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Hposh Diaries.....

This is my chance to post all the backlogs from my hectic week before. Kennedy was on time with submitting this, it was me, all me. No vex abeg.

The first article in a series of three (for teachers, parents and adults)

A new year is fast approaching and with it will come the making of resolutions for personal improvement for millions of persons. For some this will mean losing the pounds gained from all the recent holiday goodies. For others, the resolutions will affect less visible needs for change. Resolutions made to improve personal habits, goals, relationships and more may take precedence for many individuals as we begin 2014.

For children and adults challenged with ADHD, making age-appropriate resolutions for the new year are very important and can produce significant improvements in daily life---for personal habits, goals, relationships AND health. However, what new and effective ADHD strategies could result in such positive developments for these children and adults in the coming new year? We believe that a little planning and resolution writing NOW will make your New Year 2014 much more productive AND successful, especially if you, your students or others you care about have ADHD.

We're here for you all year long to help with tips, strategies and resources for challenged readers. Many with ADHD frequently visit our blog for this information. Today, we are providing in this article some new tips and strategies (with a few resources included, too!) to help teachers of students who struggle with the symptoms of ADHD, particularly as we are about to begin this new year. We hope that this information might come at a good time when the second half of the school year is about to begin as well and "fresh" ideas may be more appreciated and welcome. Perhaps some of the strategies included in the following list will become part of your classroom list of ADHD strategies for 2014!

Effective Strategies for Teachers of Children with ADHD

Before BEGINNING: Make a list of the most distressing or disruptive ADHD symptoms experienced for a particular individual. Use a highlighter (choose a favorite-colored marker) to highlight the top 3 symptoms that cause the most problems for your child, for you or for another adult with ADHD. FOCUS on these 3 symptoms, addressing only 1 symptom each week or so until improvement is evident. Younger children may need more time and encouragement than older children or teens. Finally, keep these three, highlighted issues in mind as you choose strategies from the list to follow.

1. "Catch" them doing something good!---First of all, resolve to "catch" EACH of your students doing something good as you begin the new year and thereafter whenever it may be appropriate without being patronizing or less than genuine. It will be especially important (and perhaps challenging for the teacher!) to do this for your students with ADHD. They very much need to hear, as well as do their classmates, that they are capable of doing what is right and good, even if it is not as often as one would like. This will also improve self-esteem and respect in and for the children. Again, it will be especially effective with those having ADHD challenges.

2. Direct instruction---Attention to task is improved when a student with ADHD is engaged in teacher-directed activities as opposed to independent seat-work activities. Also, the teaching of note-taking strategies increases the benefits of direct instruction. Both comprehension and on-task behavior improve with the development of these skills.

2. Tasks & assignments---To accommodate a short attention span, academic assignments should be brief with immediate feedback provided (about accuracy). Longer projects should be broken up into smaller, more manageable parts. Short time limits for completing a task should be specified ahead of time and can be enforced with timers.

3. Peer tutoring---Class-wide peer tutoring can provide many instructional benefits for students with ADHD. For example, it provides frequent and immediate feedback. When set up properly with a token economy system(see below here #17), peer tutoring has been found to yield dramatic academic gains.

4. Scheduling---Based on evidence that the on-task behavior of students with ADHD progressively worsens over the course of the day, it is suggested that academic instruction be provided in the morning. During the after-noon, when problem solving skills are especially poor, more active, nonacademic activities should be scheduled.

5. Novelty---Presentation of new, interesting and highly motivating material will improve attention. For example, increasing the novelty and interest level of tasks through use of increased stimulation (e.g., color, shape, texture and other use of the 5 senses ) reduces activity level, enhances attention and improves overall performance.

6. Structure & organization---Lessons should be carefully structured and important points clearly identified. For example, providing a lecture outline is a helpful note-taking aid that increases memory of main ideas. Students with ADHD perform better on memory tasks when material is meaningfully structured for them.

7. Rule reminders and visual cues---The rules given to students with ADHD must be well-defined, specific and frequently reinforced through visible modes of presentation. Well-defined rules with clear consequences are essential. Visual rule reminders or cues should be placed throughout the classroom. It is also helpful if rules are reviewed before activity transitions and following school breaks.

