test24/10

test24/10test24/10test24/10test24/10test24/10test24/10test24/10

test24/10test24/10test24/10test24/10test24/10test24/10test24/10

test24/10test24/10test24/10test24/10test24/10test24/10test24/10

test24/10test24/10test24/10test24/10test24/10test24/10test24/10

test24/10test24/10test24/10test24/10test24/10test24/10test24/10
 

Банк «Восточный» прекратил существование РБК

Совладелец Совкомбанка Сергей Хотимский утверждал в интервью РБК, что «Восточный» приобретался только «из коммерческих соображений», несмотря на его давнее личное знакомство с ключевыми акционерами. Основное значение для сделки, по его словам, имел розничный бизнес «Восточного».

«Личный кабинет» интернет-банк Восточный Экспресс Банк

При этом интерфейс программы будет немного отличаться, но функциональные особенности сохраняются. Банк стремится предложить своим клиентам новые современные финансовые продукты, сервисы и технологии, а также уделяет большое внимание качеству обслуживания. В 2012 году национальная ассоциация контактных центров (НАКЦ) признала контакт-центр «Восточного экспресс банка» лучшим в России среди компаний финансового сектора. «Восточный экспресс банк» входит в тройку крупнейших банков России по размеру филиальной сети, в ТОР-10 по депозитам физических лиц и потребительским кредитам, занимает 28 место в общем рейтинге банков России по величине активов. В ноябре 2010 года у банка появился новый акционер, специализирующийся на вложениях в РФ и других странах СНГ в фонд прямых инвестиций Baring Vostok Private Equity Fund, который выкупил 20 % акций банка.

Восточный банк во всех городах России

15 февраля Калви и ещё пятерых человек задержали в Москве по подозрению в причастности к хищению у банка «Восточный» 2,5 млрд рублей, а на следующий день Басманный суд принял решение об аресте151617. В 2001 году в число акционеров и ключевых партнеров банка вошел «Сибакадембанк» (позднее — «Урса Банк», на текущий момент присоединен к МДМ Банку). В 2009 году банк успешно завершил процедуры объединения с ОАО «Эталонбанк» (июнь) и ЗАО КБ «Движение» (октябрь), а в 2010 году — с «Камабанк» (май) и ОАО «Ростпромстройбанк» (сентябрь). В июле 2010 года банк приобрел 100 % долей ООО «Городской Ипотечный банк». В декабре 2010 банк приобрел 100 % акционерного капитала ЗАО «Сантандер Консьюмер Банк», являющегося российским подразделением европейского банка «Santander Group». Пользоваться дистанционным управлением можно не только с компьютера, но и с мобильного телефона. «Личный кабинет» мобильного банка Восточный Экспресс Банк даёт такую же удобную возможность без лишних проблем управлять своим счётом.

Реквизиты Восточного банка

Тогда же Хотимский озвучил планы ликвидировать бренд «Восточного». Как отмечают в Совкомбанке, из «Восточного» к ним перешли почти 3 млн клиентов и около 5 тыс. Объединенная филиальная сеть при этом расширилась на 264 отделения, до 2,6 тыс. В 2010 году Восточный экспресс банк выступил инициатором создания Благотворительного фонда «Восточный». Со дня основания Фонда банк активно поддерживает благотворительные программы, являясь его основным партнером. В 2020 году более 80 % акций КБ «Восточный» принадлежало крупным институциональным инвесторам.

По итогам акционерами банка «Восточный» был подан иск к управляющей компании Baring Vostok, ранее контролирующей банк13. В 2018 году занимал 32 место среди российских банков по объёму активов37 и 31 место по размеру чистой прибыли38. Принимает вклады (в 2018 году – 22 место в России по объёму депозитов физических лиц32) и выдает кредиты (в 2018 году – 19 место в России по размеру кредитного портфеля физическим лицам33) населению.

Как узнать остаток в «Личном кабинете» Восточного Экспресс Банка?

С помощью удобного сервиса «Личный кабинет» можно управлять своими финансами на расстоянии. Клиент банка может не только посмотреть остаток средств на лицевом счёте, но и оплачивать различные услуги, вносить плату за кредит, пополнять депозитные счета и совершать прочие необходимые операции. Система постоянно совершенствуется и дополняется новыми функциями, чтобы пользователям было удобно с ней работать. Благовещенске Амурской области и именовался на тот момент ЗАО «Дальневосточный региональный акционерный банк Внешторгбанка РФ» (Дальвнешторгбанк). Пользователь может войти в систему, авторизовавшись на сайте банка или воспользовавшись мобильным приложением. Чтобы выполнить вход, нужно ввести полученные логин и пароль в соответствующие деньги срочно формы.

