Basic principles of securing a friendly and protective environment for our students basic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place… The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning… Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home Questions 5 components which are : Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™ Responses Enlightenment is superior to Enforcement. Hmmm i like that. I guess by both the school and the parents? I feel u Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care The five components of a system arebasic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place… The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning… Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home Questions 5 components which are : Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™ Responses Enlightenment is superior to Enforcement. Hmmm i like that. I guess by both the school and the parents? I feel u Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care The five components of a system are 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability. intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves… Responses Evening and well done sir! That’s very true intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves… Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child? CHILDREN Anyone below the age of 18 years, according to the Child’s Rights Act, 2003 C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now: Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children The next component is to create processes which address prevention and response mechanism for abuses The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer? Any question so far? Yes,am not too clea 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability. intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves… Responses Evening and well done sir! That’s very true intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves… Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child? CHILDREN Anyone below the age of 18 years, according to the Child’s Rights Act, 2003 C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now: Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children The next component is to create processes which address prevention and response mechanism for abuses The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer?

basic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers
So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place…

The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning…

Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components

So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home
Questions
5 components which are :

Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue
Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™

Responses
Enlightenment is superior to Enforcement. Hmmm i like that.
I guess by both the school and the parents?
I feel u

Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care

The five components of a system arebasic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers
So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place…

The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning…

Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components

So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home
Questions
5 components which are :

Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue
Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™

Responses
Enlightenment is superior to Enforcement. Hmmm i like that.
I guess by both the school and the parents?
I feel u

Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care

The five components of a system are 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability.
intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…

Responses
Evening and well done sir!
That’s very true

intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…
Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence
The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child?
CHILDREN
Anyone below the age of 18 years, according to the Child’s Rights Act, 2003
C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now:
Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children
The next component is to create processes which address prevention and response mechanism for abuses
The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer?

Any question so far?

Yes,am not too clea 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability.
intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…

Responses
Evening and well done sir!
That’s very true

intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…
Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence
The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child?
CHILDREN
Anyone below the age of 18 years, according to the Child’s Rights Act, 2003
C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now:
Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children
The next component is to create processes which address prevention and response mechanism for abuses
The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer?

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The safety of our children is paramount My final words to you will be that securing a Friendly and Protective Environment for our precious Children will require us to pay actual attention as primary and secondary caregivers… We may also need to invest in knowledge and skill in this areas and work with experts as organisations… The bottom line is the only major threat to our institution of learning today is abuse because once a child is abused he/she is distracted from learning… I can tell you categorically because my childhood was very rough and full of abuse… I was physically abused, lost my virginity at the age 6 by a female neighbour my mother left me with… As a child, I had already started having sexual relationship with other children, as a teenager I had started having anal sex, in today’s parlance you call it homosexuality, as a teenager, i have sexually molested our neighbour’s daughter… I suffered emotional abuse also and my parents were not available… I became a dysfunctional adult… I was not suffering from low self esteem… I suffered from no self, no esteem… I found help 20 years ago when I gave my life to Christ and that was the beginning of a turning point in my life and knowing the impact of wrong upbringing, i have dedicated my life to ensuring that our precious children are protected working with parents and all who work with children… I know that the impact of wrong upbringing is eternal except by divine intervention….

My final words to you will be that securing a Friendly and Protective Environment for our precious Children will require us to pay actual attention as primary and secondary caregivers… We may also need to invest in knowledge and skill in this areas and work with experts as organisations… The bottom line is the only major threat to our institution of learning today is abuse because once a child is abused he/she is distracted from learning… I can tell you categorically because my childhood was very rough and full of abuse… I was physically abused, lost my virginity at the age 6 by a female neighbour my mother left me with… As a child, I had already started having sexual relationship with other children, as a teenager I had started having anal sex, in today's parlance you call it homosexuality, as a teenager, i have sexually molested our neighbour's daughter… I suffered emotional abuse also and my parents were not available… I became a dysfunctional adult… I was not suffering from low self esteem… I suffered from no self, no esteem… I found help 20 years ago when I gave my life to Christ and that was the beginning of a turning point in my life and knowing the impact of wrong upbringing, i have dedicated my life to ensuring that our precious children are protected working with parents and all who work with children… I know that the impact of wrong upbringing is eternal except by divine intervention….

