back to school The Malta Independent on Sunday 3 September 2017
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back to school
Getting it all
together
Starting school, or a new school year, usually means a mad scramble to collect everything necessary for the first day, so here‘s how to make it easy.
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aturally the school uniforms have been hanging, pressed and labelled, since two weeks into the summer holidays. Pre-school dentist, sight and hearing test appointments have been kept. All vaccinations are up to date. A dummy school run (including two alternative routes, in different traffic conditions) has been practised, and the ‘tigerest‘ of parents will have had a friendly, gap-year student in to go through the coming year’s text books with each of their children to ensure they are well ahead by the time they open them up in their classrooms. Sports’ kit purchased, copybooks laminated? Tick. Oh yes, and there is a magnet already holding three weeks’ worth of healthy packed-lunch ideas on the fridge. Are there families like this? Who exist outside a world bereft of devoted staff and a silicon valley of gadgets? Or are most of us just hoping that throwing a handful of stationery, a wholemeal and grilled chicken bun and a bottle of water into the latest hero-themed backpack is all it takes when sending a child off to become the next Einstein? Actually, it’s not impossible to be so organised on the big day that you have time to instagram a few charming poses by the school gates, in a smart new uniform, to Nanna and Nannu. Simply take a stand. No matter what your child, of any age, claims, the world will not end if he, or she, is without a certain brand of trainer, make of phone, type of school bag or decoration on a lunch box. Keep up the mantra of ‘individuals are the most creative and successful in the end’ and ‘who wants to be like everyone else anyway?’ You won’t be believed but you may save a fortune in bits and pieces that are more than likely to go missing before mid-term comes round. Otherwise, point out the advantages of adapting their possessions themselves to truly show off their style and flair. Basically, all children need is whatever is on the school‘s list, school shops and parent/teacher groups are a good source of help here. Pre and first school pupils should also have a small bottle of
water, a change of underwear, handkies, wipes and a tiny toy from home, for reassurance. As they get older the must-haves increase. Most schools provide a planner, or a school diary and these are really useful for keeping track of lessons, school activities and revision periods throughout the year. Different schools have their own regulations about the use of mobiles and tablets but these need secure, protective cases and it is a good idea to ensure they are password protected and can always be traced or deactivated if they are stolen. A suitable folder for any school ID cards, library passes and bus cards is also a good idea. Both should have a contact phone number, but not an address, inside in case they are lost. And, on the subject of phones; children should also have a hard copy of their parents’ work numbers and a contact number for a friend or family member in case of emergency.
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SEPTEMBER 2017
At secondary school, apart from the usual stationery, tablets, sports kit and coursework tools, it could be useful to have a house key, a portable charger, personal hygiene and first aid items. School kit is effectively a survival kit for an environment that could throw up anything from a spilt lunch box to a pen drying up in the middle of an exam. No amount of pouring over lists mentioning sharpeners, highlighters, staplers, flash drives and tiny mints will guarantee that nothing will ever be missing. And so many things that seem vital to an entire school career at the start of term are never actually used. It’s all about being prepared. Letting children choose only special bits and pieces to take to a new class, or school, buying those that are well made, age appropriate and have the EU health and safety label, and having everything stacked and packed at least a week before they are needed is certainly possible. And very satisfying!
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SEPTEMBER 2017
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Setting the SCENE for study
Dedicating a special corner for homework and revision will make time spent studying much more productive.
