I'm ready to give up on school.

Mental Benefits

Though the martial arts seem at first glance to be a set of physical skills, in reality the real goal is to condition the mind. It is the mind that has to learn to act quickly, often reading subtle signs and responding with a complex set of moves. The mental benefits of martial arts are possibly more significant than the physical. Some of these are:

Focus - The martial artist must learn to bring all of his or her attention to the activity at hand. Many children do not get this lesson in their daily activity and become easily distracted.

Learning - Learning is a skill. Children who work their way through a martial arts curriculum are learning to learn. The level of challenge, the individuality of instruction, and the visible results all work to make learning martial arts uniquely valuable in the art of learning itself.

Behavioral Benefits

Some people have the misperception that martial arts training will lead to their children acting more aggressive, more out of control, when in fact the reverse is true. Children who participate in a traditional martial arts program often show improved behavior in several ways:

Respect - Lessons in the martial arts studio are conducted in an atmosphere of respect. Students bow in and out, show respect for the flags, the studio, their teacher, and senior students. In return, they are shown respect by other students at all levels, the teacher, and share in the respect that others show in their studio.

Achievement - As students move up through each belt level, they are shown new techniques. Before moving to the next level, achieve proficiency. This cycle of establishing and achieving goals creates an appreciation for achievement in the students.

Camaraderie - Many children are naturally gregarious, others tend to be loners. All types of children learn to enjoy the community spirit of the martial arts studio, however. Camaraderie is the spirit people share who have gone through difficult things together. The martial arts studio is an excellent place to foster this spirit in a wholesome environment.

Calmness - The most important key to success in sparring and other martial arts activities is calmness. The martial artist who can remain calm in mind and body is best able to react properly and perform effective techniques. This calmness will carry through in all areas of the child's life.

Attitude

Similar to behavior and mental benefits, attitude is such an important benefit that it deserves a separate category. A trained martial artist, at any age, has a certain attitude. This attitude is composed of several features, and is one you may wish to instill in your child:

Discipline - While natural talent might carry some a long ways in many sports, the martial arts requires discipline. The traditional forms, also called Katas or Poomse, require performance of an intricate set of movements, with crispness and rigor. Many of the specific skills in martial arts can only be achieved by doing difficult exercises over and over. In addition, the atmosphere of the martial arts studio is filled with the discipline of other students and instructors who push themselves to achieve greater mastery.

Mental Awareness - The mental abilities already discussed, along with training in self-defense and sparring, produce an attitude of mental awareness. The experienced martial artist is aware of his or her surroundings at all times. This attitude helps the student respond better to many aspects of life. Tradition - In the modern world, children are exposed to fewer sources of tradition than they once were. We have come through social periods when change and upheaval, for better or worse, have torn apart the bonds of tradition that tie each generation to the past and future. In traditional martial arts, a respect for learning that goes back 5,000 years is instilled in the students. When performing traditional forms, the student connects to the long past that went into the development of the form.

Intangibles

The following benefits might easily be grouped in other categories, but they really cross all the categories above. The list below is not exhaustive, however. Ask ten martial artists to list three things they gain from their studies, and you would probably get forty answers.

Self Defense - The most overrated and underrated benefit to martial arts is self defense. It is overrated in that many people believe that martial arts are only about self defense. There are so many other reasons for being in the martial arts that an experienced martial artist might forget to mention this one. It is underrated too. A trained martial artist rarely, if ever has to use his or her skills in the street. Thus, it is easy to forget that self-defense is an important element in martial arts. In fact, martial artists have a confidence, attitude, and awareness that make actual confrontations rare.

Individual Development - Martial arts is a lifetime study for many people. The path or the way of martial arts may lead the student into other disciplines, or through increasing levels in one's primary discipline. Unlike many sports or studies, there is no end to the path through martial arts. The student can go as far as he or she is willing to go.

Fun - One of the most important benefits of martial arts training is that it is fun. It may be difficult, trying, and frustrating, but there is always the excitement that comes from accomplishment. This is true fun, which is a far different thing than just being entertained.

