Education - Parenting Hub

Advice from the experts

Back off your Matrics

I will be 42 this year, and I still from time to time have nightmares about my matric exams. I’ve dealt with a lot of stressful situations since then, but nothing quite compares to that feeling that what happens in those few weeks will determine the rest of your life. The truth? It won’t. And it doesn’t matter even half as much as we make out that it does. I had months of sleepless nights and tears and panic attacks to get those good results that in the end have had absolutely no impact on the course of my life. My brother, in opposition to me, did absolutely no work, dropped out of school in Standard 9 and went on to technikon and is doing brilliantly as a computer programmer. We’ve both done just fine in our lives and matric had nothing to do with it. Added to this, my first high school I attended had one matric for every year I was there who committed suicide during the matric exams. Why? Because of the unnecessary pressure that we put on our kids to perform and the false assumptions that we fill them with that if they don’t do well at this they will be a failure. This is not ok. Not ok at all. In calm, rational reality, if a child fails their matric, or even doesn’t do as well as they would have liked, they can always repeat it later. If they don’t take the right subjects for a chosen career, they can always catch them up later too. It may even be that what they really want to do with their lives (not what we have decided they should do) may not even require a matric at all. My kids spent 5 years in a homeschooling environment where I have watched countless kids who have been homeschooled or unschooled getting their matric without any stress, drama, tears or terror. They simply write their subjects as and when they are ready; they focus on things they enjoy; and they have support but not pressure. Some of them complete their matric when they are 9, some when they are 19, and some at 29. Without the erroneously prescribed timeframes they simply do it when they are ready and when they feel comfortable tackling the challenge. Of course we all want our kids to succeed. But what does their success actually mean to you? And what are you prepared to do to them to get them to achieve it? Does it mean straight A’s even though your child hates you, school and themselves by the end of it? Does it mean pushing kids beyond their limits until they run away, retreat into drugs, or commit suicide? Do you really care about what is right for your child or do you care about what looks good for you? Who are they actually getting those marks for? And why? These are tough questions and they may have the hairs on your neck standing up, but I have watched children die trying to achieve the lost dreams of their parents. A child who grows up happy and with a somewhat ‘mediocre’ life is infinitely more successful that a dead child who failed to live up to their parents’ expectations. We have to redefine what is important and what success actually means. There is no report card on the planet that justifies alienating your children, pushing them beyond their limits or creating lifelong anxieties. We need to start putting matric in perspective. It is one round of exams, that in no way defines who you are or what you are capable of. What they really measure is how well you fit into the system, and 90% of people don’t. And I’m not saying you shouldn’t encourage your kids to do their best. Please do. But include in that helping them to see how well they can do while still keeping their lives in balance. Are your matrics eating well, sleeping well, getting some exercise, keeping their stress levels under control, enjoying their relationships with family and friends, finding time for spiritual and creative pursuits, and having some fun? If not, it’s time to back off with the pressure and help them to get their studies in line with the rest of their lives.

July 6, 2018

Cursive writing – Is it still necessary?

Hilda Erasmus: Foundation Phase Specialist We live in an age of computers and technology. Why is it still necessary for our children to learn how to write in cursive? It’s so old-fashioned. Is it not time to move these old habits aside? Year in and year out teachers and parents are frustrated when they have to teach children how to write in cursive, but if it’s still in the curriculum it must be worthwhile. According to a study done by Graham and Santangelo1 learning to write in cursive can be a valuable skill. We list the five reasons why below: It is good for your brain Writing in print only activates one part of the brain, while writing in cursive activates different parts of your brain. It stimulates fine motor skills that help add letters together. So, instead of seeing letters as single sounds, they begin to form groups in the brain that sees and recognises words as a whole. You’ll have to sign your own name one day It might not sound like a worthy reason, but cursive writing gives each person a unique style. A signature that is made in your unique cursive writing is much more difficult to forge than a signature made in print or block letters. To sign your own name in cursive is like a small unique artwork that you can use over and over again without anyone making a perfect copy of it. You’ll be able to read old documents There are many old documents and manuscripts or even old family letters that are written in cursive. If we do not learn how to write in cursive, these documents will become hieroglyphs that no one will be able to read. It helps learners with a learning problem Learners with learning difficulties (especially dyslexia) often experience problems when learning numbers and sounds, especially the b and d sounds. In cursive writing, however, these letters are shaped in such a way that they look visually different. The learner can compare the letters in print and cursive and in this way many of the problems that these learners experience with confusing one letter with another can be solved. It is an art form To be able to write well is an art form. It is something most learners can easily master if they concentrate hard enough. For those learners who may not be top performers in other subjects, it is possible to do well in cursive writing. It can motivate these learners to work harder in other subjects too. Although cursive writing is not yet extinct, we still need to see its value. It is a skill that can be useful in the future. Source: 1. http://schools.nyc.gov/NR/rdonlyres/556F572F-4CDC-4BAC-9EC0-6990AD1AFB0E/0/CIPLteachingcursivewriting_WEB.pdf

July 6, 2018

Preparing youth for the workplace of the future

Entering the working world can be daunting for graduates, and even more so when the workplace is not what they expected. With the pace of mushrooming disruptive technologies, artificial intelligence (AI) and machine-driven learning, even the youth are feeling a sense of uncertainty. A recent study entitled “The Future of Skills: Employment in 2030” http://futureskills.pearson.com forecast that one in five workers are in professions today that will shrink worldwide. This means today more than ever before students need to make the right decision when it comes to selecting a course to study. To ensure the youth are selecting a career that offers longevity the study indicates that jobs involving knowledge, creation, and innovation are what to search for. While machines get down to the nitty-gritty manual tasks this will mean people are freed up to explore, knowledge share, and find interesting solutions collaboratively to some of the world’s complex problems. Managing Director for Pearson South Africa, Ebrahim Matthews says, “The study highlighted that while many jobs today will still be in demand by 2030 – the skills required for success in these roles are changing. When it comes to the daunting topic of ‘Jobs of the Future’ we are already doing the research to prepare our students for careers that don’t yet exist! There will be jobs that require certain human skills in the future, these cannot be replaced by the automated world – human skill, and experience that ultimately matter to learning.” Tertiary career options need to be taken seriously, for example institutions should forge close ties with various South African corporates and they should become involved in the induction and readiness workshops for students. Mid-year intakes are also a great option for students who didn’t quite know what to study straight after school. The first 6 months of the year could have solidified a career path, and given them more time to save toward studying. Matthews concludes, “Everything we; we do with employability in mind. All our academic programmes are focused on getting our students ready for the world of work. Our courses have been carefully selected to include academic fields that will give students the opportunity to exit with a qualification that is highly desirable in the market.” The full report: Jobs 2030 can be viewed here: http://futureskills.pearson.com.

July 5, 2018

How to prepare a child for an older sibling

Expecting the arrival of your second child is an exciting event, but this may not be so for your older child, especially those between two and six years old. Start by telling your older child about the arrival of his or her new sibling. Use age-appropriate language and pictures to explain how the baby is growing so the connection can be made from about the 5th month of your pregnancy. Encourage your child to talk to and sing to your bump. Explain that the baby will not be a playmate right away and will sleep and feed most of the time but can also cry a lot because that is a baby’s only means of communication. It is important that children and parents learn together about what it means have a new sibling in the family. Let your child take part in the preparations, but constantly talk about all the excitement and preparation you made for his/her arrival. Get out the family photos and talk about how you had to feed, change, rock and cuddle him/her. Be honest about how tired you sometimes felt and that you may get tired again and not be able to play so many games together, but just for a while. When the new baby arrives allow your child to visit you and the baby in hospital. Do not hold the baby during this time until you have given undivided attention to the older child. Introduce them and allow the child to gently stroke and maybe even hold the baby with you. Now is the time to talk about how careful you must be with a small baby. Very young children could be upset, simply because their routine has been disrupted and Mom is in bed in a strange place. For them, do not put too much emphasis on the baby but spend the visit cuddling and talking. Regardless of your older child’s age, make sure that he or she gets individual attention when the new baby arrives home. (Do not arrive with the baby in your arms!) Remember to include him or her in photographs or videos you take of the baby. Sometimes children will act out with arrival of a sibling. Praise positive behaviour and give love, understanding and assurance rather than corrective discipline. They may have toilet training accidents, want to drink from a bottle or ask for a dummy. These are normal reactions that require tolerance during regressive episodes. If you make no fuss and little comment, the phase will soon pass. No one goes to big school with a dummy! Encourage your older child to be gentle with the baby and include them in activities that involve the baby such as bathing, changing and dressing. Encourage singing and talking to the baby. Babies are usually fascinated by older children. Praise him or her when they are helpful and always try and plan one on one time with them, so they feel equally important and cared for Help your child develop a sense of why they are a valuable member of the family by focusing on what they can do, and the baby can’t. Tell them that each member of the family is important for what they bring to the unit and the family needs each person for it to be whole. Raising your child to accept and adapt to new conditions within the households will assist them in future changes that may be challenging. Raising resilient and collaborative children is a priority in our world. Written by: Academic Development Coordinator of ADvTECH Schools Division, Barbra Eaton And Bev O’Shea, Principal at Junior College Preschools Tiny Town.

July 2, 2018

How can parents be more involved in their children’s education?