Чтобы зарегистрироваться в системе и начать свободно пользоваться сервисом удалённого доступа, нужно заблаговременно заключить с банком отдельный договор, дающий право на дистанционное обслуживание через интернет. После этого понадобится скачать специальное приложение на любое мобильное устройство. Процедура входа простая — нужно ввести данные, а потом можно пользоваться предоставленными функциями.

  • Со дня основания Фонда банк активно поддерживает благотворительные программы, являясь его основным партнером.
  • Банк России пока не опубликовал информацию о ликвидации «Восточного».
  • Можно настроить сервис под индивидуальные параметры так, как это будет удобно именно вам.
  • С паспортом происходит схожая процедура, но указать понадобится серию и номер документа, а также свои ФИО.

Реквизиты банка

При помощи сервиса можно легко узнать, какая сумма денежных средств осталась у вас на счёте и, исходя из этого, выстраивать свои планы. Получить нужную информацию очень легко, достаточно лишь зайти на сайт банка и после этого войти в кабинет, используя свой постоянный и уже известный логин и пароль. Можно зайти на сайт и узнать состояние любых депозитных счетов, остатка по кредиту или же остаточной суммы лицевого счёта. Также присутствует возможность моментально оплачивать коммунальные услуги, совершать покупки в интернете, производить оплату штрафов и других счетов. Клиент может без проблем перевести средства на любой другой счёт, и неважно, относится ли он к данной организации.

  • Человек, заключивший с организацией договор на предоставление дистанционного сервиса, получает по своему запросу полноценный доступ в созданный кабинет.
  • Банк «Восточный» — ранее существовавший универсальный банк федерального значения.
  • В их числе фонд прямых инвестиций Baring Vostok и Финвижн Холдингс Лимитед27.
  • Уменьшение капитала в связи с этими искажениями создало «возникновение в деятельности банка оснований для осуществления мер по предупреждению банкротства», однако в итоге был согласован план по повышению устойчивости и банка.
  • По итогам акционерами банка «Восточный» был подан иск к управляющей компании Baring Vostok, ранее контролирующей банк13.

Располагал широкой сетью продаж, преимущественно на Дальнем Востоке и в Восточной Сибири. Банк участвовал в системе страхования вкладов8 и был включен в реестр кредитных организаций, признанных Банком России значимыми на рынке платёжных услуг9.

восточный экспресс банк

Служба технической поддержки клиентов

Совладелец и первый заместитель председателя Совкомбанка Сергей Хотимский в интервью РБК сообщал, что полное присоединение «Восточного» к Совкомбанку с отказом от отдельного бренда запланировано на 2022 год25. Представители Baring Vostok утверждали, что инициирование уголовного https://saad.aurohub.org/?p=224653 дела было попыткой давления на компанию в корпоративном споре с другими акционерами банка “Восточный”. Но позже стороны конфликта опровергли эту информацию и публично заявили о том, что корпоративный спор и уголовное дело не связанные между собой процессы1622. Система «Личный кабинет» Восточный Экспресс Банк без проблем предоставляет для всех пользователей предельно понятный и простой интерфейс, с которым очень легко разобраться. Можно настроить сервис под индивидуальные параметры так, как это будет удобно именно вам. Высокий контроль безопасности обеспечивает полное сохранение конфиденциальности данных и 100%-ю защиту.

Банк «Восточный» прекратил существование

восточный экспресс банк

В их числе фонд прямых инвестиций Baring деньги в долг Vostok и Финвижн Холдингс Лимитед27. В 2018 году разгорелся корпоративный конфликт между Finvision и Baring Vostok по поводу опциона на 9,9% акций «Восточного». Finvision затребовал исполнение опциона, однако Baring Vostok отказался его исполнять, и спор перешел в судебную плоскость. После нескольких судебных разбирательств, 18 июня 2019 года, структуры Baring Vostok исполнили опцион1415. Банк «Восточный» — ранее существовавший универсальный банк федерального значения. Специализировался на розничном кредитовании и предлагал полный комплекс услуг для предпринимателей.

В результате слияния банков компания Аветисяна Finvision Holdings Limited стала контролировать 32% акций банка. Планировалось, что в будущем Finvision Holdings Limited станет мажоритарным акционером. Для чего компания Evison Holdings Limited под онлайн займы на карту контролем Baring Vostok предоставила структуре Finvision Holdings Limited Артёма Аветисяна опцион на 9,9% акций банка за 750 млн руб1011.

  • Банк стремится предложить своим клиентам новые современные финансовые продукты, сервисы и технологии, а также уделяет большое внимание качеству обслуживания.
  • Восточный экспресс Банк представлен на рынке с 1991 года, первый офис появился в г.Благовещенске.
  • В рейтинге экономического журнала “TheBanker” за 2011 год «Восточный» занял 7 место среди мировых банков по рентабельности.
  • Узнайте телефоны и режим работы офисов, реквизиты филиалов и курс валют.