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🍆 🍉 literacy resource for teachers 🍆 💦 ➡ *LITERACY TEACHERS’ RESOURCE COLLECTION* 1. Literacy Instruction for English Language Learners Pre-K-2 (Solving Problems in the Teaching of Literacy) 2. Children’s Literature in the Classroom: Engaging Lifelong Readers 3. Narrowing the Literacy Gap: What Works in High-Poverty Schools 4. Comprehension Process Instruction: Creating Reading Success in Grades K-3 by Cathy Collins Block 5. Conceptual Foundations of Teaching Reading (Solving Problems in the Teaching of Literacy) by Mark Sadoski 6. Children’s Literature in the Classroom: Engaging Lifelong Readers (Solving Problems in the Teaching of Literacy) by Diane M. Barone EdD 7. Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms by Barbara Moss PhD 8. Success with Struggling Readers: The Benchmark School Approach (Solving Problems in the Teaching of Literacy) by Irene West Gaskins EdD 9. Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice by Ellen McIntyre 9. Matching Books and Readers: Helping English Learners in Grades K-6 (Solving Problems in the Teaching of Literacy)Nancy L. Hadaway PhD 10. Teaching All the Children: Strategies for Developing Literacy in an Urban Setting by Diane Lapp 11. Early Intervention for Reading Difficulties: The Interactive Strategies Approach 12. Classroom Literacy Assessment: Making Sense of What Students Know and Do by Jeanne R. Paratore 13. Exemplary Literacy Teachers, Second Edition: What Schools Can Do to Promote Success for All Students (Solving Problems in the Teaching of Literacy) 14. The Literacy Coach’s Handbook: A Guide to Research-Based Practice by Sharon Walpole PhD 15. Language and Literacy Development: What Educators Need to Know by James P. Byrnes 16. Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy) by Laura M. Justice PhD 17. Teaching Literacy Through Drama: Creative Approaches by P. Baldwin 18. The Routledge International Handbook of English, Language and Literacy Teaching 19. Making Literacy Real: Theories and Practices for Learning and Teaching by Joanne Larson,Jackie Marsh 20. Developing Literacy in Preschool (Tools for Teaching Literacy)Lesley Mandel Morrow 21. A Principal’s Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers 22. Language and Literacy 3-7: Creative Approaches to Teaching by Dr Jeni Riley 23. Literacy Learning in the Early Years by Caroline Barratt-Pugh,Mary Rohl 24. Developing Literacy Skills in the Early Years: A Practical Guide by Hilary White 25. Desirable Literacies: Approaches to Language and Literacy in the Early Years (United Kingdom Literacy Association), 2nd Edition by Dr Jackie Marsh 26. Developing Language and Literacy: Effective Intervention in the Early Years by Julia M. Carroll 27. Creative Teaching: English in the Early Years and Primary Classroom by Chris Horner