Being a parent is the toughest job on the planet! Besides ensuring that your children are cared for, loved and that their emotional and physical needs are met, the very act of being a parent makes YOU, your children’s first and longest-standing teacher! Cindy Glass, Director and Co-founder of Step Up Education Centres says “It is impossible to compartmentalise learning. Children are born with an innate need to learn. Parents are their first point-of-call as their first and most influential teachers! Learning that takes place at a school is called ‘education’, yet, education starts on the day that we are born! Parents cannot separate the learning taking place at school to the even greater learning taking place every day in our homes, on the sports-field or within our family, cultural and religious structures.” It seems necessary, then, that parents involve themselves in the extension- of- education that we call school. But, how? Cindy shares these helpful tips that you may want to consider: 1. Be an example of positive, productive learning and positive behavioural choices. Your children are one- hundred- percent more likely to do what you do rather than what you say. Avoid degrading teachers when facing challenges. Seek to find positive solutions which ensure that your children feel valued, yet respectful towards those who teach them at school. 2. Show sincere interest in what happens at school-on a daily basis. Ask questions and be willing to listen-to-understand when answers are shared. Find out how the day went. What was best/worst about the day? Who did your child hang out with? 3. Be excited about ANY positive news or progress-whether academic or social. All children seek acknowledgement and purpose. Acknowledged progress will result in greater progress! 4. Teach the art of determination, courage, a positive work ethic, resilience, self-responsibility and motivation by being these yourself! Challenges, frustrations, anxieties and fears are inevitable. It is how we choose to react to these that will ensure success! 5. Allow for error. Mistakes and some failures are inevitable. Teach your children to own these and to see them as opportunities to learn. A child who is willing to acknowledge his mistakes, own them and seek positive ways to learn from them will live a life without limitations! 6. Seek to build and maintain a positive working relationship with your children’s teachers. Attend meetings and activities whenever possible and be open to suggestions of support and additional aid where needed. 7. Wherever possible, find the time to look at the work that your child brings home. Do this with the aim of finding the best ways to support, encourage and motivate your children to become the best version of themselves. Cindy sums up by reiterating “Celebrate ALL learning, from academic to cultural to the arts. Your child’s positive sense of self is your most important priority. A child with a healthy sense of self is not afraid to try new things and make mistakes. They believe in themselves enough to stand firm in positive life values, despite obstacles along the way!”

June 28, 2018

Arts Powered Learning: choosing a pre-school that fosters creative thinking and a life-long love of learning

Who Are We? Capriccio! Arts Powered Pre-School is a registered Montessori inspired ECD independent school in Milnerton. The Italian wordcapriccio has two interpretations: A lively piece of music; short and free in form. A painting or work of art representing a fantasy or a mixture of real and imaginary features. Both of the above interpretations are representative of our approach to education in the early years, which is designed to harness the full benefits of early exposure to the arts. At Capriccio! our focus is on nurturing each child’s cognitive, emotional, physical, social, and artistic development in a loving, creative and holistic learning environment. We are passionate about the role of art in education and recognise the power it has in instilling within little ones a life-long love of learning. What Are the Benefits of Arts Powered Learning? Studies have shown that exposure to arts education from a young age accelerates positive brain development. Art in all its various forms – music, drama, dance and visual art, has an infinite capacity to affect both the brain and the body, acting as a unifying force that supports and enhances cognitive, physical, emotional, and social skills in young children. Ainissa Ramirez once said, “Creativity is the secret sauce to science, technology, engineering and math.” Exposing young learners to arts powered education creates an open learning environment that fosters curiosity and encourages creative thinking and problem solving. These are transferable skills that are essential to building a strong foundation in other learning areas. We believe that children possess an innate property for appreciation and enjoyment of the arts. By engaging this appreciation from a young age, little ones are provided with a means by which to express themselves, which allows them to progress, self-actualise and foster healthy self-esteem throughout their lives. Our Approach to Arts Powered, Montessori Inspired Learning At Capriccio! the expressive needs and individual developmental abilities of each of our little ones are taken into account. By incorporating arts-driven learning and Montessori principals into our curriculum we create a learning environment which provides each child the opportunity to flourish at their own pace. Montessori is a child centred philosophy of education, which recognises that each child has the innate eagerness to acquire knowledge and a deep love of learning. In keeping with this philosophy, we are focused on following the individual child and acknowledging his or her ability to direct their own learning journey in a carefully prepared learning environment. We have incorporated the traditional Montessori areas of learning such as, practical life, education of the senses, literacy, numeracy and arithmetic, knowledge and understanding of the world, creativity, and outdoor learning, into our methodology and materials. As Sydney Gurewitz Clemens said, “Art has the role in education of helping children become like themselves instead of more like everyone else.” It is our belief that art has intrinsic value in giving each child the freedom of self-discovery throughout their learning journey. For more information on our philosophy and approach please visit our website:www.artspreschool.co.za

June 26, 2018

10 things you need to ask about your child’s after-school care

Because aftercare shouldn’t be an afterthought. While pre-primary and primary schools are regulated in South Africa, after-school care is not. This has led to everyone and anyone running after-school care programmes, which can often result in an unstructured, unsafe and an unhappy environment for your child. In response to this, Janine Hammond, mother and entrepreneur, has brought the much-loved Sherpa Kids South Africa to the Western Cape. Sherpa Kids is an international program that is trusted by thousands of parents all over the world to take care of their childrens’ before-school, aftercare, and holiday care needs. Says Janine, “Our focus in the Western Cape is to put the ‘care’ back into ‘aftercare’. Our program removes the aftercare burden from schools, gives parents peace of mind, and lets children have so much fun at aftercare that they don’t want to leave.” But not all aftercare programs are like this. Here she shares her insight into what parents need to ask about their children’s after-school care programme. 1. What happens at the after-care? Ideal after-school care should be centred around the holistic development of a child, with a combination of free and structured play. Well-run after-school care programmes will include supervise homework (if required); engaging activities such as arts and crafts, sports and games, music, drama, experiments and technology experiments; and well-supervised free play. 2. Are children actively engaged and stimulated? If so, how? Theme-based activities, specifically designed to be age and stage appropriate, are critical to a comprehensive educational programme. Ensure there’s time for active play and extra-mural activities, but you also want the children to be in an environment where they can use their own imagination and curiosity to play freely under supervision. If the school programme is endorsed by a local or international education authority, such as the The Australian Children’s Education and Care Quality Authority (ACECQA), even better. 3. Is there a structure to the afternoon? Exactly what is it? The afternoon needs to start with a formal roll call system. If a child is not there, it is important to know why. This will be followed by lunch, when appropriate, and then homework supervision. The duration of homework supervision needs to be flexible, depending on the age and stage of the child. There also needs to be time for structured activities and free play. It’s very important that after-care is not experienced as an afternoon of extra lessons. It is not a double-up of the school day, it is about learning through play. This generation of children have incredibly structured days, which can lead to stress. Children need time to relax and play in their own time. 4. How many staff members are there and what type of experience/backgrounds do they have? International best practice for aftercare requires a staff-to-child ratio of between 1 to 10 and 1 to 15. Qualified graduates and retired childcare professionals make the ideal after school care providers. You want people who are passionate about childcare and filled with energy and enthusiasm to engage with the children in a positive way. It is important that the aftercare staff’s working day starts in the afternoon, so they are not tired after a work-day or just see the after-school programme as a ‘bolt on’ to their other work, rather than their core responsibility. Parents are paying for this service. 5. Are the staff trained in first aid? This is a critical area that parents should investigate and many current providers at schools fall short here. International best practice requires at least one staff member trained in first aid be on site at all times. It is also imperative that the staff are trained in paediatric first aid, rather than a general first aid course. The most frequent causes of death in children under the age of 12 are anaphylactic shock (allergic reactions) and choking… paediatric first aid ensures that staff members will know how to deal with these. Also, first aid qualifications expire after two years, so you need to ask whether their paediatric first aid training is up to date. 6. What type of training do staff have in behaviour management and incident reporting? Why it’s important is because staff members need to be able to know how to manage children in a variety of different circumstances. Scenario-based training is ideal for this. The staff also needs to know how to appropriately communicate with the parents. Transparency is vital and parents need to be informed. 7. Do you implement sun smart principles (no hat, no play) during playtime? If sun smart isn’t being implemented as a school rule, it is almost impossible for it to be implemented effectively at after-school care. Most schools do institute a sun smart programme in and school hours and aftercare, but it’s still a good idea to make certain. 8. Do you offer a full holiday care service (are all days in holidays covered for the full day)? You may be very happy with your after-school care provider, only to find out that there isn’t a holiday programme in place. You ideally want a comprehensive care provider, so that you are getting the full-service solution and are not being left stranded over the holiday periods. 9. What are the collection and sign out procedures? Many after-school care service providers allow children to sign out for themselves or go and wait by the gate after receiving a WhatsApp message. This is not an acceptable sign-out procedure. This makes children very vulnerable. Active sign out procedures are vital to ensure that your children are safe; only those authorised are allowed to collect the children. 10. How do you manage dispensing of medication? We dispense medication in line with legal regulations; we can only give the child medication when a parent has handed in a consent form, along with the medication. These forms should be issued at the beginning of the year, for parents to use when the need arises. To contact Janine Hammond from Sherpa Kids Western Cape: Email:

