Education - Parenting Hub

Advice from the experts

GRADE 9 SUBJECT CHOICES – MORE OPTIONS REQUIRE GREATER THOUGHT

Grade Nine learners will soon have the exciting task of selecting the subjects they want to pursue for the next 3 years, on which they will be tested during the final exams. Because of the withdrawal of the designated subject list by the Department of Basic Education last year, they are truly spoilt for choice, but this also means they need to be more focused than ever, because their decision now can have far-reaching and even life-altering consequences, an education expert says. “It’s a tough ask of teenagers to make a commitment now which will affect their ability to gain access to higher education and potentially their qualification of choice in four years’ time, when many are not even yet sure what they want to study after school,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore very important for them to firstly realise the gravity of the potential consequences of the choices they make now, and then, to really consider the strategy which will keep as many doors as possible open down the line,” she says. Mooney explains that Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen carefully. “Because there are no longer so-called designated subjects, learners may be tempted to choose subjects they envision will be comparatively easier than others, in order to gain the best possible Matric marks,” she says. “However they need to consider not only which subjects will ensure they get admission to higher education, but also which subjects will allow them admission into their chosen qualification. If they don’t yet know what they want to do, they need to make sure that their choice positions them well to access a wide range of qualifications. Their selection must also ensure they can claim a well-rounded education upon completion of their schooling.” Mooney says Grade Nines – with the help of their parents or guardians, and ideally even with the help of career and student counsellors from a respected higher education institution – need to carefully weigh up their various options, and the various combinations of subjects that are suitable for them. “The aim is to choose those subjects that will leave you with a wide range of options, while at the same time also positioning you optimally to perform well in your last three years of school,” she says. “Your subject choice must enable you to demonstrate proficiency in critical thinking and numeracy, and particularly important is the choice between Maths and Maths Literacy, as many university courses still require core maths,” she says. Choosing three relatively easy subjects as electives might help a learner achieve good aggregate marks, but their options will be limited if their education doesn’t incorporate those subjects that teach logic and argumentation, and scientific and reasoning skills as found in for instance History, Accountancy and Maths, and Physical and Life Sciences, says Mooney. “So it would not be wise to go for the short-term gain of spectacular marks, instead of implementing a long-term vision which will support an holistic academic development, as the impact on the future student’s studies – which require higher reasoning than what is expected at school – will be significant, even if they do qualify for study,” she says. “The best way to future-proof your study options and therefore career choices, as well as your ability to be resilient and adapt to currently unpredictable changes in the world of work – is to get as solid a grounding during your last three years of school as possible, even if it is going to be more challenging. “Before making your choice, make an effort to gain as much information about admission requirements for potential career paths from a wide range of higher education institutions, and then to work back to ensure that your subjects will enable you to enter those fields. Very importantly however, ensure that your choices reflect a wide enough range to develop an extended skills base which will serve you well into the future.”

June 10, 2019

Prepare now to study abroad in 2020

Matrics who want to study in the United States and United Kingdom next year need to start preparing for their applications now. According to a study conducted by the Institute of International Education, 90% of employers believe that students with international accreditation possess desirable traits and skills, such as maturity, superior communication skills, flexibility, cross-cultural awareness and independence. “When it comes to applying to study in the US or UK you should ideally give your application an 18-month lead time,” says Rebecca Pretorius, Country Manager for Crimson Education. The global company offers a plan of assistance and mentorship to students who wish to gain admission into top-ranked universities. “Matrics still have a chance of gaining admission, but they haven’t left much room for error.” On top of juggling Grade 12, making decisions on future careers and universities and managing deadlines, the application process for studying abroad takes up a lot of time. “With high expectations and low acceptance rates, applications can’t be left to the night before,” says Pretorius. “While applications for international universities open in October, you need to plan well in advance to make sure that you’ve got all the areas of your application covered, not just academics. The earlier you start preparing, the better”. Pretorius breaks down the admissions roadmap for US/UK admissions in 2020,for those who haven’t started yet: May 2019 to September 2019 – Familiarise yourself with the application process and the universities you want to apply to. You should have a good idea of the various financing, accommodation and deadline requirements for each of your shortlisted universities. June 2019 to December 2019 – Start preparing for the required admission tests like the Scholastic Aptitude Test, more commonly known as the SAT, for the US, this is throughout the year. Programme and / or university admission tests for the UK run from July to October. July 2019 to September 2019 – Prepare for October/November applications. Contact teachers and counsellors for reference letters. Give yourself enough time to write, edit and proofread your application and essays before sending them through. November 2019 to January 2020 – Prepare for personal/video interviews which take place between January and March. You should start hearing back from universities during this time. Make your decision as soon as possible. May 2020 to July 2020 – Search for possible scholarships and student loan options if necessary. Gather your paperwork for a student visa and apply as soon as you can. July 2020 to August 2020 – Book your flights, arrange for an international debit/credit card and photocopy all important documentation before you set off! Pretorius and her South African team regularly host information evenings for parents and learners interested in studying overseas. For more information, visit www.crimsoneducation.org, email [email protected]. or join the Crimson Education Facebook community.

June 6, 2019

Don’t tell your kids they are smart!

The school report can elicit many feelings among parents and students; feelings of failure or feelings of achievement. As an educational psychologist, I often get asked the question: “How should I respond to my child’s school report?”. Carol Dweck’s work on how praise impacts a child’s academic performance has a fascinating answer to this question: Don’t tell your kids they are smart! The way we praise our children about their academic achievements shapes the way they view intelligence, which impacts their performance. Let me elaborate. In their study Blackwell, Trzesniewski and Dweck[1] studied Grade 7 learners and measured their school marks for two years. The students that believed that intelligence is malleable showed an upward trajectory in their marks going into high school. Contrastingly, the students that thought intelligence is fixed showed a flat trajectory. In other words, the students that believed their intelligence is something that is flexible and that can be developed were able to improve their marks. Those that believed their intelligence is unchangeable did not increase their scores. Therefore, it is essential to make our children believe that they can raise their intelligence and that intelligence is malleable. So, what role does praise have? Mueller and Dweck[2] discuss this and points out that the way you praise your child impacts their attribution and goals about their performance. Stated differently, the way you praise your child affects what they want to get out of an activity and the reasons they provide for their success. For instance, if you praise your child’s ability or intelligence (telling them they are smart), they may want to continue to prove that they are smart by receiving high marks. In the short term, this may be useful but becomes unsustainable as the workload and academic demands increase. As the work difficulty increases students that were praised for their ability will often not take on challenging learning opportunities in fear of not looking smart. This limits their learning opportunities which make the marks go down and affects their self-confidence. Furthermore, praising intelligence after your child gets good marks will make them believe that intelligence is a stable or fixed trait determined by genetics. They will believe their success is directly related to an attribute that is outside of their control. If you think about this carefully, when you praise your child for being smart, then you take their control away. Their successes and failures will be linked to something outside of their control, which in the long run can cause a sense of helplessness. I see this often in my practice where parents tell me, “I don’t know what happened. My child is so smart and is struggling to pass Mathematics. In Grade 6 his/her mark was in the eighties, and now he/she is barely passing”. By this time, I find that their child is already in the cycle of believing they are not smart enough and avoids any reminder of it, in the form of tests and homework activities, which logically will make the marks go down. So, what should parents do? Praise effort, persistence and the process of learning. Make the goal of their schoolwork to learn and not to achieve. Make your child believe their brain is a muscle that can be exercised by seeking out challenges. Don’t tell your child they are smart, instead say, “I am so proud of you for demonstrating the ability to learn, reflect and persevere this year, I can’t wait to see what challenges next year will bring”. ——- Hannes is an educational psychologist that provides therapy, assessments and career counselling in Johannesburg. He aims to enable his clients to make their highest contribution despite the obstacles and pain they might experience. Therefore, he works closely with his clients and applies life design counselling, cognitive behavioural therapy, and acceptance and commitment therapy principles to help his clients live productive and meaningful lives. Sources: [1] Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x [2] Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine Children’s Motivation and Performance (Vol. 75). Psychological Association, Inc. Retrieved from https://pdfs.semanticscholar.org/25ab/297c17a87c8a0f79e109be531fe9c7da97b8.pdf

