Showing posts with label Teaching Resources. Show all posts
Showing posts with label Teaching Resources. Show all posts

Tuesday, 28 April 2009

CHALLENGE ME! TM SPEECH AND COMMUNICATION CARDS

The cards are designed by Amanda Elliott senior Conductor, one of the first graduates of the National Institute of Conductive Education. Now available to order!
'Speech and language skills are a vital part of being able to communicate with others and express one's own needs. The Challenge Me!™ Speech and Communication Cards provide fun and dynamic challenges for children aged 3-12 with any form of speech problem, whether this is a severe problem which is related to a motor disability or a general delay in speech. This set of beautifully illustrated full-colour cards with accompanying instruction booklet will be an ideal creative tool for parents and professionals working to improve a child's speaking skills.
The cards provide a variety of fun activities designed to improve breathing techniques and use of speech apparatus such as the mouth, tongue and nose; control extra salivation; moderate volume, tempo, rhythm and intonation of speech; and improve sound production and clarity of words and sentences. The 32 page booklet provides guidance for using the cards, with background information about teaching speech and communication to children and ways to use the cards most effectively. The author also gives tips for improving speech and language in everyday life.
These user-friendly activities will make speech training enjoyable for both children and their facilitators and are great for use in the classroom, at home, on a one-to-one basis or with a group of children.'

The cards are £19.56 +£2.75 postage and packing to the UK (Orders from abroad, please e-mail mandy@conductive-educationsupport.com)

If you would like to place an order please write to Mandy or call her on: +44 7966 431 861.

Thursday, 22 January 2009

"Du musst aus DIR DEN ENGEL ausgebaren" Petö

"Az angyalt kell magadbolkihoznod." Petö

"Petö azt tartotta, hogy "a jot kell kihozni az emeberekbol!" Meg volt gyozodve arrol, hogy ezt lehet es sikerult is kihoznia, eredmenyt elernie, ha idolegesen is, barkinel. Nekem is felirta egy cedulara egyszer:"Du musst aus DIR DEN ENGEL ausgebaren"
"Az angyalt kell magadbol kihoznod."

Hári Mária A Konduktiv Pedagogia Tortenete page 15
MPANNI Budapest 1997


http://sourcesense.blogspot.com/2008/11/i-saw-angel-in-marble-and-carved-until.html

Tuesday, 20 January 2009

A reading from one of Dr. Mária Hári's ♥ lectures on motivation.

This is an extract from Mark Twain’s book titled
‘The Adventures of Tom Sawyer’. Although the use of some of the words are not appropriate in today’s understanding about equality however, the general meaning of Twain’s concept is still relevant. I hope it helps you to understand the essence of the lecture she gave. When we heard this in Hungarian it was very clear, but perhaps it is more difficult to understand in the style at some places which it was written.