➡ *LITERACY TEACHERS' RESOURCE COLLECTION*

1. Literacy Instruction for English Language Learners Pre-K-2 (Solving Problems in the Teaching of Literacy)
2. Children's Literature in the Classroom: Engaging Lifelong Readers
3. Narrowing the Literacy Gap: What Works in High-Poverty Schools
4. Comprehension Process Instruction: Creating Reading Success in Grades K-3 by Cathy Collins Block
5. Conceptual Foundations of Teaching Reading (Solving Problems in the Teaching of Literacy) by Mark Sadoski
6. Children's Literature in the Classroom: Engaging Lifelong Readers (Solving Problems in the Teaching of Literacy) by Diane M. Barone EdD
7. Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms by Barbara Moss PhD
8. Success with Struggling Readers: The Benchmark School Approach (Solving Problems in the Teaching of Literacy) by Irene West Gaskins EdD
9. Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice by Ellen McIntyre
9. Matching Books and Readers: Helping English Learners in Grades K-6 (Solving Problems in the Teaching of Literacy)Nancy L. Hadaway PhD
10. Teaching All the Children: Strategies for Developing Literacy in an Urban Setting by Diane Lapp
11. Early Intervention for Reading Difficulties: The Interactive Strategies Approach
12. Classroom Literacy Assessment: Making Sense of What Students Know and Do by Jeanne R. Paratore
13. Exemplary Literacy Teachers, Second Edition: What Schools Can Do to Promote Success for All Students (Solving Problems in the Teaching of Literacy)
14. The Literacy Coach's Handbook: A Guide to Research-Based Practice by Sharon Walpole PhD
15. Language and Literacy Development: What Educators Need to Know by James P. Byrnes
16. Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy) by Laura M. Justice PhD
17. Teaching Literacy Through Drama: Creative Approaches by P. Baldwin
18. The Routledge International Handbook of English, Language and Literacy Teaching
19. Making Literacy Real: Theories and Practices for Learning and Teaching by Joanne Larson,Jackie Marsh
20. Developing Literacy in Preschool (Tools for Teaching Literacy)Lesley Mandel Morrow
21. A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers
22. Language and Literacy 3-7: Creative Approaches to Teaching by Dr Jeni Riley
23. Literacy Learning in the Early Years by Caroline Barratt-Pugh,Mary Rohl
24. Developing Literacy Skills in the Early Years: A Practical Guide by Hilary White
25. Desirable Literacies: Approaches to Language and Literacy in the Early Years (United Kingdom Literacy Association), 2nd Edition by Dr Jackie Marsh
26. Developing Language and Literacy: Effective Intervention in the Early Years by Julia M. Carroll
27. Creative Teaching: English in the Early Years and Primary Classroom by Chris Horner

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Escaping Hunger in the Land ESCAPING THE HUNGER IN THE LAND – Part 5 5. THOU SHALL NOT STEAL When life becomes tough, when condition becomes critical, when your situation makes mockery of you, please don’t forget one of the principles of becoming wealthy: DO NOT STEAL! Some weeks ago, a little boy stole some fruit, when he was questioned, we discovered he was hungry. Someone among us gave him a plate of food and a bottle of water. But thieves are not lucky all the time. Sometimes they get lynched. While we acknowledge the fact that some people steal just to eat; it is clearly not the way to go. Rather than steal, work with your hands. Enjoy the reward of your labour. God blesses work not theft. Our society has changed, people are more concerned about what you have and not how you got it. Recently, a policeman made a comment that got me thinking. It was a case of online hacking gone bad. The funds were trapped somewhere and the hackers needed the money at all cost. The policeman had been promised a percentage if he could help get the funds. In his “zeal” he asked what the business of the bankers was with the source of the money. According to him: “In this economy, who bothers about how people get money?” It is in times like this I almost agree with someone who said “Police Na thief”. Well, at least that one is a certified thief. But the issue is not with the police. It is a societal ill. Before that policeman joined the force, he was a part of the society. He picked his ideology from society. The policeman, the corrupt politician, the “yahoo boy” are all products of the Society. I read something years ago that completely changed my orientation. This is it: “Like the partridge that gathers a brood, which she did not hatch and sits on eggs which she has not laid, so is he who gets riches by unjust means and not by right. He will leave them or they will leave him in the midst of his days, and at his end he will be a fool.” (Jeremiah 17:11. Amplified) That did it for me. I just made up my mind not to be a fool. If I steal, I may satisfy today’s hunger but I will never satisfy the hunger of reputation, the hunger of God’s blessing; I will have no defence against the curse that will come upon me or the pains I will put those in my lineage through. To escape the hunger in the land, work and do not steal (we will talk about work subsequently). When you take what is meant for common good and use for yourself and family, you bring a curse on yourself, your children and their children. I know folks whose parents stole and who now have to contend with all sorts of evil that plague them. They might have 10million dollars, but their problems are worth a billion. For my father’s age mate stealing government money; for the official diverting funds meant for the poor; for the young boy engaged in scamming people online (they actually argue that they are paying back the white men that enslaved Africa); for the guy who breaks into homes to steal and those who rob at gunpoint; think once more about what you’re doing. It will not  help you escape hunger. Instead when punishment comes on you, there will be none to deliver. #eachoneteachone #BrainyTLS

