Barry Manilow Copa Cabana

http://www.youtube.com/watch?v=B_o8F36CfHU

Umi Garrett

Student Repertoire

Le Petit Negre
http://www.youtube.com/watch?v=StKV727c1tc

PuzzleMaker

http://puzzlemaker.discoveryeducation.com/

Anthony Robbins

ROBBINS: I push myself so hard, and I think of the tough times I've been through, like anyone's been through. I think when you get on the other side of them, what happens is they build emotional and spiritual muscle, because if you have nothing to resist, you don't build any muscle. If I want to build that bicep, I've got to push against something.
If life has never given you any real challenges, real push, any real difficult times, then I think you become weak. And I think one of the biggest challenges in life is that we try to make things so easy for everybody, we treat people like they're fragile, so they become fragile. I have such a respect for the human spirit, I believe that if you push with someone, they will grow, they'll expand.
Now, some people are not ready to be pushed. Some people are in a place where they're fragile. But the majority of people are underdeveloped in who they are because they're standards are so low and because the people around them accept them. And I believe that if you care about somebody, there's a way to get them to another level. And it's not being disrespectful or telling them they're wrong. It's finding that source inside of them that's still alive and fanning the flames of that intensity, give them a taste of who they are, and people start to change. And I found that in myself early on, and I haven't ever let go of that.

Social Development

Preschool & Kindergarten

• age 3-6
• engage in several types of play, sometimes with other children, sometimes beside other children without playing
• spontaneous group likely to be small, not organised , subject to change
• quarrel frequently but quick to forgive and forget
• enjoy being dramatic and inventive, drawing ideas from cartoons
• Major types of children's play

1. Solitary play - plays with a toy alone, does not pay attention to others
2. Onlooker behaviour - watches other children and may comment, but does not join them
3. Parallel play - plays beside another child, perhaps with same toy or same activity, but will not join other child, eg two children building roads will build two separate roads rather than work together to build one road
4. Associative play - plays with other children but unorganised, without assignment of roles or purpose
5. Cooperative play - organised with assignment of roles. May have end result, eg art project, play. Eg play 'house', 'doctor'.

Primary Grades

• age 6-9
• have best friends and selected enemies
• play in small groups, with organised rules
• learn games with one set of rules, if encounter another child with different rules, seldom resolve differences between rules
• quarrels frequent

Elementary Grades

• age 9-12
• social interaction important, peer group becomes powerful influence, more than adult influence
• many children acting with similar mannerism, frequently dressing, talking the same way, mimicking role models, latest "fashion" trend, what's "IN"
• seek attention of peers
• sometimes wise for teacher to ignore minor "attention seeking". If behaviour disrupts, reprimand and design a particular behaviour modification program.
• positive characteristic: increased sensitivity to others' feelings, empathy

Junior High Grades

• age 12-15
• should be encouraged to think through their actions and predict consequences
• encourage think alternative approaches and consequence
• begin to be interested in student government, establish own policies
• discussion of moral and political behaviour can be stimulating, but sometimes difficult for students to express/defend minority opinions
• tendency to conform to peer group by acting, dressing, eating alike
• concerned with self image, acceptance by peers
• vandalism tend to occur

Secondary Grades

• peer pressure important influence, but parents and teachers have important impact on long term decisions
• begin to act more mature
• receptive to respect adults give them
• deeper friendship nurtured

Language Development

Important aspect of language development is relationship between thinking, speaking, reading and writing.
Children seem to develop language while developing cognitive abilities.
They look for patterns and invent rules to put pieces together

Birth to 1 year

• crying and cooing
• near 4 months, begin babbling, producing vowel and consonant sounds
• social interaction important, infants babble in response to adults who speak to them
• 9-10 months- echolalic babbling, imitating sounds other make
• at this point babies who are deaf are often silent
• 9-18 months- utter first word, they say "mama" when they need something
• first words typically labels for objects and actions
• holophrasic stage- speak only one word 'sentences' but can use intonation to convey meaning
• during first year, vocab increases tremendously

2-3 years

• near 2nd year, 2-word stage
• then telegraphic speech- understandable but words are missing
• essential content words (nouns and verbs) are used, articles and pronouns omitted.
• overgeneralisation: after learning "ed" for past tense, will say "Daddy go-ed" instead of "Daddy went"
• overgeneralisation: "s" for plural, will say mouses instead of mice
• overgeneralisation: all men "daddy', all 4 legged animal "doggy"
• 2-3 year: child ask questions
• like to hear themselves, demonstrate echolalia, repeating what is heard
• 3rd year: mean length of utterance - 4-5 words
• vocab 900 words
• tell stories , express how they feel
• mastered consonants p, b, m, w, h and all vowels

4-5 years

• can tell lengthy stories
• vocab 1500 words
• make grammatical errors which disappear with increased practice
• stopping child to correct errors only slows the child down, may introduce frustration
• if child uses word incorrectly, try repeating with the correct word, don't make correction obvious
  eg she says "I helded the doll"... you may repeat "You held the doll? You like to hold the doll, don't you?"
• language experience programs: stimulate discussion, have child tell story, record on paper what child said. Later child reads and writes the story. This teaches child that what can be said can also be written, read, and that all the information can be communicated to other people.
• age 5, vocab: 2200 words, count to 10, name objects, state name, age
• sounds mastered by 4 1/2: t, d, n, g, k , y, ng

6-7 years

• 5 1/2 - 6 1/2 years: use all basic rules of grammar- plurals, possessive, verb tense
• vocab: 8000 - 14,000 words
• speech sounds by 6 1/2: sh, zh, l, th, j
• speech sounds by 7 1/2: s, a, r, wh
• girls mastered all speech sounds by age 7
• boys by age 8