Mainstream Education - Parenting Hub

Advice from the experts

Disappointing Martic Results: Don’t Catastrophise – Strategise!

With the imminent release of the matric results of the Class of 2017, thousands of parents and learners who expect they may not have done as well as required are feeling anxious and uncertain about the future. While many of them will indeed have to come to terms with disappointing results, an education expert says it is important to know that there are a number of options that can get learners back on track. “The most important thing for both parents and learners having sleepless nights over their results, is to not panic,” says Fathima Razack, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider. “While it might feel like the end of the world at the moment, clear heads and a pragmatic approach are required to make the right decisions for the future,” she says. It is particularly important for adults to manage their response, as their emotional state could impact on the resilience of learners in the wake of the release of results. “Although parents and guardians may feel deeply disappointed, they should know that their first words and reactions may leave a lasting impact. “They should take stock and consider their unified position so that the energy can be focused on the learner and their next steps,” says Razack. The options open to learners who failed, but who are determined to still earn their National Senior Certificate, include: Sitting for the supplementary examinations. Sending papers for either a re-mark or re-check. Returning to school and re-registering for matric. Registering at another school to complete matric. Completing matric via distance learning. Those learners who passed, but didn’t achieve the marks required for entrance into degree study, have the following options: Sending papers for either a re-mark or re-check. Enrolling for a Higher Certificate at a higher education institution, which can give access to degree study. Enrolling for a Diploma which can give access to degree study. “It is also important to remember that while your marks may not have been good enough to get access to your first choice of course or institution, that doesn’t mean you have no other study options left. Quite the opposite in fact, so parents and prospective students should ensure that they have really investigated the offerings at both public universities and private higher education institutions. “Each university and private higher education provider set their own minimum criteria, and these requirements vary between institutions. An institution where the demand outweighs the availability of space may set this bar quite high, which means they are likely to accept only students who are very strong academically. Other institutions may have made provision for students who require more support, and will therefore have more accommodating admission requirements. “That means it may not be necessary to repeat Grade 12 or rewrite a subject, as there could be alternatives available in your chosen field of study,” says Razack. The most important thing to remember is that below par matric results don’t have to mean giving up on one’s dreams and aspirations, she says. “If parents and learners can handle this situation maturely, and strategise their next steps instead of getting stuck in a catastrophising mindset, disappointing performance could be just the catalyst needed to propel a learner in a new and better direction, with more determination and resolve than before.”

February 1, 2018

1st Year Failure: Review your options, but don’t check out of your dreams

With the release of university results in coming weeks, many first years have to face up to the fact that their transition from school to higher education was less successful than planned, and that they need to re-evaluate their current path. While it might seem that there are no options but to throw in the towel, those who failed or under-performed in their first year actually have a number of ways to still realise their dream career, an education expert says. “It is not a pleasant position to be in if you just finished your first year of study and you didn’t pass as well as you had hoped to, or as well as your family and friends have expected you to. Now is the time though to be courageous and honest with yourself and others by re-assessing the situation, and making the changes required to get back on track,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest private higher education provider. “It is very important for both students and parents to realise that not getting it right the first time doesn’t make one a failure. Instead, the situation should be regarded as a temporary – if inconvenient and costly – hurdle, and a wake-up call for thoughtful reflection.” Madhav says the transition from school to higher education is a very challenging one on many fronts, but that those who didn’t rise to the occasion on the first try have a number of steps they can take to start their new year with new direction and determination. She advises students to: MAKE SURE OF YOUR FACTS It is important that you work out the facts of your situation – are you eligible for a supplementary assessment or a re-mark on any of the subjects? How will this impact on you graduating? What is the best way to re-organise your curriculum to still graduate as soon as possible? If you really need to change course can you take any credits with you? What are the cost implications of all of this information and how can you fund it? “While these facts feel overwhelming to gather and organise, the reality is that you will make better decisions if you are more certain about the absolute reality of what you need to manage,” says Madhav. MEET WITH A STUDENT OR CAREER COUNSELLOR “The transition from school to college or university can cause many students to feel isolated and overwhelmed during their first year,” she notes. “For many students, failure in the first year is not necessarily a reflection of their academic ability, but rather an indication of an underlying issue. It is perfectly normal to need time to adjust to the social, emotional, and mental hurdles of university or college life. Even if you feel emotionally sound, talking with a counsellor about ways to achieve academic success can help keep you on track.” Madhav says that student and career counsellors will take students through different options to ensure that they have chosen the right qualification and, if not, to identify fields better suited to the student’s personality and career aspirations. It may, for instance, be a good idea to first pursue a Higher Certificate, before pursuing degree studies. It may also be that there is a more suited qualification within the chosen field. “Knowing what your options are – and making sure you are on the right track before continuing – is an important part of ensuring future success,” says Madhav. SPEAK TO THE LECTURERS OF THE COURSES YOU FOUND MOST CHALLENGING “Identifying those subjects that were most challenging, and potentially had a decisive impact on your results, is an important step,” says Madhav. She says that seeking advice from lecturers can help students to overcome past challenges and identify new approaches to areas they found particularly discouraging. “Asking your lecturers for additional resources that you can engage with over the holidays can also help better you prepare for success next year,” she says. SET UP A NEW STUDY PLAN “To ensure success in the new year, devise a plan to help you stay on track and succeed the second time around. Better note-taking in class and using your smartphone to record your lectures can make it easier to study for exams in future. “Social collaboration can also improve learning,” says Madhav. She suggests creating a blog or Facebook group where students can invite other students to share notes and engage, to keep motivated and learn from peers. TAKE ADVANTAGE OF THE RESOURCES AVAILABLE TO YOU Madhav says that any good public university or private institution is filled with resources to ensure student success, including online. “Identify online lectures, video labs and tutorials that are relevant to the course you are studying. Also enquire about individual tutoring or assistance available on campus. One-on- one learning, whether in person or online, is a great way to go over tougher subject matter that might not get addressed during class time,” she says. IDENTIFY A MENTOR Making a connection with a mentor that you respect can help you feel less isolated, optimise your educational experience and provide you with ongoing guidance and support. “A good mentoring relationship is often characterised by mutual respect, trust, understanding, and empathy. A good mentor will also be able to share life experiences as well as technical expertise. In the end, they create an atmosphere in which the student’s talent is nurtured and fostered. Seeking help from an expert will make your studies seem less scary and more attainable,” says Madhav. COMMIT TO YOUR MENTAL AND PHYSICAL WELLBEING “Don’t allow what should be a temporary setback to impact on your health,” says Madhav. “While you may feel very down at this stage, commit to keeping fit and eating healthy foods. Not only will this positively influence your ability to handle this challenging time, but it will also ensure your brain is in tip-top shape when you resume your studies.” Sharing our content

January 26, 2018

Make Maths marvellous at home

Cindy Glass, Founder and Owner of after-school remediation franchise, Step Up Education Centres says that Maths is an interesting subject that is directly linked to one’s emotions, “Our children either love it or fear it and there is very little to be found in between!” She adds that the good news is that there are ways to promote Maths at home, “Your child will improve in Maths when he sees the value of fun, real-time application of the subject in his life.” In fact, she says that the holidays are the perfect opportunity for you to do exactly and share her tips on how you can re-ignite your child’s passion for Maths in time for Term 3: 1. Get creative in the kitchen Measurement and capacity are concrete concepts often taught in abstract ways. By simply encouraging your child to help you weigh and measure ingredients in the kitchen, the understanding of measurement in Maths is easily mastered! Concepts such as millilitres and litres are better understood when DOING rather than on a sheet of paper! 2. Eat pizza! The concept of fractions is difficult to master if your child cannot see the fraction in action! One of the best ways of explaining fractions is by simply ordering and eating a pizza! Remember, a pizza is almost always cut into eight equal pieces – each piece is one eighth of the whole pizza. Two pieces is the same size as one quarter and so on! 3. Go shopping together Younger children battle to understand the concept of Rands, cents, totals and change. Every moment is a teachable moment. Using a calculator to add the values of the till slip and working out how much change you received can be done at home. You could vary the scenarios. “What if I paid with R100?”, or “Would I have enough money to pay for the groceries if I had two R10 notes and one R20 note?” 4. Mental Maths in the car Play maths games in the car. Add the digits of the number plate in front of you as quickly as possible. Multiply the first and last digits together. Have fun! Road signs are wonderful opportunities to identify shapes as well. 5. Mistakes are ok! Finally, remember that mistakes are okay! The quickest way to block your child’s enjoyment and learning in Maths is to be impatient with mistakes. A child who does not fear mistakes is more likely to pursue and solve problems effectively! Fear of making mistakes is the number one cause of children battling in Maths! Mistakes are the only way we can learn anything. So embrace the process of learning Maths, warts and all, and watch your child blossom! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

“Help, my child is behaving badly at school!”

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

How to ignite a passion for reading in children who resist books

Imagine for a moment what it must be like to be a child growing up in a time where technology seems to overrun just about every aspect of our lives. Smart TV’s, smart cell phones, social media, 3D games, YouTube, Google – the list seems endless. It is no wonder that it is becoming increasingly difficult to instil a love of reading books in our children. Yet, according to Cindy Glass, ex-teacher and Co-founder of Step Up Education Centres, reading remains one of the most important skills for your child to master. “Reading develops the mind, the imagination and language skills. Reading is key to discovering new things and it assists in mastering the essential skill of comprehension (understanding and applying what is being read). In addition, reading is fundamental to developing creativity, self-confidence and independence,” Cindy says. It’s no secret that both parents and teachers alike want their children to reach their full potential and reading plays a massive part in that. So, how do you ignite a passion for reading in your child? Cindy provides the following tips that will help foster a love for books: Set the example: Children who resist and defy what we say are more likely to do what we do. You will achieve greater success in encouraging your children to read books, if you read books. Take some time to get to know your child: Find out what he/she finds interesting and exciting. Then, help him/her seek out books that align with these interests. Your child is more likely to read and enjoy books that support his/her interests. Show a sincere interest in what your child is reading: Ask questions. What is your book about? What is the best part so far? Do you think I would enjoy reading this book? Bedtime stories: Remember the days when you looked forward to being read to? Read to younger children. Be enthusiastic. Have fun! Be patient: Every child is different. Children who struggle to read will benefit from audio books –they can follow along in the book while listening to the story. Visit a library together: Being surrounded by so many books sparks curiosity – few children can resist exploring what a library has to offer! Don’t force it: Avoid the temptation to force your child into reading books. This inevitably creates dissention and may build walls of resistance that will be difficult to change. We cannot build our children up by breaking them down. It is far more effective to encourage your child to read by being a positive, enthusiastic, excited reading role-model. “The benefits of reading books are clear and to be encouraged. Patience, enthusiasm and being a positive example will win the race,” Cindy concludes. Sharing our content with parents you know will go a long way to making us smile for the day

