflicts peacefully, or improve your emotional state.

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BIBLIOGRAPHY

- Analysis of family context in children with ADHD. PhD thesis. María Dolores Grau Sevilla. University Valencia. 2007.
- Article: Translated and adapted from A. Canter & S. Carroll, (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist. (1998). Bethesda, MD: NASP, pp. 75-78.
- Terminals, X., Servera, M., & Galvan, MR (2000). MEWP: Program development and self-reflexivity. Editorial: Albor-COHS.
- Cargallo, B.: PIAAR-R-1. Intervention Program to Enhance Care and Reflexivity. Primary. Editorial TEA.
- Caution, J (1992). Relaxation Manual. Barcelona: Martínez Roca
- E. Manuel García Pérez: Methodological curricular adaptations for students diagnosed with attention deficit disorder with or without hyperactivity.
- E. Manuel García Pérez: Focus. Training program focusing of attention. Editorial: Albor-COHS group.
- Schoolchildren with Attention Deficit Disorder with or without Hyperactivity (ADHD). Guidelines for Teachers. Published by the Directorate General of Planning and Educational Innovation of the Canary Islands (2006).
- García Pérez, EM and Magaz Lago, A. (1997): ESCEPI: Teaching Cognitive Solutions to avoid interpersonal problems. Program teaching social skills and values \u200b\u200beducation for coexistence. Ed Albor-COHS.
- Action Guide with students with ADHD. Basque Government.
- A practical guide with recommendations for action for schools where students with ADHD. Balearic Association of parents of children with ADHD.
- Manuel García Pérez E.: SOS in the classroom. Aid for teachers of children hyperactive and inattentive. Editorial: Albor-COHS group.
- Orjales Villar, I. and Polaino Lorente, A.: Programs cognitive-behavioral intervention for children with attention deficit hyperactivity disorder. Editorial CEPE.
- Orjales Villar, I.: Attention Deficit Hyperactivity Disorder: A Handbook for Parents and educators. Editorial CEPE.
- Orjales Villar, I.: Training program planning. Especially suitable for impulsive children with attention deficit or hyperactivity disorder (ADHD). Editorial CEPE.
- Veracoehea Troconis, G.: The attention deficit disorder without drugs: a guide for parents and teachers. Psimática 2008.
- Yuste, C. (2005): PROGRESINT. P13 Care - Observation. ECE Ed.

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1) Provide an environment free of distractions that encourages concentration.
2) Make sure you read the statements carefully and if necessary highlight those words that can help you improve your attention.
3) To evaluate and adapt the evaluation time (note that it is difficult to calculate and manage the time you need to be tested for a review)
- Design two sessions on different days or hours
- Propose further evaluation sessions brief.
4) Reduce the number of questions, exercises and questions for each evaluation.
5) Make a different adaptation for students with attention deficit, taking into account that the fatigue curve is much shorter, which in testing sessions over 30 minutes, the attention span is significantly reduced and therefore performance.
6) Ask questions review in a clear and precise and include if necessary annotations to serve as attentional aids.
unsuitable Example: Copy the second and third verses of the poem and around the words that are repeated. What do you call that kind of repetition? Example
Adapted 1.Copy second and third verses of the poem. 2. Around the words that are repeated in the poem. 3. What do you call that kind of repetition?
7) Changing the type of written assessment by oral, private setting.
8) Conduct examinations more frequently but with fewer questions.
9) Assess their knowledge by continuous assessment procedures.

