Education - Parenting Hub

leading expert advice from St. Teresa’s School

Advice from the experts

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

SA Children more at risk from sunburn at school

Copious amounts of sunscreen are sold each summer holiday in an effort to protect, in particular, children’s skin from both the damaging ultra-violet (UVA and UVB) rays of the harsh South African sun, but when kids go back to school, this dogged persistence seems to wane. Millions of school learners have gone back to schools around the country – many of which have inadequate or no sun protection policies in place, leaving children exposed to sunburn. Even though there is more public awareness around sun protection, it doesn’t appear to be a top priority at the majority of SA schools since other pressing issues such as nutrition and violence seems to have taken precedence. However, interventions at school level are critical in curtailing SA’s high incidence rates of skin cancer and should receive more attention. Local research studies have shown that sunburn in children significantly increases the risk of developing skin cancer and melanomas – the deadliest form of skin cancer – later in life. It is therefore vital that children are protected from the sun not only when at the beach or the swimming pool, but at school as well. In South Africa, skin cancer remains the most common cancer with about 20 000 reported cases and 700 deaths a year, making it a significant health problem. According to CANSA, the most of a person’s lifetime exposure to the sun occurs before the age of 18, which makes sun-safe policies an absolute must at pre-schools, primary schools and high schools. As in Australia – where skin cancer rates are amongst the highest in the world – SA schools across the board should adopt similar sun-smart policies. Some of these interventions include learners having to wear a broadbrimmed hat as part of their school uniform. If no hat is worn, learners may not play outside; plenty of shade is also provided on the playground via trees or structures; the use of sunscreen is encouraged and time is allowed for application, and during outdoor athletic or sporting events, ample provision is made for shade to avoid sunburn. In addition to these measures, scientific studies have validated the health properties of Rooibos on skin, which may assist with various skin ailments including the prevention of the development of cancer. Thus, parents whose children have been badly sunburnt may be able to turn to Rooibos for help. Dr Tandeka Magcwebeba, a post-doctoral fellow at Stellenbosch University, who has done extensive research on the anti-cancer properties of Rooibos on the skin, says the topical application of Rooibos may offer protection against the early stages of cancer development in the skin. Dr Magcwebeba says, once the anti-cancer properties of Rooibos has been fully characterised, this herbal tea may be one of the agents that could protect children’s skin from some of the damage caused by the sun’s harmful rays. “Once the skin has been exposed to the sun’s UV rays, Rooibos extracts have the ability to remove precancerous damaged cells and also block the onset of inflammation. It does so by stopping the multiplication of cancerous cells and removing these cells through programmed cell death – in other words, prompting the cells to commit suicide. “It’s the abundance of polyphenols (antioxidants) – natural compounds found in Rooibos – which gives its restorative power,” explains Dr Magcwebeba. “These compounds are linked to the prevention of various chronic disorders, including skin cancer. However, it is important to note that preliminary findings show that Rooibos extracts are more effective during the early stages of skin cancer development as they are able to facilitate the removal of UVB damaged cells thereby delaying their progression into a tumour.” If your child does end up with nasty sunburn, anecdotal evidence indicates that soaking him/her in a lukewarm bath of rooibos tea two to three times a day, could help reduce inflammation, which is likely due to the tea’s anti-inflammatory properties. This, in combination with the abundance of antioxidants present in Rooibos tea will help to naturally accelerate the healing of the skin. It is still uncertain how much rooibos extract is needed to prevent the development of skin cancer, but according to science, children (and adults) who spend a lot of time in the sun may benefit from using cosmetics, sunscreen and after-sun skincare products containing Rooibos extract. For more information on rooibos’ healing potential, visit www.sarooibos.co.za