Для того чтобы узнать, сколько денег осталось на счёте или оплатить действующий кредит, необязательно ехать в банк. Услуга полноценно доступна с любого устройства, на котором есть интернет. Допустимо отправлять не более 100 тысяч в сутки на другие банковские счета и тратить не более 30 тысяч со своего счёта на оплату различных услуг. Для удобства пользователь может создать специальные шаблоны и тратить меньше времени на заполнение необходимых полей. По результатам проверки банка 1 августа 2016 года Центральный Банк обнаружил значительные искажения данных. В частности длительность просроченной задолженности была искажена на 7,7 млд. Уменьшение капитала в связи с этими искажениями создало «возникновение в деятельности банка оснований для осуществления мер по предупреждению банкротства», однако в итоге был согласован план по повышению устойчивости и банка.

Занимает 5 место на российском рынке кредитных карт по объёму портфеля.34 По объёму выданных гарантий в рамках 44-ФЗ в 2018 году банк занимал 4 место в России35. «Совкомбанк» приобрел 88-процентный пакет «Восточного» за 8,7 миллиарда рублей. До конца года предполагается выкупить оставшуюся часть акций у миноритарных акционеров, а весной 2022 года полностью интегрировать «Восточный» в структуру «Совкомбанка» и ликвидировать бренд30. В апреле 2021 года Совкомбанк закрыл сделку по покупке долей в «Восточном» у Baring Vostok, «Финвижн холдингс» и Шерзода Юсупова23. К IV кварталу 2021 года банк планировал разрешить вопросы с миноритарными акционерами и полностью консолидировать кредитную организацию24.

восточный экспресс банк

Опцион первоначально был предоставлен на срок до 28 февраля 2017 года, а впоследствии был продлён до 31 марта 2018 года12. Банк «Восточный» сдал лицензию и прекратил работу в России, следует из сообщения Совкомбанка, полностью присоединившего кредитную организацию. Банк России пока не опубликовал информацию о ликвидации «Восточного». Активы и обязательства кредитной организации в результате присоединения перешли в Совкомбанк, который заключил сделку с основными акционерами «Восточного» весной 2021 года. Речь идет о переносе на баланс 1 млн кредитов на 76 млрд руб., а также депозитов и счетов на 116 млрд руб., сообщили в Совкомбанке. Человек, заключивший с организацией договор на предоставление дистанционного сервиса, получает по своему запросу микро займы полноценный доступ в созданный кабинет. Никаких ограничений и отказов нет, клиентам одинаково доступны к использованию все существующие на данный момент в рабочем функционале возможности пользователя.

Как отключить личный кабинет Восточного Экспресс Банка

А также расположение терминалов на карте РФ, адреса банкоматов, их график и часы работы. По официальным данным, общее количество отделений в России – более 448, банкоматов – более 262. В 2016-м к «Восточному» присоединился Юниаструм банк Артёма Аветисяна.

ТОП-23 лучших микрозайма: рейтинг МФО в 2024 году Никита на vc ru

Bloom’s Digital Taxonomy, Depth of Knowledge, and Autism Education

I just came across this great infographic on Educatorstechnology.com on Bloom’s Digital Taxonomy.


It shows us: 
1. Bloom’s Taxonomy and the process of learning  
2. Overlays Webb’s Depth of Knowledge so that they complement each other.
The distinction between the two learning theories is that Bloom’s shows us the process of acquiring knowledge and is related to the actually ‘doing’ of learning, whereas DOK’s theory is a reference as to how learning and knowledge is integrated.
Why is this important? The two work together independently, but also complementarily. We need to know how children are acquiring knowledge, but at the same time we need to understand how they learn so that we can effectively design educational programs that can be differentiated and individualised to suit each child.

This infographic is especially beneficial for us when we are designing appropriate programs for children who are on the Autism Spectrum. Many kids on the Spectrum are particularly good at Recall and Reproduction of ideas and knowledge but struggle with Analyzing and then Applying this knowledge in another context or forum.

We can take what children on the Spectrum know and with purposeful and meaningful programs extend them to the Higher Order of thinking skills by helping them to think strategically and with reason. Kids on the Autism Spectrum need to understand the order of things; they tend to think in ‘systems’; and need information ‘chunked’ for them, so that they can put it all together to be make sense.

For example, children may have extensive knowledge about trains and can recite knowledge and facts about trains, train mechanics, train routes etc, but are likely to struggle transferring this knowledge in another context. Using lots of visuals, technology, video, images etc. we can help these students transfer what they know into a story; or creative video using an app like iMovie; or their own infographic demonstrating the way an engine works. So rather than just reciting facts, we can help them to share those facts in a meaningful way.