Finding an A+ Teacher

The heart of any martial art is the teacher. Don't be blinded by theatrics, a slick advertising campaign, or a belief that more money equals a better school. "Just because the school costs more doesn't mean you're getting the Rolls-Royce of martial arts," says Nick Gracenin, owner of the Martial Arts Center in Sharon, Pennsylvania. "Most styles are highly suitable for children, so it isn't the style that's important, it's the quality of instruction that you look for." Here are some other considerations and strategies for parents to bear in mind.

Rely on word of mouth. Martial arts schools are neither regulated nor accredited. Nor are the instructors required to go through a government child safety clearance and a criminal record check, says Gracenin. Some schools may obtain such things on their own, but even many reputable schools do not. So you need to do some research: on-site visits and interviewing instructors and other parents are all exceptionally important tasks.

Watch and learn. Visit several schools in your area and observe the beginners' classes. Pay attention to the instructor's overall demeanor: Does he have a natural ability to relate to children? Do the classes have a healthful, respectful climate? Does the instructor show enthusiasm and openness with the pupils? Is the class size too large? Preferred class sizes are 10 to 15 students but bear in mind that some experienced instructors can handle as many as 30 students at a time with qualified assistants.

Parents should be allowed to observe any class at any time. No exceptions. If you are scouting schools with your child, check out the beginners' class. "Kids may be excited and want to see the advanced classes first, but young children can be intimidated by the intense physical activity they see and decide it's not for them. They should understand that high level skills are attained through dedication and time," Gracenin says.

Ask about emergency plans. Whether or not they've ever dealt with an emergency, instructors should be able to tell you which hospitals are in the immediate area, and what steps they'll take if someone needs medical help. If they hesitate or seem unsure, check them off the list. And find out whether the instructors and staff are certified in CPR. They should be, even though it isn't mandated by law.

SB 456 (Chapter 485), effective June 26, 2003, creates new provisions to prohibit a public school administrator, teacher, counselor or nurse from recommending to a student’s parent or legal guardian that the student seek a prescription for a medication
that is prescribed with the intent of affecting or altering the thought processes, mood or behavior of the student.

However, the act does not prohibit a public school administrator, teacher, counselor or nurse from communicating with a student’s parent or legal guardian concerning the student’s behavior at school. Nor does the act relieve a school district of the duty under federal law to identify, locate and evaluate students with disabilities.

New law aims to cut Ritalin use in schools.
Publication: The Register-Guard (Eugene, OR)
Date: Friday, June 27 2003

Byline: Anne Williams The Register-Guard

A new law that prohibits school personnel from recommending drugs such as Ritalin for students has spurred criticism from education groups, but its supporters say it will discourage inappropriate meddling and possibly help curb what they believe is an alarming rise in Ritalin use among young people.

Senate Bill 456, which Gov. Ted Kulongoski signed into law Thursday, says teachers, administrators, school nurses and other school employees may not tell parents that their children should be on psychotropic drugs such as Ritalin or Prozac. Ritalin is often prescribed for children diagnosed with attention deficit/hyperactivity disorder (ADHD).

The bill's sponsor, Sen. Bill Morrisette, D-Springfield, says the new law does not interfere with school employees' ability to discuss problems with parents or even to suggest they visit a doctor. And it in no way relieves them of the legal responsibility to educate children with special needs, he added.

"The thing I think the bill addresses is that teachers and other school personnel cannot diagnose," said Morrisette, a former teacher. "They can only describe behavior."

But many educators believe the law could hinder the kinds of candid conversations parents should have with school personnel about their children.

"We're afraid it might have a chilling effect on educational employees who might be dealing with kids," said Kris Kain, president of the Oregon Education Association, the state's largest teacher union.

Kain agreed that teachers have no business offering advice on particular drugs. That is the role of a medical professional, she said.

"But at times, when there are behavior problems, it's really important to have good and open communication with the parents and everyone involved," she said. "Something like this could make people afraid to say anything because it could be misinterpreted."

Merri Steele, a speech and language specialist at Eugene's Harris Elementary School, said she and the teachers she's worked with know better than to cross the line.