January 15, 2018

How to adapt to a new school and year

By Dr Claire Symington, Educational Psychologist and head of the Academic Enrichment Centre at Southdowns College Preparatory “But plants grow again,” She murmured, focusing on the verdant beauty around her. “They put down new roots, create room for themselves in foreign soil.” – Nalini Singh. Starting at a new school or even moving from one grade to the next can, at first, be a rather daunting experience for a child. Your child may be worried about fitting in, making new friends and/or managing the academic demands. The anticipation may be making them feel irritable, short-tempered and even physically ill. Here are a few points to help your children find their feet when they have been bumped out of their comfort zone. Check your own anxiety: Parents often project their own anxiety about change onto their children which only serves to further exasperate the situation. It is therefore important that your own anxieties about change are reigned in. If you happen to feel very anxious feel free to express your emotions to your child provided you also ensure that you are actively working towards resolving this emotion by focusing on the positive aspects and promoting excitement about the new opportunities that lie ahead. Don’t dismiss their worries: it is important that you empathise with your child about the possible “what if’s” that may be running through their head. Perhaps they are concerned that they may not be able to make a friend, or that the work may be too hard for them or that they are not going to fit in. It is sometimes easy to dismiss these worries as irrational or ramble off a cliché of sorts to ease their minds – but that offers them very little comfort. Rather focus on practical solutions to empower them. If they are worried about the school work suggest that you will be prepared to organise extra tutoring or if they are worried about fitting in remind them of strategies that they could use to promote contact such as finding something that they may have in common with someone else or encouraging them to try out for a sports team. Get your ducks in a row: Smoothing out any potential and unnecessary complications helps to keep the anxiety levels low. Familiarise your child as much as possible with the school’s expectations and culture by visiting the website, visiting the school beforehand and paging through previous yearbooks. Make sure that all the communication regarding school rules, the uniform, bell times etc. is read and understood so that any embarrassment can be avoided. Little things like making sure that they are on time in the mornings or having the right stationery goes a long way in helping them feel more settled. Encourage social interactions: Get involved with other parents at the school by attending parent meetings, joining the PTA or volunteering as a class parent. Encourage your child to do the same by signing up for extra-curricular activities or inviting friends over. Embrace change: Change is inevitable and transitioning from one grade to the next or to a new school serves as an exercise in teaching them how to navigate their way in uncertain circumstances. By exposing your children to new situations they are in a better position to improve their degree of adaptability. By offering your support and encouragement, your children will be able to experiment with strategies that will serve them well when they come across unfamiliar situations in the future. Be patient: Settling in takes longer for some than others. It is only natural that some parents may feel guilty about their decision to move their child to a new school and it may begin to seem as if your efforts have been futile … remind yourself and your child to be patient. If it does however appear as though they are experiencing severe anxiety or signs of school refusal, it may be a good time to ask your child’s teacher for additional support or contact a professional to assist your child with the transition.

January 11, 2018

Parent Involvement: Stretch your vision for a long-term parenting role – Raising Free Range Children

Written by: Justin Kistan, English & Information Science teacher at Crawford College North Coast Traveler, there is no path. The path is made by walking. ~Antonio Machado It is not that the Way broadens humans; it is that humans broaden the Way. ~ Confucius, the Analects Where did the term ‘helicopter parents’ originate? Is it from the way they hover over their kids or is it because of the deafening sound they produce when their parental rotors are in a tizzy? Either way, it’s something of a spectacle to behold. We can’t blame parents for wanting the best for their children. It’s something we can all easily identify with. We want the people we care about to be looked after. We want to help them be happy, healthy and successful. But sometimes our help can be a hindrance. We need to ask ourselves difficult questions. When do our concern and best intentions become an obstacle to our loved ones continued evolution instead of an advantage? How do we empower our children so that they are strong enough to live without us? And perhaps most importantly how do we go about making sure that our children will be amply prepared for the struggles of the 21st century and have the faculties about them to gain from its many opportunities? So where do we start? As the proverb goes, “the best time to plant a tree is twenty years ago, but the second-best time is now.” So, let’s begin with ideas we can nurture and grow now… · Parenting styles differ greatly. Julie Lythcott-Haims in her book, “How to Raise an Adult – Break Free of the Over-Parenting Trap and Prepare your Kid for Success”, mentions her preferred style, “AUTHORITATIVE, which is demanding and responsive. These parents set high standards, expectations, and limits, which they uphold with consequences. They are also emotionally warm and responsive to their child’s emotional needs. They reason with their kids, engaging in a give-and-take for the sake of learning. They give their child freedom to explore, to fail, and to make their own choices.” This style with its balance of strictness and warmth helps engender a child’s trust and respect. We need to help our kids build self-efficacy. They need to see that success comes from doing work that matters and that it requires effort. They need to have faith in their own ability to complete tasks (without help from their parents!) and reach set goals. Foster grit and perseverance. They need to realize that while there will be challenges in life, they possess the tenacity to meet and overcome them. Encourage in them a Stoic mindset. As Marcus Aurelius said, “What stands in the Way, becomes the Way. The obstacle is the path.’ the world will constantly test them. Can they get past the things that inevitably fall in their way? Will they stand up and show the world what they’re made of? While we’re talking about the self, help your kids develop THE meta-skill of the 21st Century, SELF-AWARENESS, which is the ability to see ourselves for who we are, appreciate how others see us and to begin to understand our place in the world. Self-esteem which is the belief in one’s worth and value is important and must be appropriately nurtured but it is self-awareness that removes the blinkers from our kid’s eyes and allows them the vision to accurately tune into their current station in life. Our children will never get to where they want to go in the future if they don’t know where they are now. Help them develop their will and skill. Teach them to build their competence and with that, they will deserve their confidence. Give them opportunities to enter Flow – “the zone” in which we achieve optimal performance and feel our best. Gaining access to flow means being completely engaged with a task, preferably something you love to do and setting achievable goals. The task is normally something beyond your current level of skill and this requires you to stretch your skill set and reach to ascend to new levels. Kids should find a hobby or seek meaning in their learning which could give them a chance to enter flow. The more they operate in flow, the greater and more spectacular the accomplishments that our kids will accomplish. This is by no means an exhaustive list. But it is a place to start. We need to raise 21st Century Citizens. Future adults who are critical and creative thinkers, resilient and gritty in their approach and most importantly purpose driven. Children who are taught not just to survive life’s hardships but who will seek out and thrive on its challenges.

January 11, 2018

Help your Child Play (right) to lay the Foundation for Future Academic Success

Giving their children a head start is something parents want to do. Unfortunately, the way this is done in our hyper-competitive, over structured world may in fact be working against exactly these intentions. More and more research is showing that the most critical activity for the development of little children’s brains and their social and cognitive skills, before they go to school, is good old-fashioned play. Far less is gained when little children have full schedules of structured activities, from basic maths classes to early reading, gymnastics, kiddy music and mini-soccer. “When it comes to brain development, time spent in the classroom and at other structured activities is less important than time on the playground,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. She says that research by Sergio Pellis, from the University of Lethbridge in Canada, showed that the experience of play changed the connections of the neurons in the pre-frontal section of a child’s brain, and that without play experience, those neurons remained unchanged. “Pellis found that it was those changes in the prefrontal cortex during childhood that helped wire up the brain’s executive control centre, which has a critical role in regulating emotions, making plans and solving problems. In other words, play prepares a young brain for life, love and even schoolwork,” Eaton says. But she warns parents whose children’s rooms look like toyshops that they need to get things back to basics, because the kind of play that is beneficial is primarily the kind of play that requires creativity, imagination and problem-solving. “In the pre-school phase children need basic toys, not those with roles defined by the media, as the latter limits imagination and the opportunities to plan and create. Provide the child with a good set of plain wooden bricks, a few non-battery-operated cars, a soft doll or two, a teddy, some plastic plates and cups and a big ball. “Old blankets or sheets for making houses and tents, and some boxes and crates will provide the basics for endless creative and imaginative play. Playdough, some crayons and big sheets of paper – not colouring books – as well as some paint will amply provide for creativity,” says Eaton. She says that parents need to appreciate that in allowing their children plenty of opportunities to play, with others and alone, they are laying the foundations for academic success. “Young children work hard at play, and it is not for nothing that play is considered a child’s work. They invent scenes and stories, solve problems and negotiate their way through social roadblocks. They know what they want to do and they work and plan to do it. “We as adults must not be too quick to interfere in this process, but allow them to work things out for themselves.” Parents who want to ensure their children are exposed to the right kind of free play (which ironically is also the least expensive kind) should ensure that they provide, from an early age, access to materials that will stimulate their sensory systems. These include water, sand, things that make a noise, books with pictures they can relate to and toys of different textures. “The contents of your saucepan and plastics cupboard will give hours of creative play while teaching concepts of matching, size, shape, texture and sound. Things that bounce, roll and change shape when pressed or pulled help develop spatial skills and visual acuity,” says Eaton. “Children must be free to move around once they are mobile, obviously with safety in mind, but do not fear the odd mouthful of grass or your child being dirty. Allow them to dig in the garden, pick flowers and when they are older, make mud cakes and grass ‘soup’ for their fantasy games.” The Russian psychologist Lev Vygotsky found that children are able to rise above their average behaviour through play, notes Eaton. “It is through fantasy play that children make sense of their world. They must pretend and take on roles in order to understand. The more time children spend in dramatic play, the more they advance in terms of intellectual development and their ability to concentrate. “As a parent, it is best to curb the growing fashionable trend of extra murals for little children and allow uninterrupted time and space for fantasy play. Choose a pre-school that believes passionately in play based learning. This allows children to work through emotions such as anger, fear and jealousy, to become more self-disciplined, and to develop resilience. All these skills are essential to the development of individuals who can in future master academic challenges and live comfortably in their society.”

December 15, 2017

Deciding whether to keep a child back at school

Imagine that you are observing from the side of a swimming pool and are watching children learn how to swim. As you watch, you notice the different variety of abilities, confidence levels and fears that they display in the water. Some children seem to grasp these new skills with ease while others seem to struggle and need a bit of extra assistance and encouragement along the way. With a swimming gala looming ahead, the decision has to be made as to who is competent enough to compete at the next level, and who may need extra practice in mastering the skills that are needed. “In a scenario such as this one, it is without a doubt that any child who has not sufficiently mastered the skills at this level will become more fearful, less confident and progress slower if they were forced on to a more challenging level. They may even risk drowning in the process!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. She adds that while learning to swim is not quite the same as learning to read, write and progress academically, the principal of learning any new skill is the same. “It is best to achieve sufficient mastery of each level of study before progressing to more challenging levels of learning.” Sadly, for generations, the need to repeat a school grade has been classified as a failure, leaving scores of parents and learners struggling to embrace the idea of repeating a grade to better master the necessary skills needed for the next level! “Yet, forcing a child, who is not ready, into the next grade could have a significantly negative impact on the child’s self- esteem and, worse, it could slow the learning process or even stop it altogether as the child’s struggles worsen with the pressures of the new grade!” Cindy explains. Cindy gives the following advice to parents facing the decision of whether to allow their child to repeat a grade or not: Repeating a grade is NOT a failure. It is an opportunity for a struggling learner to better master the skills he needs! If you speak of failure, your child will feel like he has, indeed, failed! Your approach to a child repeating the grade will determine your child’s reaction toward it! Discuss all available options with your child’s teachers before making a final decision. Have an open mind – remember that this is about what is best for your child. Discuss any concerns that you may have openly and honestly. Consider your child’s level of competency in the current grade. If your child is struggling significantly, he is most likely going to struggle even more so in the next grade. Consider your child’s age and physical development. Remember, always, that YOU need to decide what is BEST for your child. A child who is significantly taller or older than his upcoming classmates may feel too embarrassed for a repeat to be of any help! Make a list of all the pros and cons of your child repeating the grade or going on. Ask yourself: What is best for my child? What are the long-term benefits or harms? What would happen if I do/do not allow the repeat? “There is no denying that the decision to repeat a struggling learner is an emotionally tough one to make. Take your time and do what you feel is best for your child. Remember, how you react to the situation will set the tone for how your child responds to it!” Cindy concludes.