June 4, 2019

New Research on the Importance of Learning through Play

The LEGO Foundation and Sesame Workshop Highlights the Importance of Learning through Play in Parent-Child Relationships in South Africa in Celebration of World Play Day The ‘Play Every Day’ program empowered caregivers to effectively guide children in learning through play in South Africa In celebration of World Play Day, the LEGO Foundation and Sesame Workshop, the nonprofit organisation behind Takalani Sesame, announced the results of a multi-country research evaluation of Play Every Day, a program designed to shift parent and caregiver perceptions about the educational value of play and to encourage play that contributes to children’s early development and learning outcomes. The impact evaluation, conducted by an external evaluator, found significant changes in parents and caregivers’ perceptions of play and play-related behaviour, as well as improved confidence of parents and caregivers as play mentors for their children. Over the course of a 12-week intervention in low-resource communities in South Africa, India and Mexico, Sesame Workshop conducted weekly in-person play workshops or home visits, in addition to reminders utilising WhatsApp and other digital platforms and community events. The research in South Africa was conducted in IsiZulu, IsiXhosa and Sesotho in the communities of Orange Farm, Alexandra, Diepsloot and Braamfontein. Caregivers participating in the Play Every Day program in South Africa reported: Increased frequency of play by 15% Increased confidence as “play mentors” for their children through quality play time, with an increase of 18% Increased confidence using recycled materials such as plastic bottles, cans, and cardboard rolls as play objects, with an increase of 19% in South Africa An increase of 19% in the ability to make everyday activities playful An 11% increase in the link between pretend play as a foundation for academic learning The research findings will inform the upcoming Takalani Sesame ‘Learning Through Play’ Initiative, which will reach millions of children and caregivers across South Africa through television, digital media, and targeted community engagement. The findings will also inform a USD $100 Million Humanitarian Play Programto support children affected by the Rohingya and Syrian refugee crises. The Play Every Day program empowered caregivers and children to learn together, rather than in parallel, providing valuable insights for the development of caregiver-child programming. “With such a large portion of the South African population being in low-resource settings, this research is invaluable and will guide Takalani Sesame programs in South Africa. We continue to educate caregivers and teachers on the benefits that Learning through Play provides, as one of the most powerful ways for children to learn, develop and overcome setbacks,” said Innocent Nkata, Managing Director of Sesame Workshop South Africa. The facilitated workshops, implemented through local community partners, provided primary caregivers with content that is easy to replicate at home to improve caregiver confidence in playful learning techniques and provide new ideas for engagement with children, such as building toys with recycled materials and playing pretend using everyday household items. To ensure culturally relevant and effective interventions, the 12-week intervention was preceded by three pilot phases between November 2016 and May 2018 that tested a variety of play activities, materials, and methods of facilitation for each country. “The LEGO Foundation is working to build a future in which learning through play helps all children grow into creative, engaged, life-long learners. Parents and other primary caregivers are fundamental to this aim as they are children’s first teachers and playmates. We are excited about the positive results from the Play Every Day program. We hope that these insights will inspire and empower primary caregivers in in South Africa to harness the power of learning through play,” said Kerry Kassen, LEGO Foundation Initiatives Lead for South Africa. The findings have been announced as we celebrate World Play Day on 28 May. To mark this important day, Sesame Workshop and the LEGO Foundation are partnering with Cotlands and Kagiso Trust to host an event at the Multipurpose Centre in Sasolburg on 1 June 2019. Takalani Sesame Muppets Zuzu and Kami will join over 300 children to highlight this year’s World Play Day theme, “Play is a right.” The event will feature songs, dancing, and play activities for children. “We’re deeply committed to bringing learning experiences to children across South Africa through Takalani Sesame, and we too believe that play is a right for all children,” adds Mr. Nkata. “This World Play Day, we have a lot to celebrate; with the new research findings, we will be able to build upon our work to ensure that every child has access to positive, playful experiences.” Additional highlights from the Play Every Day impact evaluation can be found online here.

June 4, 2019

Dealing with different personalities in a classroom

One of the first lessons every teacher learns is that, in every classroom there is a kaleidoscope of different personalities present. At any one moment, the teacher is navigating a minefield of different characters, each of which requires specific attention and handling. No two students are the same, and a good teacher is skilled enough to bounce from one student to the next, to tailor their delivery and approach to suit individual character types while remaining uniform and neutral across the board. It is not easy to accomplish and requires a lot of patience. While the individual personalities can fall anywhere on a broad scale, there are a few traits that are bound to be in every classroom. You will not fail to pick out the naturally gifted child in a classroom, or the popular kid, the shy one, the bully, the attention seeker. In this regard, teaching becomes a lot like diplomacy; it calls for a skilled and patient juggling of complex personalities that must somehow coexist together in one setting. For most teachers, dealing with most students is easy enough. There is often no need to even single out specific personalities as you teach, however there are a few personalities that are especially challenging to handle. These test the teacher, push them to the limit. The question now is, how do you deal with the bully who says mean things about other children and even to you? How can you reach that little girl who never wants to be called upon to answer a question? Here are a few tips on how to survive and indeed master the complex characters in your classroom. Put yourself in their shoes It is a universally accepted truth that interpersonal relationships are important, especially between a teacher and their student. Once a good relationship is established, barriers are broken down. Not only can the personal touch help in teaching, but it allows for the relationship to go beyond the classroom. Getting to know your students will help reveal their character to you. Subsequently, you will be able to determine what works for them. Knowing you have a genius on your hands for example, you will know to tweak the material so that they, too, feel challenged and not bored. This is why Abbotts college relies so much on the mentoring system. This enables teachers to give their own personal touch in getting to know students as individuals and to know what their future aspirations are and how we can help with them achieving their goals. If a student is acting out, the immediate reaction is anger and resentment. They are interrupting your class after all and making your life more difficult. But try and think about what it must be like for them. Put yourself in their shoes. Maybe they have problems at home and are lashing out at school. Maybe the reason Mary is not participating is because she is being bullied. Take the time to understand your students. It will help you deal better with their behavior. Master your poker face When dealing with a difficult student, try and keep a cool head. Put away the extreme emotions you are undoubtedly experiencing like frustration and anger. This will help you see the situation clearly, helping you handle it effectively. Students are very smart; they will pick up subtle indicators of your response to their actions. Often, they are testing you and pushing your buttons. They will do so until they determine your breaking point. You must therefore remain composed throughout. Speak in a soft voice that reflects your demeanor but communicate clearly and firmly. Focus on dealing with the issue at hand, and when it’s done, move on. Do not linger over it or hold a grudge. This way, your students learn a thing or two about handling conflict which will be an attitude they themselves will apply in future. Be firm, but fair Always remember that you are their teacher and guardian first, never their friend. It is a fine line to walk, having them respect you but letting them know they can approach you if they need anything. In case of doubt, it is better to stumble on the side of certainty. Your students understand that there are rules, which you must enforce. Do not let anyone get away with rule breaking, no matter how insignificant it seems. If you let just one slip, you lose control over the classroom, and you become infinitely less effective. This will not endear you to them, but they will respect you, and they will do what is right. This does not mean, however, that you adopt a hard, unyielding stance. To err is human. Let your students know that it is okay to make a mistake, because it is a learning opportunity. This way, the punishment won’t feel like a personal slight. You should expect manipulation and bargaining and know how to deal with it. In return, reward good behavior. Be fair in your application of the rules. If you must, enlist the help of another teacher or even their parent. At the end of the day, the objective is to teach them to be responsible adults. It is important to remember that with students, no shoe fits all, so approach each student as a unique individual. Listen to them, empathize with them, and you can discipline them. Written by: James Messian, Life Sciences teacher at Abbotts Colleges Centurion

June 3, 2019

Capriccio! Arts Powered Schools – Learn@Home

Learn@Home, our school’s arts inspired online learning programme, has been specially devised to facilitate and integrate the holistic development of pre-school learners through a unique Play & Learn approach that mimics our school’s fun-filled arts powered curriculum presented on site.

May 26, 2019

The Silent One

A school is not a quiet place. In my experience children constantly talk and more often than not they talk at the same time. Keeping everyone quiet in class can be a big challenge. Then there have been a few occasions where I have taught a child who doesn’t talk at all. The silent one. They were not only quiet and shy but did not talk at all! This is how I have learned about and experienced ‘Selective Mutism.’ According to Dr. Elisa Shipon-Blum Selective Mutism is an anxiety disorder. These children prefer not to talk in social settings as a result of the extreme anxiety they feel. It is important to know that many children with Selective Mutism were early speakers without any speech delays/disorders. Parents are often confused and surprised when they get feedback that their child never communicates at school as these children are often loud and boisterous at home and extremely verbal. Proving that they are able to selectively speak and communicate in settings where they are comfortable and relaxed. These children become mute in any setting where they are expected to talk. This can be experienced in public places such as a restaurant, family gatherings and then of course the school environment where social interaction is constantly required. According to Dr. Elisa Shipon-Blumi it is common for a child with selective mutism to have a blank facial expression. In my own classroom I have found that they tend to ‘disappear’. They do not want anyone to notice them and are fearful of being put ‘on the spot.’ So how do you as a teacher handle a child with Selective Mutism? The most important thing to focus on is dealing with the anxiety. Be aware of the child’s tendency to ‘disappear’ in class of their quietness. Remove all pressure and expectations for the child to speak. Try to treat the child as normal as all the other children in your class. Do not make an issue of the fact that the child does not want to talk. As a teacher there is a tendency to talk for the child or to only give them yes or no questions. Your job as teacher is not to make the child speak but rather to minimise the anxiety in the classroom activities for the child. In some instances, these children develop one or a few friendships and will whisper or even speak to a few children in school especially on the playground. They do experience the need for social interaction. They might also communicate nonverbally in class by nodding their heads or pointing if they need to answer a question. Nonverbal communication is acceptable when the child is new to the classroom environment. However, strategies and interventions need to be put in place to help the child to progress from nonverbal to verbal communication. Seat the child to the side of the classroom, preferably not in front or in the centre where everyone can see them. Avoid eye contact at first. In my own experience it is better to gain the child’s trust by not putting any kind of pressure on them, but also not by excluding them from the classroom activities. I have found that sometimes it works to create spontaneous opportunities for the child to speak. For example, if we do counting on the carpet I will go around and throw a ball randomly to each child. That child must then give the next number. The children enjoy this and get very excited. I have experienced that the children with selective mutism get so involved and excited with the other children that when they catch the ball they sometimes give the answer as there is not enough time to register the anxiety around talking. That can be a big moment for you as a teacher, but it is very important to not make a big deal out of it. Just continue with the game and act as if this is normal behaviour for the child. It is important to know as a teacher that these children can be referred to specialists that can assist with medical treatments and advice in order to reduce anxiety, the main culprit behind selective mutism. By: Wilma du Toit, Grade 2 teacher, The Bridge Assisted Learning School

May 24, 2019

Top Tips on How to Ace Your Physical Sciences Exam

The June Examination might already be underway but that does not mean that you can’t still ace your Physical Sciences exam. The affordable Quanta Book series for Grade 10 to 12 learners makes Physical Sciences interesting and fun! The preparation books, available in English and Afrikaans, contain bite-sized explanations that are easy to understand, and to-the-point summaries enriched with hints and tips. The books also come with DVDs containing cartoons, animations and demonstrations to help you visualise difficult concepts.

May 23, 2019

Are homework and assessments all bad?