"Saturday morning was come, and all the summer world was bright and fresh, and brimming with life. There was a song in every heart; and if the heart was young the music issued at the lips. There was cheer in every face and a spring in every step. The locust-trees were in bloom and the fragrance of the blossoms filled the air. Cardiff Hill, beyond the village and above it, was green with vegetation and it lay just far enough away to seem a Delectable Land, dreamy, reposeful, and inviting.
Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the fence, and all gladness left him and a deep melancholy settled down upon his spirit. Thirty yards of board fence nine feet high. Life to him seemed hollow, and existence but a burden. Sighing, he dipped his brush and passed it along the topmost plank; repeated the operation; did it again; compared the insignificant whitewashed streak with the far-reaching continent of unwhitewashed fence, and sat down on a tree-box discouraged. Jim came skipping out at the gate with a tin pail, and singing Buffalo Gals. Bringing water from the town pump had always been hateful work in Tom’s eyes, before, but now it did not strike him so. He remembered that there was company at the pump. White, mulatto, and negro boys and girls were always there waiting their turns, resting, trading playthings, quarrelling, fighting, skylarking. And he remembered that although the pump was only a hundred and fifty yards off, Jim never got back with a bucket of water under an hour – and even then somebody generally had to go after him. Tom said:
“Say, Jim, I’ll fetch the water if you’ll whitewash some.”
Jim shook his head and said:
“Can’t, Mars Tom. Ole missis, she tole me I got to go an’ git dis water an’ not stop foolin’ roun’ wid anybody. She say she spec’ Mars Tom gwine to ax me to whitewash, an’ so she tole me go ‘long an’ ‘tend to my own business – she ‘lowed she’d ‘tend to de whitewashin’.”
“Oh, never you mind what she said, Jim. That’s the way she always talks. Gimme the bucket – I won’t be gone only a a minute. She won’t ever know.”
“Oh, I dasn’t, Mars Tom. Ole missis she’d take an’ tar de head off’n me. ‘Deed she would.”
“She! She never licks anybody – whacks ’em over the head with her thimble – and who cares for that, I’d like to know. She talks awful, but talk don’t hurt – anyways it don’t if she don’t cry. Jim, I’ll give you a marvel. I’ll give you a white alley!”
Jim began to waver.
“White alley, Jim! And it’s a bully taw.”
“My! Dat’s a mighty gay marvel, I tell you! But Mars Tom I’s powerful ‘fraid ole missis – ”
“And besides, if you will I’ll show you my sore toe.”
Jim was only human – this attraction was too much for him. He put down his pail, took the white alley, and bent over the toe with absorbing interest while the bandage was being unwound. In another moment he was flying down the street with his pail and a tingling rear, Tom was whitewashing with vigor, and Aunt Polly was retiring from the field with a slipper in her hand and triumph in her eye. But Tom’s energy did not last. He began to think of the fun he had planned for this day, and his sorrows multiplied. Soon the free boys would come tripping along on all sorts of delicious expeditions, and they would make a world of fun of him for having to work – the very thought of it burnt him like fire. He got out his worldly wealth and examined it – bits of toys, marbles, and trash; enough to buy an exchange of work, maybe, but not half enough to buy so much as half an hour of pure freedom. So he returned his straitened means to his pocket, and gave up the idea of trying to buy the boys. At this dark and hopeless moment an inspiration burst upon him! Nothing less than a great, magnificent inspiration.
He took up his brush and went tranquilly to work. Ben Rogers hove in sight presently – the very boy, of all boys, whose ridicule he had been dreading. Ben’s gait was the hop-skip-and-jump – proof enough that his heart was light and his anticipations high. He was eating an apple, and giving a long, melodious whoop, at intervals, followed by a deep-toned ding-dong-dong, ding-dong-dong, for he was personating a steamboat. As he drew near, he slackened speed, took the middle of the street, leaned far over to star-board and rounded to ponderously and with laborious pomp and circumstance – for he was personating the Big Missouri, and considered himself to be drawing nine feet of water. He was boat and captain and engine-bells combined, so he had to imagine himself standing on his own hurricane-deck giving the orders and executing them:
“Stop her, sir! Ting-a-ling-ling!” The headway ran almost out, and he drew up slowly toward the sidewalk.
“Ship up to back! Ting-a-ling-ling!” His arms straightened and stiffened down his sides.
“Set her back on the stabboard! Ting-a-ling-ling! Chow! ch-chow-wow! Chow!” His right hand, meantime, describing stately circles – for it was representing a forty-foot wheel.
“Let her go back on the labboard! Ting-a-ling-ling! Chow-ch-chow-chow!” The left hand began to describe circles.