November 29, 2017

Grade 11’s – Now (not next year) is the best time to consider your study options

With three months left before they enter their final year of school, Grade 11 learners could be tempted to make relaxing their only priority before the whirlwind year that is Matric. However now is precisely the time they should be investigating and even pinning down their further study plans, an education expert says. “Once you’ve started your Matric year, you will have very little time to focus on ensuring you choose the right course and the right institution for you, because of the workload, endless rounds of revision and exams, and all the fun and functions that go with your last year at school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. Kriel says many Grade 12s get so caught up in the social and academic demands of their final year, that they don’t spend enough time ensuring they investigate all their options and apply timeously to university or private higher education. This could lead to them missing out on a space, settling for second best, and diluting their Matric study efforts with stress and anxiety about what they are going to do after school. “Another thing that Grade 11s are often not aware of, is that they can submit applications on the basis of their Grade 11 marks, which means that they can then focus wholely and completely on Grade 12, without further concern or distraction about what happens the year after. In addition, knowing what you want and where you are going at the start of the year, will also help you focus your study efforts, as you’ll know exactly what you need to achieve during the year and at your final exams.” Kriel says that the changed Higher Education landscape in South Africa means that prospective students now have many more options than what they had in the past, when the default approach was to enter a public university for a 3-year degree. But he warns that because there are so many more options now, prospective students also have more work to do to ensure that they find the right course and right institution for their unique goals. “Finding the right study direction should be on top of your priority list when finding out about what and where to study,” he says. “In addition, selecting an institution that will meet your needs is the most important aspect of helping you prepare for your future.” Kriel warns that while the websites and brochures of institutions may provide one with the basic information about which programmes are on offer, the process of applying and cost, merely looking at brochures and websites may not give you the type of information that would really allow you to make an informed decision. “In fact, all institutions would provide you with course information, but no institution will state that the size of the Business Management 1 class is over 500 or that it is really challenging getting academic support on campus. Therefore, the only way to find out about such underlying aspects is to ask the right questions. And to do so thoroughly takes time – time which you are not likely to have next year.” Kriel says when evaluating institutions, future students should attend open days, physically visit the campus, and make telephonic or written contact. “These actions and the way your inquiries are handled will provide a solid indication of what you can expect from an institution going forward.” For Grade 11s who are serious about getting their ducks in a row before jumping in the Matric pond, Kriel has a handy checklist that will help them determine which institutions will be able to provide them with the highest quality education. He says prospective students should ask institutions the following questions: How do your class sizes in this particular programme compare to other institutions or universities? (Keep in mind that the institution may not have in-depth information about the class sizes at other institutions, but you want to hear about this particular institution). How is classroom contact time and self-directed study balanced? (Self-directed study is an integral part of higher education and therefore as important as classroom contact). How is technology supporting the learning experience of students at this institution? (Merely having a data projector in classrooms or lecturers making presentations available electronically is not the response you are looking for). How important is employability of students after studying at your institution? (You want to listen out for responses that relate to industry ties, industry input into curricula, work readiness programmes, career centres, as well as the lecturing staff’s industry experience and relationships with industry). If I get stuck with an assignment or project, which resources and courses of action are available to me? (Only talking to your lecturer is not an ideal response. You want to listen for reference to, for example, library support and resources, writing centers and other forms of student support). Even if not applicable to you, it may also be a good idea to ask about the institution’s policy and support for students with special needs, for example needing extra time in assessments. (If they stumble in answering this question, it may be an indication that they are not really focused on this aspect of student support, which may be a sign about their overall student centeredness).

November 24, 2017

Exams: Study Time vs Screen Time – Striking the Balance

Helping children to build a healthy relationship with technology, and knowing how much of what is enough, is challenging for parents under the best of circumstances. Exam time however throws a whole new spanner in the works, an education expert warns. “While some parents might want to introduce new house rules or impose a total ban on screen time during important periods such as exams, that approach could be counter-productive,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider. “However it is necessary to review and agree on how devices and especially social media will be used during this period,” she says, “and parents and guardians should play an active role in assisting young people to strike the right balance.” Payne warns that parents will face a lot of resistance if they implement a total ban on social media interaction, which will not be conducive to a positive studying environment. “Matric and other exams are already very stressful, and social media can help learners and students unwind and let off steam by sharing their concerns, clearing up study material confusion and encouraging each other. “A better approach would be to rather restrict social media during focussed 1-2 hour study sessions so concentration is not interrupted, and allow it during breaks – preferably away from the desk – in conjunction with a healthy snack and some fresh air.” Payne says that in general, parents should assist their children to build a healthy relationship with technology from an early age, noting that technology has become an integral part of children’s lives. “While there are of course dangers and concerns, technology has also brought many advantages and opportunities. Our children need to build a set of skills – hard skills and common sense ones – around technology as it will always be a huge part of their lives, whether when researching school work, investigating higher education options or searching for career opportunities, or whether for entertainment or engaging with social media contacts.” She says that approaching technology positively and pragmatically right from the start can help families engage better. “It can improve their resourcefulness, open up new avenues for learning and help them better understand how to manage social interactions. Parents need to be honest about their own concerns and should support and mentor their children by creating the right environment in the online world, as they would in the offline world. “Encourage the learning, whether it is online or offline, but set boundaries and time limits on digital engagement, study methods (which should also include pen and paper and not just digital learning) and also digital social interactions during exam time. There are thousands of mobile apps and software applications that support learning in a fun and constructive way, and that can ensure that study time is in fact study time, and not Facebook time in disguise.” Payne says there are 4 simple things parents can do to ensure healthy technology habits for life: Create and schedule fun offline activities and spaces where the family can interact without technology. Spend time with your younger children sharing your “tech time”. You can sit with them and create study notes or play an educational game together. This form of interaction can open up interesting discussions, in a natural way, and not feel like it is a forced conversation. The interest you show in your young child’s technology interactions will build a feeling of trust between yourselves and technology will be seen as a constructive tool for learning. Respect your children’s privacy. This could be as simple as asking for their permission before you share and tag pictures of them online. If they don’t want you to do it, then respect their wishes. Set boundaries (which the adults need to adhere to as well), for instance not interacting with technology during dinner or if someone is talking to you. “Parents need to embrace our changed world and work with their children to encourage a balance between technology and the physical world,” says Payne.

November 6, 2017

Gap Year: Benefits of working at a summer camp

Making a career choice at the age of seventeen and committing to it for a lifetime is a pivotal decision that comes with a lot of pressure. However, times have evolved and we are no longer restricted to working one specific profession for the rest of our career. During a staff training meeting held at Sugar Bay Resort, young adults were given a career guiding lecture by the Director, Zoe Ellender, who said, “Unlike in the past, you no longer have to serve in one position at one company until you retire and get yourself a golden watch for your services. These days, you are allowed to change your career choice as many times as you want to. The diversity in occupation allows for a variation in skills, which plays a significant role in creating outstanding résumés.” Her encouraging discussion with the youngsters opened their minds to realize that it really is okay to make the wrong decisions and start over, as nothing goes to waste. She also explained the importance of taking a gap year and not rushing into a career choice, especially, if you are doubtful. Ellender shared her story of how she spent her college years working long hours to obtain her Law Degree, and one day realized that it simply wasn’t for her. “I looked around one day and realized that everyone around me was miserable. All we had to deal with as lawyers were people’s problems. This wasn’t a happy environment,” said Ellender. Soon enough, Ellender realised her dream to run an American-styled kids camp, a place that was happy and safe for children in a way that also nurtured their development. Ellender quit her career as a lawyer, and her husband Nicholas, who was an engineer at the time did the same. Together, they worked to build their dream, which is now a running success sixteen years on. Members of her audience were given the opportunity to share their experiences. Here’s what some of them had to say: “Sugar Bay appealed to me as an ideal place to work, build experience in working with young people and at the same time learn to be responsible, develop myself and gain life experiences. Sugar Bay is a great place to learn during a gap year. On both my previous visits, the counselors were true role models and I was inspired by them to be the happiest and most positive version of myself that I could be. They were always super positive and uplifting. They are also easy to relate to and I have been able to do so in my short time here. I feel Sugar Bay can be a great place for many adults.” – Emilio (high school graduate – Sandton) “I had left school and always wanted to take a gap year, but didn’t know what to do. I ended up applying to varsity and got accepted for B. Com. Marketing which was something I was excited to do. However, two years into studying, I found myself extremely bored and unmotivated, with no interest in continuing. So, this year, I set out looking into summer camps in America, and while doing this, I came across Sugar Bay. I sent my application and got accepted. Before arriving at Sugar Bay, I found it extremely hard to step out of my comfort zone and was very scared of change. After 3 weeks of being at camp, I have seen my confidence grow; my ability to approach change has grown and is also still growing with every passing day. I wake up every morning excited to take on a new day working with the children at camp. I feel that the children and the counselors are the reason why I have grown while working at Sugar Bay. I am loving every day here and I am extremely happy I have found something that interests me.” – Rourke (high school graduate – Johannesburg) Many youngsters between the ages of eighteen and twenty-six join Sugar Bay during their gap year as a camp counselor often in pursuit of becoming a camp counselor in the United States, or as an opportunity to learn more about themselves and what passion and skills might warrant a future career. The two-week staff training program allows young adults to not only gain experience working with children, but they will also be trained in Emergency First Aid and CPR, as well as be introduced to child psychology, theory and practice of teaching, activity instruction and leadership training. The significance of this experience is that it allows young adults to learn more about their strengths and weaknesses while preparing them for making important career decisions. For more information about being a camp counselor at Sugar Bay Camp, and about the application process please visit www.sugarbay.co.za/work-for-us, or email [email protected].

