How Mind-Body Skills Can Reduce Pain and Improve Comfort

Chronic pain is pain that lasts for more than 3 months. About one quarter of kids and teens have this type of pain. Chronic pain includes problems like frequent headaches, stomachaches, or ongoing joint or muscle pain and it often interferes with kids’ sleep, school, activities, and friendships. Even though chronic pain can have a big impact on kids’ lives, “chronic” does not mean “permanent.” Most kids recover from chronic pain. However, many kids are surprised to hear that a part of getting better involves learning a group of skills that are based in psychology. These skills include a combination of mind-body relaxation techniques and strategies for breaking the cycles of pain focused thoughts and avoidance behaviors. Learning these skills helps to boost feelings of comfort, lowers pain, and gets kids back to doing the things they love!

Implementasi Pendidikan Karakter pada Pembelajaran Jarak Jauh di Era Pandemi Covid-19 di Sekolah Dasar

Distance Learning (Pembelajaran Jarak Jauh/PJJ) is a transition to face-to-face teaching and learning activities in a school setting, in which due to the COVID-19 pandemic education is experiencing challenges, especially in formal education and school activities must be conducted offline and online. Currently, distance learning is determining key to continuing education. Regardless of the circumstance and condition of each student, they must be provided with an optimal education. Hence, nowadays, it is important to instill and maintain character in students that in any circumstances, education is an absolute term. The purpose of this study was to investigate the implementation of character education in distance learning amid the COVID-19 pandemic in elementary school. This research used a qualitative descriptive. The results of character education research can develop life skills or student skills in the learning process, in this case how students can be responsible for each assignment, as well as discipline in participating in distance learning.

Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau dari Self-Efficacy dalam Pembelajaran Discovery Learning

The purpose of this study is to provide an overview of the results of the analysis of creative thinking skills in terms of self-efficacy in discovery learning assisted by open-ended questions. The method used is descriptive qualitative, data collection techniques in this study were carried out through direct school activities. Data was collected by means of tests of mathematical creative thinking skills, and documentation. The population of this study is class VIII at the MTS Islamic Center with the research sample being class VIII-A as the experimental class and class VIII-C as the experimental class. The research results obtained are as follows. The research results obtained are as follows (1) students with high self-efficacy, there are five students belonging to the first group, there are three students belonging to the second group and no students belonging to the third group, (2) students with moderate self-efficacy, there are four students belonging to the first group, there are two students belonging to the second group, and no students belonging to the third group, (3) students with low self-efficacy, there are no students belonging to the first group, no students belonging to the second group and there are only six students belonging to the third group.

Narasi Nilai Kepemimpinan Astha Brata Dalam Manajemen Kepemimpinan Kepala Sekolah Pada Sekolah Pinggiran

<p><em>The term suburban school emerged as a result of the polarization between schools located in cities and suburban areas. Negative stigma is often attached to suburban schools, with all their limitations.Therefore, the skills of the principal as a leader are highly demanded in school administration in order to create a golden generation in 2045. The eight values of Astha Brata's leadership are ideal values that must be possessed by a leader. The actualization of Astha Brata's leadership values by the principal in suburban schools is absolutely necessary, because of the peculiarities of the problem. This study describes the form of actualization of Astha Brata's values on the leadership management of the principal at a suburban school in Central Aceh. Data collection techniques come from written sources such as books, as well as scientific articles, as well as photos from documentation of school activities. The form of actualization is analyzed based on the problem and the solution to the problem is proven by school documentation in the form of photographs, so that an overview of the actualization of the value of Astha Brata's leadership in the leadership management of school principals in suburban schools can be comprehensively summarized.</em></p>

Original Teaching Materials and School Activities for Students With an Intellectual Disability

Most of the present authors, the teachers at the School for the Mentally Challenged at Otsuka, University of Tsukuba, have been creating original teaching aids and materials using low-tech and high-tech methods. Original teaching aids created with woodworking and metalworking are usually used for students with an intellectual disability. The original teaching materials with Grid Onput dot code, which could link multimedia, such as audio, movies, web pages, html files, and PowerPoint files were created in collaboration with one of the present authors, Professor Shigeru Ikuta, who organized a large research project, and Gridmark Inc. that developed Grid Onput dot code. The present authors have recently developed a new software program, SmileNote, to help students create presentation slides in expressing their feelings, will, and desires to classmates, teachers, and parents. Basic information on these materials and their use in schools is presented in this chapter.

Characteristics of Parent-Teacher Communication in Romanian Primary Education During the COVID-19 Pandemic

The COVID-19 pandemic has influenced the manner in which school activities are organized and the way that interactions occur between all educational actors. According to both teacher and parent opinion, the quality of cooperation and communication between the school and the families has not been affected. The use of modern means of communication is considered by both parents and primary school teachers as an optimal strategy for strengthening the school-family partnership. This study presents several types of activities that parents have enjoyed and which could be organized in the online environment. The authors of the study have discovered that for some parents it was very comfortable to interact with the teacher in the online environment. For these parents, the main advantage of using communication platforms or applications refers to economy of time; thus, travel from their home or job to the school was avoided.

Gifted School Activities With DropTalk, Parent-Teacher Notebook, and SmileNote for Students With Disabilities

Three programs, DropTalk, Parent-Teacher Notebook, and SmileNote, were developed by teachers at schools for special needs education to help students with various disabilities, in collaboration with businesses supportive of students with disabilities. DropTalk was developed to help students with nonverbal communication by using Pictogram and text overlaid with voice/sound. A digital-based Parent-Teacher Notebook was developed to share the valuable data on each student between their home and school. The shared data are effectively used to build up individual support plans. SmileNote was developed to help students with nonverbal communication disabilities present their wills, hopes, and desires to the classmates and others. In this chapter, the aims and valuable functions in three software applications are described in detail, and self-made contents created with the software and gifted school activities conducted at several schools for special needs education are depicted.

An Exploratory Study on Teacher Training

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

School Activities With Educational Robot to Facilitate Student Learning

The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.