“Well yeah, one step at a time,” she said. “Definitely, you know, trying to, like, lay the good emotional foundation for the lifetime of commitment, which is, like, a big deal, you know?”
The 34-year-old was briefly married to Russell Brandbetween 2010 and 2012, so she has every reason to take this engagement slowly and make sure she and her partner are the best they can be for each other before saying “I do.”
We Headstream Technologies, founded in 2013 are here to facilitate excellence in the field of teaching and administration. Most educational institutions are begun with a vision of preparing young minds with diverse skills and in developing their many talents. We are here to help you translate that vision down to all levels of your teaching (and non-teaching) staff with our “Educator Effectiveness” platform EDLUSION.
Why choose us?
Teachers are shown at year beginning just what their growth-path is, how they will be evaluated at each stage of your evaluation cycle, plan to take / be given courses that keep their skills and techniques up-to date, map out how their personal goals align to institutional ones etc. We bring the best of Evaluation and Course Management jointly in this one offering with our in-depth knowledge of current trends and teacher Professional Development and Mentoring process.
We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for. To quote from Whitman, “O me! O life!… of the questions of these recurring; of the endless trains of the faithless… of cities filled with the foolish; what good amid these, O me, O life?” Answer. That you are here – that life exists, and identity; that the powerful play goes on and you may contribute a verse. That the powerful play *goes on* and you may contribute a verse. What will your verse be? – Dead Poet’s Society
Choosing quality care that is in a healthy and safe environment should be your number one priority. Look for child care that stimulates and encourages your child’s physical, intellectual, and social growth. Keep your child’s age and personality in mind when looking for the program that best meets his needs. Understanding what makes your child feel secure and knowing the activities he enjoys and will learn from will make a difference in your final child care decision.
Each child has his own personality and responds to caregivers or experiences differently. Just like adults, children may have outgoing, shy, or even-tempered natures. Your caregiver should be in tune with your child’s special personality and treat your child in a positive and caring manner that agrees with his special personality. This is crucial to nurturing his healthy emotional growth. By understanding your child’s personality, you and your caregiver can help him succeed by offering care, activities, and discipline that best fit his needs.
As your child grows, you may find yourself searching for clues to her behavior. As a parent, you may hear the words “developmental stages.” This is just another way of saying your child is moving through a certain time period in the growing-up process. At times, she may be fascinated with her hands, her feet, and her mouth. As she grows, she may get into everything. Lock your doors and cabinets, and take a deep breath during those exploration years! Then there will be an age when independence is all she wants. At every stage, what she needs is your love, understanding, and time.
Recent brain research indicates that birth to age three are the most important years in a child’s development. Here are some tips to consider during your child’s early years:
To truly champion the strengths that will allow you to succeed while living with an LD diagnosis, you must first free yourself of all resistance to the diagnosis.
Facing the diagnosis of a learning disability such as dyslexia, ADHD, autism, and many other conditions, can be one of the most harrowing events of parenthood. Parents who must endure this difficult revelation must, therefore, be treated with the utmost compassion and patience as they process the information and begin to plan for the lifelong ramifications of their child’s condition. However, even parents who have the full support and empathy of their immediate families, as well as the guidance of the social and educational communities, sometimes struggle to cope effectively with their child’s reality and engage in recalcitrant behavior with respect to the diagnosis.
This parental resistance can emanate from multiple sources, but the principal influences causing parents’ discomfort with active management and intervention are:
1) fear of social isolation of both the LD individual,
2) fear of stigmatization of the LD individual’s family in their social and professional communities,
3) pride in the parents’ own academic achievements and abilities and resulting disbelief in the birth of a child unlikely to replicate those feats,
4) financial implications of addressing a learning disability, and
5) unwillingness to devote the additional time required to cooperate with the external sources of support. In these unfortunate scenarios, the learning disabled child or young adult is greatly imperiled as he or she is endangered of progressing through education and life without the single most crucial support structure necessary to develop into a functional adult.
Learning disabled individuals who do not have the backing of their own homes are very unlikely to compensate even with expert support from his or her social and school environments, rendering these other secondary support structures largely ineffectual.
It is therefore of great importance that learning disabled individuals and the community of stakeholders around them develop methods and protocols to engage recalcitrant parents in addressing special educational needs in non-stigmatizing ways that reassure the parents that LD management techniques are trustworthy and beneficial to the child or young adult’s long-term prosperity.
Topics we cover in this episode include:
1) How LD individuals, especially those of adult or near adult age, can be effective self-advocates in the face of denial, gaslighting, and invalidation relating to the diagnosis and its implications, and how we can instill a sense of pride in these individuals,
2) How recalcitrant parents can be taught the numerous upsides not only of effective intervention but of the disability itself, namely, that attending their child’s learning differences are highly useful attributes in school and business (which are also highly regarded in the social circles that may be the chief factor fueling their resistance to acknowledgement) and that the differences are things of which the parents themselves can be proud,
3) How we can impress upon parents the benefits of proper management, up to and including financial and social benefits resulting from greater prospects for the child with intervention as proactive as possible, and
4) How we need a compassionate but firm approach that teaches parents and other caregivers that being true to oneself and to their loved one with an LD is a path to prosperity while playing a contrived role is one destined for frustration for both them and the LD individual.