ESCAPING THE HUNGER IN THE LAND – Part 5

5. THOU SHALL NOT STEAL

When life becomes tough, when condition becomes critical, when your situation makes mockery of you, please don't forget one of the principles of becoming wealthy: DO NOT STEAL!

Some weeks ago, a little boy stole some fruit, when he was questioned, we discovered he was hungry. Someone among us gave him a plate of food and a bottle of water. But thieves are not lucky all the time. Sometimes they get lynched.

While we acknowledge the fact that some people steal just to eat; it is clearly not the way to go. Rather than steal, work with your hands. Enjoy the reward of your labour. God blesses work not theft.

Our society has changed, people are more concerned about what you have and not how you got it.

Recently, a policeman made a comment that got me thinking. It was a case of online hacking gone bad. The funds were trapped somewhere and the hackers needed the money at all cost. The policeman had been promised a percentage if he could help get the funds. In his "zeal" he asked what the business of the bankers was with the source of the money. According to him: "In this economy, who bothers about how people get money?" It is in times like this I almost agree with someone who said "Police Na thief". Well, at least that one is a certified thief.

But the issue is not with the police. It is a societal ill. Before that policeman joined the force, he was a part of the society. He picked his ideology from society. The policeman, the corrupt politician, the "yahoo boy" are all products of the Society.

I read something years ago that completely changed my orientation. This is it:

"Like the partridge that gathers a brood, which she did not hatch and sits on eggs which she has not laid, so is he who gets riches by unjust means and not by right. He will leave them or they will leave him in the midst of his days, and at his end he will be a fool." (Jeremiah 17:11. Amplified)

That did it for me. I just made up my mind not to be a fool. If I steal, I may satisfy today's hunger but I will never satisfy the hunger of reputation, the hunger of God's blessing; I will have no defence against the curse that will come upon me or the pains I will put those in my lineage through.

To escape the hunger in the land, work and do not steal (we will talk about work subsequently). When you take what is meant for common good and use for yourself and family, you bring a curse on yourself, your children and their children. I know folks whose parents stole and who now have to contend with all sorts of evil that plague them. They might have 10million dollars, but their problems are worth a billion.

For my father's age mate stealing government money; for the official diverting funds meant for the poor; for the young boy engaged in scamming people online (they actually argue that they are paying back the white men that enslaved Africa); for the guy who breaks into homes to steal and those who rob at gunpoint; think once more about what you're doing. It will not  help you escape hunger. Instead when punishment comes on you, there will be none to deliver.