June 21, 2018

The problem with labelling children in primary school

Labelling children, positively or negatively, in any phase of their lives, has a very direct effect on how they view themselves, as well as how they experience the world around them. A useful tool for exploring the effects of social labels on children is, “Erikson’s Stages of Psychosocial Development”. Approximate Age Psycho Social Crises Infant – 18 months Trust vs Mistrust 18 months – 3 years Autonomy vs Shame & Doubt 3 – 5 years Initiative vs Guilt 5 – 13 years Industry vs Inferiority 13 – 21 years Identity vs Role Confusion 21 – 39 years Intimacy vs Isolation 40 – 65 years Ego Integrity vs Despair Erikson’s Stages of Psychosocial Development The developmental phases where children are most affected by social labels would be their schooling years, when they have high frequency interactions with not only their parents, but also other children, teachers, coaches and the like. These would, therefore, be the phases of 5 – 13 years and of 13 – 21 years in age, where their psycho social development hinges on being industrious versus feeling inferior, and establishing identity versus role confusion respectively. This article focuses on the 5 to 13-year-old phase, which is the contemporary Primary School years of a child. The main and desirable outcome of development in this phase is industriousness. The positive and helpful labels would, therefore, relate to promoting a sense of confidence within children, that they are capable to do “real” things, and do them well if they are prepared to put some effort into it. Helpful areas to work towards would be establishing healthy work ethic habits at home and at school, and then attaching positive social labels to this. For example, assisting a child with a realistic study roster for exams and then positively reinforcing their commitment, dedication and work ethic related to this. I.e. “I love your commitment to your school work”, or “You seem very dedicated to doing well this term”, etc. It is, however, important to note that the initiative to create opportunities for this kind of “industry” in this age group lies mostly with teachers and parents. My wife, for example, recently tasked our 11-year-old daughter to cook for the family once a week. She was very excited at the opportunity to engage this challenging task, and with some “industriousness” and support from my wife, she now successfully “cooks” for the family once a week. This initiative, taken by my wife, then creates the context for excellent verbal and experiential positive affirmations, related to a very “real” thing. We, as parents and teachers, would therefore do well to create these types of opportunities, and then follow the experiences through with positive affirmations. The negative labels to avoid in this phase, has to do with verbal affirmations or experiences that may lead to feelings of inferiority. Children in this age group are literally, in body and mind, changing daily as they grow and develop. These kids are well aware of the fact that they are changing, learning and growing. To them, there are very few absolute truths with regards to what they can and can’t do, because after all, they are still learning. Parents and teachers will, therefore, do well to steer away from labels aimed at pointing out areas of inferiority, such as, “You are pathetic”, “You are lazy”, “You are all over the place”, etc. These kind of comments will stifle growth and could become self – fulfilling prophesies if internalised by the child. We need to learn how to put some spin the negative, and find ways to address areas of concern in a manner that honours the developmental aspirations of the child, even if it sometimes feels like an exercise in diplomacy. For example, instead of saying, “You are pathetic”, maybe spin it a bit to something like, “This is not the way I know you, you can do much better”. That will potentially reset the child and allows them a chance to redeem themselves as someone more “industrious”, and possibly even successful in the end. Authentic parenting, and truthful feedback to our children about their behaviour and the consequences thereof, are critical in raising well-balanced, successful adults. We, as parents and teachers, will however, do well to sharpen our pencils from time-to-time, to ensure that the labels we impress upon our youngsters are geared towards empowering them towards success. This may take a bit of thinking, and a lot of restraint, but they are certainly worth it in the end.

June 15, 2018

ADHD vs Bipolar: Know the difference

Inattention, hyperactivity, impulsivity, sleeping problems, racing thoughts and moodiness. These are all typical symptoms of Attention Deficit Hyperactivity Disorder (ADHD). They are also common symptoms of bipolar disorder – a mental illness known for severe mood swings and depression. But how do you tell the difference? Studies estimate that 20% of people with ADHD will develop bipolar disorder. Conversely, 70% of people with bipolar disorder also have ADHD. The high comorbidity rate and overlap in symptoms make these two conditions difficult to distinguish and diagnose. ADHD is ten times more common and more likely to be recognised while bipolar disorder is often misdiagnosed. It is critical to know the difference and get an independent but coordinated treatment plan for both. Untreated ADHD can be challenging but living with a misdiagnosed ADHD and bipolar combination can be dangerous. However, with an accurate diagnosis, the ADHD and bipolar combination can be treated successfully. This will help patients feel more stable in mood and in their ability to live fulfilling lives in their roles as spouses, parents and employees. One fundamental difference is that ADHD mainly affects attention and behaviour while bipolar symptoms mainly affect mood. Distinctions can be drawn between the two based on mood shift triggers, the speed and duration of mood shifts, the onset and consistency of symptoms, and the individual’s sense of reality. The importance of an accurate diagnosis can’t be overstated. With a holistic and dual treatment plan, therapy and life management, individuals with both ADHD and bipolar disorder can live healthy and fulfilling lives. If you suspect that you or a loved one might have ADHD, set the record straight with this self-assessment. If you are unsure about the symptoms or suspect that bipolar disorder might be present, speak to a medical professional. For more information around the symptoms, impact and treatment of ADHD, visit MyADHD.co.za or My ADHD on Facebook.

June 14, 2018

Hidden costs & their impact on study options

Grade 12s should already be well into researching their study options for 2019 and should aim to beat the rush and submit their applications sooner rather than later, whether it be for a public university or private higher education institution, an expert says. “But before you settle on a degree or institution, it is important to make sure that you considered all your options thoroughly, including those closer to home, which will allow you to avoid the hidden costs unrelated to the actual cost of the course,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “Of course it is exciting to think about moving to the other side of the country and starting a whole new chapter of your life outside of your familiar environment, but there are some solid reasons for opting to choose an institution close to home,” she says. Payne says apart from the usual advice of how to apply for admission, what you should consider, and which courses you would like to do, the financial impact of studies beyond fees, and the role this should play in your decision, are rarely discussed. She says prospective students should remember to also consider the following when determining how to structure their budget: Prescribed textbooks and supplementary material.This could include art material, laptops, and field-specific equipment, to mention but a few. Students will need to budget for two semesters, each of which will contain different modules with their own resource requirements. Depending on the nature of your course, there are also costs associated with printing and copying. Accommodation.Will you be applying at an institution that would require you to live in student residence, on off-campus accommodation or will you be staying at home? If you’re not going to be at home there are costs such as rent, meals, airtime and laundry that need to be budgeted for as well. Travelling costs. This would not only include the daily commute to the campus from nearby student residences or off-campus accommodation, but your budget should include extra costs involved in the longer journeys to return home during the recess periods. Travelling to and from the campus would also incur expenses and this can add up quite quickly. Tickets for taxis, buses and trains or the cost of petrol for your own private vehicle should also be considered. “There are sound financial reasons for considering studying at an institution close to your home. On top of that, the value of your support structure should not be underestimated. South African first year dropout rates are high, and lack of support is one of the reasons,” says Payne. “There is a huge gap between the demands placed on you at school, and what you’ll need to deal with in your first year studying. The workload is much greater, and there are also additional emotional pressures associated with this new stage of life. We therefore urge the Class of 2018 to carefully investigate all their options, and all the factors that will impact on their emotional and financial wellbeing during their first year at varsity.” Payne says prospective students should remember that there are many options for higher education besides public universities, and that registered private institutions are subjected to exactly the same regulations, accreditation requirements and oversight. “Considering a local higher education institution will almost always be more economical than one situated far away, because you then have the option of staying at home and saving costs on those extras that come with rental accommodation, plus you will have your support system around you when times get tough. Given the challenges that first year students face it makes sense to consider delaying living independently until that hurdle is overcome. Also remember that some institutions have more than one campus, so you could perhaps consider transferring at a later stage when you have found your feet.”

June 13, 2018

Second term at a new school and still no friends – What to do?

By Dalit Segal, Education Psychologist of Southdowns College Joining a new school and making new friends can be tough for some teenagers whether it be on entry into High School in Grade 8 or in higher grades when transferring in the middle of their High School career. “One of the hardest things for a parent to watch is their teenage child seemingly having no friends,” says Dalit Segal, Educational Psychologist at Southdowns College Academic Enrichment Centre. Segal points out that there are numerous reasons why a child may not have many, or any, friends. “For one, a teenager who is an introvert, an ‘outside the box’ thinker or someone who may not share the same interests as their peers, will often find it more challenging to make meaningful friendships.” “Likewise, if they lack the necessary social skills or have started a new school, breaking into any social group may be awkward,” she adds. So, what can parents do? According to Segal, as a parent, you have an extremely important and very useful role. “You need to deal with your own pain at seeing your teen’s dilemma. Grieve, feel their pain – but privately, never communicate these feelings to your teenager as this will only make them feel worse,” she says. “In addition, you must recognise that them being alone is not necessarily a catastrophe, and in doing so, you can help them realise that although they may not always like being alone, they can still build a life that that can feel good about.” “It is extremely important,” she adds, “that you help your teen feel good about themselves intrinsically, so whether they have friends or not, they are happy with who they are.” It is important to reflect on the positives in your teenager’s life, help them reframe their situation so that they may see the positives too. There are other ways of looking at kids who are often alone. Being able to have a good time by yourself is a strength. It’s being self-sufficient. Segal advises when looking at new schools, enquire what integration programmes are in place to assist new students. “For example at Southdowns College, in addition to the support provided for by teachers and S-Cubed, we provide a mentoring programme where our grade 11s are partnered individually with grade 8 pupils for the year.” “The grade 11s not only step in as a new friend but also provide support in academic, sport and cultural activities,” she says.