November 1, 2017

Child writing matric? Here’s what the experts say…

You’ve almost seen your child through 12 or so years of school; and now, over the next weeks, it’s going to be time for them prepare for, and write those final Matric exams. Matric is that bridge linking the closing of the protected child chapter of their life and their beginning as a young adult of the world. It’s a particular milestone that can heighten and intensify a parent’s hopes and fears; and impel that natural urge to want the very best for our children into overdrive. However, experts advise that parents need to be aware of, and also manage their stress and strong emotions at this time so that they can appropriately support their child in reaching their potential in a highly charged circumstance. Dr Jaclyn Lotter, Counselling Psychologist and Head of Academic Programmes at SACAP(The South African College of Applied Psychology) says, “It is really important for us, as parents to recognize that our children are highly reactive to our emotions. At this time of increased stress, we want to be as calm, confident and contained as possible; as a role model, and because they are very sensitive to our emotions. If we go into a state of high anxiety because of the exams, they will feed off that stress, which is counter-productive to the outcomes we want. As parents, we have to make sure that our stress doesn’t become their stress. While we are currently advising Matric students to maintain balance and manage stress, exactly the same applies to parents. We also need to self-reflect, adjust our perspectives and focus on engaging in healthy activities and interventions that support our balance.” Actually, what is your role as the parent of a Matric student? This is an important question for parents to consider. As Jaclyn points out: “As much as we want the best for our children and will do just about anything to ensure this, these are their exams. It’s our children’s unique 2017 Matric experience and their performance is entirely in their own hands. You cannot write these exams for them; you cannot secure any kind of pass for them and you cannot achieve any distinctions on their behalf. The critical role that you have to play is being their main supporter. The key to that is taking an interest, being available to them, keeping the lines of communication always open and being encouraging, rather than critical. It is really important to give our children the space and responsibility to set their own goals for their Matric exams, to achieve these for themselves and their future.” Are you a motivational parent? Having someone believe in you, encourage you and even, champion you is a powerful, confidence-boosting and motivating force for good. While fear can effectively provoke short-term action to achieve a goal, it also evokes stress and anxiety which impact negatively on performance, especially over the long term. On the other hand, motivation based on good sense and warm encouragement is a more sustainable way of getting through the inevitable good and bad days that Matric exams present. Claudia Raats, Research Psychologist and Academic Programme Developer at SACAP says: “We need to be aware that our Matric children are likely to have some ‘bad’ days over the course of the exams. It is likely that they will not always come home to report that they have written a good exam. They may well come home despondent. It is important for parents to be aware of not being reactive to this, and to rather normalize this feeling for them. It can help a lot if you engage in a motivational conversation where you help them accept the reality of their bad day and help them put this into perspective so that they can focus with confidence on their next exam challenge.” Should home and family life change to support a child writing Matric? Jaclyn says: “Drastic changes probably won’t be helpful. As parents, we will want to maintain as much of our constructive routine and consistency as possible. It might be necessary to make some adjustments to ensure that the home is as conducive as possible to studying. We might want to find ways to keep noisy younger siblings at bay, or minimize the time our Matric student is expected to spend on household chores and responsibilities so they can keep their focus on studying and well-being. And, that’s an important point. As their supporter-in-chief, you can really play an important role in helping your child maintain balance. They cannot spend all their time studying. Sitting non-stop in front of your books does not equate to better results. They still need their time for exercise, sufficient sleep and healthy eating; as well as reasonable time for socialising, relaxation and the enjoyment of life that ensures their well-being. Claudia agrees: “The home needs to temporarily adapt to being an environment conducive to focused study. This doesn’t have to be radical: A quiet, private, comfortable space to study Perhaps, less chores and responsibilities may be necessary Healthy meals and snacks Your study plan for them, or theirs? “We’re not going to be able to sit in the exam venue with our children when they write their exams. Our support is different. It needs to foster a sense of independence, confidence and self-reliance in our child. If you draw up the study plan, they don’t have ownership of it. By all means offer interest, support, gentle guidance and encouragement if that’s what your child wants from you. But you might well find that your child can devise the optimum study plan all by themselves, after all, they are young adults now. From time to time, during the Matric exam experience, you might find yourself gently encouraging your teen to resume studying after a break, but constant nagging and checking up on them is counter-productive. It only sends the message that we don’t have confidence they can do this for themselves.” Claudia adds: “Keep communication open and

October 24, 2017

Turn Prelim Panic into Finals Advantage

Writing Matric prelim exams and receiving your results can be a distressing eye-opener, but learners who perform worse than they would have hoped still have time to use the experience to their advantage before the final exams, an education expert says. “Time is fast running out, and some learners may feel things went so badly with their prelims that they might as well throw in the study towel. However prelims are there for a reason – to serve as a test run for the finals, and to guide learners in their last week of studies. If that is kept in mind, and learners actively take control over their preparation in coming weeks, dire prelims don’t have to be the forerunner to disastrous final marks,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. Mooney says learners should also keep in mind that prelims are often pitched at a slightly more difficult level on purpose, to serve as a wakeup call, and that the most important steps to take right now are firstly to avoid panic, and secondly to take back power by putting in place a winning strategy for the weeks to come. She says the following steps can turn a poor performance into a good one, and a mediocre one into a great one: REVIEW YOUR FINALS STUDY ROSTER Your prelims will have given you a good indication of how much time you require to master your various subjects, which in turn will help you with drawing up an accurate and effective study roster. See where you can save or create time, and where you can put in an extra hour or two every day. Every little bit helps, and the time you took to do a mock paper could mean the difference between being accepted into your course or institution of choice next year or not. Very importantly, stick to your roster and don’t fall victim to procrastination and constant re-arranging of said roster. Right now, you DO still have enough time to get through and master all your work. At the end of the month, that picture would have changed quite substantially. FIND ALTERNATIVE STUDY METHODS AND GET EXCITED ABOUT YOUR SUBJECT If you’ve left room for a movie on a Friday night, why not make that movie one which covers your setwork? You’ll be approaching the subject from a different angle (and use even your downtime efficiently), which deepens your understanding of it. For other subjects, you can find TED talks about topics you find particularly challenging, for instance. These will not only help you to better understand something, but are quite likely to also increase your enthusiasm and inject some much-needed inspiration into the study process. GET A TUTOR It is not too late to get someone to help you master your most frustrating subjects. There might be a retired teacher or recent graduate in your community who can help, or you can enquire at your school whether such assistance is available. Getting the insight and assistance of someone who is not your regular subject teacher can provide fresh perspective and approaches you may not have been aware of before. ROPE IN RESOURCES FROM YOUR FUTURE HIGHER EDUCATION INSTITUTION Whether you are going to study at a public university or a private higher education institution, any good institution will be able to provide guidance and resources to their future students. Student counsellors will be able to provide insights into how current performance matches future options, and what is required in terms of intervention to ensure you can access your choice of qualification. Additionally, good institutions will be able to provide you with practical resources, such as papers from previous years. “The importance of prelims should not be underestimated, because they may very well influence your options down the line. For instance, a higher education institution may decide to withdraw a conditional offer if you did not perform well,” says Mooney. “However, using the learning from your prelims if things didn’t go to plan is one of the major reasons these exams exist in the first place. So if you resolve right now to take stock and take action, and throw yourself into preparing for your finals, there is a very good chance that you can turn things around and put in a final performance that will render unfortunate prelim results almost inconsequential.”

October 11, 2017

How to Replace Screen Time with Foundational Reading Skills

Most parents are very aware that too much screen time for young children isn’t a good thing, but many are just as uncertain about what exactly the problem is and, importantly, how time can be more constructively spent without it becoming an additional daily burden adding to the stress of the adults. “Taking the guesswork out of quality family interaction, which also assists in the development of the child, is half the battle won,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. Eaton says parents who rely on some screen time to get a bit of a breather shouldn’t feel guilty, but adds that they should ensure they also spend time every day connecting with their children through activities. Activities, which are both fun and will aid the cementing of the skills they will require for reading success in future, can be woven into the daily routine. “We are constantly researching improved methods of teaching foundational reading skills from Grade 000,” says Eaton. “Research into the reading brain indicates that 40% of children learn to read easily, but 40% of children are at risk and 20% at severe risk. Over twenty thousand studies of children failing at reading in the USA indicated that the bottom 40% of readers lack phonemic awareness, which is the ability to hear, identify and manipulate individual phonemes – the smallest unit of sound in the spoken word.” Eaton says the human brain is wired for developing spoken language which is why, with good personal interaction, babies develop speech from an early age without intentional teaching. “But there is no automatic brain wiring for reading and spelling, so all aspects of these skills need to be taught systematically and explicitly. Modern life has increasingly seen young children spend significant amounts of time in front of screens, which focus their brains on visual more than auditory content. “The major problem with screen time is that much of the spoken content of what they watch is too fast and often indistinct, making them less likely to concentrate on it. This has impacted on the development of accurate listening skills.” This all sounds quite negative, but the good news is that brain repair and the re-routing and development of neurons are possible and that with correct teaching, the children who would have learned to read easily will read at a higher level while the ‘at risk’ children will be able to read well. So how can parents help their children? 1 – BY TALKING AND LISTENING “In these days of digital media, we are talking less to each other and much of the communication taking place is instructive: ‘It’s time to bath. Pick up your clothes” etc. Instead, try to focus on generating discussions, for instance talk about the highs and lows of your day; introduce topics such as, ‘if you could do anything you wanted, what would it be and why’, ‘tell us about the best thing you saw today’.” Eaton says it is important to ask open-ended questions (which don’t have a yes or no response), to elicit full answers. Dads are especially good at this! 2 – BY READING TO THEIR CHILD Read both fiction and factual books from a very young age and join the library to give a wider choice. Choose quality stories that link to your child’s interests, not just Disney ones, Eaton advises. “Let your child see you reading books and magazines. When you read a menu, shopping list, or road sign, involve your child and discuss how wonderful it is to be able to read and understand the information around you.” 3 – BY SINGING AND RECITING Sing songs, recite rhymes together and read poems. “Rhyming is such an important pre-reading skill, but fewer and fewer children learn any rhymes at home. Nursery rhymes are basically historical nonsense but children love them and they are easy to memorise,” Eaton says. 4 – PLAY WITH WORDS Play with compound words – breaking popcorn into pop and corn, fishtank into fish and tank etc. They make good car games, and make a walk to the shops shorter and more fun. I Spy is another fun favourite but use the sound at the beginning of the word, not the name of the letter. Cat starts with ‘c’ not CEE. Eaton says activities as listed above should be fun for adults and child, and should not become another chore for parents, but rather an easy, entertaining way to connect as they go through their usual routine in the morning and the evening. Additionally, to build solid listening skills, parents should not repeat instructions and comments, as this programmes a child not to listen the first time. “Parents should make eye contact (lower the phone!), and pay attention to what their child is saying so that they model the desired listening behaviour. Above all, be excited about your child’s developing language and literacy skills. “Investing quality time in your children can be achieved by including them in daily routines. Complementing this time with activities such as the above can make a tremendous impact on setting a child on the path to their own personal academic excellence,” she says.

October 10, 2017

Help, my child is behaving badly at school!