8. Auditory cues---Providing students with ADHD auditory cues that prompt appropriate classroom behavior is helpful. For example, use of a tape with tones placed at irregular intervals to remind students to monitor their on-task behavior has been found to improve arithmetic productivity.

9. Pacing of work---When possible, it is helpful to allow students with ADHD to set their own pace for task completion. The intensity of problematic ADHD behaviors is less when work is self-paced as compared to situations where work is paced by others.

10. Following instructions---Because students with ADHD have difficulty following multi-step directions, it is important for instruction to be short, specific and direct. To ensure understanding, it is helpful if these students are asked to rephrase directions in their own words. Also, teachers should be prepared to repeat directions frequently and recognize that students often may not have paid attention to what was said.

11. Productive physical movement---The student with ADHD may have difficulty sitting still. Therefore, productive physical movement should be planned. It is appropriate to allow the student with ADHD opportunities for controlled movement and to develop a repertoire of physical activities for the entire class such as stretch breaks. Other examples might include a trip to the office, a chance to sharpen a pencil, taking a note to another teacher, watering the plants, feeding classroom pets, or simply standing at a desk while completing classwork. Alternating seat work activities with other activities that allow for movement is essential.

12. Active vs. passive student involvement---In line with the idea of providing for productive physical movement, tasks that require active (as opposed to passive) responses may help hyperactive students channel their disruptive behaviors into constructive responses. While it may be problematic for these children to sit and listen to a long lecture, teachers might find that students with ADHD can be successful participants in the same lecture when asked to help (e.g., help with audio-visual aids, write important points on the chalk board, etc.)

13. Distractions---Generally, research has not supported the effectiveness of complete elimination of all irrelevant stimuli from the student's environment. However, as these students have difficulty paying attention to begin with, it is important that attractive alternatives to the task at hand be minimized. For example, activity centers, mobiles, aquariums and terrariums should not be placed within the student's visual field.

14. Anticipation---Knowledge of ADHD and its primary symptoms is helpful in anticipating difficult situations. It is important to keep in mind that some situations will be more difficult for than others. For example, effort-filled problem solving tasks are especially problematic. These situations should be anticipated and appropriate accommodations made. When presenting a task that the teacher suspects might exceed the student's capacity for attention, consider reducing assignment length and emphasize quality as opposed to quantity.

15. Contingency management: Encouraging appropriate behavior---Although classroom environment changes can be helpful in reducing problematic behaviors and learning difficulties, by themselves they are typically not sufficient. Thus, contingencies need to be available that reinforce appropriate or desired behaviors, and discourage inappropriate or undesired behaviors.

16. Powerful external reinforcement---First, it is important to keep in mind that the contingencies or consequences used with these students must be delivered more immediately and frequently than is typically the case. Additionally, the consequences used need to be more powerful and of a higher magnitude than is required for students without ADHD. Students with ADHD need external criteria for success and need a pay-off for increased performance. Relying on intangible rewards is often not enough.

17. Token economy systems---These systems are an example of a behavioral strategy proven to be helpful in improving both the academic and behavioral functioning of students with ADHD. These systems typically involved giving students tokens (e.g., poker chips) when they display appropriate behavior. These tokens are in turn exchanged for tangible rewards or privileges at specified times.

18. Response-cost programs---While verbal reprimands are sufficient for some students, more powerful, negative consequences, such as response-cost programs, are needed for others. These programs provide mild punishment when problem behavior is displayed. For example, a student may lose earned points or privileges when previously specified rules are broken. There is evidence that such programming decreases ADHD symptoms such as impulsivity. A specific response-cost program found to be effective with ADHD students involves giving a specific number of points at the start of each day. When a rule is broken or a problem behavior is displayed, points are taken away. To maintain their points, students must avoid breaking the rule. At the end of the period or day, students are typically allowed to exchange the points they have earned for a tangible reward or privilege.