I believe most children on the Autism Spectrum are capable of the higher order thinking skills, it’s understanding ‘how’ they can apply their ‘thinking’ that helps us as educators. I think the Strategic Thinking and Reasoning component of the DOK model is the most pivotal for students on the Autism Spectrum because without being able to reason and make sense of the information they cannot integrate that knowledge and then extend that knowledge beyond just recitation of facts. This is a vital step in learning for these kids.

I have put together some great resources on Bloom’s Digital Taxonomy and how it applies to using iPads for autism education. Follow the links to find out more or email me at karinabarley@gmail.com

Flipagram in the Classroom

Flipagram in the Classroom 

I put together this new presentation on BrainShark for using Flipagram in the Classroom, including information such as:
What is Flipagram?
Why use Flipagram? 
Making a Flipagram
and most importantly!
How can I use it in MY classroom?

Please follow the link below to view the presentation

Flipagram in the Classroom

Learn more about Flip Teaching or visit our Free Teacher Resources page for more tips and advice on using technology in the classroom.

– Shannon Holden

Apps for AAC, Sensory Therapy, and Creating Visual Boards & Social Stories – edWeb

Hi Everyone
If you are signed up with edWeb you can go back and review this webinar I did on apps for augmentative communication, sensory therapy and creating visual boards and social stories back in June 2013. I am hoping I will get the chance to do another webinar with edWeb in the future. 

Apps for Augmentative Communication, Sensory Therapy, and Creating Visual Boards & Social Stories

Most of us know there are apps for cooking, music, bumping, teaching, even dancing.  What you may not know is that these same apps can be used for teaching students with Autism. Presenter Karina Barely, discussed the use of iPads and mobile devices as a learning tool for students on the Autism Spectrum in this month’s Teaching Students with Autism webinar.  She demonstrated how these devices can be used to help students with Autism improve concentration, be motivated to work harder, and improve their classroom behavior. In addition to showing ways to personalize learning based on each students needs, she shared examples of apps for that can be used as communication and sensory tools.  Watch the webinar to find out more.

Quotes from this session:

“I agree!  Social Stories are so important for these kids!”

“Thank you very much.  I am a graduate student preparing to teach in the Fall by an alternative cert route.  This has been very very good.”

“Thanks for this! awesome presentation, very well done.  Thank you!”

Autism 6-7-2013

Presented by Karina Barley, veteran educator and president of Project Autism in Australia

Karina Barley is an educator in Australia, teaching in mainstream schools for over 15 years and in special needs schools for the last 5 years. She also runs Project Autism, which provides services and support to parents, teachers and care givers of children with autism for making the lives of these children more manageable. Karina holds a Diploma of Teaching, Graduate Diploma of Education, Diploma of Life Coaching, as well as a Masters of Education (Special Education) with a focus on autism, autism education, technology and autism, and giftedness and autism.

To take the CE Quiz and access the resources for this session visit the professional learning community Teaching Students with Autism

Teaching Students with Autism is a professional learning community (PLC) that provides advice and support for teachers working with students with autism. This is a collaborative community where educators can learn strategies and discover new ideas and resources to support the academic, social, recreational, and life skills needs of students with autism..

Follow us on Twitter @edWebnet to learn about all of our upcoming webinars and events!

My TechTools edWeb Community

Join TechTools for the Classroom: Easy Ideas to Engage Students

TechTools is a free professional learning community (PLC) where educators can discover new resources, free technology, and great ideas for integrating technology into the classroom to engage and inspire students.

The community hosts free monthly webinars and live chats that are highly engaging and interactive.  Online discussions provide an easy way to continue the conversation and share ideas and experiences with other teachers and educators around the country.

Upcoming Webinars
Presented by Shannon Holden, a high school and middle school teacher and administrator who loves technology and helping teachers learn easy ways to use free tools in the classroom.

Tuesday, Nov. 18 at 5 p.m. Eastern Time
 
Tuesday, Dec. 16 at 5 p.m. Eastern Time
 
Pre-registration is not required for TechTools community members.
Join the webinar at the scheduled time with this link:
www.instantpresenter.com/edweb12 
You’ll be automatically emailed a CE certificate for attending a live session.
 
Be sure to join the TechTools community:
  • Receive invites and reminders to free webinars
  • Access the recordings for past webinars
  • CE quizzes (to earn your certificate for viewing a past webinar)
  • Additional resources and discussions

Preview the webinar “Getting Students Organized With Evernote & Dropbox” presented by Shannon Holden, Assistant Principal, Republic Middle School, MO.  After viewing, take the CE quiz to earn a certificate for this session.