Recently a lot has been said about the pressures of homework and assessments especially on prep school level. Many schools have subsequently adapted their policies around homework and assessments – either ‘banning’ homework or drastically lessening the load. The question that should be asked is not whether a learner should be given homework or be assessed. It should rather be how these two very valuable and necessary aspects of education should be managed to best benefit learners. It is important to remember why children are encouraged to ‘work at home’ ie. do homework. In a normal school day, a learner will be exposed to new information in at least four subjects. Keep in mind that all this new information is introduced in periods ranging between 30 minutes and an hour – a short time to really process and understand what you have learnt. For the average child, this information will most probably go in the one ear and out the other with little retention. That is where the value of learning or revising at home comes in. If all children were naturally self-disciplined with a love for learning, this would not be an issue. Children would then revise by themselves, because they would be so interested in what they have learnt at school that day, that they would naturally want to talk about it and revise it. Sadly, we all know that this is not true. Most children won’t spare a moment’s thought about what they have learnt once they have left the classroom. This is why teachers have no choice but to give homework in order to ensure that crucial concepts are engrained in children’s brains. What can however be questioned is the type and amount of homework given. The idea behind working at home should be to further establish an understanding of concepts learnt at school. Homework should not be something that is hastily given just before the end of the period. Teachers should upfront give learners a purposeful exercises that will enhance what the children will learn on that given day. Homework has no benefit if it wastes time and is a mere repetition of tasks without any learning. For example: Grade 5 learners are introduced to equivalent fractions in Mathematics. Instead of giving a sheet of homework where leaners have to complete ten questions on the topic, rather ask them to find equivalent fractions in daily life. Take an apple or a slab of chocolate and divide in half and again in half and again in half and see that Draw a diagram of your ‘experiment’ and bring that to school. Grade 6 learners are learning about the difference between weather and climate. Video tape yourself explaining this difference using examples to a family member. Unfortunately, not all homework can always be ‘experiments’. Sometimes you have to simply sit on your bum and practice. “Children should be encouraged to read, write, perform arithmetic and better understand the world around them.” Maurice J. Elias, Edutopia Another benefit of working at home is that problem areas can be highlighted before a learner is assessed on the topic. If your child for instance battles to complete his ten fractions problems, he will definitely battle to complete the assessment later on. Teachers should therefore plan homework to help learners grasp complex concepts. It goes without saying that the teacher should also check homework daily to be alerted to problem areas. At its very essence – the purpose of homework is to teach leaners to think, apply their knowledge and solve problems. Maybe the solution to this very contentious problem is balance, as with everything in life. Homework should enhance learning, without being senseless. Homework should be little steps, followed daily, to eventually complete an assessment successfully.

May 23, 2019

Foldscope, the science tool every child needs

Giving your child her own microscope might not be something you’ve ever considered. First of all, a microscope is a delicate instrument, more suited to a laboratory than a child’s bedroom. Then there’s the cost; a microscope can cost several thousand rand and requires specific maintenance. It’s also not portable, meaning that samples must be collected and transported home before viewing. From experience, most samples do not make it home in one piece or get lost along the way. Enter the Foldscope, a microscope that can fit in a child’s backpack, requires no maintenance, and is substantially more affordable than conventional table microscopes. At first glance, a Foldscope does not remotely resemble a microscope: it’s made from plastic-coated cardboard, is assembled by the user, and weighs next-to-nothing. To view a sample, a slide is inserted into the Foldscope and the lens is held up to the eye. It doesn’t require electricity to provide light; natural or lamp light is good enough. Best of all, it is virtually indestructible and water-resistant, making it perfect for kids and for use outdoors. A Foldscope can be taken along on any adventure, and samples can be viewed while out and about. Almost anything can be investigated, provided it can fit on a standard microscope slide. Foldscope kits come with plastic-coated cardboard slides that can be used over and over. It’s also simple to make slides from cardboard if the original slides get lost or damaged. Foldscopes were designed by Stanford biophysicist Manu Prakash, and his vision is to provide every child on the planet with their own Foldscope. The implications of providing children with microscopes are profound: by giving children a tool with which to explore a world largely unknown to them, they become empowered to take charge of their own learning. Children become citizen scientists and are given the opportunity to contribute to science in a meaningful way. A wonderful example is a child in Nicaragua who used a Foldscope to teach other children to identify mosquitos that carry the Dengue virus! In South Africa, the reality is that most schools don’t have access to microscopes. Although the national curriculum contains microscopy modules, most schools don’t cover these sections, leaving a gap in our children’s science knowledge. If a child in Nicaragua armed with a Foldscope can empower other children to play a role in their own health, imagine what our children could do! Foldscope kits are available online from www.scibuddy.co.za. Foldscopes are durable, easy-to-use, and portable, with 140× magnification. They are available as individual kits or classroom kits containing 20 or 100 units. Deluxe Individual Kits contain an extensive set of accessories to collect specimens and prepare slides. These kits are packaged in a beautiful metal case making it easy for little explorers to keep their Foldscope close at hand. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, www.facebook.com/SciBuddySA.

May 17, 2019

The Power of Positive Recognition

“I believe the children are our future. Teach them well and let them lead the way. Show them all the beauty they possess inside.” Whitney Houston We all have a need for recognition. No matter how big or how small, the words “well done” makes anyone feel proud of themselves. Unfortunately, the opposite is also true. A lack of recognition leads to feelings of inferiority and incompetence. Parents should keep in mind that children’s sense of self is shaped by the message they receive from those around them, especially their parents, teachers and caregivers. It is important to note that parents should not only give recognition for what their children achieved but also for who they are – as this is part of being loved unconditionally. When children fail but tried their best, their efforts should be praised. Children’s personal growth should not be attached to success and performance but to their efforts and their willingness to try. The best way to motivate your child to behave well and strengthen the effectiveness of any discipline is to make sure that you praise your child more often than you criticise your child. Try to catch them when they are good and comment on it. Your approval is what shapes their behaviour. Faber and Mazlish give clear guidelineson how to praise children in their book How to Talk So Kids Will Listen and Listen So Kids Will Talk (1982). They advise that when you praise a child, instead of evaluating them, you should describe what you see (I see a clean floor, a smooth bed and books neatly lined up on the shelf). You should then describe what you feel (It is a pleasure to walk into this room). And thirdly, sum up your child’s praiseworthy behaviour with a word (You sorted out your blocks, your cars and animals in separate boxes – that is what I call organisation). Praising children by following these guidelines will motivate them to want to be more cooperative and to try their best. When you praise your kids, they get the message that they are loved and that what they do is acceptable and appreciated. Praising your children in this way will help them learn to recognise that what they did is special and that they can take pride in it. They can learn to praise themselves and to recognise and value their own efforts and talents. Linda van Niekerk is an educational psychologist with her own private practice in Pretoria. She works with children of all ages. Contact her on 082 567 9156 or send an email to [email protected].

May 16, 2019

Parenting tips for ADHD

At least one in 20 children in South Africa suffer from attention deficit hyperactivity disorder (ADHD). This is according to research by Cape Town-based psychiatrist Dr Renata Schoeman. ADHD is characterised by three main sets of symptoms – poor concentration, hyperactivity and impulsivity – and, when left untreated, can be among the most debilitating disorders to live with. The risks include academic, social, and emotional problems in childhood, which may impact on job performance, relationships and mental health in adulthood. It is understandable why parents dread an ADHD diagnosis; not because the disorder is untreatable, but because they are unsure of how to help their child. Fortunately, all is not lost. There are many ways to help your ADHD child. Take a look at five parenting tips for ADHD below, but keep in mind that what works for one child may not work for another. Five parenting tips for ADHD Limit distractions In the 21st century, it is easy for anyone (especially children with ADHD) to get distracted if there is a smartphone, a television, video game or computer close by. Access to electronics should be monitored and limited. Establish a routine Having a set routine in place can provide essential structure for children with ADHD. Have meals at the same time every day and have rituals in place before bedtime like taking a bath, brushing their teeth, and reading a bedtime story. Encourage exercise Exercise is the perfect outlet for built-up energy. According to an article in Healthline, exercise may help to improve concentration and stimulate the brain in healthy ways. Try to find an exercise that your child enjoys and make sure to join them, as you will benefit too. Understand your child’s thought process Children with ADHD often speak and act before thinking. Encourage your child to verbalise their thoughts and reasoning, as this can help you understand their thought process and hopefully help curb impulsive behaviours. Ask for help You don’t always have to have all the answers. It is okay to ask for help. Consult a psychologist who specialises in ADHD or consider attending an ADHD Parenting Course. And, remember that it is not only your child that can benefit from professional help – A therapist can help you manage stress and anxiety. Finding a support group in your area can also be beneficial. Home education can provide a nurturing learning environment for children with individual needs. Impaq Educationprovides all the necessary products, services and tools to enable your child to complete Grade R to 12 at home.