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ADAPTATIONS ADAPTATIONS EVALUATION IN LITERACY TROUBLE

STRATEGIES FOR READING: Modeled
psycholinguistic and according to the description in this working group, (we believe that the student has a good command of perceptual and phonological aspects), will focus on strategies and syntactic processes semantic.

syntactic processing.
1. Colored with different colors subject and predicate
2. Use different sentence structures to observe and internalize that the subject need not always be in first position
3. Submit drawings and various types of sentence structure for pairing.
4. Complete the components of the missing sentences using different structures syntactic and omit various components. (Subject, verb, object, function words)
5. Start sentences with different structures for the child to complete them.
6. Read short paragraphs with exaggerated syntactic groups
7. Submit a short paragraph syntactic groups differentiated by arrows and drawings (signs very prominent)
8. Read together, several times, teacher student remarking with emphasis punctuation.
9. Recording readings of teachers and pupils for further hearing.

semantic processing.
1. Present series of sentences that represent various actions that the student must make
2. dentify paragraphs in a text.
3. Identify the main idea by asking questions like: What is this?, What does it say?. Where is it? What time?
4. Coloring main idea in each paragraph.
5. Underline key words in each sentence and / or paragraph.
6. Suggest more titles to choose the most appropriate to the text.
7. Sharing to compare the titles and choose the title of the text.
8. Reading the title chosen. Review of drawings, explaining key words and phrases.
9. Prior information of the text to read.
10. Global explanation text and relate the experience of students
11. Knowledge and explanation of the structure of narrative and expository texts. Self-instruction

SPECIFIC READING COMPREHENSION

1 º. Before doing anything I say everything I see. The child or the teacher describes the information before reading what to do. Here is a text, which is a story. This is the title. The story has three paragraphs. Here ends because ends. This must be the name of the author. Here is a picture that suggests the title of the story. This makes what I do. Here are the questions on the text. Six. Each question has four phrases, I suppose it will be possible answers. Each sentence has a square, I guess I'll have to put a cross.
2 º. What do I have to do?. Read the text carefully and tick the real answer to each pregunta.Ahora I know what to do.
3 º. How do I have to do?. Following in the steps to read a text comprehensively
4 º. I have to be very careful (if I see that I have read, but I have not heard back to back).
5 º. Have I gone right?. If I went well, I welcome and if not, review to see where I was wrong.

STEPS TO READ TEXT UNDERSTANDING

1. Breathe deeply once before.
2. Start reading slowly parándome in points.
3. Read a question.
4. Read each of the possible answers and get rid of those that do not fit.
5. If more than one possible answer, I return the text to find the answer right
.
6. To find it soon, first look for a keyword
question and try to locate it in the text.
7. When I'm unsure of the correct answer get a cross.
8. Continue with the next question. Self-Instruction

DIFFICULTIES

GRAPHICS Am I sitting comfortably?
Do I have a role in the proper position?
"I take the pencil correctly?
The lines, are straight?
letters, do they have the same size?
"I leave enough space between words and lines?
Do I keep the margins?

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* The use of self-instructions to sequence thought and increase efficiency in problem solving as a fundamental strategy for resolving them. Is that the student will know and follow a series of steps to realize the problem, which should be placed before the student, as a poster or in a sheet, with the objective that can meet them, consult them if accurate viewing at all times.

Self-instruction EXAMPLE SEQUENCE:
1 .- Before doing anything I say what I see
2 .- What do I have to do?
3 .- How do I do? (Example: Following the steps for solving a math problem that I have pointed in this paper).

STEPS TO SOLVE A PROBLEM:
4 .- Read the sentence slowly stopping as identify any piece of information "read by parties" and go plotting what we read.
5 .- To understand what is or what we ask.
6 .- Represent the unknown in the drawing.
7 .- Think what operation we do and if we need to perform an operation before calculating.
8 .- We noted the partial data. 9 .-
check whether we should go ... to the euro, minutes, etc. 10 .-
perform this operation very attentive.
11 .- check whether the results answer the question if the answer makes sense.

Self-instruction:
12 .- I have to be very attentive. (Example: Do not skip any information. Copy right information ....)
13 .- Now I can do
14 .- I have gone right? If I had gone well and congratulate me if I have not gone well review to see what happened I was wrong.