– Shannon Holden

Upcoming Webinar – Classroom Discipline Mistakes That Undermine Your Authority

Classroom Discipline Mistakes That Undermine Your Authority
Tue, December 2, 5pm – 6pm

Upcoming webinar with Shannon Holden, follow the links to join the discussion!
edWebinars
jenifer@edweb.net
Presented by Shannon Holden, Assistant Principal, Republic Middle School, MO Click here for more information and to pre-register for the live session. Join the live session at the scheduled time at: www.instantpresenter.com/edweb6. Join the New Teacher Help community to participate in online discussions with peers, for invitations to upcoming webinars, to view past webinar recordings, to take a quiz and receive a CE certificate for a past webinar, and for access to more resources.
No notifications set
Add a notification

My New Teacher Help edWeb Community

New Teacher Help: An Online Community for New Teachers

New Teacher Help is a professional learning community (PLC) that helps new teachers get advice and support, and share experiences about the first years of teaching.

In our series of free webinars, live chats, and online discussions, you’ll explore how to:

  • “Set the tone” for a productive year of student learning.
  • Develop a repertoire of instructional strategies that result in higher levels of student engagement and achievement.
  • Establish yourself as the “authority figure” in the classroom.
  • Deal with students and parents who try to question your authority.
  • Discover resources you can turn to for assistance when necessary.
  • Develop techniques to increase communication and build relationships with students, parents, veteran teachers, administrators, and school support staff.

Upcoming Webinars
Presented by Shannon Holden, who has been a high school and middle school teacher and administrator, and a new teacher coach, in North Dakota, Texas, and Missouri for 20 years. 

Tuesday, Dec. 2 at 5 p.m. Eastern Time
 
Pre-registration is not required for New Teacher Help community members.
Join the webinar at the scheduled time with this link:
You’ll be automatically emailed a CE certificate for attending a live session.
 
Be sure to join the New Teacher Help community:
  • Receive invites and reminders to free webinars
  • Access the recordings for past webinars
  • CE quizzes (to earn your certificate for viewing a past webinar)
  • Additional resources and discussions

Preview the webinar “Inquiry-Based Learning” presented by Shannon Holden, Assistant Principal, Republic Middle School, MO. After viewing, take the CE quiz to earn a certificate for this session.

The New Teacher Help PLC is a place where you can post questions, start discussions, and get feedback from experts and peers on the issues and challenges you facing starting out on a career in teaching.  Stay connected, share ideas, and get support from other new teachers all across the country.

Join the New Teacher Help community for invitations to the free webinars, to view the archives and get a CE Certificate for previous programs, and to access the discussions and resources.
Follow the link to sign up today!

New Teacher Help edWeb Community

– Shannon Holden

Reduce Tardies in Your School

I have worked in many different secondary schools, and they all have one thing in common… They all at one time or another have had a “Tardy Problem”. That is, many students did not feel the importance of showing up for class on time, and wandered to class one, two, or even five minutes late (some students would do this several times per day). Teachers would grumble about having to deal with tardies, and a building with 50 teachers in it would have 50 different opinions of how to solve the tardy problem. Everyone felt that the administration should do something about the situation, but no one was quite sure what that “something” was.

I developed a plan about five years ago called a “Tardy Reduction Plan”. Notice I did not call it a “Tardy Elimination Plan” because I am not so naive as to think I could eliminate tardies altogether. If I were THAT gullible, I would also believe that a person could lose 54 pounds by eating drive-thru fast food! This plan will reduce tardies by a LOT, though. Teachers love the plan because the tracking of tardies and the punishment of the wrongdoers is taken out of their hands. Everything is handled by the administration… Here’s how the plan works:

Once the tardy bell rings, teachers simply shut and lock their doors. Administrators and/or teachers on their conference period “sweep” tardy students to a predetermined area (we use the cafeteria), where they are issued a “Tardy Slip” from the tardy book. The tardy book is made up of two layers of NCR paper, which automatically makes a copy of the writing from the top sheet (we have our tardy books made by a printing company in town). The pages can hold 10 slips, and the slips are perforated for easy removal from the book (like a receipt book). An example of what the pages of our tardy book looks like can be found at www.newteacherhelp.com/Tardy_Reducer_Documents.html

Once the student is issued his tardy slip, he can be admitted to class. An administrator then enters all of the student tardy information into a spreadsheet, like the example posted on the same website as the tardy book documents. The date of each student’s tardy can be entered, as well as what period the tardy occurred.

The last Saturday of the month is designated as a “Saturday School” day for chronically tardy students. Students with four or more tardies during the month must stay in Saturday School for fifteen minutes for each tardy earned. For example, a student with four tardies will have to serve an hour, a student with ten tardies will serve two and a half hours, and so on. Students with three or less tardies will not be asked to attend Saturday School. After the last Saturday of the month, all tardies will be reset back to “zero”, and the process repeats itself.