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he words homework, assignment, project and revision often instill loathing in the hearts of many students. Children see them as added burdens after a tough school day, when further ‘work’ is the last thing anyone wants to do. But, these out of hours study sessions cannot be avoided. No matter what age your child/children are, homework will always be a vital part of their education. Fortunately, many parents are realising that cultivating a healthy, comfortable environment to do homework in can boost a child’s performance in a number of ways. And it is simpler than you may think. Space is the biggest concern. Not everyone has a study or separate diningroom table that can be used. So, although it is not ideal for so many reasons, the kitchen table gets commandeered And if everyone can sit round it happily working, with limited distraction from meal preparations and the demands of
Older children will definitely benefit from a quiet corner of their own, or indeed somewhere they can study to the beat of something truly raucous, if that’s the only way they can absorb vital facts and figures younger siblings, then that often works well enough. What is very important is that children have whatever they need before they get started. Jumping up and down or rummaging for books, colours or pens is tiring and distracting. Homework also becomes less ‘lonely’ in the company of others. Children can show off what they have achieved as they go along, an adult close by to offer
help is often welcome and it is easier to check that the work is actually being done, plus everything can then be packed away, ready for school the next morning. Older children, however, will definitely benefit from a quiet corner of their own, or indeed somewhere they can study to the beat of something truly raucous, if that’s the only way they can absorb vital facts and figures. Study corners, based on the office-in-acupboard creations that abound in do-ityourself features and websites, can be put together in very little time and within a realistic budget. Desks or tables should be the right height. Chairs must be comfortable. And let’s put in a word here for everyone who prefers to curl up in a tight little ball on spongy cushions, while reading notes or jotting down essay ideas. Lounging does not mean lack of effort and, quite simply, being comfy makes it easier to work. Shelving, cupboards, drawers and boxes for folders and stationery should be within arms’ reach. A notice board,
photos, posters, fun-framed mottos, even a favourite mug, make the space personal, as do mood boards featuring interests, aims and ambitions – for inspiration. Power points to charge gadgets should be nearby and lighting is extremely important. Work out carefully where to site artificial light sources and where they will fall. Choose a wattage and bulb colour that does not strain the eyes and ensure the brightness level on any screens is comfortable, to avoid tiredness and possible eye strain from the glare. Finally, by totally involving whoever will be using the area in its design, and what accessories will be needed parents may well find their son or daughter more than happy to hang out in their own micro-study. With everything in reach, and the sense of purpose such an environment creates, homework and revision really are more enjoyable for the natural scholar and much less of an ordeal for those who would rather be doing anything else!
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SEPTEMBER 2017
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back to school
Fit for school After the long school holidays, make sure your children are relaxed and fit for all the demands of school.
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hether they are keen to get back or already moaning about the end of the holidays, children’s physical health should be the best it can be before a new school year starts. Frequent absences in term time may lead to falling behind and a subsequent decline in their grades. Many conditions, which can often be overlooked, may lead to children losing interest in lessons or the self-confidence needed to succeed. When children start school, or enter a new school, parents will
be asked for a child’s medical history; for example if there are any allergies, episodes of epilepsy, asthma, attention deficit hyperactivity disorder or autism, or whether the child has diabetes. They may also be asked to produce a record of all vaccinations the child has received. Make sure your child’s teacher/s will know how to cope if and when a child needs to use an inhaler or an epi pen. It is also important, especially for older children, to know, that should they miss a substantial number of lessons, due to a health problem, there are practices in place to help them catch up. Worrying about school is the last thing children need in a recovery period. And the school must, of course, have records of who to contact in an emergency and all health information forms relating to each child, so remember to check that these are up to date. It is always important to ensure that every child begins each term in the best of health. Regular eye tests should be scheduled so if glasses are needed, or lenses require adjusting, this can be done in good time. Being unable to see a whiteboard or focus clearly on a screen can put a lot of pressure on a child trying to follow a lesson. The vast use of screens by children in recent years has lead to a marked increase in myopia, shortsightedness, in younger children. But they may not be aware of what is happening to their sight, and may struggle on without
mentioning any difficulties. Screwing up their eyes, tilting their heads backwards, holding tablets too close to their face or sitting right in front of the TV are signs that an eye test is needed. Hearing tests are more important nowadays too. As noise pollution increases at the current rate, hearing problems are bound to increase. Children don’t seem to be bothered by the deafening speakers and booming echoes that accompany so many of their activities; but these could eventually be the cause of them missing a lot of what is being said at ordinary speech levels. If children have to strain to hear during lessons they will quickly lose interest and might fall behind. Physical fitness is one thing but, just as important, is a child’s state of mind on starting or returning to school. This depends on so many things that signs for concern may only be identified by close family or someone with great gifts of intuition and empathy. Symptoms of and solutions to any problems will depend on the individual. But everything that can be done should be done to anticipate and settle any worries, so the first day back is not something to be dreaded. Some time before term starts, raise subjects including bullying, speaking up in class, how to look after personal possessions in school, behaviour on school buses and coping with new work loads,
timetables and teachers, in a general, non-specific way. This will encourage children who may have concerns about any of these, or other, issues to think of and discus ways to overcome them, and let them know that someone understands and is looking out for them. School days are supposed to be the happiest days of your life. Well there are as many answers that as there are people who have been to school – and they will obviously not all be in agreement. But a home and school environment that encourage healthy lives at every stage will go a long way towards making then a time to look back on with a sense of achievement, satisfaction and affection.