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! About Step Up Established in 2016, Step Up Education Centres is a dynamic after-school remediation and tutoring franchise with a difference. Step Up offers children an opportunity to succeed in a schooling system that is, at times, very unsympathetic. From the moment, a child walks through a Step Up Education Centre doors they feel different. They no longer feel silly or stupid. They no longer feel misunderstood. They no longer feel judged. After just one lesson they feel hope. They see possibility. After a few sessions, they walk taller, feel smarter, do better. Why? Because Step Up believes that every child has potential…And our passionate educators will not give up until they reach it!

October 3, 2017

Why kids prefer camp over school

Camp and school are very similar in that both are learning environments for children. However, the differences between the academic and experiential learning context explains why many children not only prefer camp, but also why they gain more personal growth in the camp environment. Here are 8 differences between camp & school: 1. Experiential learning method Learning is practiced on a daily basis at both camp and school. While school is more about textbook learning and studying for exams, camp promotes learning via experiential education. At camp, children get to physically participate in an activity and attain a skill from it. This method of learning seems to be what many children prefer. 2. Informal atmosphere School provides a formal environment, which children may find intimidating and conformist. Camp, on the other hand, is a very casual environment which allows kids to learn while still having fun and without too much restriction. The quote, “What we learn in fun, we never forget” is all too true for the camp environment. 3. Supervisors are role models Learners at school are supervised by their teachers with whom they often cannot develop a friendship, nor are they offered any opportunities to do so. At camp, kids are cared for by young adults called camp counselors. These counselors are specifically trained in child psychology, and as young adults with a passion for children they easily become role models and friends to the children in their care. 4. Diverse friendships Some schools restrict their learners from making friends beyond their age group, and the class barriers often prevent kids from different grades and schools from mixing with one another. Whereas, holiday camps accommodate children from around the world of all ages, of all cultures and races. This exposure to diversity is healthy for children, and it allows kids to make friendships freely and to expand their worldview – all with appropriate supervision. 5. Bullying prevention Schools have become the prime ground where bullies are born and begin terrorizing other children. The reason for this is probably because teachers are expected to spend more time teaching and performing administrative duties, rather than paying careful attention to their learners and their individual needs. At camp, the counselors supervise the children around the clock which allows them to deal with bullying as it happens and it also allows them to spend quality time with each child to attend to their personal needs. Additionally, many camps have a higher staff to child ratio than schools, which helps to create a bully-free environment. 6. Fostering Independence Learners at school are controlled by their school rules which promote discipline and order, and understandably so. However, kids also love the freedom to choose, of which there is little opportunity at school. Camp, on the other hand promotes independence and balances this with discipline. Children may choose the clothes they wear, the activities they want to participate in, the friendships they make and the food they eat. 7. Physical activity is promoted Learners spend most of their school day behind a desk rather than outdoors, which many children find frustrating and uninspiring. At camp, kids are always on the go, out and about, having fun and being active without the distraction of technology. Not to mention that the increased exercise they receive at camp benefits their ability to learn, concentrate and the quality of their sleep. 8. Less anxiety and more stress management Mention exams and assessments and watch how quickly children develop anxiety. The schooling environment can put a lot of pressure on kids, whether it is peer pressure to do well, or the usual exam stress. Camp is a more anxiety-free environment, and when children to do express their anxiety, they are encouraged to communicate with a counselor and also taught coping mechanisms to help them handle their stress. Obviously, school cannot be avoided, but the camp environment is a child’s sanctuary when school closes for the holidays. Together, both school and camp experiences provide many opportunities for a child’s academic and personal growth. Therefore, camp is well worth considering for your child to receive the benefits of both experiential and academic education.

October 2, 2017

Crossing The Midline

There are many terms that teachers, psychologists and other professionals may use that, at times, are perhaps not explained effectively leaving parents at a loss to the significance of these difficulties. It is important to understand what the importance of these conditions are, (especially if they have been mentioned in your child’s school report) what they mean, and the possible consequences and repercussions thereof. The midline is akin to an imaginary line going down the middle of one’s body from head to toe. Midline crossing is important for many skills to develop later on. For example, midline crossing is important for a youngster to develop the ability to use one hand to write across the entire page. This will also determine whether the youngster will have the necessary skills to read the length of the sentence across the page from left to right A child who can’t cross the midline, for instance, would use his/her left hand to write or paint on the left-side of the page and his/her right hand to write or paint on the right-hand side of the page which can hamper the learning process. Crossing the midline is also an indicator of bilateral co-ordination which is the ability to use both sides of the body and brain simultaneously. This is important for gross motor skills such as climbing stairs, walking, riding a bicycle and swimming. In addition, bilateral co-ordination is also important to read, write and learn. In other words, the right and left brain have to work together, for example in reading the left brain’s task is to decode a word whilst the right brain facilitates the understanding and meaning of what was read. Midline crossing is therefore essential for a youngster to develop as it is a very necessary skill for learning in all areas of life.

August 28, 2017

Setting your child up for Term 3 success!

The much-anticipated July school holidays seem to have flown by. Alarm clocks have been quiet and daily homework seems to be a distant memory. School uniforms have been hibernating and lunch boxes, shelved. It is almost time to oil the gears and get ready to start the school run once again. It can be a stressful time for parents and learners. Cindy Glass, Founder and Owner of after school remediation franchise, Step Up Education Centres, gives the following helpful hints to parents to ensure that the holiday-school transition is a positive experience for all. 1. Choose your words and actions carefully Your child will look forward to going back to school if you create a feeling of positive anticipation for him. Chat about friends and new experiences that lie in wait. Be positive about your expectations for the term, assure your child that you are there for him and that, together, you will face any challenges that may arise. 2. Set positive goals Take some time to dust off the term 2 report. Look at each subject and, together with your child, decide on realistic goals for term 3. Remember, you cannot build your child up by breaking him down, so make this exercise a positive one. Decide if he needs extra assistance and be open to understanding what he may need to achieve his goals. All negative behaviours or attitudes towards academic work stem from fear! Fear of failure, fear of consequences. Use this time to seek to understand your child. Be excited about his potential to achieve his goals 3. Get the bits and pieces sorted Check that uniforms are clean and ready. Label anything that may still need it. Stationery, sport gear, exercise and text books need to be sorted and ready-to-roll. It is important to do this in good time to avoid a stressful rush at the last minute. 4. Start making healthy lifestyle choices A healthy diet and exercise routine go a long way to ensure a positive academic experience. Start going to bed a little earlier as well. Sleep is as important as healthy food choices. 5. Reinstate routine Nobody enjoys routine during the holidays. Spontaneity is enjoyed, and so it should be. The school term, however, places demands and expectations on every learner and a positive routine is needed to ensure that your child is able to cope effectively with the pressures of school life. Life is not a straight road and sticking to routines can be challenging. If you focus on following a routine as much as possible, you will all reap the benefits. hilst you enjoy the last few days of the school holiday, do yourself a favour and start preparing for the beginning of a new term. It will be worth it!” Cindy concludes. About Step Up Established in 2016, Step Up Education Centres is a dynamic after-school remediation and tutoring franchise with a difference. Step Up offers children an opportunity to succeed in a schooling system that is, at times, very unsympathetic. From the moment, a child walks through a Step Up Education Centre doors they feel different. They no longer feel silly or stupid. They no longer feel misunderstood. They no longer feel judged. After just one lesson they feel hope. They see possibility. After a few sessions, they walk taller, feel smarter, do better. Why? Because Step Up believes that every child has potential…And our passionate educators will not give up until they reach it!

August 7, 2017

University Application Survival Kit

With university application season now in full swing for Matrics who want to pursue further studies next year, stress levels in homes across the country are rising as a result of the demanding administrative requirements associated with the process. But it can be made significantly smoother and less onerous if learners take some time to put together an application survival kit before starting to complete their applications, an education expert says. “When applying for a place at a higher education institution – whether online or in hard copy, whether at a public university or a private institution – there are a number of things you will need and can get ready before you even look at the application forms,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider. Coughlan says learners should prepare hard copies as well as an electronic folder containing all the documents and information they are going to require, as well as keep a log to track applications and all the log in credentials and passwords they will amass to application portals if they are applying to more than one institution. Learners need to make it easy for an institution to accept them by ensuring their applications are complete. “Given limited spaces at universities and fierce competition for popular courses, it is of course imperative that learners keep their options open for next year, by applying to more than one institution and for more than one course. Putting all your eggs in one basket may mean that come 2018, you find that your marks just didn’t make the grade to ensure you get access into your first choice of course or institution, or that you just missed the cut for admission due to high demand for limited space. “But while it is highly advised to have a Plan B, C and even D in place, this means that you need to keep quite a few balls in the air during the application stage. Your application survival kit will help you not to drop them,” she says. Coughlan says that once learners have prepared all their documents and information, they will be able to respond to application requirements in one sitting. “Additionally, you need to ensure that scanned copies of documents are as small as possible to ensure they are not rejected due to an institution’s mail server settings, so do not save them as image files. Also ensure that the names of all documents tie back to you, by including your name, ID number and descriptor of the document in the file name.” Coughlan says that most applications to reputable institutions will require the following: A certified copy of your identity document. Ensure that in the scanned copy the document, the picture, certification stamp and writing are all very clear and easy to read. A certified copy of your Grade 11 school results as well as your April or Prelim Matric results. Your NBT number or results or both. A certified copy of the fee payer’s identity document as well as proof of banking details and residence. A certified testimonial from a school or equivalent if you are applying for residence. Application letters, forms and portfolios for those programmes that require them. All your contact details – telephone numbers, residential and postal addresses as well as a reliable mobile number and e-mail address (consider using your parent or guardian’s details if you are not good at responding to texts and mails). All the contact details of your next of kin, parents, guardians or sponsors – you will need telephone and residential, postal and e-mail details. Coughlan says the application process can further be streamlined and made more manageable if learners also ensure that they: Use easy to remember passwords and login details for online applications and keep records of all of them for each institution. Keep a record of reference numbers sent to them. Carefully track dates and requirements and keep to them, so that they don’t lose out on a place because they forgot, for instance, to pay the application fee. Complete the forms in absolute and correct detail, because mistakes can lead to them losing out on a place if it looks like they were trying to mislead the institution. Have all the information close at hand when filling in applications, so that they are not logged out while searching for something. Use the correct codes for courses as provided, so that there is no misunderstanding of exactly what is being applied for. “The higher education application process is a job in itself, and a matriculant’s first taste of the new responsibilities and challenges that will come after their school years,” says Coughlan. “It is a great opportunity to start taking responsibility for and control of one’s future, and can be an empowering adventure if tackled correctly. And of course, most importantly, learners should start the process right now and ensure they have left their options open, and definitely not leave things until later in the year or even next year, when their chances of acceptance into a programme or institution will be significantly diminished.”