#eachoneteachone #BrainyTLS

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Helping Children with Difficulties ➡ *CHILDREN WITH LEARNING DIFFICULTIES* 1. Wordplay: Fun games for Building Reading and Writing Skills in Children with Learning Difficulties by Lori Goodman,Lora Myers 2. Reading Comprehension: Assisting Children with Learning Difficulties by Gary Woolley 3. Identifying and Supporting Children with Specific Learning Difficulties: A Holistic Approach by Pamela Deponio 4. Nurture Groups in School and at Home: Connecting With Children With Social, Emotional and Behavioural Difficulties (Innovative Learning for All) by Paul Cooper,Yonca Tiknaz 5. *Children with Specific Learning Difficulties*. The Effect of Neurodevelopmental Learning Disorders on Children of Normal Intelligence by Jessie Francis-Williams 6. Curricula for Teaching Children and YoungPeople with Severe or Profound and Multiple Learning Difficulties: Practical strategies for educational professionals by Peter Imray 7. Developmental Approach to Early Numeracy: Helping to Raise Children’s Achievements and Deal with Difficulties in Learning by Carol Aubrey 8. Educating children with autism 9. Play for Children with Special Needs: Supporting children with learning differences, 3-9 by Christine Macintyre 10. Parenting Children with Learning Disabilities by Jane Utley Adelizz 11. Learning Re-enabled. A Practical Guide to Helping Children with Learning Disabilities by SUSAN N. SCHRIBER ORLOFF 12. Different Croaks for Different Folks: All About Children With Special Learning Needs by Midori Ochiai,Shinya Miyamoto 13. Children With Emotional And Behavioural Difficulties: Strategies For Assessment And Intervention by Peter Farrell 14. Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools (School Concerns) by V. Thacker 15. Helping Children with Nonverbal Learning Disabilities to Flourish: A Guide for Parents and Professionals by Marilyn Martin 16. Speaking, Reading, and Writing in Children With Language Learning Disabilities: New Paradigms in Research and Practice by Katharine G. Butler,Elaine R. Silliman 17. Understanding and Supporting Children With Emotional and Behavioral Difficulties 18. Every Child Can Learn: Using learning tools and play to help children with Developmental Delay by Katrin Stroh,Thelma Robinson 19. Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom by Peter Westwood 20. Teaching Students With Learning Disabilities: A Step-by-Step Guide for Educators by Roger Pierangelo 21. Art as an Early Intervention Tool for Children With Autism by Nicole Martin 22. Teaching Children With Autism in the General Classroom: Strategies for Effective Inclusion and Instruction by Vicky G. Spencer Ph.D.,Cynthia G. Simpson Ph.D. 23. Evidence-Based Interventions for Students with Learning and Behavioral Challenges by Richard Morris 24. Learning and Learning Difficulties: A Handbook for Teachers by Peter Westwood 25. Educating Children with Fragile X Syndrome: A Multi-Professional View by D. Dew-Hughes 26. Spiritual Healing With Children With Special Needs by Bob Woodward 27. Supporting Children with Special Educational Needs: A Guide for Assistants in Schools and Pre-schools by Maria Halliwell 28. Cup of Comfort for Parents of Children with Autism: Stories of Hope and Everyday Success by Colleen Sell 29. Breakthrough Parenting for Children with Special Needs: Raising the Bar of Expectations by Judy Winter 30. Helping Children with Reading and Spelling: A Special Needs Manual by Mrs Rene Boote