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SEPTEMBER 2017
Spinners are just another craze and will soon go the way of Tamogotchi, Scoubidou, Zhu Zhu Pets and the endless Pokémon
All in a
spin! Cure or curse, the craze for Spinners begs the question: do these gadgets have any place in the classroom?
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hat do worry beads, penchewing, foot-tapping, adult desk toys, twiddling your jewellery and doodling have in common? They are all ways to either distract you from something boring, or help you listen to and concentrate on something important. Whether we are aware of it or not, we all have a ‘fidget’ toy of one sort or another. Children in class do fidget. They loll on their desk, pull at their hair, fiddle with pencils, erasers, even their own fingers. It was ever thus. But now a new distraction has appeared which is gaining more supporters and detractors than you would expect for what, on the face of it, is not very different from all the other crazes children have played with over the years. This one, however, makes a claim. It is marked as an aid for children with attention deficit hyperactivity disorder. The hand-held spinners, which are metallic or brightly coloured, have a three-pronged design that spins on a central bearing. According to occupational therapists in both the US and UK this spinning effect can have a calming influence on children who are anxious or nervous. Spinners reduce anxiety and improve focus for some, while other children find them stimulating or distracting. So far research is limited, but anecdotal evidence supports the use of Spinners for such children. Their parents and teachers claim that a collection of specially chosen fidget toys is really helpful. Having a ‘toy’ to fiddle with may be an aid to some children with sensory disorders and anxiety. But it could also cause issues in a classroom, if it distracts children from what they should be doing. As a result of this, and the global popularity of Spinners, some schools have actually banned them.
In one primary school, where a student had dismantled his skateboard and used its bearing to make himself a Spinner, the pupils were happy to only bring out their Spinners during breaks or at lunch time if teachers didn’t like these objects appearing in the classroom. After all, students get a lot of fun learning and inventing different tricks and using their spinning skills to entertain each other. A year-7 student, called Maison, loves his Spinner and has already come up with games to play with his friends. Some of the games involve checking to see whose Spinner can last the longest and whose stop when they hit each other. Teachers from the US to Australia are mostly prepared to see how far the craze will go and to discuss suitable times and places for the Spinners to be in school before deciding whether a total ban is necessary. They see a parallel with everything from flicking elastic bands, stress balls and coin rolling to Rubik cubes. As long as Spinners don’t lead to injuries and a complete disregard for what is going on during a lesson, they seem willing to sit it out till the attraction spins itself off the scene. But when a school in Manchester, UK, sent out text messages announcing a ban on the fidget toy parents of special-needs students became enraged. One mother said she thought it was brilliant that all children played with them because her son wouldn’t have to answer any questions or feel awkward using his. But as they’re being banned he will have to lose an aid that is extremely beneficial to him. Teachers in other schools acknowledge that where once some children were constantly going to the bathroom, twisting around in their chairs, sharpening pencils all the time and generally being disruptive, those using an ‘adaptive learning tool’ saw their writing assessment marks improve by several percentage points. The ideal situation would be for the word toy to be removed and these Spinners to be treated as tools and incorporated in classrooms along with clear rules for use, to minimise the risk of disturbance: Spinners should not be thrown around or chewed. Children should use them on their laps or behind a pile of books, so as not to distract other children. And they should be kept out of sight in a desk, school bag or pocket when not being used. Of course, Spinners are just another craze and will soon go the way of Tamogotchi, Scoubidou, Zhu Zhu Pets and the endless Pokémon, and movie spin-off collectors’ cards that have piled up over the years. Or, they may, however, survive and become a productive aid for many children who find they can, in fact, be really helpful. Time will tell.
