Covid Lesson #3, At Home

Lesson #3 - Special Education During Covid and Beyond!

Many years ago, the Momsey submitted this 'program' to Core Knowledge, the American lesson sharing organization- for two years in a row. They declined my offer??? Here I am again hoping that the intentions of this dynamic approach to 'special' education/learning will be taken seriously. It is not about baking! Never has. It is about higher order thinking, the tool for life success. It can be incorporated anywhere with anyone to enable the special needs child to succeed beyond his/her wildest dreams. (No writing or reading necessary.) These developmental tasks will evolve over time.

With the latest in school re-openings across the United States beginning, some cases of coronavirus among young children have occurred. Hygiene must always be a top priority now. There is no room for error. Children must be shown how to wash and why. Using a microscope to visually see the bugs that exist on 'dirty' hands versus the few that might remain on freshly washed hands will show your child why this step is critical before working with dough (food).

We've become a mask wearing society - until further notice! Our children must be protected as life and learning goes on .There is no time to waste. Seeing what is in front of them helps children with cognitive and behavioral impairments to understand the abstract world around them, instantly.

Allow frozen dough to thaw slowly in the fridge overnight . We are not wasting valuable time for this step during the day. It is happening while we sleep. Check on bag or large covered bowl in fridge before going to bed. This slow re-awakening of the dough will give added flavour, also. If it becomes too large, deflate dough to allow it to 're-grow'. This a very forgiving experiment. If left unattended in the fridge or on counter (at room temp.) dough can expand and begin to spread everywhere in fridge or on counter. Messy Time!

Student table to be used should be cleaned, sanitized often. Appliances not used. Experiential learning is is the goal. During these coronavirus times, hygiene is of the utmost importance. Washing hands, too. Children assemble around the table. Question are asked. Why are we here? For what purpose? {We are here to make rolls, doughnuts or pizza} These are simply suggestions. The level of expertise of group or teacher will determine what will be made at that time. A demonstration of how to make roll, doughnut or pizza is given then each child is expected to create product being shown. (You might be asked by child “What do you think?” of my roll, pizza or doughnut cruller? Be advised that your opinion is not welcome, says Momsey.) ...

I was asked this same question, many years ago. My response, as I looked the student in the eye was, “What I think is not important. What you think is!!”) Options to child to re-do or leave alone his masterpiece were explained. He needed to decide for his decision to be valued. This must start now as decision making garners self-confidence and self-esteem in a fragile thinking child. Adults need to stay out decisions that are insignificant. The child must learn, early on, then begin the process of trusting his own instincts when confronted with decisions that affect him. As adults we must support the child in this endeavour.

The dough recipe remains the same till mastery is achieved with the additions of new ingredients such as eggs, milk, oat milk, fruit can occur. What is important is to create an activity that becomes second nature eventually while helping to build self-esteem and confidence.

The brain is changing as the learning excitement builds. Focus on time here. Child will become aware that time does not standstill, cannot be retrieved so must be used well the first time. Let's focus and continue.S

Special Education Now, Lesson #2

Lesson #2.

Let's Begin

Your child was introduced to yeast dough the other day. The experiment in special education has begun. To engage a child whose learning style is different than mainstream can be a challenge. Let us ignore the alphabet and focus on meaningful dialogue to engage the child. The other stuff can wait and should. (Reading, writing, will happen - not just now, please) There must a thoughtful path to success. The thinking process cannot be hurried.

Write a simple recipe for bread in large letters prior to 'class'. Laminate recipe. This last step stops ruining the 'plan' for repeated use on a table with water, eggs, flour being measured, mixed then the resultant dough, kneaded. Hands must be washed before and during this exercise - as often as necessary. Mistakes are expected and encouraged. How many prototypes were made when the car, airplane and dishwasher were being invented? All eyes must be on 'teacher'. She is in charge, for now.

A table that accommodates the height of the children should be used. All mixing, according to recipe, is handled by one child at a time. Two children hold the bowl in place as dough is mixed by the third child. The next time dough is made, a new trio of students will measure and mix the dough. Keep daily journal current. Records of participation in measuring, mixing and then kneading of each child should be kept. Keep bench cleaner nearby for moving dough on wooden surface/board. This tool can be purchased at Walmart or any store selling kitchen utensils. Use metal bowl rather than plastic as they are healthy choice, especially for young children. No appliances are used!

 FOLD ..... PUSH AWAY.... TURN...... FOLD .... PUSH AWAY..... TURN 

Kneading strengthens the gluten, the protein in the dough. (This step assists dough to rise as the gas inside begins to expand from the growth of yeast cells.) Mention this to your child, often till he/she is able to retrieve this info from memory. Over time this dialogue will be repeated without hesitation. ... A science experiment is in the making . ...

The hand-mind connection is given prominence with yeast dough as the child begins to see what touch can do for this ever expanding 'experiment'. In one instance, many years ago, a student dropped newly made dough onto the floor then quickly retrieved it. The 3 second rule? A lengthy question and answer period arises - as it must - when the young child realized more dough had to be made. She had created the problem so was now in charge of 'correcting' 'it' with help from her classmates. (The scene reminded me of a gaggle of puppies, running in confusion) It was not, of course. It was music to my ears and eyes as the students followed the student's lead. Each had a duty to perform, in sequence and according to the student's instruction. ... Her self confidence grew that morning. (I had been waiting for this to happen for years.) Within ten minutes, prior to recess, a new batch of dough was made. The smile on the student's face said it all: mistakes are our greatest teachers! Let there be more!

At this point, dough can be placed in a freezer bag for later in the day or for next week, whatever schedule you are following. Allow sufficient space in the large bag for dough to expand later as it thaws. Secure the end of bag. The products formed are endless. Adding new ingredients, different techniques help create a thinking program like no other for special children who are now expected to manage, think, then act upon their decisions.

Dough is the greatest teacher in the world for a special needs child. The vocabulary it introduces to the child is overwhelming, non-stop and highly scientific. Higher order thinking is here to 'say'. What do you think? Please explain. Set expectations high as happens in real life. Dough adds structure while allowing for compelling new additions to an activity that has no bounds. The learning is limitless. Let's continue. Lesson #3.