June 8, 2018

Schools must adapts approach for education and engaging generation Alpha

The traditional approach to education must be revolutionised in order to ensure the best outcomes for the current generation of school children, who are increasingly being called Generation Alpha, and whose world differs materially from the world in which their Millennial parents grew up, an education expert says. “Generation Alpha represents those children who were born after 2010, who are now at the beginning stages of their school careers,” says Jenny Coetzee, career educator and founding member of the ADvTECH Group’s prestigious Crawford School La Lucia. Coetzee, currently MD of the soon to be opened Crawford International School in Kenya, has in the course of her decades-long career forged an exceptional reputation as a visionary pioneer and leader in the education space. She says each generation – whether they be Generation X, Y or Z – grew up in a world different to that of their parents and the generations before them. Just as each of these generations were exposed to unique circumstances, challenges and opportunities, so are the newest generation, whose labelling as Generation Alpha is fast gaining traction. “These children are the most connected, educated and sophisticated generation ever, so when educating, a school should provide an environment that enhances learning for these digital integrators,” she says. “These children live in an open-book environment – just a few clicks away from any information, they connect in a borderless world – across countries and cultures, and they communicate in a post-literate community where texts and tweets are brief, and where visuals and videos have the greatest impact.” She says schools should be putting special emphasis on developing critical thinking and problem-solving skills, so that students are equipped to see problems from different angles and formulate their own solutions. “Regardless of the field they choose to enter for their careers, the ability to think, be creative and act quickly is an indispensable tool for the future, particularly in view of increasing automation and the expectation of the workplace of the future, as identified by the World Economic Forum. “It goes without saying that technology must be embraced in today’s schools, but what is of crucial importance, is that it is effectively used to enhance pedagogy and improve learning. In order to achieve this, schools must be equipped with high speed internet and embrace the value of social platforms.” Students must also be exposed to new technologies, such as 3D printing, drones and robotics, and schools should articulate the possibilities these new technologies create. They must also expose students to new fields such as user experience design, and the latest schools of thinking such as design thinking modelsas a scaffold for project work. “Just like Generation Z before them, schools looking after Generation Alpha must cultivate the spirit of entrepreneurship. Entrepreneurial thinking and leadership are imperative and entrepreneurship courses must form part of the curriculum where collaboration between subject disciplines is encouraged.” Coetzee says it is imperative that schools nurture a global outlook, and that students are able to benefit from strong networks formed with international education bodies. And teachers must be trained in the latest strategies and teaching techniques. “Children come to us naturally curious about their world and wanting to explore it. Their imaginations are vast and untamed, creating endless amounts of practical and impractical things. As teachers we need to continue to nurture them to develop their curiosity and imagination, as well as teach them how to apply them creatively and purposefully using technology as a tool. “We may not know exactly what lies ahead for our students in the future, but we know what skills and tools they will need once they get there: to think critically, to work as a team, but most of all to be curious and excited about learning in this world that is so different from the world in which we were raised.”

June 6, 2018

Practically speaking, home education is easy

Some home-education learners shy away from subjects such as Dramatic Arts, Agricultural Sciences, Hospitality Studies, etc. because they are worried that they will not be able to complete the practical components at home. But that should not be the case. Impaq(a curriculum provider) caught up with twins, Armand and Juan Potgieter, who successfully completed Hospitality Studies through home education. They spoke to us about their passion for baking and starting their own business. Armand and Juan have been home educated since Grade 4 and completed their matric in 2017. They made use of Impaq’s products and services, and visited a tutor centre to help them with their studies. They thoroughly enjoyed the freedom home education afforded them. “We could work ahead and that’s the reason we could get time to bake and follow our passion.” They also found it easy to complete their practical assessment tasks (PATs) for Hospitality Studies as they could bake in the comfort of their own home. In Grade 10, the twins participated in a chef competition at Pro Arte Alphen Park to test their skills. “This was the first time we cooked in a commercial kitchen and we also got to make friends during the competition, which was very nice.” Armand and Juan started their own business, Bakery Co., in Polokwane earlier this year, serving unique cakes, cupcakes and macaroons. They get inspiration for their one-of-a-kind creations from Pinterest and Instagram but they always add their own special touch to an idea. “Most of our cakes and cupcakes are decorated in-the-moment when Juan decides that the cake needs nuts or caramel or chocolate.” Gravity Defying Paintbrush Cake Starting their own business did, however, come with some challenges. The twins explained that they once had to bake a cake and 180 doughnuts for a wedding. Only on their way to the venue did they realise that they had the date wrong; the wedding was still a week away. They decided to give the specially made doughnuts that included Nutella hazelnut, blueberry cheesecake, chocolate and orange, to an orphanage. “Thinking about it now, it is quite a funny story that we will definitely be telling again.” Their plans for the future include finding the winning recipe for their coffee shop in order to open more shops across the country. “We want everyone to be able to eat the best cakes of their lives (and don’t worry about getting fat we also have a banting-friendly series).” Their advice to other young entrepreneurs is to work hard and follow their dreams. “With hard work, lots of coffee and the right attitude you can overcome anything that’s in your way.” Bakery Co. Armand and Juan serve as a great example that practical subjects cannot only be successful through home education but that it can also create job opportunities for learners.

June 1, 2018

Matric subject choices: Avoid risky selections in face of changed requirements

In coming months, Grade Nines will choose which subjects to pursue during their final school years, on which they will be tested when they sit for their final Matric exams. And while the Department of Basic Education recently announced the withdrawal of the “designated subject” list – the list of subjects from which students who want to pursue a degree after school have had to select their subjects – there are some serious considerations not to be ignored, an expert says. “Some may argue that the withdrawal of the designed subject list gives young people more choices, but we urge schools and learners not to make risky and uninformed changes,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest private higher education provider. She notes that the original list contained many of the traditional subjects used to gain access to University, and that many of these subjects required learners to master skills that will be important when seeking entry into a public university or private higher education institution. “These skills include argumentation and reasoning, found in subjects such as History, logic and mathematics as found in Accountancy and Maths or Maths Literacy, and evidence and scientific reasoning skills, as found in Physical Science and Life Sciences. “Additionally, the two-language requirement also ensured a well-rounded educational experience for students living in a multilingual country. The reasoning behind the original inclusion of these subjects should be remembered, and students are encouraged not to put together a collection of subjects that are all of one type which will result in them developing less holistic academic skills. The impact on their studies later in life will be real,” says Coughlan. In addition, learners considering their subject choices should remember that despite the change of requirements at school, Universities were not at the same time required to change their admission requirements. “Higher education institutions need not change entry requirements if they don’t want to, and one can be sure that many – if not most – won’t. Definitely not in the short term, and particularly not for those qualifications that currently require Mathematics or Life Sciences. We therefore encourage learners to do their homework before opting out of these traditionally required subjects.” The third consideration follows from the first two, says Coughlan. “Some subjects, such as Design, were omitted from the original list but have been accepted by some institutions for several years now as part of conditional admission requirements for certain qualifications. Design thinking is a strong and necessary skill for modern living and it is likely that it will become more and more acceptable for admission to higher education.” Design therefore is one of the examples that should be considered as part of a portfolio of creative subjects after learners have checked its acceptability to the higher education institution of their choice, Coughlan notes. “In light of these changes in subject choice requirements, and given the risk of learners opting for perceived easier subjects or subjects that are too similar in nature, we urge learners to investigate their options carefully, and schools to support them in making informed decisions,” says Coughlan. “The public higher education sector is not likely to change quickly to accept subjects they currently do not accept, and while the private higher education sector may be more progressive, our advice remains the same as it has always been: to select subjects that keep your study options open. This means learners should include at least one subject in which they know they can excel, and then others that will teach you a range of different skills. “In today’s volatile and uncertain world, it is more important than ever before to cultivate an extended base of skills from which you can draw, to improve your chances of succeeding.”

May 18, 2018

Technical Matric opens door to practical careers desperate for skilled workers

Despite thousands of South Africans struggling to find employment because they never finished school, few are aware of the option of completing a Technical Matric, which allows them to access a myriad of careers where employers are desperately seeking skilled staff. “If your lack of a Matric Certificate is holding you back, it is important to know that it is never too late to get your qualification, and also that there are more options open to you than a regular matric,” says Zabo Mhleli, senior Student Advisor at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says the Technical Matric qualification is a great option for those who never completed their Matric Certificate, but who are neither in a position nor inclined to return to school. “This qualification focuses on technical subjects as well as business languages, and also provides more hands-on experience than the National Senior Certificate curriculum. Once passed, the Technical Matric qualification allows students to continue with any N4 qualification because it is considered equivalent to a regular Matric,” he says. The Technical Matric is a Department of Higher Education qualification, and students are required to complete four technical and two business language subjects in order to graduate. An added bonus is the fact that it can be studied via distance learning, Mhleli notes. He says while the Technical Matric Certificate won’t grant a student access to university, it does provide access to a range of solid opportunities, including furthering one’s studies at N4-level and providing a qualification that one can rely on when applying for apprenticeships and entry-level technical positions. “This qualification is a particularly good option for those with good numerical skills who also enjoy working with their hands. It is equally appropriate for people who have a passion for designing, conducting experiments or doing other types of practical projects. “We also have many students who signed up because they already work in a technical field, but now need a Matric to qualify for promotion,” he says. Mhleli says the local job market is tough, and not having a Matric makes it substantially more difficult to find work and build a career. However there continues to be a huge demand for qualified vocational professionals, with employers desperate for workers with technical knowledge and experience. “We want to urge those who have given up hope to investigate their options particularly on the technical front, and to not resign themselves to never living up to their potential. A Technical Matric can be completed on a part-time basis from home, which also means saving on transport, accommodation and all the related costs associated with furthering one’s studies. There are thousands of technical positions waiting to be filled, and a Technical Matric is an excellent way to gain the qualification you’ll need to be able to supply in this demand.”

May 8, 2018

What role should parents play in academic achievement?