“Stop the stabboard! Ting-a-ling-ling! Stop the labboard! Come ahead on the stabboard! Stop her! Let your outside turn over slow! Ting-a-ling-ling! Chow-ow-ow! Get out that head-line! Lively now! Come – out with your spring-line – what’re you about there! Take a turn round that stump with the bight of it! Stand by that stage, now – let her go! Done with the engines, sir! Ting-a-ling-ling! Sh’t! s’h’t! sh’t!” (trying the gauge-cocks).
Tom went on whitewashing – paid no attention to the steamboat. Ben stared a moment and then said: “Hi- yi ! You’re up a stump, ain’t you!”
No answer. Tom surveyed his last touch with the eye of an artist, then he gave his brush another gentle sweep and surveyed the result, as before. Ben ranged up alongside of him. Tom’s mouth watered for the apple, but he stuck to his work. Ben said:
“Hello, old chap, you got to work, hey?”
Tom wheeled suddenly and said:
“Why, it’s you, Ben! I warn’t noticing.”
“Say – I’m going in a-swimming, I am. Don’t you wish you could? But of course you’d druther work – wouldn’t you? Course you would!”
Tom contemplated the boy a bit, and said:
“What do you call work?”
“Why, ain’t that work?”
Tom resumed his whitewashing, and answered carelessly:
“Well, maybe it is, and maybe it ain’t. All I know, is, it suits Tom Sawyer.”
“Oh come, now, you don’t mean to let on that you like it?”
The brush continued to move.
“Like it? Well, I don’t see why I oughtn’t to like it. Does a boy get a chance to whitewash a fence every day?”
That put the thing in a new light. Ben stopped nibbling his apple. Tom swept his brush daintily back and forth – stepped back to note the effect – added a touch here and there – criticised the effect again – Ben watching every move and getting more and more interested, more and more absorbed. Presently he said:
“Say, Tom, let me whitewash a little.”
Tom considered, was about to consent; but he altered his mind:
“No – no – I reckon it wouldn’t hardly do, Ben. You see, Aunt Polly’s awful particular about this fence – right here on the street, you know – but if it was the back fence I wouldn’t mind and she wouldn’t. Yes, she’s awful particular about this fence; it’s got to be done very careful; I reckon there ain’t one boy in a thousand, maybe two thousand, that can do it the way it’s got to be done.”
“No – is that so? Oh come, now – lemme, just try. Only just a little – I’d let you, if you was me, Tom.”
“Ben, I’d like to, honest injun; but Aunt Polly – well, Jim wanted to do it, but she wouldn’t let him; Sid wanted to do it, and she wouldn’t let Sid. Now don’t you see how I’m fixed? If you was to tackle this fence and anything was to happen to it – ”
“Oh, shucks, I’ll be just as careful. Now lemme try. Say – I’ll give you the core of my apple.”
“Well, here – No, Ben, now don’t. I’m afeard – ”
“I’ll give you all of it!”
Tom gave up the brush with reluctance in his face, but alacrity in his heart. And while the late steamer Big Missouri worked and sweated in the sun, the retired artist sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the slaughter of more innocents. There was no lack of material; boys happened along every little while; they came to jeer, but remained to whitewash. By the time Ben was fagged out, Tom had traded the next chance to Billy Fisher for a kite, in good repair; and when he played out, Johnny Miller bought in for a dead rat and a string to swing it with – and so on, and so on, hour after hour. And when the middle of the afternoon came, from being a poor poverty-stricken boy in the morning, Tom was literally rolling in wealth. He had besides the things before mentioned, twelve marbles,part of a jews-harp, a piece of blue bottle-glass to look through, a spool cannon, a key that wouldn’t unlock anything, a fragment of chalk, a glass stopper of a decanter, a tin soldier, a couple of tadpoles, six fire-crackers, a kitten with only one eye, a brass door-knob, a dog-collar – but no dog – the handle of a knife, four pieces of orange-peel, and a dilapidated old window sash.
He had had a nice, good, idle time all the while – plenty of company – and the fence had three coats of whitewash on it! If he hadn’t run out of whitewash he would have bankrupted every boy in the village.
Tom said to himself that it was not such a hollow world, after all. He had discovered a great law of human action, without knowing it – namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain. If he had been a great and wise philosopher, like the writer of this book, he would now have comprehended that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do. And this would help him to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling ten-pins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the service, that would turn it into work and then they would resign.
The boy mused awhile over the substantial change which had taken place in his worldly circumstances, and then wended toward headquarters to report."
Mark Twain Tom Sawyer Whitewashing the Fence, Chapter Two.