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Lessons for life
Ambitious parents may highlight academic subjects but other elements complete the education children need for tomorrow’s world of opportunities.
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ho stands out today, in the workplace? Someone who can multitask, think for themselves, show initiative, respect and consideration. Upbringing can provide a basis for these attributes, schools have a duty to develop them. But too often the demands of exam syllabuses leave little time for personal development opportunities. This is where extra-curricular subjects play such an important part. Far from being a distraction they can compliment everything children learn in school and boost their capacity for creative thinking. Classes in the arts, sports and other chosen subjects provide a variety of opportunities to build confidence and self-awareness and communication skills which cannot be experienced in only a classroom environment. Children’s career choices should focus as much on their personalities and interests as the qualifications they may gain. No child today should be forced to fulfill parents’ ambitions or take a position that is not their choice, however ‘prestigious’ or ‘well-paid’ it is. The dissatisfaction and misery caused by being stuck in a job that gives an income without any satisfaction, stimulation or challenges in the right direction, is the cause of more misery than we realise. Taking part in out of school activities lets children discover wider interests, perhaps even the inspiration for their future career. Extracurricular activities will not distract a highly academic child, for whom the accumulation of knowledge comes easily. And in the case of children who are easily defeated by study and exam pressures, well such classes could be the making of them for the following obvious reasons. The value of time For most children, time spent in school focuses almost entirely on covering and completing each
term’s syllabus. But, just as adults have a life outside the workplace, or they should do for the sake of their long-term health and sanity, so children can learn how to balance and use their time to make room for something they really enjoy. Prioritising and time management are lessons well learnt. Commitment and responsibility Children who realise the importance of these two ethics will always be at an advantage. They certainly won’t get far without them. As the member of a team, choir or drama cast, with people depending on the contribution you make, giving and accepting support, being a source of good company, entertainment and reliability during an expedition, production or project, certainly instills a life-long understanding of what it means to be a committed and reliable person. It also teaches children how to access different characters, make allowances for certain people, and to look after themselves and their possessions. Widening circles family and school friends are a backbone for companionship but children need friends from outside their everyday circle, especially if their interests are very different from their classmates’. Development and leadership
skills come naturally when children are taking part in something they all love and are doing from choice. Learning to negotiate and give and take when necessary come from mixing with different age groups and genders, something not all school children can do very often. When children see adults and authority figures in a context that is not connected with school it gives them a chance to narrow the generation gap informally, while still keeping a proper sense of respect. Seeing the bigger picture It’s not easy for parents to juggle their family’s activities to suit everyone’s classes, meetings and downtime. And there’s a reason why we sometimes find ourselves behind a bumper sticker identifying ‘mum’s taxi‘. But so much more is achieved when children are engrossed in something they enjoy as a group, in the right environment. And having the best locations, materials, equipment, access to qualified people, and relevant places and events that can enlarge and improve their experience is invaluable. Career and job opportunities are developing at an unprecedented rate. More and more is being demanded of employers and employees all the time. To survive in what will be an anything but a
Commitment and responsibility... Children who realise the importance of these two ethics will always be at an advantage nine-to-five world today’s and future generations of school children deserve every opportunity available to develop their talents and real interests. So, from any early doubts or disappointments to euphoria and triumphs, the advantages children get from the classes and clubs they put their hearts into are priceless.