July 19, 2017

Ditching Maths Myths

The best start parents can give children to ensure they master maths throughout their school careers, is to ensure they banish negative attitudes towards the subject right from the start, an education expert says. “Parents and caregivers must ensure they don’t pass on their own negative feelings about maths, or any other subject, because they themselves struggled in the past,” says Barbara Eaton, Academic Development Co-ordinator for the Schools Division at ADvTECH, Africa’s largest private education provider. “Children should be allowed to embark on their maths learning in the secure understanding that they are competent and capable, without any kind of pre-emptive fear for the subject,” she says. Eaton notes South Africans regularly hear about our country’s dismal performance in international maths and science benchmarking tests. “Those of us who work at the Pre-Primary level are well aware that the results of the children at prep and college levels will not improve if we do not focus on the correct teaching of maths concepts within the three to six-year age group,” she says. But she warns that early learning should be age-appropriate and concentrate on ‘hands-on, brains-on’ activities. “Early mathematical experiences have to be presented in kinaesthetic and concrete ways, leading to semi-abstract activities in Grade 0. We certainly do not favour worksheets for children at this young age,” she says. Eaton adds that while many young children enter Pre-Primary school with knowledge of counting, numbers and shapes, it is also important to expose them to more challenging content. “Young children are ready to learn more advanced concepts as long as they are presented in an engaging and developmentally appropriate manner. This does not equate with ‘pushing down’ the curriculum content to younger and younger children, as that could have the opposite of the intended effect.” Eaton advises parents to take a keen and active part in getting their children excited about maths, and says that the foundations of later maths mastery can be achieved through play-based activities in the early years. Activities which promote the acquisition of maths concepts include: Singing number songs and rhymes. Counting out everyday items such as plates and cutlery for supper, potatoes for cooking, biscuits for tea. Matching how many times you clap with items such as bottle tops. Baking, which involves counting and measuring of ingredients. Drawing attention to numerals on gates, cars, busses – anywhere in the immediate environment. Sharing out sweets amongst the family or the teddies at the play tea party, which teaches division. Dividing fruit, veg and cakes into pieces and talk about halves and quarters, which teaches the concept of fractions. Working out how many sweets we need if everyone is to get two, which teaches multiplication. Matching, identifying and counting coins, and giving coins to spend on small items in the shop. Comparing the sizes of clothes and shoes that the family members wear and arranging them in ascending and descending order. “Research tracking American, British and Canadian children found that children who entered pre-school with a strong grasp of numeracy, counting, relative magnitudes and ordinality achieved better maths scores in later years, and that these skills were more predictive of general scholastic achievement than were language, attention or social skills,” says Eaton. “But parents should not, in an attempt to ensure their child’s future maths mastery, try to get them to learn something now, with difficulty, which they will manage more easily later. Helping your child at this stage does not entail the teaching of isolated maths skills through memorisation, rote or the reliance on worksheets. “Parents and guardians who want to make a substantial contribution to their children’s performance later in life can ensure they lay a solid and positive foundation in the early years, simply by making maths meaningful and relevant to everyday situations. Quite simply, maths should become child’s play.”

July 13, 2017

Subject Choices: Plotting Your Future Options in Grade 9

In coming months, Grade 9’s will have to select the subjects they want to pursue from next year until they write their final Matric exams. While making the call is an exciting exercise for some, others struggle with the commitment, especially when they are not yet sure what they want to study after school. “Subject choice season requires some serious soul searching and big decisions, which are too important to leave until the day when you are presented with a checklist to indicate your choices. It should already be top of mind now for learners who want to give themselves the best chance for success in Grade 12 and beyond,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. Payne says time really is a learners’ friend at this stage, and it is important that the subject choice conversations should start between them, their parents, guardians, teachers and friends. It is also important to not try and make decisions based on crystal-ball gazing, but to use the various resources available to assist with this choice – particularly when learners are unsure about their vision (or lack thereof) for their future, she says. These resources include: 1) EDUCATIONAL PSYCHOLOGISTS “An educational psychologist associated with a higher education institution, whether public university or private, or even a professional in private practice, can be approached to do an aptitude test,” says Payne. “These professionals are trained to use reliable assessments to gauge where the learner’s talents, interests and strengths lie, and can be used as a strong indicator of the career directions and options the learner should consider.” 2) INSTITUTIONAL ADVISORS By spending time speaking to advisors at higher education institutions, learners will get a good idea of the range of potential qualifications they can pursue, and what the entrance requirements are. “Your first stop is to visit the websites of various institutions of higher learning, and thereafter, you can further discuss your options with an advisor at the University or Private Higher Education institution’s careers centre,” says Payne. She says that once the learner has an idea of what qualifications or careers excite them, they will be able to make informed matric subject choices. “Your subjects should be very carefully selected and the decision must not be based on doing what your peers are doing or choosing all the easier subjects in the hope of scoring better marks,” she says. Instead, the following factors need to be taken into consideration: IF YOU ALREADY KNOW WHAT YOU WANT TO STUDY Look at a range of different institutions and courses within your field of interest to allow yourself some choice and a Plan B after matric. Always consider a second option to avoid disappointment should you not be successful in your application for your first choice of a qualification. IF YOU DON’T KNOW WHAT YOU WANT TO DO AFTER MATRIC Choose subject combinations that will leave you with options and room to manoeuvre. If you struggle with Maths and Science, consider keeping only one of them so that you can focus your efforts and achieve good results. Maths Literacy should only be considered as a last resort, as many courses require Maths and you could be rejected based on the choice you made in Grade 9. FIGURE OUT WHAT MAKES YOU HAPPY As you spend time at your desk every day, going from class to class, and completing your homework, be alert to which subjects you feel most comfortable with. Do your research and find out how your favourite subjects manifest in the working world, because they might be relevant to a field that you are not yet even aware of. DETERMINE YOUR STRENGTHS Choose at least two subjects that will boost your average. Admission to higher education is performance-based, so it makes sense to do very well in some subjects rather than badly in all of them because you chose only gateway subjects in an effort to keep your options as open as possible. UNDERSTAND THE DIFFERENT ROUTES TO SUCCESS You may think you won’t stand a chance of getting good enough grades to enter higher education after matric, but there are now many options for further study. The South African National Senior Certificate and the Independent Examinations Board (IEB) have four levels of pass, so even if you do not get a degree pass, you could still qualify for diploma or higher certificate study. Diplomas and higher certificates are normally vocationally or career-focused, and give you access straight to the world of work and even degree study. “The key to making the best matric subject choices for your future self is to ensure you do your research thoroughly, and at a comfortable pace so you don’t have to rush the decision,” says Payne. “These choices will have a profound impact on access to preferred qualifications and the career possibilities thereafter. This is one of the first opportunities teenage learners will have to practise strategic decision-making that will have a lasting effect on their lives, and it should be looked at as an exciting first step into their future as adults, and also a valuable learning and problem-solving lesson.”

June 27, 2017

Grade 11: The Year that TRULY holds the Keys to your future options

With mid-year exams only a few weeks away, an education expert has warned Grade 11 learners to take this year, and their preparation for it, just as seriously as Grade 12 – if not more so. “Parents, learners and even teachers mistakenly think that Matric is the most important year of schooling, yet Grade 11 is just as important and these years should not be considered as separate milestones, but rather as a 2-year event,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider. The reason for this is because many institutions – whether public universities or private institutions – make provisional offers for admission based on Grade 11 results, she says. Therefore, learners should give Grade 11 their best effort, and not wait until next year to throw their hats into the application ring. “Applications for university open in the March of your matric year, but because this is too early for you to have any meaningful matric marks, institutions often use the exam marks from your Grade 11 year as an indicator of your ability to succeed in the course,” says Payne. “Therefore, if you did not put enough effort into your Grade 11 exams and have the mindset that you will delay the hard work and study until Matric, you may be unpleasantly surprised to find out that it is already too late.” Payne says that many learners have in the past been disappointed when they receive rejection letters in their Matric year, which would then require them to put in even more effort to improve their marks to a level where they might have a better shot at acceptance. Additionally, learners often underestimate the difficulty of Grade 11, under the mistaken impression that the real challenges will only follow a year later. “The work is just as – if not more – challenging than Grade 12, which is often regarded as a revision year. A lot of content is delivered in Grade 11 and can become overwhelming if you don’t resolve early on to keep up and master things as soon as possible,” she says. Payne notes that higher education institutions usually give one of three replies to applications submitted based on Grade 11 marks: Provisionally accepted Waiting list Rejected “Once rejected, it is very difficult to have your application re-evaluated, even if your Grade 12 marks have improved dramatically, and especially for those courses which are in high demand,” she says. However learners whose applications in their Grade 11 year are rejected do have some options left to them, notes Payne. These include: Applying for the same or similar course at a different institution which may still have space available; Applying for a different type of qualification at the same institution, for instance instead of applying for a degree course, applying for higher certificate or diploma in the same field, or a degree qualification in a similar field, and Working on improving school marks, particularly when placed on a waiting list. “The waiting list is often a ‘cream of the crop’ selection which is applied once results are known. So if there are 100 people on the waiting list and your marks are in the top 10, you have a better chance of being accepted,” says Payne. She warns that Grade 11 is usually not identified early enough as the year when delivery of content assessed in the Matric exams begins, and that Matric final exams often contain more Grade 11 content than that which is covered in Grade 12. “Learners will find that many of their Grade 12 months are spent practising and revising Grade 11 work. Additionally, exams throughout Grade 11 will mirror the types of assessments one can expect in the final assessment. “In addition to ensuring timeous placement in a field of study at one’s institution of choice, working hard in Grade 11 also means that learners are able to make the best of the opportunity to practise the study and exam writing skills that will allow them to give the performance of their lifetime when the Matric exams roll around.”