May 16, 2019

The critical link between extra mural activities and effective learning

Let’s consider what it takes to transform rough diamonds into the magnificence that we admire in beautifully polished, sought-after stones. Taking a ‘rock’ and making it into a thing of beauty involves processes that take place in several stages. At each stage, the diamond cutter or jeweler uses specific tools and applies different methods to bring out the unique diamond waiting within. Cindy Glass, Owner and Co-Founder of Step Up Education Centres says, “Just imagine what we would achieve if we allowed multifaceted opportunities of learning to shape and mold our children into the magnificent, unique beings they were born to be!” The very essence of being human means that we are not one-dimensional beings. We have bodies that move and an ability to think, act creatively and with great imagination, if we are allowed and encouraged to do so. “Why is it, then, that we define education in terms of academics and academic achievement alone? Why do we place so much emphasis on sitting quietly and learning from texts? What would become of a diamond’s potential if only one of the many processes was prioritised over the others?” Cindy asks. She adds that extra mural activities that involve the arts, drama, music or sports are essential to the holistic development of young minds and bodies. She emphasises the fact that children who participate in extra mural activities benefit from making new friends, finding their talents, developing self-confidence, learning social skills and increasing problem-solving and critical thinking skills. In addition, exercise ensures a healthier lifestyle, greater body confidence, a more positive outlook on life and learning, and reduced anxiety and stress. “Children who are relaxed, confident and happy are more effective learners!” says Cindy. She gives 6 helpful tips to encourage your child to participate in extra mural activities: Be excited about the available opportunities: Help your child to choose an activity that they would enjoy. Consider your child’s strengths and weaknesses and choose an activity that would add value to your child’s positive growth and development. Allow your child to make the decision: This is not about what YOU would enjoy or what you THINK your child would enjoy. Respecting differences and preferences in our families will go a long way to fostering an environment of holistic education. Encourage and insist on commitment: Unless there is a solid reason for needing to pull out of an activity (the activity is not adding any positive value). This will teach your child valuable skills in responsibility, determination and resilience. Practice makes perfect: Remind your child that learning anything new can take time and patience. Encourage creativity and imagination, determination and effort: Never forget that extra mural activities are there to encourage growth and learning. Your child is not a professional actor, artist, musician or sportsperson. Encourage fun and participation, sportsmanship and integrity. Balance is key to effective holistic learning: Academic and extra mural activities go hand-in-hand. Do NOT expect your children to do more than they are able to. This is just counter-productive and will lead to a negative learning experience. Each child is different, but nobody can keep up a schedule that leaves no room to just rest and breathe. “Just like a diamond needs a variety of processes to become a polished gem. So our children need to participate in a variety of activities to reach their full potential. Go for it!” Cindy concludes.

May 16, 2019

Tutors – Trend or Necessity?

Children these days are expected to perform in every aspect of their lives from a very young age. Academic pressure has definitely increased and with many moms working and not always being available to help with test preparation and homework, the logical option is to appoint a tutor. StudyChamp spoke to Tracy Hoyer, a tutor from Pretoria on all the pitfalls and pleasures of helping children (and parents) to take the agony out of homework and test preparations. About Tracy Tracy is a qualified teacher and taught for eight years. While teaching she was continuously asked by parents if she knew any tutors who could help their kids. She quickly realised that there was a huge demand. That was four years ago. Today she runs a successful tutoring business with clients from all over Pretoria. SC: What are the benefits of a tutor? TH: Many parents work full-time and don’t always have the time (nor the energy) to sit with their children and tackle the massive work load that they come home with. They often end up fighting with the children and it is unpleasant for the whole family. This is where a tutor comes in. I help children with homework, classwork and test preparation. I take the pressure off the parents, and the children are happy to learn more. SC: What should one look for in a tutor? TH: It all depends on what type of assistance you are looking for. I do mostly one-on-one tutoring and honestly prefer this type of tutoring as children work at different paces. Questions that you should ask are: How many children are there in a session? Does the tutor do work customised specifically for your child or is it general work? What experience does the tutor have? Are they qualified teachers with previous knowledge on the specific subject your child needs help with? Tutors need to be able to help the child without having preparation time. Children arrive at my lessons and say “Ma’am I have a test next week on exponents.” And I need to be able to help them right there and then. SC: Extra lessons vs Tutoring? TH: I view extra lessons as something the class teacher would maybe give a few kids after school or during break time. Tutoring for me however is more individualised and specialised for the learner. SC: Is tutoring only for struggling students? TH: Definitely not! I have 90% achievers coming to me for lessons. Firstly they enjoy the lessons, but more importantly they want to keep on achieving excellent results. I have to make sure though that these learners don’t get bored, so I often give them work of a much higher standard than what is expected of them. My learners range from the 40% achievers striving for their 50/60% all the way through to the 80/90% aiming to keep their results at the top. SC: Should parents be involved in the tutoring process? TH: Parental involvement is crucial to tutoring being a success. Firstly, as a tutor I need to be aware of any areas of concern that needs to be worked on, as well as being kept in the loop about what is happening with classwork, tests, assignments etc. It is very frustrating if parents do not communicate, because as a teacher I know that tests count quite a lot towards the term mark. I always say tutoring cannot be a success by itself. I can only do as much as I can in the short amount of time I see a child. The child and parents still need to put in effort at home when it comes to tests and exams. The child must also pay attention in class and have a good attitude, otherwise there will not be a significant improvement. SC: What resources do you use? TH: In the past, I always had to make my own worksheets and tests for my learners, but recently I was introduced to StudyChamp. What a breath of fresh air this website is! It has made my job a hundred times easier. There is something for all my learners, all the grades and all the subjects. It is so applicable to what my children are doing in class, I am blown away every time I download a workbook or test. I have also introduced StudyChamp to my learners’ parents and they are also loving being able to do extra work with their children at home. If you are in need of a tutor in the Pretoria East Area: ContactTracy HoyerfromTracy’s Tutoring [https://www.facebook.com/tracystutoring427/] in Lynnwood Glen. She teaches Grade 4-7s in all the subjects. Contact Ingrid Stokes from Growing minds [https://www.facebook.com/growingmindseducation/]. She teaches Grade 4-7s in all the subjects.

May 15, 2019

Choose to be the role model your child wished to be

Many people will easily argue that the greatest gift to children is an education. Whilst most agree with this statement, some may disagree with the many references to education meaning a matric, and or, a degree. Without playing down the importance of a qualification, there is so much more to education. Education is about life.

May 13, 2019

Avoid the Procrastination

Having a plan is always a good idea, however not everything goes according to plan, therefore considering the everchanging world we live in, adaptability becomes more important every day. The need for planning remains imperative to avoid procrastination, discourse and discouragement. The 6 steps below can provide guidance on creating a plan that suits your lifestyle: Step 1 – Organise your living/working space This will not only with assist with decluttering your space but also your mind. Having an organised space will motivate you to accomplish other tasks. Step 2 – What needs to be done? Write down all the tasks you need to complete. At this stage the focus is the end game, what you want to achieve. Priority of tasks, scheduling and resources needed to accomplish these tasks are not important at this stage. Step 3 – Prioritise your tasks and resources Assign a deadline to completing each task, this will assist with prioritising your attention to what needs to be accomplished first. Be aware of what resources are needed to accomplish these tasks efficiently and effectively. This will also assist with prioritising the completion of tasks. Display your tasks as a reminder of what needs to be achieved. Example: Matriculate Cum Laude Step 4 – Set SMART goals Creating SMART goals will assist with achieving every goal set. Below is a framework of what should be included in a goal. Specific Don’t generalise what needs to be achieved, the more specific the task the easier it is to achieve. Measurable How can a task be completed if there’s nothing to measure it against? Including a measurement aspect to a goal assists with knowing how much you’ve achieved. Attainable Is this goal physically and mentally attainable? Do you have the capabilities to achieve this goal? Relevant The goal created needs to assist with achieving the ultimate task mentioned in step 2. Time Include a period as to when this goal needs to be completed. This assists with scheduling and integrating other tasks that must be achieved. Write your goals down and display it as a reminder of the tasks ahead. Example: To Achieve 90% in English every school term. Step 5 – How to achieve your goals? Create as many tactics that work together needed to achieve the set goal. Example: Read over English work covered in class as homework. Read over work that will be covered in the next class. Step 6 – Visual schedule Create a visual schedule to look at as a reminder of what needs to be done and to tick off tasks to create a sense of accomplishment. Include free/leisure time into your schedule and ensure that enough time is planned to complete a task incase the “unpredictable” happens and you need to adapt your plan to suit these changes. Technology has blessed us with applications that provide some of these steps however the act of writing your tasks down and displaying it in your working space can be more motivating to complete these desired tasks. It creates a greater sense of order and achievement. Remember to always enjoy what you do as there is no point to doing something that creates stress and unhappiness. This however goes hand in hand with a good plan that balances your time fairly and realistically. Written by: Abbotts Colleges

May 7, 2019

Never do tomorrow what you can do today…

“Or is this always true?” asks many a procrastinator. Most children, especially teenagers have mastered the art of procrastinating – a big word for putting off everything that seems like work and rather spending time on electronic devices. According to Tim Pychyl, a Procrastinating Researcher at Carlton University, Ottawa, Canada, it is quite simple: People procrastinate to do tasks that they find aversive. Tasks are generally considered aversive if they are: Boring or mundane Children will usually find tasks boring if it is below their level of skill or not challenging enough. Frustrating A child with poor fine motor skills who for example have to lace small beads on a string will most probably resist. Difficult Just as tasks should not be below a child’s level of skill, it should also not be too difficult. “Fear of Failure” is a powerful form of procrastination. “I will rather not start than show you that I cannot do it.” Not interesting or fall within their specific interests Children have different talents and we all like doing the things that we like and are good at. A child will happily prepare for the exams for a subject that they find interesting, but will avoid the subjects they don’t like. Unstructured This one is for the teachers and parents. Children thrive in structured environments where they feel secure. They are therefore more likely to complete tasks that are well structured. Having said all of this, we all know that unfortunately, some tasks just need to be done, whether you find them boring, too difficult or are not interested in them. Studying for exams comes to mind… Don’t despair. Here’s a few tips that you can use to help your children (and yourselves) to “grab the bull by the horns” and get it done. 1. Just start The most important thing is to start. No wonder Nike chose ‘just do it’ as their payoff line. A child that is not willing to start studying will do anything to delay the start, from cleaning their own rooms to sharpening pencils … A good rule to help your child start is to select the task that takes the least time to complete. If your child for instance has to write an essay on Global Warming (boring!) and have ten math sums to complete, rather start with the math. Completing a task gives a sense of achievement. “When you start entertaining thoughts such as: ‘I’ll feel more like doing this tomorrow,’ ‘I work better under pressure,’ ‘There’s lots of time left,’ I can do this in a few hours tonight’, let that be a flag or signal or stimulus to indicate that you are about to needlessly delay the task, and let it also be the stimulus to just get started.” David Allen “Getting things done: The Art of Stress-free Productivity” 2. Turn a boring task into a little competition or game Practising mental math, for example, can be boring for someone who only likes to do problem solving. Compete against your child to make it fun. For example: How many times tables sums can be done correctly in two minutes? 3. Break challenging tasks into smaller chunks That essay on Global Warming is quite challenging as it involves research, drafts, searching for images, actually writing or typing it and making a list of references. If you break this one task into five more doable tasks, it will not seem that daunting. For this method to be successful though, you have to start in advance and then complete only one or two of these tasks per day. 4. Make a “To-Do” list Ticking off a task that has been completed gives an enormous sense of achievement. With exams approaching, the “To-Do” list will be the study schedule, with small tasks for every day, that can be ticked off. 5. Remove all distractions Nothing distracts from a task at hand as interruptions. We are all guilty – checking the phone every time it peeps, constantly checking new emails, having the TV on in the background and the list goes on … Allow breaks after every 20 minutes for “distractions”, but be careful to break for too long. After a ten-minute break the enormity of the task at hand will return and the vicious cycle of procrastination will start again. It is true that some of us work better under pressure (i.e. an excuse for procrastination), but if a child understands the value of tackling tasks head-on early in their lives, they will be saved from many stressful hours meeting deadlines later in life. So, before you put off another task – remember what Anthony Robbins said: “The only impossible journey is the one you never begin.” Information adapted from: http://alifeofproductivity.com/why-you-procrastinate-10-tactics-to-help-you-stop/