"I've never seen anyone recommend using any kind of drug," said Steele, who is also vice president of the Eugene Education Association. While teachers are sometimes asked for information about activity levels and other behaviors, "we always tell parents it's up to them to decide what to do."

While she agrees that Ritalin use may be excessive, she said she hopes the law does not leave the public with an impression that school personnel are playing doctor.

Morrisette pushed SB 456 at the request of Jim Whittenburg of Portland, a former pharmacist who has struggled with mental illness himself. Whittenburg believes that doctors are much too quick to prescribe Ritalin and other psychotropic drugs to children who may be struggling in school or acting out for a variety of reasons.

Morrisette cited studies that have found that three or four times as many children are on Ritalin than should be.

The latest bill was an altered and toned down version of one Morrisette proposed - also at Whittenburg's urging - in the last legislative session.

That bill, which never went to a vote, would have prohibited family practitioners and pediatricians from prescribing such drugs, leaving the job solely to psychiatrists.

Morrisette believes now that the earlier bill went too far, but said the new law is no threat to educators. He's puzzled by the opposition from groups like the OEA and the Oregon School Boards Association.

So is Rep. Phil Barnhart, D-Eugene, who championed the bill in the House.

"This really is a way of encouraging school districts and school personnel to come up with ways of talking to parents about what their children's needs are without inappropriately diagnosing the child or suggesting a remedy," said Barnhart, a psychologist.

Neither Barnhart nor Morrisette said they believe such pressure tactics are common in Oregon schools, though they've heard anecdotal evidence of isolated incidents.

Kulongoski spokeswoman Mary Ellen Glynn said the governor did not share the concerns of education groups.

"I think his general feeling is we as a society maybe leap to the use of drugs too often with kids," she said.

Susan Castillo, Oregon's superintendent of public instruction, took a neutral stance on the bill. The bill, which passed the Senate 16-10 and the House 35-22, takes effect immediately.

"This really is a way of encouraging school districts and school personnel to come up with ways of talking to parents about what their children's needs are without inappropriately diagnosing the child or suggesting a remedy," said Barnhart, a psychologist.

Yes! Bad enough that a law has to be passed in order for school personnel to stop promoting Ritalin for unruly children.

Today I went into the office to sign in and there was Mo sitting in a chair. He hadn't been sent to the see the principal but had been sent from class for his behavior.

While I'm not qualified to diagnose ADD I've seen a lot of it and I feel sure that is the problem. I've seen the proper medication work wonders with kids. I'm a believer in medication.

At home, Mo has regressed to the point where he's talking in baby talk and wants to sit on my lap all the time, needing constant approval and attention.

A while back I had a thread about how the kids were giving him grief about his name. Last week a couple of kids told him that they found his birth certificate on the floor of the classroom. This had Mo so stressed out that we had to show him that his birth certificate is safely locked up in our fire safe and that there was no way that the kids found a copy.

He's also been stressed out about this AWOL kid from his class who they all had to write letters to telling him they hope he comes back. The only explaination given to the kids is that "he's too afraid to come to school". Mo talks about this kid every night.

so now you are going to cave into a demand from a teacher who does not want to deal with your kid? Why? Schools tend to roll over for the loud and persistent, sounds to me like it is time to go off in the principals office, to be an advocate for your kid. This is no time to wimp out.

I did home school for ten years though, it is an option.
It is very important that you are not pushed out of the public schools , that if you leave it is because you want to go.

As a teacher or a student ?

Thanks aidan.

That might be a good starting point for a discussion with the school.

Would I be allowed to ask that the assignments the class is working on
be sent home to me each week or would I need to provide my own?

Also, how does it work with grading? Since he's in second grade they don't do
the A,B,C type grading but it is based on participation and completeing assignments.

Quote:

Today I went into the office to sign in and there was Mo sitting in a chair. He hadn't been sent to the see the principal but had been sent from class for his behavior.

Oh poor Mo! That happened to us once. Jane was sent outside of the classroom, was "benched"
because she was disruptive (she got candies at lunch).