February 12, 2018

Have a prosperous Back-to-School Journey

The metamorphosis from one year to another always entails a transition for children. Whether the shift is from preschool to “big school,” primary school to high school, moving to a school in a different location or simply progressing to a new grade – some kind of adjustment is bound to happen as the digits on the calendar changes. A similar process takes place when one travels from one country to another. You board a plane in your homeland and after a period in No Man’s Land, you enter foreign territory. Likewise, children exit familiar terrain and after a “transit period” known as the sunny summer holiday, they land in an unfamiliar space where they will need to find their feet again. Here are some “travelling tips” to make this transitioning from one educational setting to another more smoothly for your little passenger: Go through passport control Just like you will need to present your alien passport at customs, allow your child to face the fact that they are bearing a “foreign passport” for a while. Acknowledge that they feel strange and stressed. Talk about their emotions before and after the new season begins. Do not get irritated or angry when they act out emotionally or behaviourally. Address their manners, but support them to see the connection between the stressful situation and their mood. Take time to acclimate Help your newbie with age-appropriate coping activities while they adapt to the novel circumstances. For example: have them draw, write or talk about their feelings; or help them channel the emotional energy into exercise or a hobby. Most importantly, support them by providing a loving and caring home environment as a safe escape. Shake off the jetlag Moving between time zones requires some adjusting for your body, especially after a period on a plane where you were not following a natural schedule. Always remember that it will take some time for your child too to “catch up” with their new situation and to “recover” from the summer break. For children, new routines (or even the re-establishment of old ones after a holiday break) can be quite hard on their systems. Be gentle, but firm (and do not delay!) when you re-apply normal bedtimes, meal times, chore schedules, diet restrictions, house rules, etc. Read here and here for more hints regarding snapping out of holiday mode into real-world mode. Learn the new customs Like travellers need to familiarise themselves with the new culture in which they now operate, just so children will also need to get acquainted with their new environment and learn to navigate their way in their strange new country. When you go to a foreign country, you have at least some knowledge of it – you have seen a picture or two, you know what language the inhabitants speak and more or less what the climate is like. Communicate information and prepare your children by: Taking small children to see the new school and, if possible, meet the new teacher. Informing children if they are going to attend more days in a week than before and if the school times or aftercare arrangements have changed. Doing role play if it is your child’s first time at school where you take turns to be the teacher and student to prepare them for the classroom scenario. Involving them in the back-to-school preparations regarding their uniforms, stationery and other school necessities to get a better feel for the new school year. Getting them excited about some sort of mascot item that can accompany them, like a special ‘super pen’ or a new water bottle with cool pictures on it. Letting older children browse the school’s website. Arranging play dates with some of your child’s new classmates if you are in a new location before the school starts to help them feel less alone on their first day. Focus on the fun! Traveling does not come without its perils. Yet, if you choose to indulge in the amazing experience of being in a completely new place, it becomes enchanting and exciting. Try to help your children to see their new circumstances in the same light by directing their attention to the positive aspects of the new season: Does the new school offer a different sport or extracurricular activity that he would like to try out? Is she now such a big girl that she can attend the same school as her older brother? Will he get to play with a new friend? Find incentives too, like making a special breakfast on the first morning or going on a fun outing after the end of the first school week. Transitions are never easy for anyone and can be especially taxing on children. Remember, that they have not mastered mature coping strategies yet and are therefore more emotionally vulnerable. Do your best to help them make their journey into a new school year as adventurous and painless as possible and enjoy the ride. Bon voyage!

February 9, 2018

Back to school – here’s how to deal with 1st term jitters

Dissolve those first term jitters fast and ensure your child is emotionally ready for school and adapts well to his/her new routine with top tips by creative parenting expert in partnership with Toy Kingdom, Nikki Bush. The first bell of 2018 academic year has rung and first term jitters are still a real thing for some kids, especially those who have entered the classroom for the very first time. Bush says the change in a child’s usual environment; in this case a new school – pre-primary, primary and high school, and even moving onto the next grade mean kids find it daunting and stressful to adapt. “And parents the world over agree, when kids are fretful and uneasy, mom and dad are too,” she says. Here’s what Bush advises to help kids cope better. A movement matter: Bush says activities that involve movement are highly beneficial, it raises endorphins and puts kids in a better move. She suggests the following fun, interactive movement games: Rough and tumble Hide and seek Family time is fun time: Quality time with mom, dad also eliminate stress and is ‘”extremely important” to help kids relax. Bush says there are a few entertaining games fit for the whole family. Cricket Soccer Hopscotch “Parent-child interaction has a calming effect on kids and helps to minimise stress. It means bonding as a family, which also acts as a channel of support for children, they feel safe and secure and are reminded that mom and dad are there for them every step of the way,” Bush says. Say play: Since play is a universal language, Bush says “play your sillies away”, it has a calming effect on kids and helps to minimise stress. A few of the games she recommends. Board games Bikes and scooters Lego “Mom and dad, haul out all sorts of games and toys and let them play to their heart’s content. It does wonders,” she says. Drop-off deal: If children are more anxious with one parent than with the other, simply swap drop-off roles and “don’t feel guilty about it”. Bush advises parents to be: Flexible Adaptable

February 8, 2018

How to create the ideal parent-teacher relationship

“It takes a village to raise a child” is a proverb which essentially means that it takes an entire community of different people interacting with children in order for them to grow and develop successfully. Each year, parents entrust their children into the hands of their teachers for the greater part of each school day. Children will begin to develop relationships with their teachers from the first day and these relationships will grow as the year progresses. “As parents, it is essential that we, too, begin developing a healthy relationship with our children’s teachers. Studies have shown that children whose teachers and parents enjoyed solid, trusting, synergetic relationships were significantly more likely to make positive progress throughout the year,” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Cindy gives the following tips to consider on how to create and sustain a healthy relationship with your child’s teacher: 1. Communication is key: Take a moment to meet your child’s teacher. This is, of course, is easier done in the younger grades as most often, a younger child will have one ‘main’ teacher. It will be a lot easier to meet and connect with your older child’s teachers if you make the effort to attend the teacher-parent information evenings that are offered at their school in the beginning of the academic year. Teachers will use these meetings to explain their expectations of learners and their parents. Remember, teachers will not know what YOUR expectations are unless you communicate these. Information that will affect the learning of your child needs to be communicated as soon as these arise. 2. See yourself in partnership with the teacher in your child’s learning: You and your child’s teacher have a common goal; the personal an academic development of your child. Keep an open mind and always remember that the best interests of your child need to be the core focus of any conversation. 3. Remember that your child’s teacher is as human as you are: This means that mistakes are possible and that things may go wrong from time-to-time. Misunderstandings and challenges can severely damage a teacher-parent relationship if not handled swiftly and correctly. Negative teacher-bashing-comments are a sure-way to build walls instead of keeping the lines of communication open. Focus instead on finding positive, amicable solutions as a partnership-with-a-common-goal. 4. Try and get involved in assisting with school activities: This is not always possible for many working parents, but, there may be the rare occasion that an opportunity presents itself to be actively present in supporting the teacher and school. This is a wonderful way to get to know each other better. “Creating strong inter-personal relationships can take time,” Cindy explains. “How we choose to react to challenges and negative situations in a school setting will influence the outcomes of these essential relationships. Never forget that it takes a village to raise a child. Teachers play a very big role in the lives of all children. Choose to enjoy a positive working relationship with your child’s teacher this year and you will be creating a happier learning experience for all,” Cindy concludes.