May 7, 2019

Mother tongue education matters

Your husband is transferred to a small town and you have some difficult choices to make – one of which is where your children will be going to school. Your eldest is in Grade 1 and your youngest in Grade R. There are two schools in town. You head to the first school – it is your first choice as it offers education in your native language. When you arrive, there is no-one in sight. You eventually find someone to show you around. The school is neglected… The classrooms don’t have tables or chairs, the paint is peeling, and the gardens haven’t been tended in some time. There are more than 40 children per class, you are told, and they sit on the floor. It’s definitely not what you had in mind for your children. You greet politely and leave, hoping that the other school will be better. Upon your arrival you are greeted warmly. Everything is neat and tidy, the buildings and gardens are well maintained, and everyone you pass is friendly. This is exactly what you had in mind! There’s just one problem… the language of tuition. After careful consideration you decide that, as your children are still young, they should have no trouble learning a new language. But things turn out to be harder than you anticipated. As parent you can still handle the phonetics and grammar, but trying to understand Maths in another language is a nightmare, not to mention Life Skills! Your children often tell you that they don’t understand the teacher and you realise that, if you continue on this path, they may be held back. The worst part is that you can’t really help them with their schoolwork. You consider your children to be quite smart, but both fail their first term. Native language teaching In South Africa, there is a struggle over schools that want to protect their native language. This is understandable. After all, children’s best chance at a successful education is being taught in their mother tongue. It is what they know and are comfortable with. Unfortunately, many children are disadvantaged – and end up failing – when they are educated in a different language. While schools are increasingly offering a variety of languages in the Foundation Phase, the main languages of instruction from Grade 4 to 12 remain English and Afrikaans. The development of all the official languages of South Africa is one of the most important factors in ensuring all children having a fair and equal chance at educational success. By Hilda Erasmus, Foundation Phase specialist

May 6, 2019

Helping your child prepare for exams

Start early, make a schedule, get enough exercise (and sleep!) and review past papers. These are all great tips to prepare your child for writing exams. But sadly these are most of the time only applicable in theory. As a mother of two sport-crazy boys, I’ve learnt that preparing your children for exams and assessments require far more. Because writing exams are by default stressful, I’ve decided to share a few techniques and great apps to help you and your kids study smarter and to take the stress out of writing exams. Many studies have proven that, especially for younger children, formal assessments are stressful and the results are not necessarily a fair reflection of the child’s understanding of the work. While starting early and drafting exam schedules sound like great techniques, in reality it can become quite tricky to implement with young, not-so-eager-to-study kids who would rather play xBox, sport or even clean their rooms than actually sit and study. So let’s make it more practical: How should a child actually study? If this is your child’s first exam, he or she will need guidance, but sometimes an older child, who has written many exams, may benefit from a new approach. These are some ideas to make studying easier for you and your child. Encourage your children to use as many of their senses as possible when studying to ensure maximum retention: Read through all the pages allocated for that day’s studying – preferably out loud. If you child is an auditory learner, let him or her record themselves while reading the text. This exercise of reading with meaning is crucial as it helps to give a bigger picture of the topic that has to be studied. Not all children study with notes, but it is definitely advisable to encourage your child to make notes in some form or another. Some children make lists, some make mind maps, some may write down only key words. Children making notes for the first time will need help as they tend to write down everything at first. Something that I found worked very well is helping your first-time-note-maker by writing simple questions which they then must answer by searching for answers in the text. These questions and answers can then be used as notes to study from. Just beware of the ‘perfect-notes’ trap. Do not spend so much time making perfect notes that there is no time left to actually study the notes! Allow your child enough time to memorise and understand the notes just made. It should take an average Grade 4 child about 30-45 minutes to memorise one page of notes (which should represent about 3 to 4 pages in their books). Break this into two 20/25 min sessions with a 10 min break in between. Test retention immediately, if possible. Up to Grade 7 your child will definitely benefit if you are available to take a few minutes after a day of studying to check if they have retained the information studied. This will give you an indication if the study time was spent productively or not, and also if the study load (as set out in the schedule) is too little or too much for your child. The day before the exam, study only from the notes or listen to the recordings of your notes. Then do a past paper or mock exam paper to highlight any areas that still need attention. Super study schedules A schedule is an important part of exam preparation as it gives you a complete overview of exactly what needs to be done and how much time you have left. A schedule also give you a sense of accomplishments when you are able to draw a line through a day and know that you have achieved your goal. Your help will be needed with compiling the schedule, maybe even for your older child. Planning is an advanced skill that some children only learn a lot later in life. A few tips and ideas on schedules: Start by studying the subjects first that you write last in the exam. Effectively this means that at least your child would have gone over the work he or she writes at the end of the exam, when they would not be that eager to study anymore. Schedule time to makes notes and to study the notes. It is advisable to only make the notes for the topic or pages allocated for that day and then to study those notes. If possible, break each subject into topics and study a topic in a session. This will give a more coherent picture and understanding of the work. Do not over-estimate your child’s ability to study a lot of work in a short period. Rather allow for more time and more breaks than you think are necessary. Remember that normal school activities like sport and cultural activities will continue and should be factored into the schedule. The schedule should be updated and amended when necessary. The schedule should end two days before the exams start. The day before, only the subject/s written the next day should be revised. Download these brilliant apps to help you set up a schedule: My Study Life This app provides a complete schedule and calendar solution and has a separate section where exams can be scheduled. It is relatively easy to use and reminders can be activated or de-activated for classes, exams or tasks. 30/30 30/30 allows you to set timers to complete specific tasks. The interface is sharp and innovative, allowing users to control the app easily with swipes and gestures. 30/30 Can also give you a better understanding of how long it really takes to do certain things. This is less of an exam planner and more of a timer that ensures you do not spend more time than planned on a specific task. myHomework myHomework is simple, reliable and works even without an Internet connection. Like the other apps, you can set tasks

May 2, 2019

UNIVERSITY OPEN DAYS: LOOK BEYOND BANNERS & BALLOONS TO MAKE THE BEST CHOICE

In coming weeks, public universities and private institutions across South Africa will host a series of Open Days – events meant to showcase their offering to prospective students from the Matric Class of 2019. An education expert says it is essential that learners intending to study next year attend as many Open Days as possible to ensure they make an informed study choice, but more than that, they need to go with a strategy in hand to ensure they look beneath the surface to understand what their likely experience may be at a particular institution or campus. “This is a very exciting time for Matrics, who for the first time will be able to get some real-life insights about life on campus and what their future might be like in coming years after school,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “So we advise Grade 12s to determine without delay when various institutions will be hosting Open Days – an online search will suffice – and then make the effort to attend as many as possible.” Ntshinga says there are many benefits to attending an open day, including 1) to get greater clarity on an institution’s offering 2) to visit different faculties at an institution 3) to speak to representatives of the institution who will be able to help you determine which qualification is a good fit if you are still uncertain 4) to get a feeling of life on a specific campus and 5) to weigh up the offering – academic and otherwise – of different institutions. But he says there is one thing that prospective students must remember when attending Open Days, and that is to keep a level head and not get too starry-eyed by the fanfare of the day. “Open Days are the perfect opportunity to get first-hand experience of a campus and its students, staff and academics. But the first rule of Open Day is to remember that Open Day might not be representative of every other day. Universities put their best foot forward to impress and attract future students, but you have to be savvy and ask the right questions, as well as make the observations that will help you with this major decision.” Ntshinga says prospective students should spend enough time on a campus to get a good look around, and listen to their gut feel while doing so. “Look at the campus grounds, visit the library and the IT lab, note the condition of sports facilities, lecture rooms and even the toilets. If, for instance, an institution’s restrooms are questionable on an Open Day, chances are that they will be the same or worse during the rest of the year. “If lecture rooms and the general environment look tired, dilapidated and unkept on this day, it is unlikely they will look better any other day of the year.” If you get a good feeling about what you observe on campus, the Open Day then presents an opportunity to ask the important questions of university representatives, to gauge whether your degree will help you make a smooth transition to the workplace post-graduation, Ntshinga says. To make that determination, learners should ask the following: 1) WORK-READINESS: How much practical, work-integrated experience is incorporated into the curriculum? Any good institution, whether public university or private, must have adequate practical learning integrated into the curriculum, and not focus purely on academics. 2) INDUSTRY-RELEVANCE: Is there close cooperation between the faculty and lecturers, and is current industry practice reflected in the curriculum? Employers look for graduates who they know will be able to make a contribution from the first day on the job, which is why they recruit at those institutions that best prepare students for the real world of work. 3) STUDENT SUPPORT: What can you expect in terms of support – administratively, academically and post-qualification? Good institutions will have excellent student support from before you sign up until after you graduate, and this support can make a real difference in your higher education experience as well as your career. “Doing your groundwork in the coming month, by identifying and attending Open Days at institutions you’ve been considering, as well as others you may not yet have considered but which may well turn out to be the right fit, will make a huge contribution to your ability to evaluate your options properly,” Ntshinga says. “Additionally, you may be exposed to opportunities and qualifications you have not considered before, and which may resonate with you. Open Days are essential to making the best choice for your aspirations and provide insights that desktop research rarely does, so make the best of this limited window of opportunity.”