I host our Saturday School in the cafeteria, with the start of Saturday School being 7:00 a.m. I like making this experience as inconvenient for students (and parents) as possible. Students wait outside the school until 6:45 a.m., at which time I unlock the front doors of the school. Students then walk to the cafeteria, where I have placed stickers with each student’s name assigned to a certain table. I lock the front doors of the school at 7:05 a.m., and students are not admitted if they are late. My rationale is this: Why let a student arrive late for a punishment they earned for being chronically late? That would not make any sense… right?

Students are allowed to read, do homework, or otherwise sit quietly while serving their time. They are not allowed to communicate with each other in any way, nor are they allowed to have cell phones, video games, laptop computers, or other electronic devices. The cafeteria is so quiet, I am able to catch up on any work I have neglected to do during the week!

I know what your next question is… What happens to a student who skips Saturday School? Good question! I tell parents that students who miss Saturday School automatically have an hour added to their time for next month, and they are prohibited from attending any extracurricular activities until they serve their time. You can find the letter I send home to parents with the other documents I described at www.newteacherhelp.com/Tardy_Reducer_Documents.html

Students will cry and beg to be let in to a football game, basketball game, pep rally, or dance… But you cannot let them in if they have not served their time. If you make exceptions, the whole system will break down! In December, we have a “Winter Formal” dance that is the highlight of the year. You can bet your bottom dollar (do we use that expression anymore?) that no students skip the November session of Saturday School!! Another thing that will cause the breakdown of this plan is the teacher who secretly lets students in after the tardy bell because they “almost” made it. Luckily, other teachers will let that teacher know their leniency is unacceptable.

Forrest Gump used to say “That’s all I have to say about that” when he got to the end of a story, and that’s what I am feeling right now about tardies. Implement the Tardy Reduction Plan in your building, and become a hero to your staff!

Coin Flip Discipline

As an administrator, I am faced with several student disputes in a normal day. My job at that point is to listen to both sides of the story, and try to steer the two sides to a peaceful resolution of the problem. If the dispute persists, I then try to determine who the aggressor is, and discipline that person to discourage him/her from starting trouble again. In most cases, it is easy to determine who the aggressor is… But what happens if both parties are the aggressor?

I was faced with this very situation recently. Two students (whom I’ll call “Lucy” and “Ricky”) became involved in a nasty give-and-take that lasted for weeks. The two students were involved in a boyfriend/girlfriend scenario that ended badly… Now they live for nothing else except to bother, irritate, and upset the other. To make matters worse, they had several classes together… And drove their teachers crazy with their antics.

After the same episode played itself out several times, I decided to take a fresh approach to the problem. Instead of spending an hour or so listening to each student give his/her side of the story, then trying to figure out who was at fault this time… I invented a new way of dealing with the ongoing dispute. I called both Lucy’s and Ricky’s parents, and asked if I could implement “Coin Flip Discipline”.

I explained to each set of parents my reasoning, and that this solution is my “last resort”. Both sets of parents were also sick and tired of dealing with the problem, so they happily agreed to my solution.

Remember, do not try this at home unless you have the blessing of BOTH sets of parents! You will get yourself into big trouble if you don’t have the parents’ approval.


When the two students are sent to the office, I pull a coin out of my pocket, and flip it. If it lands on “heads”, Lucy goes to our In-School Suspension room for the remainder of the day. If the coin lands on “tails”, Ricky spends the rest of the day in the In-School Suspension room. I explain this to the students, along with the warning that the coin has no memory… It is possible that the coin could land on tails four times in a row, meaning that Ricky would be in ISS four consecutive times, for example.

Coin flip discipline has been a great success! Instead of having to deal with Lucy and Ricky every day (sometimes several times in a day), I have not seen either of them in the office for three weeks! Lucy and Ricky have been overheard by their teachers working together to make sure that they are not sent to the office, where they face a 50/50 chance of spending the rest of the day in ISS. Now, they are not best friends forever by any stretch of the imagination, but they have found the motivation to work out their differences themselves instead of bringing me into the mix. Lucy and Ricky’s parents have thanked me for my innovative solution to their problem, and they will be more likely to support me if I have to discipline their child in the future…and that’s our goal, right?

Remember, this solution should not be used for ALL disputes, just ones that are ongoing and show no signs of letting up. Also remember that the parents need to be on board before the coin is flipped. But, when the time is right… The coin can be your friend!!

– Shannon Holden

My iPads for Autism Education Journey

I am aware I’ve blogged previously about the use of iPads in my classroom, but I wanted to expand on this conversation and discuss this issue further.  When I wrote this blog, I was privileged this week to present at the Victorian Dept of Education’s Innovation in Technology Showcase, so I wanted to give you a snapshot of my presentation, my vision, from 2011. I have come a long way from this blog and been working non stop since then to share my learning with my peers. 