➡ *CHILDREN WITH LEARNING DIFFICULTIES*

1. Wordplay: Fun games for Building Reading and Writing Skills in Children with Learning Difficulties by Lori Goodman,Lora Myers
2. Reading Comprehension: Assisting Children with Learning Difficulties by Gary Woolley
3. Identifying and Supporting Children with Specific Learning Difficulties: A Holistic Approach by Pamela Deponio
4. Nurture Groups in School and at Home: Connecting With Children With Social, Emotional and Behavioural Difficulties (Innovative Learning for All) by Paul Cooper,Yonca Tiknaz
5. *Children with Specific Learning Difficulties*. The Effect of Neurodevelopmental Learning Disorders on Children of Normal Intelligence by Jessie Francis-Williams
6. Curricula for Teaching Children and YoungPeople with Severe or Profound and Multiple Learning Difficulties: Practical strategies for educational professionals by Peter Imray
7. Developmental Approach to Early Numeracy: Helping to Raise Children's Achievements and Deal with Difficulties in Learning by Carol Aubrey
8. Educating children with autism
9. Play for Children with Special Needs: Supporting children with learning differences, 3-9 by Christine Macintyre
10. Parenting Children with Learning Disabilities by Jane Utley Adelizz
11. Learning Re-enabled. A Practical Guide to Helping Children with Learning Disabilities by SUSAN N. SCHRIBER ORLOFF
12. Different Croaks for Different Folks: All About Children With Special Learning Needs by Midori Ochiai,Shinya Miyamoto
13. Children With Emotional And Behavioural Difficulties: Strategies For Assessment And Intervention by Peter Farrell
14. Educating Children with Emotional and Behavioural Difficulties: Inclusive Practice in Mainstream Schools (School Concerns) by V. Thacker
15. Helping Children with Nonverbal Learning Disabilities to Flourish: A Guide for Parents and Professionals by Marilyn Martin
16. Speaking, Reading, and Writing in Children With Language Learning Disabilities: New Paradigms in Research and Practice by Katharine G. Butler,Elaine R. Silliman
17. Understanding and Supporting Children With Emotional and Behavioral Difficulties
18. Every Child Can Learn: Using learning tools and play to help children with Developmental Delay by Katrin Stroh,Thelma Robinson
19. Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom by Peter Westwood
20. Teaching Students With Learning Disabilities: A Step-by-Step Guide for Educators by Roger Pierangelo
21. Art as an Early Intervention Tool for Children With Autism by Nicole Martin
22. Teaching Children With Autism in the General Classroom: Strategies for Effective Inclusion and Instruction by Vicky G. Spencer Ph.D.,Cynthia G. Simpson Ph.D.
23. Evidence-Based Interventions for Students with Learning and Behavioral Challenges by Richard Morris
24. Learning and Learning Difficulties: A Handbook for Teachers by Peter Westwood
25. Educating Children with Fragile X Syndrome: A Multi-Professional View by D. Dew-Hughes
26. Spiritual Healing With Children With Special Needs by Bob Woodward
27. Supporting Children with Special Educational Needs: A Guide for Assistants in Schools and Pre-schools by Maria Halliwell
28. Cup of Comfort for Parents of Children with Autism: Stories of Hope and Everyday Success by Colleen Sell
29. Breakthrough Parenting for Children with Special Needs: Raising the Bar of Expectations by Judy Winter
30. Helping Children with Reading and Spelling: A Special Needs Manual by Mrs Rene Boote

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Prayer points for our children Today’s Prayer Points for Your Children Pastor Bisi Adewale You can’t outsource parenting, you can’t delegate it, nanny cannot help, house help cannot do it, teachers are not trained for it, and the experts that can do it are Daddy and Mummy. Let us pray : 1. Father, I stand against every spirit of frustration that has been appointed against my children  in Jesus name. 2. Lord, open my eyes and ears of my children to receive divine revelation and message concerning their life 3. Father, give my children dominion over the power of sin and manifestation of the work of the flesh. Gal. 5 vs. 19-20, Rev. 12vs11. 4. I refuse to be a failure in all my endeavors/undertakings in life in Jesus name. For more fire brand prayers for your children Join us for Total Parenting Summit with Pastor Bisi & Yomi Adewale 27th of August 2017. By 2:30 Venue: The Real Place, 3 Afisman Drive, Anifowoshe , Opp Ikeja Local Govt. Ikeja, Lagos. Admission is FREE For more info: 08056457013, 08051512823  #TotalParenting

Today’s Prayer Points for Your Children

Pastor Bisi Adewale

You can't outsource parenting, you can't delegate it, nanny cannot help, house help cannot do it, teachers are not trained for it, and the experts that can do it are Daddy and Mummy.

Let us pray :

1. Father, I stand against every spirit of frustration that has been appointed against my children  in Jesus name.

2. Lord, open my eyes and ears of my children to receive divine revelation and message concerning their life

3. Father, give my children dominion over the power of sin and manifestation of the work of the flesh. Gal. 5 vs. 19-20, Rev. 12vs11.

4. I refuse to be a failure in all my endeavors/undertakings in life in Jesus name.

For more fire brand prayers for your children

Join us for Total Parenting Summit with Pastor Bisi & Yomi Adewale

27th of August 2017. By 2:30

Venue: The Real Place, 3 Afisman Drive, Anifowoshe , Opp Ikeja Local Govt. Ikeja, Lagos.