May 2, 2019

Educational opportunities for brilliant young minds

This time of the year is an exciting period for learners who have dared to dream of studying in the United States of America. From December to March, universities like Yale, Princeton and Duke send out feedback to hundreds of thousands of students who have applied for a spot on their prestigious campuses. Harvard alone received a record 42 743 applications this year, of which it typically accepts less than 5%. More and more South Africans are setting their sights on an exclusive overseas education. The internet has broken down many of the barriers to information that previous generations faced, while the desire for diverse student pools has made top-ranked campuses increasingly cosmopolitan. The trend is also in part due to the arrival in the country of educational mentoring companies such as Crimson Education, who assist high school students to navigate unfamiliar and rigorous applications processes successfully. “The key to a strong application is to prepare well, understand what makes a great application, and to demonstrate passion and initiative. Understanding what makes you unique will help you stand out,” says Rebecca Pretorius, Country Manager of Crimson Education in South Africa. The company employs strategy consultants, tutors and mentors, who are graduates and students from top-ranked universities, to help gear a student’s high school years towards landing a spot at their dream campus. Top-ranked universities offer excellent facilities, educators, alumni networks and opportunities to work on cutting-edge research projects, or intern at global companies. They also have the resources to provide substantial financial aid to those who need it. Some universities, including the Massachusetts Institute of Technology (MIT) and Princeton, use a need-blind acceptance system. They send out acceptance letters without knowing the financial resources of the applicant; “All accepted candidates are seen as deserving of a spot, and the institution undertakes to help fund them,” says Pretorius. “Young people are very pragmatic about education in this globalised world. They realise that a top-ranked degree is a great launching pad for achieving their career goals – which are often entrepreneurial and geared towards solving a problem back home that they care about,” says Pretorius. For Crimson Education, a big name is less important than finding the right fit for each learner. Their consultants use a specialised algorithm developed in-house to help students to successfully navigate a pool of over 4 000 institutions, the top 100 of which are all considered world-class. “We create a balanced shortlist of universities for each student to apply to, maximising the chance of acceptance to your dream school, while minimising the risk of rejection,” says Pretorius. The company itself has unexpected roots that explain its reverence for youthful ambition and brilliance. It was founded in New Zealand in 2013 by two high school students, Jamie Beaton and South-African born Sharndre Kushor. Now, aged 23 and 24 respectively, they oversee operations in 24 cities worldwide. Beaton is a Rhodes Scholar at Oxford, having completed his undergraduate and a double masters at Stanford Business School in a mere four years. Kushor studied Population Health while steadily growing the company and honing its model for team-led mentorship. “The model developed by Jamie and Sharndre, with its focus on individual interests and passions, has achieved a 100% success rate – with all of our students landing a spot at least one of their top eight university choices,” says Pretorius. The company has helped to secure over 330 offers to the top 50 universities in the United States, 133 of which are Ivy League. Over the years, their students have secured $45.7-million in scholarships. South African students and parents who are inspired by the idea can attend one of the company’s information sessions by emailing [email protected].

April 30, 2019

The Notre Dame fire and its impact on society

The world watched in shock as the famous Notre Dame cathedral went up in flames on the evening of 15 April 2019, with pictures of the event – representing the untimely ‘death’ of an irreplaceable monument in human history – spreading like wildfire on social media. Hundreds of firefighters struggled for many exhausting hours to contain and extinguish the fire; they finally had it under control in the early hours of 16 April. Despite their best efforts to prevent the destruction of the building, the cathedral’s famous spire collapsed onto the roof, causing significant damage. The roof, which dates back to 1160, was one of the oldest surviving structures of its kind in the world; from a historical perspective it was priceless. With its roof destroyed, the authenticity of the Notre Dame was lost forever. The question is now whether the Notre Dame can be restored, or whether the damage is too extensive. On the morning following the fire, an architectural historian commented that “if the vaults start to crack and fall down, then the building is going to be lost. We’d be talking about rebuilding, not repair”. (1) You may be wondering why this event received so much international attention, and why the people of the world were so emotionally moved by it. The answer is simple: The Notre Dame cathedral is an example of Medieval Gothic splendour – a true masterpiece of building endurance, excellent craftmanship, and dedication to the Christian faith. It housed invaluable ancient relics and works of art. For Christians worldwide, the timing of the fire was significant; it happened shortly before the religious commemoration of the Pasga and the execution of Jesus Christ. Irrespective of religion, the Notre Dame is regarded as an international icon – it is an architectural and historical marvel, and a must-see attraction for people visiting France. It was also the inspiration for Victor Hugo’s novel Notre Dame de Paris, translatedas The Hunchback of Notre Dame. The Notre Dame cathedral is viewed by many as a symbol of human civilisation. It is a significant historical landmark that has stood for more than 800 years and has been treasured for its craftmanship, aesthetic and intrinsic value for centuries; as donations to repair the building pour in from all over, it is evident that it is also treasured by modern society. It was valuable then and remains valuable now. An unforeseen event such as this often leads to a re-evaluation of and a need to protect and preserve what is important to us as a society. It makes us realise that history is created on a daily basis – we are currently experiencing the significant events that future generations will study. At Impaq, we pride ourselves on remaining current. We invest significant time and effort in modernising and updating our lesson materials and services to ensure that our curriculum keeps pace with what is happening in the world By Ilse Stickling.

April 23, 2019

Listening to Learn

Even though we use the words hearing and listening interchangeably, the difference in meaning is significant. Hearing is a sense. Listening is a learned skill. Hearing is the process, function, or power of perceiving sound. Listening is paying attention to a message in order to hear it, understand it, and physically or verbally respond to it. SEVERAL THINGS MUST HAPPEN FOR US TO LISTEN EFFECTIVELY: Sound waves carry spoken words to our ears. Sound travels through the outer ear canals (without obstruction) and then through the eardrum and middle ear without being distorted by fluid from colds, infection, or allergies. Sound then travels from the middle ear through the inner ear (which must be functioning properly as well) along the auditory nerve to the brain. Finally, the brain compares what it hears to previously stored sounds and words in order to make sense of the message and respond accordingly. “Listening is a crucial skill for young children to acquire. Listening is one of the basic building blocks of language and communication and particularly in the early years of education, one of the main vehicles for a child’s learning.” Eleanor Johnson Auditory processing disorder (also known as central auditory processing disorder or CAPD) is a condition that makes it hard for kids to recognize subtle differences between sounds in words. It affects their ability to process what other people are saying. DEFINING AN AUDITORY PROCESSING DISORDER: Your child passes a hearing test but is diagnosed with an auditory processing disorder. Children with auditory processing disorders typically have normal hearing. But they struggle to process and make meaning of sounds. This is especially true when there are background noises. Researchers don’t fully understand where things break down between what the ear hears and what the brain processes. But the result is clear: children with auditory processing disorder can have trouble making sense of what other people say. Typically, the brain processes sounds seamlessly and almost instantly. Most people can quickly interpret what they hear. But with an auditory processing disorder, a glitch delays or “scrambles” that process. To a child with CAPD, “Tell me how the chair and the couch are alike” might sound like “Tell me how a cow and hair are like.” The problem lies with understanding the sounds of spoken language, not the meaning of what’s being said. Some educators and other professionals’ question or doubt a diagnosis of CAPD. Not all professionals see it as a specific disorder. The medical profession didn’t start seriously studying CAPD in children until 1977. Four decades later, there’s still confusion about CAPD. The number of children with CAPD is estimated to be between 2 – 7 percent. Some experts estimate that boys are twice as likely as girls to have auditory processing disorder, but there’s no solid research to prove that. WHAT ARE SYMPTOMS OF AN AUDITORY PROCESSING DISORDER? “The kids we see are having difficulty following directions,” explains Rachel Cortese, a speech-language pathologist at the Child Mind Institute. “They ask for repetition a lot. They seem to just kind of miss things in conversations. From testing we know that their ear is hearing the signal. It’s attending to the auditory information. But they have glitches when the brain is not assigning meaning—or the right meaning—to that signal.” The term auditory processing refers to how the brain perceives and interprets sound information. Several skills determine auditory processing ability—or listening success. They develop in a general four step hierarchy, but all work together and are essential for daily listening. Although researchers do not agree on the exact hierarchy of skills, they generally agree on what skills are essential for auditory processing success (Cochlear Americas, 2009; Johnson et al., 1997; Nevins & Garber, 2006; Roeser & Downs, 2004; Stredler-Brown & Johnson, 2004). Children with CAPD can have weaknesses in one, some or all of these areas: AUDITORY AWARENESS • Auditory Awareness – the ability to detect sound • Sound Localization – the ability to locate the sound source • Auditory Attention / Auditory Figure-Ground – the ability to attend to important auditory information including attending amid competing background noise. It would be like sitting at a party and not being able to hear the person next to you because there’s so much background chatter AUDITORY DISCRIMINATION • Auditory Discrimination of Segmentals – the ability to detect differences between specific speech sounds. The words seventy and seventeen may sound alike, for instance • Auditory Discrimination of Environmental Sounds – the ability to detect differences between sounds in the environment • Auditory Discrimination of Suprasegmentals – the ability to detect differences in non-phoneme (sound) aspects of speech including rate, intensity, duration, pitch, and overall prosody AUDITORY IDENTIFICATION • Auditory Identification (Auditory Association) – the ability to attach meaning to sounds and speech • Auditory Feedback/Self-Monitoring – the ability to change speech production based on information you get from hearing yourself speak • Auditory Discrimination of Segmentals – the ability to detect differences between specific speech sounds. The words seventy and seventeen may sound alike, for instance • Phonological Awareness (Auditory Analysis) – the ability to identify, blend, segment, and manipulate oral language structure AUDITORY COMPREHENSION • Auditory Comprehension – the ability to understand longer auditory messages, including engaging in conversation, following directions, and understanding stories • Auditory Closure – the ability to make sense of auditory messages when a piece of auditory information is missing; filling in the blanks • Auditory Memory – the ability to retain auditory information both immediately and after a delay • Linguistic Auditory Processing – the ability to interpret, retain, organize, and manipulate spoken language for higher level learning and communication CHILDREN WITH APD USUALLY HAVE AT LEAST SOME OF THE FOLLOWING SYMPTOMS: Find it hard to follow spoken directions, especially multi-step instructions Ask speakers to repeat what they’ve said, or saying, “huh?” or “what?” Be easily distracted, especially by background noise or loud and sudden noises Have trouble with reading and spelling, which require the ability to process and interpret sounds Struggle with oral (word) math problems Find it hard to follow