19. Time-out---Removing the student from positive reinforcement or providing a "time-out" period typically involves removing the student from classroom activities. Time-outs can be effective in reducing aggressive and disruptive actions in the classroom, especially when these behaviors are strengthened by peer attention. They are not helpful, however, when problem behavior is a result of the student's desire to avoid school work. The time-out area should be a pleasant environment and a student should be placed in it for only a short time. Time-out should be ended based upon the student's attitude. At its conclusion, a discussion of what went wrong and how to prevent the problem in the future should occur. While these procedures are effective with ADHD students, it is recommended that they be used only with the most disruptive classroom behaviors and only when there is a trained staff.

(Source: Adapted from LD Online --- Helping the Student with ADHD in the Classroom: Strategies for Teachers http://www.ldonline.org/article/5911/)

Resources for ADHD Strategies

Creating a Daily Report Card for the Home (for Parents, Professionals & Students)
Describes in a series of step-by-step worksheets how a parent can establish a program at home to help them better manage their ADHD child's behavior problems and to develop more appropriate behaviors.
http://ccf.buffalo.edu/pdf/Home_Daily_Report_Card.pdf

Organizational and Academic Resources (with FREE Printer Versions) from The Learning Toolbox
Graphic organizers, schedule templates and other printable resources for home and school
http://coe.jmu.edu/LearningToolbox/printstrats.html

School Behavior Tips: Impulse Control for ADHD Children---from ADDitude Magazine
Help children with ADHD think before they act by establishing clear expectations, positive incentives, and predictable consequences for good or bad school behavior.
http://www.additudemag.com/adhd/article/1037.html

Helping the Student with ADHD in the Classroom: Strategies for Teachers---from LD Online
http://www.ldonline.org/article/5911/

For information on customizable reading tools:
www.FocusandRead.com Tools for struggling readers of all ages!
www.BrennanInnovators.com Info & support for struggling readers
314-892-3897

Image courtesy of: Brennan Innovators, LLC at www.focusandread.com

Hi guys! Hope you are having a fantastic holiday. Nanny Mcphee took off on the 23rd, smack in the middle of all my hamper deliveries! I have a friend who insists keeping a nanny and one smallie is the key to sanity, I bet he'll laugh at me if he reads this.  Anyways, I am a survivor and yes, the worst is over. Bless Jesus!!

For the first time ever, I shipped the boys off day before yesterday to spend some time with my sister in law (she's a life saver). Funny thing is, I miss all their "wahala" and can't wait to pick them up, lol!! Imagine. But while they're away, let me share the very last #inthespiritofenterprise story for the year! Sounds unbelievable that the year is over already. It's been a great year and it can only get better. Yes!

Let's meet Kasope Badaru, Omoalata herself.

Enjoy.....

1. Tell us about yourself

My name is Kasope Badaru, I am an IT person by profession. I graduated in 2006 and I worked on an 8 - 5 but quit my job 2 years ago to venture into entrepreneurship.

2. Tell us about your business

Omoalata as the name implies is "the child/son of a pepper seller or a pepper seller". What our business does for now is to package blended peppers. We plan to do other products later on, all centered around pepper, soups and stews. Basically we blend tomatoes, onions, tatase and rodo into a puree or paste, boil and pack and sell to end users or supermarkets.

3. How did you get the name Omoalata and how do people receive it?


To be honest, I can't really remember exactly how the name omoalata came about. I just remember it was a name that my partner and I just had in mind for a very long time, even though it wasn't really clear what we wanted to do with the name, we just knew it was food related. Over the years, travelling, going around, we got some exposure and saw the need for some partial processing of pepper to make food easy and faster to cook, considering that most Nigerians use pepper in some form or the other during their cooking. We wanted a way to make cooking easier since we are in a world where things are faster and easier.



We get mixed reactions to the name "omoalata". Some people are wowed by it, while others ridicule the name and make fun of it. But because we are confident in it and proud of our heritage we are not moved. I am sure if we translated it in some other language for instance, people would think it cool, but because it's in our native Yoruba language that some people take the name for granted.

4. What will you say is unique about omoalata?

One of the main things about our product is that we are trying to replicate the exact thing that you do in your house. We are not trying to do a processed tomato paste, we are simply trying to cut your cooking time and make the process easier. We want to do exactly what you would have done yourself if you went to the market to buy your tomato and pepper. So because of that we decided from day one never to add any form of preservatives. We keep getting suggestions and pressure from people about preservatives e.g. "why don't you just add preservatives so you can sell in stores that have no freezers?". Especially because we are a growing business, we are expected to want to jump on these recommendations. However, we know that's not who we are nor is that what we are offering. Ours is an organic product and we intend to stay that way.