Hilda Erasmus – Specialist: Foundation Phase Nowadays, parents have a lot more control over their children’s lives and they want to be constantly informed about their children’s movements. Social media also allows parents to belong to groups so that they can be informed about every aspect of their children’s lives. With this, they also take responsibility for what their children should, in reality, be learning by themselves. Have you ever heard of the term “helicopter parenting”? Well, if you have not heard of it, you have definitely seen it. These parents are constantly carrying everything behind their children to ensure that the child has everything that their heart desires. The children become so dependent on the parent that they do not get the opportunity to grow into independent adults. So now the big question, how involved should you, as a parent, be in your child’s academic career? There are a few simple rules that parents can apply: The younger the child, the more time you, as a parent, should spend helping the learner with tasks and homework, guide the child to academic maturity so that they can tackle tasks by themselves later on. Make sure that your child has enough playing time, to master basic skills such as tying shoelaces, riding a bike and cutting things out. These important skills will help them to concentrate when they need to learn. Limit them to minimal screen time. It’s very easy to put a child in front of the television so that you can get things done. Children, however, need to learn to think for themselves, to keep themselves busy. This is the basis of problem solving. If you give your children all the answers, they will never learn to think for themselves. Learners must be restricted in their extra-curricular activities. Use the money you would have spent on these activities to buy books for your children. Foundation Phase learners’ schedules do not need to be more packed than their parents’ schedules and it is important that they should relax. Make sure that your child has a place to do their homework. The kitchen table is not necessarily the best place. Do not do your child’s homework but also do not leave your child to struggle on their own. A learner that lies down on their book dejected often does not know what to do, sometimes they are just too shy to ask again after it has been explained to them as they are worried that they will get a scolding. At the end of the day, it all comes down to maintaining a healthy balance. Children should think for themselves, with the vigilant eye of a parent making sure that their children learn from their mistakes without burning their fingers.

May 1, 2018

When screens replace teachers: danger of introducing tech in the classroom

Technology has taken the world by storm and its use now pervades arguably all fields. The education sector is also embracing the potential that technology offers, with good schools and universities incorporating tech to strengthen educational outcomes. But with devices and applications now ubiquitous across generations of learning – from infants to doctoral candidates – an expert has warned that teachers and lecturers must be strategic and judicious about technology, so that it supports learning rather than sabotages it. Aaron Koopman, Head of Programme: Faculty of Commerce at The Independent Institute of Education, SA’s largest private higher education provider, says being cautious is particularly important at school level, where habits for lifelong learning are either adopted or abandoned. “One of the most important areas of risk, is where technology hinders the development of social and collaborative skills,” he notes. “Collaboration and teamwork are global competencies and rely on the ability of learners to engage with others to reach shared outcomes. While there are ways in which technology can be used, such as online engagement with people on another continent, a document sharing process or a blog, it is also critical to promote collaboration, which means teachers must ensure that the face-to-face engagement skills of young learners in particular are developed,” he says. Another area of concern, is where the convenience (for educators) and addictiveness (for learners) of technology lead to a situation where it effectively replaces teachers, similar to home environments where screens become de factobabysitters. “The most effective way to use technology is to support, extend, reinforce and enhance teaching. It becomes a risk however when one assumes that children can learn independently via technology, particularly when it is not at all interactive or responsive.” It is also problematic when technology is passive, for instance when learners and students use e-books that cannot be annotated. “This renders them less supportive of learning than hard copy books that can underlined,” says Koopman. A significant danger arises where technology is not managed, he adds. “Over and above the obvious risks when young people access inappropriate material online, classroom management of devices is critical. If a distracted young person can virtually wander off and play a game or spend time on social media during class time because of a lack of environmental management, valuable teaching time is lost. “It is therefore necessary for good schools and institutions to put in place measures whereby they can lock down what can be accessed during class time, or through other management approaches. Having a management strategy is, however, non-negotiable.” Finally, tech fails can make for major teaching headaches. “While it makes sense to allow learners and students to bring their own devices, that can cause problems when time is wasted on incompatible operating systems or devices that are not properly charged. Good schools and institutions must specify standards for devices and have sufficient plugs and charging stations to assist with this. Good connectivity on campus is also crucial. “Having said that, technology should not take over to such degree that learning stops when devices drop us. Good teachers should be able to keep the class learning even if half or all their devices fail. They should be able to transition into a collaborative lesson or even abandon devices completely and still be able achieve the same outcomes without tech.” Koopman says that technology’s advantages cannot be overstressed. But that equally, the importance of good real-life teachers should never be under-estimated. “Excellent teachers stimulate interest, they create excitement in the classroom, they engage with learners and they broaden the thinking of learners. They are able to relate concepts and principles to learners and customise the learning experience to the needs of the individual learners who all have different styles,” he says. “Quality teaching is in fact technology independent – if schools genuinely believe in the centrality of teaching as the magic of a learning process they will make technology decisions that support learning and teaching, not undermine it.”

April 27, 2018

Which building blocks in the Foundation Phase can ensure my child’s future?

Every parent dreams that their child will have a good job in the future. The engineer dreams that her child will be good at mathematics in order to start a successful career, while the author hopes that his child will also publish books one day, but their dreams are shattered when their child does not know how to solve a simple math problem or how to read fluently. As a last resort, the child is sent for extra classes and more pressure is put on the child in an attempt to get him/her to perform. At the end of the day, the child is burned out and the parents abandon their dreams for their child’s future. There are two basic principles that must be properly embedded in the Foundation Phase. Learners nowadays are bombarded with worksheets and computer programs that promise to teach them everything they need to know, but when further investigation is done about what is really needed to embed these principles, no worksheet or computer program can teach it to the learner. Languages In languages, a learner must be able to read comprehensively. This skill will enable the learner to read questions in tests or examinations. If we want to achieve this, the learner should at least be able to read without getting stuck or using his/her fingers. In order to read fluently, the learner must know all his sounds very well and practise regularly. When learning sounds, it must be done as practically as possible. The learner must build the sounds out of clay, practice it out loud, write it in the sand, etc. The learner must associate the letter with the explosive sound and practice it on a daily basis. If the sounds are shown to the learner, they must be able to say it out loud as quickly as possible. As soon as the learner has learned enough sounds, words and sentences can be built. Give the learner enough time and enough easy-to-read material. A learner who knows his/her sounds will read very quickly. Make sure that the learner has enough books that suit their reading ability. Books that are too difficult will demotivate the learner, but easy-to-read books will nurture a love for reading. Mathematics In mathematics, everything comes down to numerical comprehension. This means that the learner can play with a number in his head, e.g. the number 5, we can break it up into a 2 and a 3, if we double it, it’s a 10, it’s an even number and we can halve it without a remainder. The learner can immediately show 5 fingers without counting it. A learner who can count does not necessarily have numerical comprehension, counting is nothing but a rhyme learned early on. The basic principle of mathematics is to embed numerical comprehension in a learner. Numerical comprehension also leads to mental calculations that enable a learner to work faster and develop a better logical understanding of numbers. If a learner in Grade 3 still counts on his/her fingers or find ways to get answers by drawing pictures, it means that numerical comprehension is not embedded. Numeracy is learned by representing numbers visually. Collect 5 pebbles, break them up into different groups and help the learner to visualise the amounts in their head. If the building blocks for these two basic principles are well-established, the learner will have a head start in learning more difficult concepts in languages and mathematics.

April 26, 2018

Five ways to crush first year

It’s time to pack your bags and head off to varsity – a whole different world to the one you’ve been used to at school. There’s loads more people to meet, places to go, and things to do… which could all be a little intimidating as you take your first step toward young adulthood and independence. Respublica, South Africa’s leading student accommodation provider, has welcomed thousands of first years to its halls over the last nine years, and offers the following tips to crushing your first year at varsity! Dare to dive right in Carpe the heck out of that diem and take part in as many activities and events as you can. While you may feel safe signing up for activities similar to those you aced in high school, now’s the time to try something different! Stretch your skills across the arts and culture, student traditions or even new sports that you’ve always wanted to try. There are also many different ways to serve your fellow students through fundraising or Students Representative Council activities. Friends are the family you get to choose They say the friends you meet at varsity will stick with you through life, and while it may be easy to stick with that one person you know from home who’s at varsity with you, take the chance to broaden your friendship circle and meet new friends from all walks of life! Strike up a conversation with the person you probably wouldn’t have spoken to at school, socialise with class mates, hang out with other students in your res who are studying completely different degrees. If you’re a gamer, chat to a rugby player, if you’re an arts major, chat to an accounting or law major– you’ll be surprised just how much you have in common! Varsity is the place where lifelong friendships are built, most often through chance encounters in unexpected places Work hard and play hard While you’ve been looking forward to the varsity social scene since you first filled in your application, don’t forget that your studies are the main reason you’re here – and you need to give them as much (if not more) attention. When you’re looking for accommodation, choose a res that gives you the perfect combination of entertainment areas and study spaces and academic support – with the best being those that offer a res-life programme to help you achieve that perfect balance between work and play. Avoid the budget blues If you’ve moved away from home for your studies, chances are that this is the first time you’ll be completely responsible for your own budget. Now’s the time to make sure you’re fully aware of all your costs, so that unexpected surprises like laundry costs or Wi-Fi in res don’t break the bank. Better yet, choose a residence that offers all-inclusive packages that cover all the essentials (including uncapped WiFi, on-site gym, laundry service and weekly housekeeping) in the monthly cost, and you’ll avoid having to choose between food and clean clothes at the end of the month. Healthy body = healthy mind The mythical first year fifteen is more of reality than many expect as many students find themselves stopping all physical activity once they get to varsity to attend classes, study and embrace newfound social lives. Remember to keep up with your exercise regime, even it’s an early-morning run around campus a few times a week. Alternately, choose a res that has an in-house gym with no extra membership fees, and you can make sure that you get a full-body workout, when it suits you. All Respublica residences include free uncapped WiFi, a computer lab and study rooms, a gym, a games room, a chill room, laundry facilities and a swimming pool, making sure that there is space to do anything you choose – whether it’s socialising, studying, or keeping fit and healthy.