So here is my vision, my journey, for autism education. 

How do children with disabilities learn? What are they good at? What are their specialities? What are their gifts? If we ask these questions we come to understand that these children are not disabled at all but are different abled!  From my observations in a classroom with different abled students they have many different abilities: they may have a great memory; or excellent observation skills; some are brilliant artists; others have amazing construction skills; However, one commonality emerges, the majority of these kids are very competent using technology; they connect with technology, and where they have problems in the mainstream arena, they don’t seem to have the same difficulties utilising technology.  

Bearing this in mind I went to the research and was surprised and also elated to find that there is significant research linking technology with significant improvements in students with disabilities and particularly autism’s learning outcomes.   I wondered about a classroom that utilised technology 80% of the time. I visualised how that might look, how could the classroom physically be designed to cater for this? The problem with pcs and laptops to a degree is that they need to be hooked up to a power point all the time and some of the time with laptops (as even on a good day the most you can get out a laptop is about an hour). The other problem with the laptop was that you had to look over the screen to see what the children were doing, as well as look at their faces.   Then along came the iPad. I owned an iTouch and was convinced that if the iPad was similar, but was physically bigger, then this could have extraordinary implications and quite possibly could be the answer to my question. 
They were small enough to sit on the desk; with a case they could be tilted; as a teacher I could sit anywhere and observe how the student was working; the interface, with the touch screen meant almost any child could use this equipment unaided; visually the graphics are fantastic; and the device is multi-sensory in that the children can physically touch the screen, look at the graphics, listen to the sounds and in many cases use their voices. The only thing it is missing is smell and one day who knows, someday, someone may come up with the idea as to how we might get smell from the screen.  


I’ve been incredibly lucky as last year one parent purchased an iPad for use in the classroom for her child with autism. The results with this one student was remarkable – he sat for up to 40 mins in front of the iPad, was enthusiastic to use the technology, was motivated and asked to ‘do his words’ or ‘do counting’ on the iPad.  There were other benefits as well, he starting writing independently in the classroom, starting writing at home, used more language, and showed significant improvements in behaviour.   Simultaneously, I started to think about his learning and how kids with autism learn, as well as, how best can these different abled children reach their potential?
I thought about asking my student about his learning? So I asked him… “Do you like reading and writing on paper or the iPad”? His answer was emphatic “the iPad”! Next question. Why? “Writing on the paper and the shapes hurts my eyes”. Hmmmm…. Note to self, if you don’t know the answer ask your student.   


My understanding about autism is that these children are sensorially different; their visual world looks different, sounds more heightened, and they are more sensitive to touch, colours, smells etc. So my student’s answer is one I need to heed.   It is incredibly important to ask our students about their learning…..their answers will surprise you! A 9 year old boy I teach flaps his hands to the side of his eyes. Many schools try to prevent this so-called ‘abnormal’ behaviour and set about ‘training’ these kids from doing what comes naturally to them. I asked my student “why do you do that”? His answer, “because it helps my brain to think”. Why would I ever want to stop that behaviour just because it doesn’t look normal to me?  

Back to Ipads. The experience of using one IPad with one student gave me some impetus and I could easily envisage a classroom with an iPad for each student…again I was incredibly lucky to have a school whose leadership understood my vision, or on some level trusted it and purchased 10 iPads – technology sorted, now for the implementation.  
I spent the summer break researching apps and which apps might fit into the daily curriculum.   I looked at the three areas of Literacy: writing, reading and speaking and listening. I found apps that I thought might work. Similarly in Bumeracy, I focused on counting, number recognition, one to one correspondence, simple operations etc. 
There are a lot of stand alone apps that may address counting only or number recognition. I wanted to find apps that were more adaptable, could be tailored to the individual student’s learning needs, and that incorporated more than one concept.   
This is an evolving process because as more apps are developed and as the year continues, I discover what our classroom needs, or what each child needs or asks for. For example I have a student interested in dinosaurs, so I found books, apps, and encyclopaedias relating to dinosaurs. Another, loves Toy Story, so I found stories and apps on Toy Story. 
The brilliance, is that I can set up each iPad to the individual student’s needs. My recommendation is that where possible, try to have one iPad per child. I personally don’t think group sets will work as well.  


The key and salient point to this entire exercise is potential! What is each child’s potential? How can I as an educator ensure all of my students are provided with the best case scenario that enables them to achieve success? For when success is achieved the desire for more success rises. Success begets success. I feel satisfied that using the iPads in my classroom as the student’s primary education tool, that I can provide them with a means by which they can achieve their full potential.  