5. What are the main challenges you face and how have you overcome them.

The number one challenge is what everyone complains about in this country, POWER! Our business relies a lot on electricity supply. We grind, we boil and then we freeze. The freezing process is a lot of power and it means that we always have to have constant electricity. It also means that our grinding machines have to be run on petrol. Which is a lot more expensive than if we had constant power.

Another challenge we have is manpower. The casuals who work in the factory; ensuring they come at the right time, ensuring they follow laid down procedures. Especially for small, growing businesses like us who can't afford to employ them full-time yet, getting the right commitment is not easy. It's really been difficult but I know that as we go along though, it will get better and we will be able to balance it.

Acceptance from people is also one of the challenges we face. It's a new type of product and Nigerians are generally slow to adapt to change. So we have to do a lot of marketing and convincing, but the good thing about it is that for the people who have used it, their referrals go a long way. We are still in the process of getting all our certifications, so we have not done a lot of advertisements. I would say that we are gradually conquering that challenge of getting the word out there and convincing people to try the product. People are still stuck with the tradition of "oh I go to the market myself and I blend my own pepper mix myself", "how are you sure it is fresh, not too spicy or not spicy enough?" We know that over time we will get more and more loyal customers as they try it out.

6. How will you summarize your journey so far?

The journey so far has been interesting, tedious, frustrating, Lol!. But I am sure that is normal for any small start-up business anywhere in the world. I mean, we have the peculiarities of running a business in Nigeria, but when you remove the challenges of Infrastructure like electricity, I am sure that every other small business anywhere in the world goes through the struggles the frustrations and all that. But to be honest, it's been interesting.

There are days when you think oh I have made a mistake and there are days when you are so excited, especially when you get just one positive feedback. This makes you feel that it's all worth it because you are making someone's life easier somewhere. The feedback just gives you a lot of joy that someone somewhere needs what you're offering.

7. Given another chance, will you do this again?

Oh yes definitely, I mean without a question. I don't regret in anyway, going into this. If I were to rewind time, I would definitely go into it again!

Come celebrate with Airtel at The Lagos Countdown 2013 Event holding at the Bar Beach from 6pm on December 31. Airtel is offering tickets for its subscribers to attend one of the biggest star studded concerts of 2013 that ushers in the New Year. The tickets are valued at N10, 000 but as an Airtel subscriber you will receive your electronic ticket by sending your name to the 35299 short code for only N100.  

Governor Raji Babatunde Fashola and Deepak Srivastava(COO, Airtel Nigeria)

The Airtel Fun zone, a custom exhibition stand showcasing the telco’s latest 3.75G Internet offerings, was the centre of attraction, yesterday (Monday, December 23^rd, 2013) when the Lagos State Governor, Babatunde Fashola, officially flagged off the 2013 Lagos Countdown festival, at the Bar Beach stretch, Victoria Island, Lagos. 

Well I woke up early this morning to the sound of reindeer on the roof. Oh, maybe not, it could have just been the snow or ice crashing off the roof. I was hoping to sleep in this Christmas morning but being over 50 I can't sleep past 6:00 am anymore. If you are as old as I am you know what I mean. I flipped on the TV to watch the Disney parade and Facetimed with my brothers and sisters in Minnesota, Florida and Iowa. My brother in Florida reminded me it was going to be 80 degrees there today.  Thanks brother, see you in a few weeks.

We had a great candle light service last night at church to celebrate the birth of Jesus.  We are so fortunate to be around family and friends in this great community we live in. I want to thank my i-Marine Apps blogger family too for reading all the geeky stuff I write.  I wish each of you a Merry Christmas and a Happy New Year! Each year is a blessing for me. I have a lot to be thankful for.

This year's Christmas picture finds my kids in college, my wife with a new job she loves and me having worked 30 years in the electrical power industry.  It is time to leave 2013 in the rear view mirror. I am looking forward to all the new experiences and possibilities that await us in 2014.


~~~ Sail On ~~~ /)
Mark