April 20, 2018

Don’t let your year go to waste- there are still great options for study in 2018

With the academic year now in full swing, many prospective students who missed out on a space at their chosen institution, or those who considered furthering their studies but left it too late, mistakenly think that their chance will only come around again next year. But education experts say there are quite a few options still open to people who find themselves sitting at home while their peers are studying, and to those who want to earn while they learn. “There are actually so many fantastic opportunities still out there,” says Renee Hill, Managing Director of Capsicum Culinary Studio and The Private Hotel School, both brands of ADvTECH, Africa’s largest private education provider. “Prospective candidates should know that some top institutions accept enrolments throughout the year, while others offer mid-year enrolments around June and July,” she says. Additionally, distance learning – which often has courses for which you can enrol at any time – is always an attractive option for those people who want to boost their career prospects, but who have to juggle a job, a family or both. Another group of people who may benefit from mid-year enrolments, are those students who realise soon into their first year of study that they made the wrong choice about course or institution. But Hill says prospective students who are considering signing up for a qualification in coming months should be as careful about their decision as they would be if they signed up at the start of the year. “Always check that the institution and the course you want to follow is respected in the industry, and that they are registered and accredited. Do not, out of desperation, be tempted to sign up with just anyone who printed some fliers and rented some office space in your town. You have to do your homework to ensure that the time and money you spend on gaining your qualification will be recognised and respected in the workplace,” she says. In addition, those who are considering the distance learning route should ensure that they are prepared for the increased demands that will be placed on them, and get in the right headspace before they start their studies, adds Sanet Nel of Oxbridge Academy, ADvTECH’s distance learning institution which serves more than 20 000 students annually. “Distance learning can make a tremendous difference to your career prospects and is great because it is quite flexible so you can study at your own pace. But it also comes with very unique challenges, and anyone considering it should make sure that they tackle this life-changing project with a strategy that will ensure their ultimate success,” she says. “You have to make sure that you have the right structures in place that will enable you to balance the demands of your studies with your personal and work life. So it is very important to get organised, with a daily schedule that takes into account all your responsibilities. You also need to become very disciplined, so that you don’t fall behind on assignments or studying for assessments.” Nel says distance learning students should also remember that they are not alone, even though they might feel like it sometimes. “Just like at contact institutions, good distance learning providers will have ample resources to assist you in making a success of your studies, and we encourage our students to get involved and make use of these opportunities for collaboration, discussion and support,” she says. Regardless of the reason why someone wants to embark on studies during the course of the year, it remains important for them to consider all their options and ensure a good fit between where they want to go and how the studies can help them get there, says Hill. Signing up with a contact institution will, for instance, provide benefits of gaining valuable experience while also making contacts in the industry which could open doors in future. Signing up with a distance institution on the other hand, will have the benefit of a person being able to remain in their current position while potentially gaining a valuable qualification to complement an existing one, or to provide the academic qualification to match their existing experience which increases earning prospects. “Most importantly, you have to decide what you want to do first. Then do your research of all your options and the institutions that offer them. Ultimately, those who would like to study should know that they don’t need to write off the entire year just because things didn’t work out right from the start. And also that there is no need to compromise on academic excellence, as there are many options of the highest standard out there, even at this late stage.”

April 18, 2018

Help! My child is being bullied at school

Navigating a world of people can be more challenging that climbing the most treacherous of mountains! Cindy Glass, Director and Co-founder of Step Up Education Centres says “As people, we are governed by emotions, and, unless kept in check, negative emotions can lead to negative behaviours that are detrimental to others as well as to ourselves. Bullying is a national epidemic and the harmful effects on a bullied child can last a lifetime. If you can remember that we can only give to others how we feel about ourselves, we will understand that someone who has a need to hurt another is hurting himself!” Cindy goes onto say “As people, we are also like magnets. We unconsciously attract into our lives, people who reinforce how we feel about ourselves! Bullies, who have low self-esteem, tend to target children who have low self-esteem! Both parties deal with a lack of self-esteem or self-worth in their own way and both need assistance in changing this! And, herein, lies the first and most important key to stamping out bullying- improving confidence and self- value!” Cindy’s top tips for dealing with bullying: Help your child by becoming his safe-place. Ensure that you always have a non-judgemental ear to listen and a supportive shoulder to lean on! Help your child to reclaim his/her power. Within each of us is the power to make positive choices. We can choose to internalise the words or actions of a bully or we can choose to stay detached and not allow these negative behaviours to determine who we are! Teach your child that it is not ok to be treated badly by others. Do not ignore incidents of bullying in the hope that it will just go away. The lower your child’s sense of self becomes, the more intensely he/she is likely to be bullied! Remember that we cannot control the behavioural choices of others but we can control how we react to them. Consider enrolling your child into activities which build confidence. A confident child is less likely to be preyed upon by a bully. Try drama, sports, scouts, dancing, art, debating etc. If your child shows signs of being physically hurt by bullies, you will need to ask the teacher or even principal for help. Do not confront the bully yourself. This will most likely fuel the bully into expanding his attack on your child. Confronting the parents of the bully can lead to negative outcomes because of the intense emotions that both parties are likely to feel. Schools need to focus on teaching children emotional intelligence skills. Remember, it is the bullied child as well as the bully who need support in developing positive self-worth. Cindy concludes by stating “Bullying is never ok. There are no one-stop-shop solutions to the problem. We cannot ignore these destructive behaviours. Building self-worth is the key to long-term success!”

April 16, 2018

10 Tips for home education success

By Danielle Barfoot, written for Impaq (Formally known as Impak Onderwysdiens) The scheduled academic year for mainstreamers may already be in full swing, but the great thing about teaching your child yourself is that you can start – or switch to – home education at any time. Whether this is the first time you are home educating your child, or whether you’ve been doing it for years, here are some practical tips to ensure a successful and less stressful academic year. Start with a lesson plan: If the prospect of planning an entire year’s worth of lessons seem overwhelming, turn to the materials supplied by your curriculum provider. It should include an easy to follow lesson plan and proposed weekly time allocations for each subject. Create the right environment: Home education can take place virtually anywhere, and each set-up looks different – you don’t need to invest lots of money or dedicate an entire room to the endeavour. However, do make sure that there is an inspiring space that is free of distractions and conducive to learning. Keep track: You must keep a solid record of everything your child is learning, including assessments. Check with the DBE for their exact record-keeping requirements. Set realistic expectations: You probably have an idea of how things should go, but it’s easy to expect too much. As with life, not everything always goes to plan, so be sure set realistic expectations for yourself and your child. Be consistent…: The gravity of your responsibility for the educational success of your child should encourage you to set a plan and keep to it. On some days it may be difficult to say no to outside distractions, but staying focused will pay off in the long run. …but flexible: That said, not all families thrive on having a detailed list of what to do and when to do it. The beauty of home education is that, when life happens – your child gets sick, exciting opportunities arise and unexpected adventures call – you can plan your child’s education around it. Take a break: Another benefit of home education is that you don’t need to wait for scheduled public or school holidays. If you start to notice that your child’s enthusiasm is lacking and you’re losing your temper in the process, it may be time to take a break. A trip to the park, a nature walk, or a family vacation are great ways to relax and destress. They could, of course, also serve as exciting learning opportunities. Make learning fun: Learning doesn’t just happen from books, so be sure to include hands-on experiences in your home education plan. Excursions and experiments are a great way to bring concepts to life and give your child a new understanding and appreciation of a particular topic or subject. The world is your classroom: Almost everything we do involves some skills – thinking, reading, problem-solving, etc. Once you view every situation as educational, whether you are baking something, setting the table, or going grocery shopping, you will be amazed at what your child can learn. Remember the end goal: When things don’t go according to plan – you will experience frustration or exasperation – keep perspective. Success goes beyond the details of what is taught when educating your child; it is the relationship you have with your child at the end of the journey. Make no mistake, home education can be hard. There is no one size fits all programme and it will take trial and error to get the right balance. So, as you follow this journey, don’t let anyone tell you how to educate your child. And if things don’t feel right, then make changes. Don’t worry if your solution is different to somebody else’s – no-one knows your child better than you, so trust in yourself and keep these tips in mind. Things will work out!

