Two people think they do because they see their adults do and the other two people thinks they are not well aware about littering and its affects that face our environment. I also believe children do littering mainly because of these two reasons. Children should be taught to put throw littering to bin from their preschool and as well as in their home so they will know it is not a good thing to do. If they started from this age surely they will learn to stop littering when they become adult. Firstly, adults have to stop this, especially in front of children.
The pros outweigh the cons.” But other people disagree. Ms. Kittel, a substitute teacher at SMS, states that “I think it can be a privilege, but gum doesn’t help anyone, and can be distracting. Have you ever sat in a quiet classroom and had somebody pop gum? It’s nerve wracking.” There are reasons why some people agree, while others don’t
Some believe that gum chewing is the nastiest habit in the world, it can impede the learning process, and gum chewing can be noisy and distracting to other students. Others teachers make their own rules. They allow gum chewing as long as it does not interfere with their ability to teach or students ' ability to concentrate. Some say chewing gum should not be allowed in school, while other argue that it should be allowed in school. Schools should allow gum in school, as well as the classroom because it allows kids to concentrate.
Spanking can be effective when a child is not listening to a parent. If a child isn’t following proper rules and disregarding their parents’ statement, then a spanking can enforce a form of respect that the child has to follow (Jasmine, 2015). It can be an awakening to reality as the child could now think of how their actions are deviant. Parents that don’t resolve to spanking as the first and only method of discipline is essential for both the parents and the child. I believe a parent should always try to enforce rules by talking and showing examples of how deviant actions are frowned upon.
So, they start to be violent because they don’t want to be a victim of violence. As parents, you should not compare your children’s each other because, each of them will have different interest and different talent. Voice had organized the talk by the counselor which will make the children to have a clear view of parent’s part of view on why they are comparing or forcing them to study. This talk will have two session where the counselor will talk about “how to prevent school violence” and “talk from part of parents view”. After than will have the next part of the part will we will have ice breaking and ask the children “how the feel about violence and their parents view”.
The most common pressure is fitting in” or wanting to be cool.¨ This directs kids to make the wrong choice, a choice made from desire. ¨Peer pressure among young people can be a powerful and persuasive force. Knowing they may have to submit to a drug test can help kids overcome the pressure to take drugs. (Student Drug Testing Prevents Against Drug Abuse, Michigan Library)¨ If students are aware of randomized drug tests that their schools provide, they are less likely to take the drugs being ¨pushed¨ towards them. It is a simple step that can improve the lives of students everywhere.
When someone is told not to do something, especially a child or young adult, they tend to have a stronger desire to do it. A young boy has been caught at a school selling contraband soda and making a large profit (Citation here). The mother of the boy is quoted herself saying, as someone who grew up in a household strict against sugar, “As a result, I spent most of my late childhood obsessed with sweets.” and then later describes the impact of this causing a thrill of the sneak, “Sugar was verboten, so the pleasure was all in the sneaking.” (Citation here). This is just one person’s experience, but it is a broadly felt reaction to such constrictive circumstances. To go along with this, the process of banning the junk food will be a problem itself.
They also believe that children and teenagers may not handle learning about mental health the correct way. Those who argue against teaching about mental health in schools argue that “[educators] are causing widespread confusion among the majority when we engage [children] in discourse about mental health” and that they “might be encouraged to pathologize their emotions” after watching a video. (Gill n.p.). The author of the article is claiming that only a minority of people are affected by mental illness. She is also arguing that children might think of their emotions as “wrong” even though they are not, suggesting that they cannot handle learning about mental illnesses.
The idea that students and young children have to learn about this is repulsive. Not for the fact that book makes them repulsive, but that these horrible things happen in the real world. The sooner that children identify the problem in these topics at an early age, the sooner they can be addressed, and therefore hopefully prevented. Some parents may argue that they want to prolong their child’s exposure to these ideas to keep their youths; in contradiction reading about these controversial issues do not differ from the state regulated programs such as the D.A.R.E program that teaches students about drug and violence awareness with the same idea that the sooner society teaches children the difference between right from wrong the better their chances. As long as the reading material is being taught, the instructor should identify the problem with a solution on how to fix it, just like in the war against drug and violence in schools.
Romy Ben melech 11-W Life orientation alcohol assignment Task 1: Advert 1. Alcohol is indirectly portrayed in each advert by showing the negative effects of alcohol without preaching to teenagers not to drink. The adverts are aimed at teaching teenagers the stupidity of drinking by showing violent, dangerous and sexual aspects which come with the responsibility of drinking. 2. A viewer could realise the harm of drinking that they are doing to their selves.