Admission is FREE

For more info: 08056457013, 08051512823

#TotalParenting

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Extra curricular activities #ExtraCurricularActibities Studies have shown that being involved in extracurricular activities reduces the likelihood of dropping out of school, likelihood of committing a criminal offense, and leads to higher educational retainment and success and achievements in school work. These activities include: Sports Fan clubs English society Book club Entrepreneurship Band Choir Art etc. How do you balance your child’s academic work with the extracurricular activities? Good Morning! #eachoneteachone #BrainyTLS

#ExtraCurricularActibities

Studies have shown that being involved in extracurricular activities reduces the likelihood of dropping out of school, likelihood of committing a criminal offense, and leads to higher educational retainment and success and achievements in school work. These activities include:

Sports
Fan clubs
English society
Book club
Entrepreneurship
Band
Choir
Art etc.

How do you balance your child's academic work with the extracurricular activities?

Good Morning!

#eachoneteachone
#BrainyTLS

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Basic principles of securing a friendly and protective environment for our students

basic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers
So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place…

The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning…

Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components

So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home
Questions
5 components which are :

Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue
Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™

Responses
Enlightenment is superior to Enforcement. Hmmm i like that.
I guess by both the school and the parents?
I feel u

Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care

The five components of a system arebasic principles of Securing A Friendly and Protective Environment for our precious children either as Primary or Secondary Caregivers
So securing A Friendly and Protective Environment for our precious children begin with our commitment to do so recognising that the number one responsibility of a school is not to teach but to protect… Because our precious children do not feel protected learning cannot take place…

The commitment to secure a protective environment for our precious children does not answer to wishful thinking… It answers to meticulous planning…

Permit me to say that Securing A Safe and Protective Environment for our precious children begins with a system which must have at least 5 components

So how do we know that a system is effective either at home or in school? Simple we turn to the child… An environment is not safe and protective for the child until child feels safe… A child does not present himself/herself for learning or any activity for that matter until he/she feels safe and protected… Feels at home
Questions
5 components which are :

Permit to share with you the fundamentals of the these five components of a system before sharing with you same: Prologue
Think the CHILD…Think TODAY…Think the FUTURE™…According to Fredrick Douglass ‘It is easier to build strong children than to repair broken men.’ Therefore, it is Taiwo Akinlami’s fundamental approach to Child Protection that Enlightenment is Superior to Enforcement™

Responses
Enlightenment is superior to Enforcement. Hmmm i like that.
I guess by both the school and the parents?
I feel u

Systems Approach to Securing A Friendly and Protective Environment for our precious refer to coordinated and professionally established prevention and response measures for the protection of the precious children under our care from all forms of abuse like physical, sexual, emotional, neglect and any other act or omission that are not in the best interest of the precious children under our care

The five components of a system are 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability.
intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…

Responses
Evening and well done sir!
That’s very true

intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…
Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence
The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child?
CHILDREN
Anyone below the age of 18 years, according to the Child’s Rights Act, 2003
C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now:
Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children
The next component is to create processes which address prevention and response mechanism for abuses
The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer?

Any question so far?

Yes,am not too clea 1. Intelligence 2. Goal or set of goals for protection 3. The Dominant culture o the caregivers 4. Processes 5. Accountability.
intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…

Responses
Evening and well done sir!
That’s very true

intelligence here refers to 1. The knowledge of yourself as a caregiver 2. The knowledge of the child and the knowledge of the abuser… The knowledge of yourself begins with visiting or revisiting your childhood… We are all products of our childhood influences… We treat children the way we see them… We see them the way we were seeing growing up… The truth is that we cannot give what we do not have… So the first intelligence is to study ourselves…
Knowledge of the abuser refers to knowing that there are 3 kinds of abusers: 1. Impulsive or reflexive abuser 2. A deliberate abuser and 3. The person who condones abuse by his/silence
The intelligence of who the child is begins with understanding who the child is and permit us to introduce you to the child: Shall We Meet the Child?
CHILDREN
Anyone below the age of 18 years, according to the Child’s Rights Act, 2003
C-Care ⎸H-heritage ⎸I-Individuality ⎸ L-Leadership ⎸ D-Delightful ⎸ R-Respect ⎸ E-Engage ⎸ N-Now:
Intelligence in the order elaborated above helps us to lay a foundation for the protection of our precious children
The next component is to create processes which address prevention and response mechanism for abuses
The last but not the least is accountability… Who is responsible for what? Who is your Child Protection Officer?