March 29, 2018

All about Reading

by Mrs Debbie Warschkuhl, Gr 0 teacher of Trinityhouse Pre-Primary Heritage Hill Pre-Primary school teachers hold a key role in determining future reading and spelling success of their students. Leading brain research confirms: Future reading & spelling success can be expected when neural pathways, which are malleable at this critical age of learning, are stimulated correctly. At this early age, the focus of instruction should be on developing the vital skills which underpin the prevention of later reading and spelling disabilities. There are numerous reading courses available to help teachers with this vital task. One that stands out is the Time2Read system. The focus of this course will be to gain a concise understanding of: Reading & spelling development: Why do some children struggle to read & write while others don’t? Brain research: Why the Pre-Primary ages are so critical to future reading and spelling success. Detecting early signs of potential reading/spelling failure before formal reading and spelling is taught. A multi-sensory approach to facilitate the learning of symbols. Specific age norms for the 3-6 year old child relating to reading & spelling development. Synergy across the Pre-Primary years – specific, systematic and explicit skill building during specific grades. Informal assessments aimed at tracking individual learners as they develop. Practical implementation ideas for your Pre-school classroom. Engaged activities: Developing pre-reading and writing skills through play. In the age-groups 3-4 years and 4-5 years the focus strongly falls on Auditory Perception skills. Auditory Perception refers to the ability of the brain to interpret and create a clear impression of sounds. Good auditory skills enable children to distinguish between different pitches, volumes, rhythms and sources of sounds and words, which have amongst others, significant benefits for learning to read. The learners start with lessons that include syllables and compound words. Teachers only work with visual cues like pictures and never the written words. All the focus falls on the auditory skills. Sound awareness is an important link in breaking the code of the alphabetic writing system. Training sound awareness before and during beginner reading produces significant advantages in reading achievement, influencing reading comprehension and predicting later reading achievement. Children can’t simply be taught to memorize words, because languages simply have too many words. A reading method that is based on partial or total memorization of sight words is presently resulting in failure for many children. It is vitally important to teach children that sounds are represented by different symbols/letters in print. Eventually children need to manipulate the individual sounds in words. Reading is not a natural skill but an acquired skill, deciphering this human invented writing system demands expertise and is a fundamental component of reading instruction. Reading written language requires children to consciously think of the sounds present in different words (e.g., the word ‘cat’ is made up of 3 different sounds, ‘c’ – ‘a -’ and ‘t’). Here are some practical tips on how to practice “reading” with your preschooler at home: Read together every day Read to your child every day. Make this a warm and loving time when the two of you can cuddle close. Give everything a name Build your child’s vocabulary by talking about interesting words and objects. For example, “Look at that airplane! Those are the wings of the plane. Why do you think they are called wings?” Say how much you enjoy reading Tell your child how much you enjoy reading with him or her. Talk about “story time” as the favorite part of your day. Read with fun in your voice Read to your child with humor and expression. Use different voices. Ham it up! Know when to stop Put the book away for a while if your child loses interest or is having trouble paying attention. Be interactive Discuss what’s happening in the book, point out things on the page, and ask questions. Read it again and again Go ahead and read your child’s favorite book for the 100th time! Talk about writing, too Mention to your child how we read from left to right and how words are separated by spaces. Point out print everywhere Talk about the written words you see in the world around you. Ask your child to find a new word on each outing. In conclusion, accepting accountability is a challenge every reading teacher and parent should commit to. If we instill a love for reading in our children from a young age, halve of the battle is already won. References: Time2Read,2017. http://www.time2read.co.za/teacher-support/

March 26, 2018

Matrics: 6 Steps to making one of your most important decisions ever

As the Matric Class of 2018 settle into their final year of school and get to grips with the challenges of the year ahead, an education expert has warned that they need to start thinking about their plans for next year sooner rather than later. “One of the most important decisions young people will ever need to take, is what they will study after school. Following closely on that one, is the decision about where to study,” says Tammy Oppenheim, Head of Programme: Faculty of Humanities at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. She says the options available in terms of institution, field and qualification today are so much wider than ever before. Despite this, prospective students often still don’t investigate the full array of what is on offer, opting at the last minute for a traditional 3-year degree at a public institution. “This is why we urge Matrics to start investigating and considering the pros and cons of various qualifications and institutions right away, so that when the time comes, they opt for the route which is most likely to see them succeed in a field which really excites them,” she says. Oppenheim says the process of narrowing down options should take into account: 1) FIELD OF STUDY Offerings differ across and between public universities and private. Find an institution that specialises in your chosen field of work or that has a faculty or department with a significant reputation in the industry you have chosen. Studying with a niche institution if you are targeting a niche industry may be a smart way to show that you understand that industry. Do your research and ensure that you are choosing an accredited institution that has a good reputation in the field. 2) QUALIFICATION Find the institution that offers a qualification that speaks directly to your ambitions. Qualifications are not always named after the field they are supporting, so you should look in some depth at the actual curriculum. This is easily available on most websites or from the institution. 3) AFFORDABILITY Choosing an institution because it is conveniently located and is affordable makes sense. There are costs associated with studying beyond fees, and it would not make sense to have your dream scuppered because you can’t sustain the cost of a residence or transport. Be realistic about what is achievable and give yourself breathing room to focus on your studies. That said, spend some time researching bursaries and payment options and do your math – a cost-benefit analysis of your study options will also help you make peace with whatever decision you make. An oft ignored fact is the graduation rate at an institution. If most students do not graduate in minimum time (three years for degrees for instance) then lower fees are not a real saving as you might need to pay for an extra year. 4) CULTURE Many institutions have a long heritage and history. Maybe one of your parents is an alumnus at the university you always imagined attending. But remember that while tradition is important, it is more important for your future employability to find an institution that has kept pace with the changing requirements of the working world. On the other hand, perhaps you know you need to study in a free and creative environment. To determine the best fit for you, spend some time talking to past and current students at your earmarked institutions. 5) SIZE Some institutions cater to tens of thousands of students. If you are introverted, find academics to be challenging, or have become used to smaller groups in your secondary education, then you should research your study options at smaller institutions. This option may be less overwhelming with a closer ratio of lecturers to students, which will likely lead to more individual attention and guidance that may be of benefit to you. 6) INTERESTS If you are an avid athlete or have a niche hobby or interest, you may want to make sure that your studies are located in an environment that facilitates this. Just make sure that you are not basing your entire future on a sport or hobby alone. Remember that your hobbies and sporting interests can often be better met through clubs and leagues and that campus is not the only place to continue to participate. “If you slowly start investigating your options rights away, you’ll take a lot of stress off your shoulders in months to come,” says Oppenheim. “By being pro-active right off the bat, you’ll be able to make an informed choice later in the year, about which qualification and which institution will best make your career dreams a reality in the shortest period of time. Before signing on the dotted line, you have to be sure that your chosen institution is credible, that your qualification prepares you for the demands of the modern world of work, and that it will support your long-term goals.”

March 19, 2018

Help! My child is struggling and it is only the beginning of the year.

The December holidays seem like a distant memory and early morning school runs, homework and sport has become the focus of thousands of families across South Africa. Teachers and learners are settled into the school routines and, as with each new year, parents have expectations and hopes of academic success. But, for some parents, hope is short-lived as they are forced to notice and acknowledge that their child is struggling despite it being so early into a new year. “Panic, frustration, blame and even anger can leave parents and learners feeling helpless or even humiliated! This should not be the case at all” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Why not consider some of these helpful tips from Cindy to coping with a child who is struggling so early in the year. 1. Know that mistakes and challenges are inevitable. Children are not robots and neither do they enter this world with an operating-manual in their hand. Effective learning can only take place when we accept that mistakes are simply opportunities for growth. Teach this to your children! 2. Don’t panic! You cannot find effective solutions when you are focused on what could and is going ‘wrong’. Panic will add to your stress as a parent and, even more so, it will most likely be internalised by the struggling child. Remember that, despite outward appearances of negative ‘I don’t care’ attitudes, there is a child who fears failure and dreams of success! Acknowledging that there is a problem and choosing to seek positive solutions will be a far more effective approach! 3. Aim at developing a positive working relationship with the teacher. Listen to understand and focus on working as a team to find workable solutions in assisting your child. 4. Be careful of putting too much pressure on your child. This can be counter-productive and cause your child to shut down and even give up. Blaming and punishing a struggling child will only add to the child’s already diminishing self-esteem and positive results are unlikely. Children who are forced to add hours of extra study time to their already pressured programmes run the risk of becoming resentful, frustrated, exhausted and unproductive! 5. Set realistic goals and realistic learning times. Minimise distractions by agreeing to TV and cell phone downtimes. 6. Seek help in the form of extra tuition. 7. Enrol your child in a study skills course that is rooted in emotional intelligence skills. Skills in self-awareness, self-regulation, motivation, empathy and social interaction have been proven to increase one’s ability to learn more effectively. Cindy concludes by saying “Learning is a process. Challenges and obstacles are inevitable. Acknowledge and embrace these as you seek to sincerely praise and encourage any progress or positive work ethic. As a parent, your biggest challenge is to help your child to recognise his value and purpose as a human being!”

March 16, 2018

WHY DOES MY CHILD NOT HAVE FRIENDS?

We all have a need to love and be loved. Our lives feel happier and more fulfilled when we enjoy positive human relationships. Having friends who we can laugh and cry with, be serious or a little crazy with, and with whom we can feel completely comfortable is one of the most fundamentally important needs of the human race. This is why it feels so heart-breaking when we discover that our children may be struggling to make friends at school. Cindy Glass, Co-founder and Director of after-school remediation franchise, Step Up Education Centre says “There are a number of reasons why a child may struggle to form positive friendships – negative behavioural choices, low self-esteem, personality differences, differing belief systems and unintentionally negative body language or tone of voice. Escapism from social interactions through over-use of technology also plays a big role in this!” “We need to note that all behavioural choices are based on how we feel about ourselves as a person and the inevitable fears that dominate these beliefs. Creating meaningful personal relationships is rooted in positive self-belief. Negative, self-defeating thoughts and behaviours often repel friendships and, unfortunately, this re-enforces the feelings of unworthiness and low self-value that created the negative behaviours in the first place” Cindy goes on to say. If your child is struggling to form friendships, you may want to consider the following helpful tips: 1. Ensure that you keep the lines of non-judgemental communication open. Chat about what happens at school, openly and honestly. Emotional intelligence skills of self-awareness and self-regulation are key here! Make sure that you do not re-enforce your child’s belief that he/she is less! Focus on their strengths and what others will like about them. They may, indeed, be a little different, but never less! 2. Chat to your child’s teacher with the aim of gaining a deeper understanding of your child’s behaviours at school. 3. Friendships cannot be forced. It takes positive mind-set and behavioural changes in your child if changes are to be enjoyed at school. Teach your child to focus on his/her choices and not on the choices of others. It takes patience and time but you will be amazed at the results! 4. People enjoy the company of positive happy individuals. Teach your child the joys of uplifting others. This will change the energy that your child gives off and other children will start looking to your child for a friendship that feels good to be in. 5. Emotional intelligence’s empathy and social skills will play a vital role in changing the way your child perceives himself/herself to be. Invest in these courses! “Finally, remember that children copy your actions, not your words! Set the example of how to treat others in positive, uplifting ways. Teach your children to own who they are-mistakes and all- and to value others because they value themselves first!” Cindy concludes.

