A biker should wear a helmet for several important reasons

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Protection in case of accidents: Helmets are designed to absorb and dissipate the impact energy that would otherwise be transferred to the head and brain in the event of a crash or fall. Wearing a helmet greatly reduces the risk of severe head injuries, skull fractures, and traumatic brain injuries, which can be life-threatening or cause long-term disabilities.
Preventing head injuries: The head is the most vulnerable part of the body during a biking accident. Wearing a helmet provides a protective barrier that reduces the likelihood and severity of head injuries. It can help prevent or mitigate injuries such as concussions, cuts, and abrasions.
Promoting visibility and safety: Many helmets come with reflective elements or bright colors, enhancing visibility for other road users. This increased visibility can help prevent accidents by making it easier for drivers and pedestrians to spot the biker, especially in low-light conditions or when there are distractions on the road.
Legal requirements: In many jurisdictions, wearing a helmet while riding a bicycle is mandatory by law. Failure to comply with helmet laws can result in fines or penalties. It’s important to be aware of the specific helmet regulations in your area and abide by them.
Setting a good example: By wearing a helmet, you demonstrate responsible biking behavior and set a positive example for others, especially children. Encouraging helmet use among family, friends, and fellow bikers can help create a culture of safety and protect others on the road.
Remember that not all helmets are created equal, so it’s essential to choose a helmet that meets safety standards and provides a proper fit. Always ensure the helmet is in good condition and replace it if it has been involved in a significant impact or if it shows signs of wear and tear.

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analysing Standard 1, classrooms will consist of a diverse set of children from differing backgrounds, who may have different needs, from dyslexia or Autism spectrum disorders to physical difficulties. We must take these differences into account when managing classroom behaviour .A pupil’s needs may lead a teacher to believe they are being “difficult” or disruptive or not making an effort to understand, when this is not in fact the case (Goepel et al. 2014) Frustrated pupils who lack support are less likely to meet the high expectations of behaviour we have set. Therefore, we must remove barriers to learning. I observed several ways of doing this to provide an inclusive classroom, such as offering a variety of ways of recording their work. Not every child is happy with writing; for children with dyslexia, writing can be a frustrating task. The teacher offered the class options such as drawing, poster creation, making diagrams, or working in pairs where one child writes and the other dictates orally, to be delivered as a joint oral and written presentation. This is known as differentiation or personalisation of assessments. Other strategies to manage a diverse classroom are provided by Evans (2007):

  • Making use of enlarged print, visual prompts, symbols, coloured paper or overlays
  • Make full use of ICT and appropriate software to support learning
  • Breaking work into small and manageable chunks
  • Provide supporting resources such as spelling banks and number lines
  • Allowing extra time for the completion of tasks.

All these tools help with better learning outcomes, but Standard 7 is concerned with high expectations of good behaviour. The link between the two is as follows. Maslow (1943) states that when students are pre-occupied with their basic physical well-being or safety, or their needs are not being met, children may act out their anger, resentment or frustration at not having their needs fulfilled. Therefore, failing to differentiate and identify appropriate strategies for supporting each individual in class directly correlates with increased disruption and poor standards of classroom behaviour.

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