June 10, 2017

The Importance of Spelling and Handwriting in a Digital Age

It’s a fair question for parents to consider: why should my child learn to master the skills of spelling and handwriting in a world governed by spellcheckers and keyboards? Isn’t the mere notion of teaching these skills as archaic as attempting to master trigonometry without the use of a scientific calculator? Edublox reading, maths and learning clinic investigates the importance of handwriting and spelling in the learning process and shares some tips on how to identify problems that children may be experiencing. “Over the last 30 years, we have witnessed many technological changes in the educational landscape. Certain skills, like spelling correctly and being able to write legibly by hand, however, still remain universally relevant,” says Susan du Plessis, Director of Educational Programmes at Edublox. “Although various spell checkers and autocorrect functions may serve as proofing tools in order to communicate clearer messages, it should not deter children from learning the skills in the first place,” she adds. Du Plessis’s view is one that many educators agree on. In an article published in The Guardian, Edouard Gentaz, Professor of Developmental Psychology at the University of Geneva, articulates how pens and keyboards bring into play vastly different cognitive processes. “Handwriting is a complex task which requires various skills – feeling the pen and paper, moving the writing implement, and directing movement by thought. Children take several years to master this precise motor exercise: you need to hold the scripting tool firmly while moving it in such a way as to leave a different mark for each letter*.” If children do not master these skills, their spelling is likely to suffer as a result. According to the authors of the book Introduction to Learning Disabilities**, handwriting errors can cause a word to look like another word, where slow, laboured writing of letters may cause a student to forget the word he or she is trying to write. Du Plessis continues: “The skill of spelling embraces many subskills – the ability to perceive the whole in its individual parts, auditory perception of letter sounds and auditory memory, and decoding skills. Together, spelling and handwriting are important foundational skills in the learning process.” According to Du Plessis, the problem with teaching spelling in a digital age is that good language and strong spelling skills have become optional in the way that we communicate on social media and through the various devices available to us. Search engines are also incredibly forgiving and simply suggests the correct spelling of search terms without even prompting the user to consider where they went wrong. “Traditionally, spelling does not allow any room for ‘creative’ answers or ‘style’; a word is either spelled correctly or it is misspelled. It’s important that parents encourage their children to learn to spell correctly and to use spelling applications and emoticons as secondary tools in the communication process,” she explains. If parents notice that their children are struggling to spell despite an effort to do so without the help of digital tools, there might be underlying shortcomings that a reputable learning clinic can help to resolve. If the problems are caused by poor handwriting, which includes illegible or exceptionally slow writing, a child might be struggling with dysgraphia (a Greek term that encapsulates symptoms like trouble with pencil grip, mixing up cursive and print, and inconsistent spacing between words). “Ironically, there are many online programs that are wonderful tools in a reputable learning clinics’ toolkit when it comes to reading and consequently spelling,” adds du Plessis. “Parents must look out for programs that aim to resolve learning and spelling problems and not simply enable the child to manage them better. Search for something that is visually engaging and fun to work with and one that tracks progress so that parents are aware of the child’s improvement.” “Proper spelling and neat handwriting have definitely not become outdated skills. Especially with the rise of the digital age, parents should pursue solutions if their children are struggling and to value these ‘manual’ skills; without it, we may see language take a back seat in years to come,” concludes du Plessis. *Chemin, A. (2014). Handwriting vs typing: is the pen still mightier than the keyboard? [Online] Available from: https://www.theguardian.com/science/2014/dec/16/cognitive-benefits-handwriting-decline-typing [Accessed: 2017-04-04]. ** Hallahan, D. P., Kauffman, J., & Lloyd, J., Introduction to Learning Disabilities (Englewood Cliffs, NJ: Prentice Hall)

June 9, 2017

Your Child’s Language Development and How it Affects Later Success

I recently attended a fascinating lecture by Suzy Styles, who is a professor of Psychology and Linguistics at the Nanyang Technological University in Singapore. Her research is all around how language modulates brain development, shapes sensation and co-creates our conscious experiences. There were a number of things she discussed that are fundamental bits of wisdom for parents and educators to be aware of. Babies’ sensory systems are already in place before birth, and by the time the baby is born they have already been primed for the kind of auditory world they are going to emerge into including large amounts of information about their native language. Babies at birth can already recognize a story that has been told to them in the womb, can tell the difference between different languages and can recognize their mother’s voice. The sounds that they hear in the womb and in early life are literally changing the structure of their brains as they make new connections. Prem babies often have difficulty with language later on. This is due to the nature of the sounds that they are hearing outside of the womb when they should still be in it… The sound of the mother’s voice and heartbeat are replaced by aircons and ICU noises and unfiltered speech. Prem babies need to have the sounds of the womb simulated in order to have optimal auditory development. When we speak to babies we naturally hyperarticulate vowel sounds (we do this when we speak to foreigners and Siri too!). Babies LOVE this! It matches the way they are hearing at this developmental stage and is linked to faster hearing skills later on. Even the toys that we give to children can make a difference to their language acquisition. For example, babies who have teething toys that get in the way of their tongues are unable to recognize sounds like “t” that use the tongue tip. Between around 6-12 months babies lose the ability to distinguish sounds that they don’t hear regularly. For example, Japanese babies can no longer tell the difference between “ra” and “la”, and Spanish speakers can’t tell the difference between “ba” and “va”. This means that these early years are the optimal time for a baby to be exposed to another language. However, babies only learn a new language (or even words in their own language) in interaction with real live people. Television and radio do not count, no matter how good the program they might be watching. The only time that babies learn from a recorded sound is when they are exposed to it together with an adult who discusses it with them or interacts with them and the show – using the TV or radio as a prop for interaction. Up to six years old children still have some neural sensitivity to adapt to new languages. The benefits of learning a second language go beyond just social convenience. Studies have shown that bilingual people (and only those who have learned their second language early in life) recover better from strokes and don’t show early symptoms of Alzheimers. The more you talk to a baby and the more interactive and fun this is, the more their hearing is increased. Whenever emotion is involved in learning there is more consolidation of the learning. Their studies show that children of professional class parents are exposed to around 30 million more words than a working class child by the time they reach school. And this directly correlates with school performance later on. Hearing more words has a protective effect against later learning disabilities. It is not enough for the child to just be around chatty adults – the speech actually has to be directed at the child and needs to be fun. Even reading to a baby only makes a real difference if the reading is fun and interactive (NOT instructional). It needs to be like a game, for example making jokes that violate expectation. The book is more like a prop for some kind of linguistic interaction with the child. The more fun the experience, the more the language ‘sticks’. Children are affected by our attitudes to learning and how much fun is involved at all ages. Children who are judged on what they say in class will disengage and have lower grades. In terms of language development, the greatest predictors of whether children will do well in school are: Interaction. How much and how fun and how child-directed the experiences are. The number of words they are exposed to. Whether their caregivers use instructional speech (tie your shoe, put on your clothes, eat your food) or expanding type speech (ooh, I see you’re putting on your shoes. Those are the same shoes you wore yesterday. And the ones you nearly left at the beach last week. You love those shoes, don’t you? You would have missed them if we hadn’t found them…) The core lesson for me that comes out of all this research is that we need to be present with our babies and children – engaging them in fun, interactive ways and exposing them to as much of our linguistic worlds as we are able. KEY ACTION POINTS: Speak to your baby in utero. Sing to her, read to him, tell them what you’re thinking and feeling. If you have a multi-lingual family, have the other parent or grandparents chat to the child in a different language while they are still in the womb and beyond. If you want your baby to learn another language make sure they are exposed to it before 12 months old (or definitely before 6 years old) in fun, interactive ways with a caring adult. Prem babies can have improved language skills later on if you are able to simulate womb sounds in the hospital – filter the mother’s voice, expose the baby to a recording of her heartbeat, and cut out as many of the sounds of the hospital as possible. If this is done for

June 9, 2017

Private Doesn’t Always Mean Perfect: How to Choose the Right School for your Child

With registrations for the new school year now open, thousands of parents are considering sending their children to private schools. While many of them would not have considered this option before, the rapid expansion of the private offering is seeing an influx into this sector. However an education expert warns that just as they would do with public schools and higher education, parents must do their homework before simply signing up with any school by virtue of it being a private one. “Just as with public schools, quality and performance vary from school to school, and it is incorrect to assume that just because a school is private, it is automatically the best choice for your child,” says John Luis, Head of Academics at ADvTECH Schools, home of 91 private schools across South and Southern Africa, including Trinity House and Crawford Schools. He says the philosophy, approach and capacity of various private schools are vastly different, and that a school should be selected only after consideration of the specific needs of the child to see how they match to potential schools. Additionally, parents should carefully scrutinise promises against track record. “Parents must firstly make sure that the overall ethos of the school is a good match to the family and the child,” he says. “When visiting schools – a non-negotiable part of the process of selection – parents should observe the learners and their interactions among each other and with teachers. One should ideally get a good sense that the environment is safe and stimulating, and that the school has all the resources and facilities one expects from an environment in which academic excellence can become possible.” Luis adds that parents should also look at the long-term performance of schools and their students, to ensure that learners are equipped not just to excel at school, but also to flourish in higher education and beyond. Very importantly, parents should find out from the school how they are incorporating the very important 21st Century Skills as identified by the World Economic Forum into their teaching methodology and curricula, says Luis. “Schools should no longer be operating in the way they did ten or even five years ago, with the approach of imparting knowledge top-down, and learners being exam-focused parrots. That does not serve us in the real world out there anymore, and will do so even less in future. Globally schools are moving towards empowering learners with the kinds of skills they need for our new workplaces – skills such as being able to creatively problem-solve, research, communicate and self-manage.” STEPS FOR CHOOSING A PRE-SCHOOL Trudie Gilmore, Assistant General Manager at ADvTECH Junior Colleges, says there are few things that instil more anxiety and apprehension in parents than the task of finding the right school for their child’s first foray into education. “The choices can be overwhelming, the deadlines are impossibly early, and the pressure to get it right is huge,” she says. She advises parents to structure their search as follows: Start your search at least one school year prior to attending, and note that many schools take applications as early as just after a child’s birth.Schools should have viewings scheduled throughout the year, and you should attend these at all of the schools you have identified. If you missed the boat on timing, call around and arrange as many visits as you can. Most have waiting lists, and there are often last-minute openings. Be persistent by checking back in and being proactive. The Viewing. You can attend an Open Day or Expo to hear about the philosophy, admission process and much more, then submit the application and registration fee. You can view the school while classes are in session, and we recommend that you bring your child to spend time in the classroom. Be ready with a notebook on the viewing, and bring a list of all your questions to be answered. Know how often and how long you’d like your child to attend. Children usually attend preschool anytime from 3 months to 6 years of age. Most schools should offer half-day and full-day programmes. Check that you are happy with the programmes for both the morning and the afternoon if your child will be there for the full day. Gilmore says parents should check for the following to ensure that a pre-school programme is well-run: Assess the quality of children’s relationships with the staff. Pay close attention to the language used in the classroom and the friendliness of the staff. View a few different classrooms while school is in session to see how the teachers interact with the children. Home-to-school connections are important. Preschools that have high family involvement are often the schools with the strongest programmes. When families are involved, children do better, teachers feel supported and everyone works together for the children’s learning and development. High-quality preschools have structure: They follow a specific philosophy or model and have specific guidelines for addressing challenging behaviour. Discipline policies should emphasise positive approaches to teaching children new skills and proactive strategies for behaviour management such as classroom rules, routines and social-emotional lessons or curriculum. STEPS FOR CHOOSING PRIMARY AND HIGH SCHOOLS Morag Rees, Principal of Crawford College Sandton, says that to be academically excellent, a school should not only provide enriching, empowering and meaningful learning opportunities which challenge students’ thinking, assumptions and abilities, but should also ensure that these learning opportunities provide a foundation for further study and successful future lives. She advises parents to consider the following when looking at schools: The culture of the school, which includes things such as diversity, community awareness, priorities (e.g. academics, leadership development, cultural activities and/or sports), student interaction, and commitment to learning. Travelling distance is also a consideration – especially if the child and parents want to be fully involved. Teaching philosophy and school ethos should align with the learner and parents’ expectations. The school’s track record over the long term, which means not just looking at last year’s matric results. The options available to learners

June 9, 2017

Matrics: Public University or Private Institution?