March 7, 2018

International Recognition for New Distance Education Learning System

Home education was legalised in South Africa in 1996 and has been increasing in popularity ever since. FutureLearn, a distance education provider for learners in the schooling phase, estimates that there are currently around 90 000 home-education learners in South Africa, of which more than 16 000 makes use of their products and services. And, while there are many benefits, distance education is also characterised by a lack of interaction between the learner and the facilitator. This means that distance education providers need to develop effective technology-driven learning systems to optimise learner success. Two of FutureLearn’s staff members, Prof. Rita Niemann (Executive Head: Academics) and Eloise Nolte (Executive Head: Innovation Consulting Group) joined forces to develop a comprehensive learning eco-system that would enhance learning, irrespective of the lack of face-to-face interaction. Using FutureLearn as a case study, Niemann and Nolte conducted research to reflect on both the theoretical and practical concerns when designing a learning system. The theoretical concerns focused on the basic learning theories and curriculum requirements, while the practical concerns looked at the implications that these theoretical concerns hold for the development of a learning system. Niemann and Nolte studied the various learning theories and conducted a synthesis between the core principles of learning and the requirements of the country’s national curriculum (CAPS) to develop a learning taxonomy (as seen below). The learning taxonomy challenges distance education providers (like FutureLearn) to figure out how these theoretical learning principles could be transferred into practice. Niemann and Nolte’s research, however, provides a framework for building a system that would ensure that the principles of learning meet the technological demands. Niemann and Nolte’s paper will be presented at the International Conference on Business, Economics and Social Sciences in Lombok, Bali in April this year, as well as at the annual EduWeek in Midrand in June. Their paper has also been accepted to be published in the International Journal of Economics Research (Vol 15, 2018).

March 5, 2018

First Years: With great opportunity comes great responsibility

As thousands of First Year students head off to varsity in coming weeks, education experts say they should embrace the excitement and opportunity, but also ensure they start off on the right track to ensure they make a success of their studies right from the get-go. “The demands of school and the demands of higher education are worlds apart, and new students need to understand what new challenges will come their way, and how to handle these,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “Most importantly, and especially for those students who excelled at school with not too much effort, they need to understand that ‘winging it’ is no longer an option,” she says. “Some people managed to attain good marks at school with very little work, but this will not be possible at university. There is a big jump up from high school in the expectations on students in terms of the volume and complexity of the work, and there is simply no substitute for long hours spent in the library.” Tshidi Mathibe, Head of Programme: IIE Faculty of Commerce, says going to university is an opportunity for amazing growth and there will be no other time in life when a person has such freedom to discover who they are and where they want to go in life. “However your higher education experience is unlikely to be like anything that you have seen on television and in films. Yet while this new world can be intimidating, there are a few things you can almost certainly expect, and being prepared to respond to these in an informed and mature manner will dramatically increase your chances of success.” Mathibe says to make the most of the opportunity, First Years should take note of the following: It is important to attend Orientation Week Orientation Week, or O-Week, is typically held a week before classes start. It is not compulsory to attend O-Week, but it is a great chance to meet new people, obtain information about your campus and all the activities offered, and just have some fun. Every new student is just as anxious as you are to make friends You can feel quite anxious when you are new to a campus and don’t know anyone. It may also seem like everybody else already has friends. This is probably not the case, and many students are in a similar boat. “You will meet lots of people who may be very different from you,” says Mathibe. “There will be people from different cultures, economic backgrounds and academic levels. This is an opportunity for you to have new experiences, and broaden your frame of reference.” Make a friend in every class It is a very good idea to make a friend in each class that you have. This will allow you to discuss the course material and have someone to take notes for you if you have to miss a class (but don’t make a habit of it). Understand the difference between lectures and tutorials Lectures are generally large classes, often with hundreds of people in large venues, particularly if you are attending a public university. “In lectures, you may feel like you are just a lonely student in a vast sea of bodies. Tutorials however are generally smaller classes, and students often feel less intimidated in tutorials which means they are a good opportunity to ask questions and make new friends. Make an effort to attend every lecture and tutorial, as lecturers and tutors are there to explain difficult concepts and to assist you with your learning,” says Mooney. You may feel anonymous At school, your teacher knew your name – and probably a lot more – about you. At a university with large classes it will not be possible for the lecturer to learn all the names of hundreds of students, or to have insight into their unique circumstances. In private higher education institutions, the situation may be different because of smaller class sizes. Whatever the case may be, ensure you get to know your student number by heart, as this is the way you will be identified. “The most important thing to remember as you enter higher education, is that there will be no spoon-feeding and that you are in charge of your own learning,” says Mooney. “If you miss a lecture, or do not submit an assignment, no-one will care. Teachers at school would nag you about your homework, but at university you need to know when assignments are due, and when and where tests are being written. So right from the start, commit to taking responsibility for yourself, your learning and success.” Finally, do not be afraid to ask for help, Mathibe says. “A good higher education institution will always have support structures in place, such as student guidance and career centres. Make use of these support structures, as they will have trained and experienced counsellors to guide you and help you make a success of your studies.”

February 26, 2018

Get a second chance at success

If you’ve recently completed Grade 12, you’ll know that your matric results can lead to many exciting opportunities. Your matric certificate can help you get into the university or course of your choice, it looks great on your CV and it can help you ace that job interview by showing that you have the necessary skills to do the job. But, what if your results were not what you hoped they would be and all these opportunities seem out of reach? You don’t have to be stuck with your less-than-great grades for the rest of your life. You can get a second chance at success. Impaq, an innovative education solution provider, can help. You can register to redo some of your Grade 12 subjects in order to improve your results. Plus, you don’t have to be an Impaq learner to qualify. If you went to a public or private high school or received your matric certificate through a distance learning provider, you can still apply to redo your matric subjects with Impaq. The only requirement is that you must have had a sitting for the final examination in order to qualify. Once you’ve applied and been accepted, Impaq will register you with the South African Comprehensive Assessment Institute (SACAI) to ensure that you receive your new (and improved) National Senior Certificate after passing the NSC Examination for the rewritten subjects. To see if you qualify, send an email to [email protected]. The final cut-off date for registrations is 15 February 2018.

February 15, 2018

Headaches associated with impaired learning ability and negative mood

Research has shown that headaches can have many adverse effects on our lives: from diminished concentration in class or at work to irritability in general. There have, however, been few studies on the effect on learning ability and mood. Two recent studies filled this gap and found that tension-type headaches are associated with negative mood and impaired learning ability. Both studies were summarised in Frontiers of Neurology and both involved one group of participants completing a battery of tasks when they had a tension-type headache and again when they had no headache. Another group (the control group) was headache free on both occasions. In the “no headache” condition, the participants had not reported a headache for 24 hours prior to the assessment. In the first study, 12 participants (6 with tension-type headache and 6 in the control group) completed a computerised battery measuring mood and aspects of learning ability. In the second study, 22 participants (7 tension-type headaches, 5 after tension-type headaches and 10 people from the control group) completed mood and learning tasks. In the first study, having a headache was associated with an increase in negative mood both before and after the tasks. Three performance tasks showed impairments when the participants had headaches: logical reasoning was slower and less accurate and retrieval from memory was slower. According to Dr Elliot Shevel, South Africa’s pioneer in the field of migraine surgery and the medical director of The Headache Clinic, results from the studies confirmed the increase in negative mood when a person has a tension-type headache, as well as impaired learning ability. “The results confirmed impairments in the logical reasoning, and also showed that those with a tension-type headache were more easily distracted and experienced irritability. Effects did not continue after the headache had gone.” These findings can have an impact on the performance of students and workers, as well as their relationships with colleagues and team members. “Negative mood and impaired learning ability adversely affect the quality of work,” says Dr. Shevel. “It is important to take note of these effects that reduce quality of life and ensure early diagnosis and effective treatment takes place.”

February 13, 2018

Cookie	Duration	Description
cookielawinfo-checkbox-advertisement	1 year	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Advertisement".
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Cookie	Duration	Description
_ga	2 years	This cookie is installed by Google Analytics. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. The cookies store information anonymously and assign a randomly generated number to identify unique visitors.
_gid	1 day	This cookie is installed by Google Analytics. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form.

Cookie	Duration	Description
_gat_gtag_UA_18530557_4	1 minute	No description
pron_ip	session	No description
pvc_visits[0]	1 day	This cookie is created by post-views-counter. This cookie is used to count the number of visits to a post. It also helps in preventing repeat views of a post by a visitor.
tk_ai	session	Gathers information for WordPress by themselves, first party analytics tool about how WP services are used. A collection of internal metrics for user activity, used to improve user experience.