April 17, 2019

HOW TO IMPROVE YOUR CHILD’S ACADEMICS

Believe in yourself. Assess your current academic performance and set appropriate academic goals. Make a commitment to your goals by creating a dream board and displaying it on your mirror. Get organised. Set up a study schedule/timetable and keep to it. You should study in a well-equipped area (proper desk and chair) with sufficient light and ventilation. Avoid distractions, such as smartphones, tablets, computers, computer games, game consoles and TV. Ensure that your workbooks for each subject is as neat (as possible), organised, dated and up to date. Do not fall behind. File all extra notes, papers and memo’s immediately by pasting them into your workbook. Drafting a schedule/timetable. It is important to allocate time for Homework time. Study breaks – Rule of thumb is a break of 10 – 15 minutes after each 45-minute study session. However, everyone has a different attention span. Do not use this as an excuse to procrastinate. Do not “cram” – you will probably soon forget the content. Your goal. should be to study for long term memory effect throughout the year. Allocate time for relaxation, family and friends. Preparation for ANY subject includes: Completing your homework, yourself. If possible, try to mark it before you go to class. This way you already know what to ask the teacher. Do complete corrections during class discussions. Albert Einstein (is broadly credited to have) exclaimed: “The definition of insanity is doing the same thing over and over again but expecting different results” .Learn from your mistakes. If you are still confused, make sure to visit the teacher during compulsory homework. Then try it on your own, until you are proficient. Studying is not a spectator sport. To become the best, you need to partake and practice. How to get better at Math If you struggle with a specific calculation, try to break it down into simpler more manageable concepts. Memorise the theory, such as formulas, theorems, properties, definitions, proves, rules, sketches etc. You should know all of these by heart. If you struggle to remember these, try to connect the new unfamiliar concept to something that is already familiar to you, for example a rhyme, a parody or sketch. When revising/preparing for exams and tests, return to worked examples and activities in your workbook. Practise these before you move on to past papers. Practice past papers. Not one or two, but as many as you can lay your hands on!! Use a search engine, such as Google to download past papers. If you can only find a few past papers, practice these until you are completely proficient in the calculations and time management. Humans are complex. Memory includes visual, auditory and tactile memory. When studying you should SAY it, WRITE it and SKETCH it. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams and tests. Revise, revise, revise… DO NOT rewrite the textbook. Use effective tools such as mind maps, flow diagrams or mnemonic devices (memory games). You need to find a tool or tools that work for you. Revise the previous day’s work before you go to class the next day. You should PRACTICE and REVISE subject content on a CONTINUOUS and DAILY basis! How to prepare for practical subjects such as CAT, IT, Drama, Visual Arts and Design? PRACTICING new skills daily. You will not become proficient if you do not practice. REVISE your theory by breaking it up into smaller, manageable sections and spreading it over time. Pay attention to the glossary in the back of the textbook and summaries at the end of each chapter. Pay attention to new trends and technology features in the daily news. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams. Keep to deadlines for Practical Assessment Tasks. Do not procrastinate. These need time to develop, grow on you and take shape. The teacher cannot help you, if you are not at school! To do your best, you must get enough sleep, eat nutritious meals and drink water. DO NOT drink caffeine laden energy drinks. It is bad for your health and your brain! Do not work into the early hours of the morning, you will not be able to concentrate in class or perform well in tests – sleep enough. Reward yourself between study breaks with activities you love. Get your priorities in order – what is your dream for your future? (If you do not have a dream it is high time you get one!) Implement the plan – do not procrastinate. Eat little bits of the elephant (a big task) by prioritising, setting goals and rewarding yourself for completing steps. Written by: Sanet van Rensburg, Principal at Abbotts College Centurion

April 10, 2019

The Value of Performance Arts in Healthy Child Development

Although some might view arts education as a luxury, creative expression is in fact a prime basic building block of healthy, well-rounded education in the early years. Learning to create & express is greatly beneficial to all children. Benefits of Performance Arts Motor skills: Many of the motions involved in dancing and gymnastics constitutes the foundation of gross motor development. It incorporates balance, weight distribution, strength, coordination and awareness of our bodies. And while these physical benefits are convincing in themselves, the mental and emotional effects of an environment where you are both challenged and encouraged, are of unparalleled value to a child’s development. Not many achievements are more rewarding to a child than learning and creating something, working hard and successfully mastering skills. Language, social & emotional development: Drama has long been used by childcare therapists; the benefits are countless. When exploring movement and emotion, children learn to appropriately express themselves with both verbal and non-verbal communication. This in turn gives them a head start when it comes to social interaction and interpersonal relationships. With poetry and speech, as teachers, we’re given the opportunity to lay a foundation for speech, the way it should be. During pretend play and improvisation, children learn about decision-making and responding to situations as they arise. They get the opportunity to broaden their vocabulary, improve articulation and intonation and develop breath control, to name just a few advantages; all of this whilst building self-confidence and healthy self-esteem. Visual, audio and cognitive development: Playing a musical instrument, drawing, sculpting, threading beads and painting all develop fine motor and visual-spatial skills, which are more important than ever in treating and avoiding sensory processing disorders, as well as holistically raising a well-rounded, expressive, creative and happy child. For more information on our school’s arts powered offerings, please contact Capriccio! Arts Powered Schools for more information, be it our extra-mural programs in the afternoons, or arts powered pre-school & primary education.

April 5, 2019

GRADE 11s: WHAT YOU SHOULD DO NOW TO ACE MATRIC NEXT YEAR

Grade 11s who are serious about bringing their best game to their Matric finals next year should, like performance athletes, start their preparation now so that they enter the home straight in pole position when 2020 arrives, an education expert says. “The temptation will be there to put off thinking about Grade 12 until next year, but Grade 11s have the most powerful weapon in their arsenal right now – that of time,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, South Africa’s largest and most accredited private higher education provider. “As a Grade 11 learner, you need to understand how competitive the landscape will be after school, and that it is not in your best interest to wait until exam prep starts next year to start exercising your academic muscles. You have to train, prepare and lay the groundwork now, so that you can build on your performance next year, rather than try and get the basics in place while the clock is ticking,” she says. Madhav says learners must also approach each assessment this year as if it is going to be the deciding one, and learn from and correct their approach when problems are identified. “Doing well now could also pay off pre-emptively, as many higher education institutions will allow provisional placement based on your Grade 11 marks, which will dramatically lift the pressure next year,” she says. DRAFT A 2-YEAR PLANNING OVERVIEW Senior learners should look at their last two years of school holistically, rather than as two distinct years, Madhav says. “Take some time to draft a two-year global overview of key dates that will arise this year and next,” she advises, adding that this calendar will include actual or estimated dates for all assignments, tests and exams. “You may think you have a lot of time ahead of you, but when drafting this calendar, you’ll quickly see the reality of how demanding and time-intensive these next two years will be. The good news accompanying the realisation of the challenge ahead, is that you can now accurately determine how much time you’ll have to prepare for each assessment, and not be tempted to procrastinate.” USE ANY “DOWNTIME” WISELY TO MAKE LIFE EASIER DOWN THE LINE While there won’t be much free time going around in the run-up to Matric, Grade 11s should use any time they do have on their hands wisely. “So we are not saying you should be sitting in front of your books 24/7,” says Madhav. “But when you do have time to spare, say during the holidays or weekends, do a little bit every day to strengthen your actual ability to handle the workload which will progressively increase not only this year and next, but also when you enter higher education.” Madhav says learners can use the time they have to watch YouTube videos of cool study hacks, different ways of learning and revising, learning to touch type or even doing some volunteer or internship work. “These are all fun activities which, when compounded, can make a notable difference to your academic performance as well as the strength of your study or work applications in relation to those of your peers. “Now is a great time to make a commitment to lifelong learning, and vowing to yourself to do something every day that makes you stronger, wiser and more resilient. These are skills that you need to craft and hone on an ongoing basis, as you can’t summon them out of the blue when needed.” UNDERSTAND YOUR SUBJECT CHOICES & THEIR IMPACT ON POST-SCHOOL OPTIONS Madhav advises Grade 11s to take some time to look closely at what they intend to do after school, and particularly to investigate their options broadly and thoroughly, and then ensure that the subjects will allow them to pursue their chosen path. “There are a number of reasons why you should consider where you are now compared to where you were when you first decided on your current subjects, as well as where you are going to go in future,” says Madhav. “Maybe when you made your choice you did so based on the idea that you might go into communication or design. Perhaps now you are more inclined to pursue a career in accounting or law. Whatever it is, ensure that your subject choices are still aligned to your current vision for your future, and the entry requirements at your higher education institution of choice.” She says where students see they are going to fall short of entry requirements based on their subject selection, they could consider taking an additional subject, or should circumstances allow, change subjects – although this should not be done without serious consideration of consequences and discussion with the school. But apart from ensuring you are on the right path, the exercise of considering how your subjects support further study has the added benefit of reminding you of how your subjects will enable you to realise your dreams after school. “This is likely to provide you with fresh motivation to tackle even those ones you’ve been finding dreary or challenging,” says Madhav, “and help you not only understand your work, but also get to grips with it in such a way that you can apply what you’ve learned.” Madhav says that next year, when learners enter their final year of school, it will no longer only be about the amount of time they spend in front of their books, but also about the quality of that time. “You are in a position right now to influence the quality of that time, and effectively the trajectory of your post-school education and career. So use this time wisely to get in the right frame of mind so that you will be able to perform to the very best of your ability next year and beyond.”