* Before solve the problem, the teacher ensures that the student has at its disposal on the table everything you need. (So \u200b\u200banytime you need any material such as rubber, colors ... do not interrupt your work, or have time for recreation, which helps not to break the rhythm and be focused on the task).

* Use a clock for the student to calculate the time of solving the problem. This ensures that the student reflect on all actions to be undertaken pending the outcome of the exercise, each time calculating part. This personal awareness of the need of their needs on the control of time, while helping to not be distracted by other chores.

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FAMILY-SCHOOL RELATIONSHIP MOTIVATION

care to families of children with ADHD require special attention:

1. Report to the family of the difficulties encountered in the classroom and its impact on student learning.
   
2. Keep a close relationship with the family to address the problem of ADHD in both contexts.
3. convene an initial meeting with the family (to the meeting can assist the counselor / a school reference). Hold regular meetings.
   
4. Coordinate the activities of all teachers in order to implement the same behavior management techniques and establish agreements with the family. Ask
5. families with information about medical history, reinforcing effective functioning of the child at home, hobbies and interests, ...
6. Use other means to ensure effective communication: internet, email, SMS.
   
Establish monitoring mechanisms
7. daily assignments, both at school and at home (the daily use of the agenda can be very valuable)
8. Supervise the material that children need to take home and insist on the need to monitor the equipment needed at home for college.
9. sure parents have information about the duties, tasks of study, dates of inspections and their contents, date of presentation of papers, ...
10. Tailor the type and intensity of supervision at the age and characteristics of the child. Move
    
family
11. positive information about the child. Do not just say what is bad. Maintain
12. comments when informing the family not to damage the self-esteem.
    

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1) The methodology used should be interesting and motivating, as a result we suggest:

• should not be based on lectures;
• Vary the exercises within the classroom;
• caring tone of voice and body language;
• Ask questions that lead to each other to discuss possible responses and then discuss the answers given by children.;
• Make this student to respond to alternative questions the same task (eg general questions involving a comprehensive understanding of the topic).

2) Divide activity in two parts, it is suggested to finish the first part, it is corrected and reinforced verbally acknowledging their efforts. Then asked to continue with the second part.

3) Teach children to use a clock to check the time he needed to do the activity.

4) You are notified when missing about 10 minutes before the end of the time available to perform the activity. Will approach the student to ask if you have any difficulty and then remind the time available. RIEF the idea is gradually teaching plan and organize your time.

5) can give additional time average that can perform the job with sufficient quality, taking into account the possible slow performance or its need for short distractions during it.

6) You frequently discuss their progress, the efforts being made towards completing their activities, successes, etc. and enforce them by being attentive to the task. This can be useful to provide a card or card in indicating the tasks to be completed and the quality of each one of them.

7) As the boy will reach the criteria required of him, increase the amount of time that it demands careful to obtain the reinforcement.

8) Ensure The guy makes comments are always constructive criticism rather than criticism that might be perceived as threatening or personal (eg instead of saying "always make the same mistake," say "a better way to do that would be ... ").

9) Teach procedures to improve the quality of their work (eg, listen to the prompts, make sure you understand the instructions, review the errors, correct looking for cleanliness, ...)

10) When a student with ADD he asks a question and not answer for being distracted, it must attract attention (as above), the best attitude docente debe ser repetirle la pregunta y motivarle a responder. Evitar que el niño quede en ridículo delante del grupo, no se debe utilizar jamás un calificativo aludiendo a su distracción.

Simple Playset Blueprints

chronology ignores me in the face


following has no relation to conspiracy theories:
There are phrases that you are tired of hearing but continue to ignore until it's too late, today's post is a request to review these phrases, meditate and look around you, trust your "gut feeling" that always says what he really is the most obvious that they have in the face, but the thousands of able to cover it you can not see reality, able to make others with lies, misinformation, needs, etc, and yourself, because it tends to believe what you need believe.

"the first impression is what counts"
"do not believe everything you read"
"There are spirits that cloud the water to make them appear deep."
Learn to bend, you better break. "