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SEPTEMBER 2017
Happy SCHOOL days Children are willing to go school if they know they’ll be happy when they get there. But how can you tell if your child’s school is a really happy place?
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ecent decades have seen huge improvements in making school somewhere children like to be and not just a place where rules rule for the sake of it and facts are drummed into young brains like endless data, to be tested to the limit several times a year. Although, it seems there is still some room for improvement in that area. Schools are now being made as attractive as possible, environmentally and academically, with more emphasis on providing the means for students to widen their studies according to their talents and ambitions. Most schools encourage pupils to think for themselves, and feed their need to pass exams by absorbing knowledge through various means and opportunities. It is no longer enough to learn by rote and gain points by repeating exactly what their teacher has read out, whether they understand it or not. School achievements are not just good results but a means of real happiness for children, whatever their interests and abilities. And a happy school is one that recognises this and encourages it. School buildings and facilities depend a lot on location and budget and vary immensely. But a great deal can be done to make the most of the staff’s time and abilities to create surroundings that make everyone entering feel welcome and convinced that the children, teachers and staff are happy to be there. An air of calm, with just a low buzz of voices or a music class in the background, indicates contentment. Neat and tidy grounds, clean corridors and classrooms give students and staff pleasant surroundings and a sense that this is somewhere important, which they can respect and value. Walls full of children’s artwork, projects and cheerful posters cost nothing and look welcoming. Signs, at the right height, showing where each department and classroom is make a huge building less imposing and mean children soon learn their way and around. It’s not so easy in a huge school,
but staff who treat each child as an individual, with a smile and a friendly comment, showing children how to respect and look out for each other, create feelings of support and friendship which are invaluable. And this is enhanced by opportunities for classes in different school years to mix through sport, drama and different clubs or societies. Feeling involved also makes children happy. Shy children and those who are full of themselves can really benefit from taking part in lessons and games where they are encouraged to see that everyone is accepted for themselves. Today’s teachers have an enormous responsibility, teaching methods are changing rapidly, surveys and syllabuses influence every stage of the
process. Discipline is harder than ever to maintain. In some countries teachers, especially at secondary level, are leaving the profession like lemmings. A happy school sees parents taking their responsibilities seriously by supporting the work teachers do for their children. A head of school who is always willing to discuss even what may seem a trivial matter with a pupil, and or their parents, is sure to be running a happy school. One who insists their school is perfect to the point where children and parents feel helpless, and that genuine complaints will get them nowhere, will clearly never run a happy, or even good learning environment. An opendoor policy, parents’ evenings and school activities that include parents, all go to unite
everyone involved in children’s education and they deserve support. Rules and regulations in a school setting are vital for everyone’s health and safety. And in a happy school they are written clearly in classrooms or on corridor notices, as attractive messages and posters. When children are consulted as to what they think should be included in any rules of conduct, their suggestions are very often practical and sensible. Teachers who earn the respect they deserve by giving a good example as they work stand out in any school. Their pupils are obviously happy to be with them and work hard for them. Just what a happy school needs. Parents choosing a school can always tell, almost immediately, if the atmosphere is that of a genuinely happy school. People smile when they pass each other, children greet each other and gather in
friendly groups, they notice someone who feels left out and share their games. Equipment is safe, colourful and valued so children treat it with care. There is no litter around, auxiliary staff are treated with respect and classrooms and other areas reflect the fact that everyone in the school is proud of their building and wants it to always look its best. Finally look at the children’s faces as they arrive at their school. Are they happy, even on an exam day? Is there a real sense of community, with children willing to stick up for each other and not just follow the herd? Are honesty, enthusiasm and a willingness to improve valued as much as A grades? Are students open with each other and their teachers and do they value the work their teachers put into their lessons and thank them from time to time? And after school are the students looking forward to what they will find there the next day? Most importantly it is the simple human touches that matter important. As long as these all add up it will be a happy school.