There is an adage that insanity is when you continue to do the same thing over and over without results… Then why do we continue to do the same thing in education? Change the environment, introduce technology, let go of outmoded ways of thinking, step outside the box, be innovative! 
Develop your own new paradigm and in doing so the students and especially those different abled students also develop a new paradigm: they can achieve, they can have success, they can learn, they can be included in society, they can have full, productive, potentialised lives! Do we not owe them that?   


So back to my classroom…. I have no definitive data yet, but the classroom speaks for itself. The kids are responsible for their iPads and they are very protective of them, they know what is expected of them and they can’t wait to use their iPad, they are incredibly excited and motivated each day to work. They’ve become more student directed and I’ve become the facilitator. Each day is an adventure!  

I’m not saying the iPad is necessarily the panacea, however I think the attitude is; the philosophy is; the innovation is; and ultimately the new paradigm is! When we stop thinking about children with differences as disabled, we start thinking about how we can help them to learn and in doing so become the best that they can be.

– Karina Barley

My Autism Classroom using iPads – A Blog I wrote in 2011

This is a blog I wrote back in 2011 (03/29/2011 to be exact!) on trialing iPads with my special needs class when the iPad was first released

So, let me tell you a story. 
Last year I envisioned a classroom where I could make a difference to my students.  My instincts told me that technology could make a difference, but I found PC’s or laptops to be difficult because of they way they were set up … Mostly they face a wall, or with laptops, students are hidden behind them, either way they are somewhat isolated.  I then heard about the new iPad, not yet released….. And before I even tried one, I knew it could be the answer.  I had used an iPhone and an iTouch, so I had some feel for how a the touch screen might work. 

I kept saying out loud, “I want ten iPads”.
First a parent purchased one and the difference to my student was remarkable.  He went from a child who could barely sit for five minutes to being engaged in writing, reading and spelling for more than forty minutes.  The parents were so enthusiastic and saw remarkable differences at home.  The school began to see the differences as well and the Principal started to talk about what the future might hold if the school were to introduce iPads into the school.  

From that discussion, they purchased ten for my classroom and I was given permission to trial using iPads within the classroom in all curriculum areas.  From the very first day, my students were incredibly excited.
We do reading, writing, spelling and creating; we also do counting, math etc. And what was extraordinary was, within the first week kids who had reputations as kids who roamed the classroom, refused to work,  and greatly struggled with handwriting, were sitting at their tables completely engrossed in the various apps and learning at the same time. 

By week three, other teachers started asking about how effective the iPads were and the other students were asking why their grades didn’t have them too.  Astoundingly the school made a decision to buy an iPad for each student. So my dream of ten went to 60 in three weeks. 
Ok, so it is just a piece of technology, but my passion emerged from my belief that all children can learn and achieve success.  I’ve taught in many many special schools and I’ve observed teachers still trying to teach children who have fine motor issues to write in Year 7, 8, 9… Not their fault, it is what they are required to do.
But why do we insist on focusing on what these kids can’t do?  We must give them success because when we do, they can learn and when they do learn, they feel great about themselves and the cycle continues. In a nutshell, let’s focus on what these children can achieve.

The beauty of the iPad for children with autism is that the children can interact with the machinery in a very tactile way; the graphics are engaging and extremely appealing; it responds to many of the senses; and as the teacher I can sit along side the student, or in front of them and there is a not a big screen in the way. The other brilliant thing about this technology is that the students become directors of their own learning. 
Parents, educators please consider this technology for your child and allow your child to learn by focusing on their talents and what they can do. 

– Karina Barley

iPads for Autism Education Blog

All children have the right to an education and educational resources that enables them to
  1. Learn how to learn.
  2. Learn how to think as a part of the thinking curriculum, and
  3. Achieve success in their learning according to their own individual learning style.
Children with autism seem to naturally gravitate to technology and computers so it makes absolute sense to allow them opportunities to learn using technology. I trialed the use of iPads in my classroom for all curriculum areas for the majority of the school day. The students I taught had a history of being reluctant learners, had difficulty focusing to tasks, and would often wonder around the room avoiding the work provided.
The results were remarkable and I have to say has surpassed my own expectations. The students became independent learners, including those who have some real learning issues; they couldn’t wait to use the iPads, enthusiasm and motivation was high; they thought all of the time about what app to use; how to use the app and how they want their work to look.
For example, I did a very simple activity where we used an Art/Drawing app and the kids explored every aspect of that app and the pictures they produced were just brilliant… They then decided to take screenshots of their work and use the pictures for their wallpaper.
I went to a seminar (June 5, 2011) with Apple and Warringa Park School, Victoria Australia who are part of the Department of Education’s iPad trial. The seminar reiterated much of the success that I have seen, but ultimately I was impressed by a quote by a teacher from the school:

“We believe that it is possible for every child to discover their own genius”