Wednesday, 26 November 2008

Widening the lens of observation TO FIND THE FOCUS OF YOUR OWN CREATIVE POWER

"The most beautiful thing we can experience is the mysterious. It is the source of all true art and science."
Albert Einstein



Earth Universe Space Zoom Out

Change the world?

We” all know the problems
“We” also know the solutions!
The “silent majority”
Must not remain silent.
Who are they?
Unless” we” speak up,
“ We” are “they”.




WE CAN CHANGE THE WORLD.

Friday, 21 November 2008

I wish it could be always...

Orthofunctional spontaneity
"I wish it could be always... life is easy on such a day. I wish this peace on everyone on this lovely day."♫
Donovan - The Lovely Day - from Brother Sun, Sister Moon


http://www.szathmarytc.com/media/kids.avi



I thought you might like to contemplate on some of the thoughts from one of my unpublished ‘refresher’ lecture points.

THE NATURE OF REALITY IN THE CONDUCTIVE CLASSROOM



Teaching, Teaching, Teaching


What is the core you work around?

What are the most favorable conditions for learning and building habits?

What are the important elements in sustaining a healthy life?
How are they addressed?

How are the children supported in developing personal power, and consistency in taking actions?

There is always a solution, focus on the action!

Create your vision of outcomes.

Language strategies

Sensory stimulation

Temperature, fresh air, light, breathing, colors...

Type of instruction; verbal, modeling, signs, manual...

Persistency in obtaining desired response

Consistency- discipline- routine

Verbal, visual, acoustic, olfactory etc. clues to start.

Get ready, look

Multi model communication systems used...

Strategies for interaction with peers, adults

Opportunities for choices...

Active way of life, self-realization, problem solving mentality…
ultimate aim → orthofunctional personality


Strengths, skills, talents

Goals

Some characteristics of personality

Co-operation,

Communication,

Equipment used

Parents- attitude- potential difficulties

What type of support parents need?

Individual learning needs,
Home application
Age related habits

Methods, type of seating and type of sitting, how is it addressed throughout the day?

Mealtimes

Behavior –social expectation
Self help skills
Specialized individual programs

Quality of solutions

Evaluation techniques

Unpublished Conductive Education ‘Refresher lecture points’
Judit Szathmáry 2002.
www.szathmarytc.com
Donovan - The Lovely Day - from Brother Sun, Sister Moon


Sunday, 16 November 2008

Thursday, 13 November 2008

It is good to come together for the purpose of sharing, co creating and for mutual expansion.




"‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo

Why do I like it?
Orthofunction is a product of interactional relationships between a person and the environment.
This phrase emphasises our responsibility of changing not only the child, but the environment as well. 'Curving the marbel'is the reconstruction of the context in which the child lives in, in fact constructing the upbringing environment.
Only if we did our educational mission in both sphares, the child and the environment, a real change may occur."

Rony Schenker, OTR, PhD,
Tsad Kadima, Israel
13 November 2008 12:42

Dear Rony,

Thank you for your response and for your all rounded, holistic point of view. Good job I am sitting next to my laptop preparing for tomorrow’s Conductive Education presentation at Bournemouth University for third year physiotherapy students so I can answer everyone quite quickly.

You have a very valid comment when you point out the following “Only if we did our educational mission in both sphares, the child and the environment, a real change may occur.”
When we are looking at a child or an adult who comes to us, we must build our pedagogical approach (which aims to facilitate the growth, health and well being of the multifunctional and multifaceted individual) on the premise that we look at, work with and take into consideration both the micro cosmos and the macro cosmos we are all part of and so intricately connected to.
If we all realised the importance of this, our work would be more interesting, more enriched, more beautiful, more enjoyable and more successful.
When Dr. Petö said bring order into disorder, learn and teach a better way of organisation, recognise and show each other the beauty of the world, believe and let everyone believe that they can and will learn, create an environment where everyone feels that they belong to and so on… He didn’t just mean have a well organised, clean and tidy environment, structured and inspiring programmes with high expectations, but he meant a lot, lot more…
If any of you out there reading this post and want to play, brainstorm and add more value to everyone’s understanding and knowledge of Conductive Education please watch the film and tell us what else he could have meant in your opinion?



‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo

Thank you again Rony.
With Love, Judit

Tuesday, 11 November 2008

‘ I saw the angel in the marble and carved until I set him free.’

Professor Petö (1893-1967)






I am just quickly responding to Andrew’s recent post before I have to begin an Initial Consultation.
The post titled: 'We all have an angel within us' – András Pető

Isn’t it interesting to note that the Conductive Education Introductory Training Courses I run I always start in a following way?

When Michelangelo was asked, how did you make the statue of this beautiful angel from this peace of marble? His answer was:

‘ I saw the angel in the marble and carved until I set him free.’
Michelangelo


The above pictures we look at are self-explanatory to some, but we dig deeper and deeper and discuss the little girl’s image from the physical, emotional and psychological point of view… and so on.

... And at the end we always find the angel together...


http://andrew-sutton.blogspot.com/2008/11/we-all-have-angel-within-us-andrs-pet.html

Monday, 3 November 2008


"People only see what they are prepared to see." Ralph Waldo Emerson
I really would like you to take your time and contemplate on the quote above… Please do.
Once you have really understood the meaning, you will be able to adjust your perception (in simple terms: adjust the colour of your spectacles you intend to, and being prepared to view the world with all the externals that exist).