April 4, 2019

Is homework still relevant

A student’s high school career is far more than mastering subjects. The goal is to facilitate the development and transformation of adolescents into independent young adults, prepared to deal with the 21st century challenges. The adult world demands self-study, discipline and independent thought. Entrenched behavioural patterns are difficult to change; hence, instilling a good work routine whilst at school is essential for future success. • It teaches a student to work independently. Engaging with the content on their own allows them to find solutions and formulate opinions without the prompts or cues from teachers, peers or parents. • It teaches a student to take responsibility for his or her work. The student must be an active participant: it is conducive to confidence building and encourages self-reliance. • It allows a student to review and practise what has been covered during the lesson. Extensive research has been done on the memory retention of information over a period. Regular reviewing allows a broader knowledge base when applying the minds to new content. Any potential misunderstandings or lack of comprehension can be addressed far sooner. • It helps a student to get ready for the next day’s lesson. Being prepared for the lessons allows the student to feel more in control and this in turn boosts their confidence and aids the development of a positive self-image. • It encourages a student to explore the subject content far more thoroughly than class time permits. This is vital for giving depth to the work they are grappling with and leads to discoveries, making connections and problem solving. • It allows a student to extend learning by applying skills to new situations. Doing their homework properly establishes a strong foundation. Successful attempts to solving higher order questions are only possible once the content has clearly crystallised in their mind. • It is part of the revision and consolidation process in adequately preparing for tests and examinations. Practice makes perfect! Clichés are clichés because they hold a lot of truth. Author: Andre Moolman, Principal at Abbotts College Century City.

April 4, 2019

How to teach children to respect their teachers

It is common knowledge that teachers are some of the most stressed professionals in our country. They face abuse of various kinds on a daily basis and one cannot deny that this is having a profound impact on an education system that is already struggling. In addition, and perhaps even more worrying is the steady increase in incidents of verbal and emotional disrespect shown toward teachers by the learners in their care. Education in South Africa is being compromised and it is time for parents to step in and step up to help rectify the problem before it becomes completely unmanageable. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “Education is the root of success. It is an essential tool which, when delivered and received correctly, could change the face of poverty and other challenges that face our country at this time. The benefits of a good education can never be underestimated and ensuring that learners respect their teachers is an essential and most necessary step if we are to make positive progress in learning”. She gives the following things to consider when teaching your child to respect their teachers: You are your child’s first and longest-lasting teacher. Your child needs your guidance and assistance in learning the value of respecting self and others. It is important to remember that our children are likely to do what we do, rather than what we say. Encourage respect of teachers by respecting your child’s teachers. Avoid teacher-bashing conversations and seek to find positive solutions to challenges that present themselves. Teach your child that, no matter the circumstance, there is always a way to find a solution. Teachers are human too. They have an enormous responsibility to assist your child in becoming the best version of themselves. Teachers make mistakes. Disrespectful comments and abusive behaviors are not the solution. Open communication is needed to find ways of assisting both parties in achieving the desired outcomes in learning. Every choice that we make defines the path of our lives. All negative behaviours are based on fear, low self-esteem, self-defeating and destructive self-talk and low self-value. We need to teach our children to own their mistakes and choices and to avoid blaming others for their shortfalls. Taking frustrations out on their teachers only exasperates their difficulties whereas they could find wisdom and assistance with their teacher instead. Learners need to recognise and acknowledge that challenges are a part of growth and learning. There are always ways to seek and receive the help that they need, without a show of disrespect to anyone. Disrespect reflects their character, not the teachers. Teach your children that disrespecting & abusing teachers is an indication of who THEY are, not of who their teachers are. Negative behavioural choices reflect on the giver, not the receiver. It is a clear indication that the person does not respect and honour themselves. It certainly does not engender admiration from his peers. Seek to develop positive self-respect and self-value in your children and this will ensure that they give the same to others.

April 1, 2019

SPECIAL NEEDS OR NEEDING SOMETHING SPECIAL

My children simply did not fit into the mainstream schooling system. They’re both very bright and along with that come some eccentricities that often get labelled as problems within a very structured environment where children are expected to be alike, fit within the system and not stand out or cause waves. My ten year old once explained it like this: “I’m like a puzzle piece that’s been put in the wrong box… I don’t fit anywhere. There’s no place for me.” That’s quite a tough feeling for a small child to bear. And it isn’t that there’s something wrong with her, although within that system that was exactly the message she was getting. There are many children struggling in school who don’t need to be placed in remedial classes. They need something special, but they’re not exactly special needs. They would thrive in a different environment but not that one. I have nothing against remedial education. It is fantastic in the right circumstances. But a child who is simply in the wrong place and is then moved to a remedial class where there are really special needs kids can look around and label themselves. They end up thinking there is something wrong with them. These kids will generally fly if homeschooled or placed in a good cottage school or Montessori or within the Cambridge system where they have the freedom to work at their own pace and fill in the gaps they missed by being in the wrong environment. For some, the box is simply too small to contain them. For others, it’s the noise levels. Some children are visual or kinesthetic learners and don’t respond to lectures. Most children don’t learn at the predetermined pace of the SA education system. Every child is unique – the exact reason that standardized education is failing. Nobody is standard. The trouble is if kids keep being pushed to move onto the next thing without mastering the previous stage then they end up with huge gaps in their foundational knowledge which will cause the whole structure to come crashing down at some point. That’s the point they pick up the label. Or if they learn faster than the system they get bored and restless and get labelled as ADHD or ODD (Oppositional Defiant that is, not odd – although they can be labelled as odd too!) If there is a problem with learning don’t necessarily assume that the problem is with your child. It might be. But it might not. And you are their advocate until they can stand up for themselves. You need to question and explore alternatives and not necessarily take the word of those in educational authority as fact. Only a few children really thrive within the schooling system. Most do not. Your child may genuinely be a special needs child – with Autism or dyslexia or serious processing difficulties and for these children the special needs schools and classrooms can make a huge difference to their ability to learn and develop with the appropriate assistance. But if your child is simply in need of something special – a smaller class, a more nurturing environment, a faster or slower pace, or a different style of teaching – then you need to look beyond the special needs class to any of the amazing alternatives that exist. Every child deserves to feel that there is a puzzle that they will fit in to!

March 28, 2019

MIGHT MY CHILD HAVE ADHD?

If you are wondering about the answer to this question, then it’s most likely that your child is in preschool and not primary school because by the time children are in a more formal school setting with all the demands of sitting at a desk, having a school structure etc., issues of ADHD have already started to present themselves or been diagnosed. Nearly all preschool-aged children display the core behaviours or symptoms of ADHD – inattention, distractibility, impulsivity and hyperactivity – as part of their normal development. However, as other children gradually begin to grow out of such behaviours, children with ADHD do not and this difference becomes clearer the older the child gets. So, when looking at the preschool child (three/four-year-olds), it’s easy for parents to feel confused about whether their child’s pattern of activity and behaviour is typical or whether it’s atypical. The signs and symptoms of ADHD are the same for preschoolers as they are for older children with ADHD – struggling to pay attention, getting bored and distracted quickly, being fidgety, restless or very active, having difficulty waiting and taking their turn, and engaging in risk-taking behaviour. The difference for ADHD is the degree of the symptoms. The key is to discover whether the child’s behaviour is developmentally age appropriate or not. For instance, one parent observed her child in free play at the end of the school day. She noted that her son ran around wildly and didn’t listen to the teacher’s instructions to “play safe”; when the other children were settling down after activities her son couldn’t and seemed to get more hyped up; when other children were listening to a story being read, her son was rolling around and playing with toys. Although diagnostically children with ADHD may be diagnosed as young as four years old, usually from teacher reports, assessment on the Conners Comprehensive Behavior Rating Scales™, and collateral evidence from parents, the following questions may help a parent to develop some answers. Is the behaviour I observe in my child similar to that of other children he encounters; is the behaviour I expect of my child developmentally appropriate for his/her age, do I see a pattern of behaviour when my child engages in various activities, do I see a pattern of behaviour in various settings? To be diagnosed with ADHD, a child must have a specified number of symptoms for at least six months that occur in more than one area of life, e.g. at home AND at school. However, diagnosed or not, until the age of five, medication cannot be prescribed. The best treatment plan is behavioural therapy/play therapy for the child as well as parent training to help parents understand ADHD and best manage the ADHD child so that they can function optimally at home and at school. Lorian Phillips is a clinical psychologist and has been in private practice for the last 21 years. She also parents two ADD/ADHD sons and due to her challenges with her boys, she was motivated to find more constructive ways of dealing with them. This led to her parenting her boys differently and when she saw the results of her alternative parenting style, she developed a parenting course for parents of ADD/ADHD children. The successful course has been running for the past six years. In addition, Lorian also consults with parents in her private practice to offer guidance and support in working with ADHD children. She has spoken at various schools to help teachers manage the ADHD child in the classroom and has given many talks on parenting the ADHD child including an appearance on 5FM’s Weekend Play Date where she spoke about ADHD management. You can read her parenting blog called ADHD Parenting on her Facebook page. Lorian Phillipa writes for Impaq. Impaq provides innovative and accessible education solutions.

March 27, 2019

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