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The safety of our children is paramount

My final words to you will be that securing a Friendly and Protective Environment for our precious Children will require us to pay actual attention as primary and secondary caregivers… We may also need to invest in knowledge and skill in this areas and work with experts as organisations… The bottom line is the only major threat to our institution of learning today is abuse because once a child is abused he/she is distracted from learning… I can tell you categorically because my childhood was very rough and full of abuse… I was physically abused, lost my virginity at the age 6 by a female neighbour my mother left me with… As a child, I had already started having sexual relationship with other children, as a teenager I had started having anal sex, in today's parlance you call it homosexuality, as a teenager, i have sexually molested our neighbour's daughter… I suffered emotional abuse also and my parents were not available… I became a dysfunctional adult… I was not suffering from low self esteem… I suffered from no self, no esteem… I found help 20 years ago when I gave my life to Christ and that was the beginning of a turning point in my life and knowing the impact of wrong upbringing, i have dedicated my life to ensuring that our precious children are protected working with parents and all who work with children… I know that the impact of wrong upbringing is eternal except by divine intervention….

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🍆 🍉 literacy resource for teachers 🍆 💦

➡ *LITERACY TEACHERS' RESOURCE COLLECTION*

1. Literacy Instruction for English Language Learners Pre-K-2 (Solving Problems in the Teaching of Literacy)
2. Children's Literature in the Classroom: Engaging Lifelong Readers
3. Narrowing the Literacy Gap: What Works in High-Poverty Schools
4. Comprehension Process Instruction: Creating Reading Success in Grades K-3 by Cathy Collins Block
5. Conceptual Foundations of Teaching Reading (Solving Problems in the Teaching of Literacy) by Mark Sadoski
6. Children's Literature in the Classroom: Engaging Lifelong Readers (Solving Problems in the Teaching of Literacy) by Diane M. Barone EdD
7. Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms by Barbara Moss PhD
8. Success with Struggling Readers: The Benchmark School Approach (Solving Problems in the Teaching of Literacy) by Irene West Gaskins EdD
9. Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice by Ellen McIntyre
9. Matching Books and Readers: Helping English Learners in Grades K-6 (Solving Problems in the Teaching of Literacy)Nancy L. Hadaway PhD
10. Teaching All the Children: Strategies for Developing Literacy in an Urban Setting by Diane Lapp
11. Early Intervention for Reading Difficulties: The Interactive Strategies Approach
12. Classroom Literacy Assessment: Making Sense of What Students Know and Do by Jeanne R. Paratore
13. Exemplary Literacy Teachers, Second Edition: What Schools Can Do to Promote Success for All Students (Solving Problems in the Teaching of Literacy)
14. The Literacy Coach's Handbook: A Guide to Research-Based Practice by Sharon Walpole PhD
15. Language and Literacy Development: What Educators Need to Know by James P. Byrnes
16. Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy) by Laura M. Justice PhD
17. Teaching Literacy Through Drama: Creative Approaches by P. Baldwin
18. The Routledge International Handbook of English, Language and Literacy Teaching
19. Making Literacy Real: Theories and Practices for Learning and Teaching by Joanne Larson,Jackie Marsh
20. Developing Literacy in Preschool (Tools for Teaching Literacy)Lesley Mandel Morrow
21. A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers
22. Language and Literacy 3-7: Creative Approaches to Teaching by Dr Jeni Riley
23. Literacy Learning in the Early Years by Caroline Barratt-Pugh,Mary Rohl
24. Developing Literacy Skills in the Early Years: A Practical Guide by Hilary White
25. Desirable Literacies: Approaches to Language and Literacy in the Early Years (United Kingdom Literacy Association), 2nd Edition by Dr Jackie Marsh
26. Developing Language and Literacy: Effective Intervention in the Early Years by Julia M. Carroll
27. Creative Teaching: English in the Early Years and Primary Classroom by Chris Horner

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