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SEPTEMBER 2017
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Teachers who could
LEARN
a thing or two When it comes to livening up their lessons some teachers can go a step too far.
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he kidnapper wore a bright red wig and a white jumpsuit and was waving what looked like a gun. Stunned nine and 10year-olds watched from their classroom windows as, in a few terrifying seconds, he abducted the school caretaker, bundled him into a car and screeched off into the distance. For a moment it looked as if a major crime had been committed before the very eyes of dozens of innocent, little pupils. Except that the ‘kidnapper’ was the headmaster, the weapon was a water tap, and the stunt – about which the children had not been warned in advance – was a ludicrous plot meant to inspire a descriptive writing exercise later in the day.
Debris from crashed alien craft.
The children at the school in the ancient, academic city of Canterbury were understandably scared stiff. Parents were critical when it emerged that the headmaster, let’s not name him, he will have suffered enough, had not bothered to warn the police before brandishing a pretend firearm. As one parent pointed out: Had this escapade taken place in an inner-city primary school, armed police could well have a made an understandable and fatal mistake. It is not known how much time passed before the children were told the whole thing was make believe, but for some parents this ‘role-play teaching tool’ was a bit over the top. The head, on the other hand, was delighted claiming: “The kids wrote some fantastic stuff on the back of it. I
have had no complaints from parents.” In another school, a teacher decided to provide exciting material to inspire children on how to give an eye-witness account. Sadly he chose to stage an incident where a teacher was apparently shot dead. The excuse that most of the students quickly realised it was not real, and this was a way to engage students, with very limited attention spans, from deprived backgrounds, certainly does not excuse the fact that, many of them were terrified. And finding exciting stimuli for storytelling beyond the classroom, should never have led a head teacher to inform her students that an alien craft had crashed near the school and they should follow a trail of debris to the UFO. Her school went the full ‘Hollywood‘ scattering debris from the wreckage everywhere and borrowing flashing lights and sirens from the local police. Witnessing their crime scene around the crashed craft and hearing that the school’s learning support teacher, had been abducted by aliens was more than many of the children could handle. The police constable and a community support officer, who had two hours to help the children produce witness statements, naturally had more to handle than they had bargained for. Then there was a project solving exercise at a primary school involving a metre-high egg hidden in undergrowth in the school grounds. Parents were informed that the egg had been found, and that a scientist from the ‘National Museum Of Strange Objects’ was coming to investigate it. But what was meant to stimulate discussions and suggestions about the egg’s origins and what was to become of it, with parents being up- dated via the school’s social-media feeds, back fired dramatically. Despite the head’s assurances that the egg posed no threat,
parents reported some children were having nightmares and others were afraid to go to school while it was there. Although others said children need to toughen up. The headmaster duly apologized, but pointed out that many of the children enjoyed the whole episode and he had received emails of support from round the world. By no means the last example of this ridiculous trend was subjecting 10-13-year-olds to what, as far as they were concerned was a fire drill which turned into them witnessing a teacher being ‘killed’. Before staff had had time to let on that the whole thing was a hoax, some of the children had vomited and one girl actually suffered a panic attack. Goodness knows how the head teacher thought that explaining it was all part of a forensic science lesson and he didn’t think there would have been so much concern if it had been a less popular teacher who had been ‘killed’, provided any mitigating circumstance whatsoever. And, even though schools in America see so many gun crimes, staging a gun attack on staff and students during an elementary school field trip was the definition of irresponsible. During the last night of the trip, staff members convinced nearly 70 young students that a gunman on the loose. As an 11-year-old told fellow students to lie quietly or hide under
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SEPTEMBER 2017
Each child is unique and their feet will develop in their own time
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An alien egg appears in a school and is examined by a ‘forensic expert’.
hen it comes to children’s feet, no two feet are the same. There is no such thing as an ‘average’ foot, so every child should be individually fitted with shoes. Even before they start crawling, babies’ feet need protection and support, and at each stage of their development they have different needs. It’s important to remember that babies’ feet don’t have bones, just soft cartilage which can easily be pushed out of shape by badly fitting shoes. Even socks that are too tight can damage their feet at this delicate stage. And this process applies to older feet too. Never force children’s feet into shoes, no matter what their age, because their bones are not fully developed until their late teens and ill-fitting shoes can cause misshapen feet for years to come. A fully-formed adult foot has 26 bones, 19 muscles and over 100 ligaments, which can take up to 18 years to harden and form properly.