With the rapid growth of private higher education in South Africa, prospective students now have a wealth of options when choosing not only what to study, but also where. But these students must do their homework before they settle on a course or university, to ensure that they select the best path which is most likely to lead to success for them as individuals, an expert says. Dr Felicity Coughlan, Director of The Independent Institute of Education, says the general public is increasingly becoming more aware of the benefits of pursuing a degree or other qualification through a private higher education institution, despite the fact these institutions are legally not allowed to call themselves private universities. “People are beginning to understand that public universities and private institutions are subject to the same oversight and regulation, which means that you will be getting the same quality education regardless of whether you opt for a state-funded university or a private institution. “Having said that, it is of course very important to still check on individual institutions and choose yours wisely, because just like the quality varies between universities, with some ranked top in Africa and even the world, while others are beset with serious challenges, in the same way quality varies between the offering at different private institutions,” she says. Coughlan points out that with the realisation that prospective students can pursue the same qualifications and degrees at private institutions, registered and accredited in the same way as those at public universities, there has been a consistent and substantial increase in students who opt for private higher education over the past five years. “Although some have ascribed this to the challenges in the public sector, students are specifically choosing private study for a number of pull reasons, rather than push factors from the public sector.” Coughlan says that while some prospective students have very specific reasons for electing to study at a university, based on their unique needs, requirements or background, others are increasingly opting for private study due to one (or a combination of) the following factors: Not needing to relocate to a new city in order to pursue their dreams is a big drawcard for some, while also being easier on the pocket. With smaller campuses and classes, access to support and staff is vastly improved, as is interaction with fellow students. Because a large percentage of lecturers are not only academics but actively working in their industries, students get up close and personal with the real world of work and opportunities while still studying. As private higher education institutions receive no state subsidies, they are reliant on student fees, which means that students are treated as valued customers, and generally receive good service. Additionally, if they do not offer value for money and a credible, quality educational offering, they face having to close their doors. Many private institutions offer niche qualifications that are not available elsewhere, and equip students for emerging careers such as game development. “Success rates are generally much better in smaller environments, because it is easier to access help and support timeously when needed,” says Coughlan, “which means that students usually complete their degrees within the prescribed period, and enter the workplace sooner than others who may have to repeat one or more years.” She adds that because employability is a key success factor for private higher education institutions, most qualifications offered are closely related to the requirements of the career in the real world of work, and an increasing number of career focused postgraduate qualifications are becoming available. The tools of the higher learning trade also look different in the private sector. “Assessments can be more interesting, because the marking load on lecturers is lower so there is less reliance on things like multiple choice questions. Additionally, technology use is often flexible and tailored to student needs, because it is possible to do that in flexible environments.” In the end, prospective students must ensure they investigate all their options – in the public sector, in the private sector and by course offering. “Things have moved on significantly from the days when the only credible qualification was a 3-year degree from a public university,” says Coughlan. “Parents, schools and teachers should assist learners in their process of identifying everything offered on the higher educational buffet before making one of the most important decisions they will ever make.”

May 12, 2017

When children read well, yet lack comprehension

A common reading disorder goes undiagnosed until it becomes problematic, according to the results of a five-year study published online in the journal Brain Connectivity. Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much research into reading. That is not the case, however, with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words According to lead investigator Laurie Cutting at Vanderbilt’s Peabody College of Education and Human development, a person with S-RCD will explain it like this: “I can read Spanish, because I know what sounds the letters make and how the words are pronounced, but I couldn’t tell you what the words actually mean.” “When a child is a good reader, it’s assumed their comprehension is on track. But three to ten percent of those children don’t understand most of what they’re reading. By the time the problem is recognised, often closer to third or fourth grade, the disorder is disrupting their learning process,” Cutting said. Researchers have been able to pinpoint brain activity and understand its role in dyslexia, but no functional magnetic resonance imaging or fMRI studies, until now, have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities. Neuro-imaging of children showed that, while reading, the brain function of those with S-RCD is quite different and distinct from those with dyslexia. Those with dyslexia exhibited abnormalities in a specific region in the occipital-temporal cortex, a part of the brain that is associated with successfully recognising words on a page. Those with S-RCD, on the other hand, did not show abnormalities in this region, instead showing specific abnormalities in regions typically associated with memory. “That there will be defects in the brain areas concerned with memory makes sense,” says Susan du Plessis, director of educational programs at Edublox Reading and Learning Clinic. “Several studies have confirmed that reading comprehension relies heavily upon both working memory and long-term memory. “Short-term memory holds information in the mind for only a few seconds while it is being processed. Long-term memory is where such processed information is permanently stored. Working memory is an intermediary and active memory system in the information processing area of the brain. It is an important memory system and one that most of us use every day,” explains Susan. Sentence comprehension depends heavily upon adequate working memory. For example, working memory is required to comprehend sentences that are complex in structure such as, “The clown that is hugging the boy is kissing the girl.” It helps us interpret sentences that are lengthy, “Do every other problem on page fifteen and all of the problems on page sixteen before checking your answers in the back of the book.” We use working memory when preservation of word order (syntax) is important to correctly understand a sentence like; “It was the boy’s ball and not the girl’s that was dirty.” “The good news is that weaknesses in cognitive skills can be attacked head-on,” says Susan. “The key is to identify the specific weaknesses, such as a poor working memory, and to strengthen these mental skills through training and practice.” If you suspect that your child has a cognitive deficiency, Susan suggests that you get appropriate help as soon as possible. “The gap between children with and those without cognitive deficits gets wider and wider and may become more difficult, and later impossible to close,” she says.

April 28, 2017

Is your child coping in class?

We’re a couple of weeks into the new school year, this is a good time to assess how your child is coping at school. A child who is struggling to grasp new concepts or cope with the workload could be challenged in one or more developmental areas. There are three areas of human develop that can influence a child’s ability to learn, namely physical, emotional and cognitive development. While these three areas are distinctly different they are connected in many ways. Due to this interconnectedness, your child might present with a problem in one area, but its cause actually lies in another. It is important to understand these development areas in order to assess where your child is excelling and where they may need help. Your child’s physical health can influence how they perform at school. Children are naturally exuberant; a child that is exhibiting signs of listlessness or lethargy could be experiencing health problems. A healthy diet, moderate exercise and good sleeping patterns are tantamount to the health of your child. General practitioner, Dr Linda Baigent, says that the human body needs a good balance of carbohydrates, protein and fats as well as vitamins and minerals to develop and function properly. “Many vitamin deficiencies result in poor functioning of our nervous system and an inability to concentrate,” Baigent adds. “Children require more sleep than adults and a good night’s sleep is extremely important; nine to ten hours is vital for primary school learners. If your child is going to bed early but still seems tired, they may be a restless sleeper and may be suffering from allergies, post nasal drip, an iron deficiency or ear problems” advises Dr Baigent. “This warrants a trip to the family doctor.” Your child’s emotional development relates to their feelings, how they handle situations and processes their emotional reaction to them. Emotional intelligence or EQ is a person’s ability to measure, identify and control their emotions. When your child reaches a maturity level where they are able to control their emotions, they are likely to be able to handle times of stress or disappointment better, show empathy to peers in difficult times and feel more confident about themselves and their abilities. Educational psychologist Annemi Scheepers says, “Problems at home can be challenging for your child to handle and may filter across to affecting their performance at school. Sibling rivalry, fighting between parents, divorce, the death of a close relative or an emotionally unavailable parent (though physical or mental illness) are just some of the problems which may occur in the home environment and affect your child in the classroom.” Within the school environment, an emotional problem may be a school yard bully, lack of social skills (no friends) or teacher/child conflict. Scheepers also notes that a physical illness which has not yet been diagnosed could also affect a child emotionally. Cognitive development refers to your child’s ability to learn, reason and solve problems. Cognitive skills like concentration, perception, memory and logical thinking are mental skills which are used to acquire knowledge. “These can be described as a child’s tools for learning,” explains Susan du Plessis, Director of Educational Programs at Edublox. “When a child struggles to acquire knowledge in certain areas, it may indicate a cognitive skill deficit.” If you know what to look for, cognitive problems are easy to spot. Does your child reverse letters like b and d or confuse numbers like 65 and 56? Do they have trouble with sequencing and putting letters in the incorrect order, for example write ‘act’ instead of ‘cat’? Speak to your child’s teacher to find out if your child struggles to copy correctly from the board or if they battle with story sums. If you suspect a cognitive deficit, du Plessis suggests that you get appropriate help for your child as soon as possible. “The gap between children with and without cognitive deficits gets wider and wider and may become more difficult or even impossible to close,” du Plessis says. Du Plessis offers the following advice to parents when selecting a clinic to help their child’s cognitive development: Have your child assessed, but budget wisely. The assessment is the first step; your budget should go towards helping your child. Go to your first appointment with a critical mind and ask questions such as, “What method will be used to help my child? What is the theory behind the method? Can you show proof of success? Will my child be safe? Will my child enjoy it?” If they hate going, they won’t learn anything. Get your full money’s worth. While tutoring your child, the teacher or therapist should not answer calls or leave the room to check on dinner. Assess the help. You should see visible results and ultimately an improvement in schoolwork. If this isn’t evident, the method may not be working for your child.

April 26, 2017

Are You Allowing Your Child’s Creativity To Flow?

Our creativity is directly linked to the way that we think and is a direct expression of who we are. In terms of being creative from an art perspective, some of us are more creative than others. However, we do need to understand that every one of us is creative in one or other form, from being able to problem-solve, through to our ability to connect with people, all the way through to expressing ourselves on canvas or building and making things with our hands. There are a number of ways in which you can encourage and strengthen your child’s creativity : Encourage independence. Independent thinking and freedom of expression will carry through into your child’s drawings and will interpret into everything that they do. Constantly being entertained by television without being encouraged to find things to do on their own only stifles their creativity. Teach them how to set aside time for themselves to do whatever they want to (obviously within the confines of your house-rules) – this could be playing outside just running around, riding bicycles, playing dress-up, putting on a play for their parents or drawing and colouring in pictures. Allow your child to make their own decisions : being allowed to think for themselves and come up with a solution that suits their immediate needs, builds your child’s confidence and encourages them to think out of the box, instead of merely following instructions. Provide your children with a creativity corner if at all possible, equipped with everything that they may need to get their creative juices flowing – colouring in pens, paints, paint brushes, sponges, coloured paper, scissors, glue, ribbons, string and any materials that allow them to experience various textures such as fabric, tree bark, pine cones, acorns, dried flowers and leaves. There is no end to what they can use to express their creativity in a natural way. Work with them to come up with ideas on what they can make with these materials and encourage any ideas that they come up with. A small reward system, such as a gold star or place of pride for displaying the best drawing of the week, will also encourage them to produce their finest work, even if drawing and creating is something they don’t really want to do. Of course, playing with your child even if for just an hour or two a day will certainly develop their ability to come up with their own creative ideas and build up their self-confidence as you praise and encourage them to use their ideas. Telling stories is another way of expressing and developing their creativity. Setting aside time before bed at night where everyone gets a turn to tell a story or expand on a segment of a theme that is set aside for that night, not only encourages family time, but extends on your child’s ability to express their ideas in a fun and safe environment. Encouraging creativity from an early age cannot be emphasised strongly enough. Through independent thinking and enhanced problem-solving, we can only strengthen every aspect of our children’s development as we love and nurture them into free-thinking, self confident adults.

April 25, 2017

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