Once you have really got it, it will take you to a whole new level of understanding of others and the whole new level of understanding of the world around you. It is not an easy task, but it is worth to work on, as it will make you more understanding, trusting, relaxed and joyful in all your endeavours.

My philosophy is the same, as always, do things that make you joyful, loving, compassionate and passionate. Be more understanding, more accepting and more grateful for all the diversity and the contrasts that are presented to you and can be observed by you, as they are your support system. They help you to find a better way. If there were no contrasts in the world it would be hard to find the desire to create a better and more, and more, and more, did I say more, and more desirable way.
UNDERSTAND that all you have to do is to make it better for you and for everyone. This is what will make you really happy, successful and inline you with your real self.
This is my response to Andrew’s recent post "'The elephant in the room' Let’s bring it into the light '" posting.
One of Dr Hari’s ♥ lectures started with this parable The Six Blind Men and the Elephant. Have you realised that Andrew was using the same symbolic meaning?

It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.
The First approach'd the Elephant,
And happening to fall
Against his broad and sturdy side,
At once began to bawl:
"God bless me! but the Elephant
Is very like a wall!
"The Second, feeling of the tusk,Cried, -
"Ho! what have we here
So very round and smooth and sharp?
To me 'tis mighty clear
This wonder of an Elephant
Is very like a spear!
"The Third approached the animal,
And happening to take
The squirming trunk within his hands,
Thus boldly up and spake:
"I see," quoth he, "the Elephant
Is very like a snake!
"The Fourth reached out his eager hand,
And felt about the knee.
"What most this wondrous beast is like
Is mighty plain," quoth he,
"Tis clear enough the Elephant
Is very like a tree!
"The Fifth, who chanced to touch the ear,
Said: "E'en the blindest man
Can tell what this resembles most;
Deny the fact who can,
This marvel of an Elephant
Is very like a fan!
"The Sixth no sooner had begun
About the beast to grope,
Then, seizing on the swinging tail
That fell within his scope,
"I see," quoth he,
"the ElephantIs very like a rope!
"And so these men of Indostan
Disputed loud and long,
Each in his own opinion
Exceeding stiff and strong,
Though each was partly in the right,
And all were in the wrong!
MORAL.
So oft in theologic wars,
The disputants, I ween,
Rail on in utter ignorance
Of what each other mean,
And prate about an Elephant
Not one of them has seen!
John Godfrey Saxe's ( 1816-1887) version of the famous Indian legend.
I hope that we all can find a new meaning closest to our recent level of existence and understanding that we all feel comfortable with, and fired up about on an individual level and we will all do our best to create an exciting new level of understanding.
That is all that is required from us to help to create a better way for all of those who we want to help… not realising that they are actually the ones who are helping us.
The elephant in the room
Let’s bring it into the light
German conference reports
Where's the elephant?

Tuesday, 7 October 2008

Challenge Me!™ Speech and Communication Cards by Amanda Elliott, one of the first graduates of the National Institute of Conductive Education UK.




Challenge Me!™ Speech and Communication Cards
Amanda Elliott
Illustrated by David Kemp

Speech and language skills are a vital part of being able to communicate with others and express one's own needs.

Challenge Me!™ Speech and Communication Cards feature fun and dynamic challenges for children aged 3-12 with any form of speech difficulty, whether this is a severe problem which is related to a motor disability or a general delay in speech.

An ideal tool for parents and professionals working to improve a child's speaking skills, the cards provide a variety of fun activities designed to improve breathing techniques and use of speech apparatus such as the mouth, tongue and nose; control extra salivation; moderate volume, tempo, rhythm and intonation of speech; and improve sound production and clarity of words and sentences. The enclosed booklet provides instructions and advice for using the cards effectively.

These user-friendly activities will make speech training enjoyable for both children and their facilitators and are great for use in the classroom, at home, on a one-to-one basis or with a group of children.


To preorder your copy please e-mail:
mandy@conductive-educationsupport.com
www.challengemecards.com
ISBN: 978-1-84310-946-4, 57pp,
January 2009,Price: £17.61, $22.95+ Postage and packing