FOOT HEALTH ISSUES TOE WALKING Some toddlers find walking on tiptoes feels better than a normal stride. If their walking doesn’t flatten out in their second year, you may want to visit a doctor. PIGEON TOES Most children’s feet roll inwards at some stage (also known as pronation), but nearly all will correct themselves, as their muscles grow stronger. Well-fitted shoes help. Start-rite offer selected styles with additional strengthening around the heel and on the inside as far as the arch, to help support the foot. TOEING-OUT Some toddlers do this to improve balance. It normally corrects itself gradually between 2 - 3 years of age. BOW-LEGGED AND KNOCK-KNEED It’s normal for toddlers to be bow-legged until two years of age, then knock-kneed after. Between seven and 10 years old, this straightens out. If only one leg is affected, or one is more pronounced, or the condition is extreme, discuss this with a doctor. SWEATY FEET Children’s feet have as many sweat glands as adults. Only choose school shoes made of breathable materials and limit the wearing of trainers. Rotate shoes regularly, change socks each day and wash feet thoroughly. Encourage your child to walk barefoot indoors as much as possible.
Back to school Quality by with Titanitos tables a teacher in a hoodie even rattled the door of their room, as if he was going to discover them. Children were reduced to tears by the scenario, which was intended as a learning experience, and the school held a meeting to discuss the situation with concerned parents. The principal declined to say whether any of the staff members involved were disciplined. Finally, what on earth inspired a popular and successful deputy head teacher in a secondary school in Scotland, to put the names of 62 pupils into a porn star name generator and assign the obscene equivalents it came up with to each one? This was during his speech at their leaving assembly. He also peppered the speech with embarrassing anecdotes about various students and told a joke that would be a reach in an adult nightclub. Needless to say he admitted to ‘losing it’ on the occasion and suspension or being struck off completely is no more than he deserved.
tradition Associated Marketing Ltd is a family owned company which boasts of over 25 years experience in the production and distribution of office and school stationery products. We have been proudly producing “Diplomat” stationery products for the past 20 years and the brand name “Diplomat” is now synonimous with the name of our company. As we strive to offer a comprehensive service to our clients, we not only produce but also import a vast range of stationery products of the highest quality from various parts of the world. Long term satisfaction and close relationship with our clients are our main concerns and with the cooperation of our various suppliers we are continuously committed to offer high quality products at the best possible competitive prices to all our customers. We therefore proudly emphasise our motto: Quality by tradition.
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hinking about our little ones, who love running, stepping into anything dirty and messing up their shoes … and about their ‘suffering’ mums, Titanitos created a special collection of machine washable shoes. These school shoes go straight into the washing machine and, just like magic, they’re clean and good as new. Made in Spain, Titanitos is synonymous with tradition and modernity. They are expertly handcrafted whilst offering the latest technologies in comfort, design and durability. What are the features of Titanitos school shoes? • Washable by hand and washing machine – as many times as you want • Breathable materials
• No toxic components • 100% made in Spain, they comply with all European and international safety regulations • MOVELASTIC SYSTEM enables immediate recovery of its initial shape • BUBBLE ABSORBER soles made of thousands or micro air bubbles which absorb and minimise impacts • Use of natural leathers • Reinforced toe and heel to minimise impacts and wear and tear • Scented and antibacterial insoles • Removable and washable ergonomic insoles Available in black, blue and brown for school shoes and white for gym shoes Visit Gallarija Darmanin in Iklin to view the full range of Titanitos Back to School shoes or visit them on facebook.