February 6, 2018

Great Careers that don’t require Degree Study (or even Matric)

As hundreds of thousands of prospective students attempt to secure a place at public universities, with only a fraction of them likely to be accommodated due to limited capacity, education experts have highlighted the need for school-leavers to consider the many exciting careers that are accessible without degree study. “Apart from the options available to these young people in the private higher education sector, there are also a myriad of options in the broader tertiary sector, where they can study towards workplace-geared qualifications that are in high demand,” says Elbie Liebenberg, Principal at Oxbridge Academy, a brand of ADvTECH, Africa’s largest private education provider. She says there is still too much of a fixation on degree study as the only solid path towards a sustainable career, when the reality is quite the opposite. “Our economy has many sectors, and businesses across all these sectors are desperate for young people who are technically qualified and experienced to fill a host of positions. Many of these positions don’t require someone who studied towards a degree, but rather someone who studied towards a qualification that gave them the technical expertise and the workplace readiness to be an asset from day one,” she says. Deon Roets, Academic Head at Capsicum Culinary School, agrees, saying that the tourism and hospitality industries, for instance, are growing apace, and constantly require new recruits. He says there are a number of programmes that young people can pursue to access the industry, even if they do not hold a matric certificate yet. “For instance, you only need to be 18 years old with Grade 10 to pursue an Occupational Certificate as Chef, or an International City and Guilds IVQ Level 2 in Patisserie,” he says. He says while for some qualifications it is necessary to already have knowledge or the basic principles of kitchen work, Capsicum has built the necessary basics into their programmes to assist learners, which means that on completion of any of the programmes, learners can progress into employment. “However it must be noted that while a Matric certificate isn’t always a necessity, this competitive industry requires a high level of commitment to excellence and training, particularly when culinary professionals intend to pursue high-level positions. It is therefore essential to ensure that those who are interested in pursuing such a career throw their all behind their professional development.” In the broader hospitality industry, there are also numerous career paths open to young people who don’t hold a Bachelor’s pass, says Erika Theron, Academic Dean at The Private Hotel School. She says Matriculants who are interested in the field have choices including a Diploma in Event Management and a Higher Certificate in Hospitality Management, among others. “These qualifications are intensive, work-focused ones which cover a broad spectrum of competencies, including accounting, sales and marketing, leadership, and HR Management and Business Communications, and will set you up for a successful future in the industry,” she says. There are also fantastic options outside of the hospitality and culinary industries, notes Liebenberg. She says at Oxbridge Academy, which serves more than 20 000 distance learning students every year, many opt to work while studying, gaining the necessary qualifications as well as experience at the same time. Fields of study include a wide spectrum of vocations, from Business Management, Educare, Financial Management, Human Resource Management, Marketing Management, and Tourism Management, to Public Management and Engineering courses. Students can start their studies at Oxbridge Academy without having completed Matric, and can end their study journey at National Diploma level upon successful completion of work based integrated learning. “It is imperative for those who didn’t pass Matric, those who didn’t achieve Bachelor’s passes, and those who weren’t able to secure a place for degree study to understand that getting a degree is only one of the paths to career success. Not only our country, but countries across the world, are filled with opportunities for those who are qualified in specific vocations. And the opportunity for success really is out there for those who identify their passions and interests, and pursue them, even if their route doesn’t include degree study.”

February 5, 2018

Disappointing Martic Results: Don’t Catastrophise – Strategise!

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

February 1, 2018

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

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

January 26, 2018

Play is crucial for early child development

Only 29 percent of South African children have access to safe, child-appropriate play areas in their communities, this according UNICEF, but a local organisation – Play Africa is championing for this change countrywide. Gretchen Wilson-Prangley, CEO of Play Africa – a social enterprise organisation driving inclusive public learning for the country’s most vulnerable says play is “exceedingly important” for children of all ages and an integral part of early learning and healthy social development. “Neuroscience has confirmed that the first few years of a child’s life is crucial for early learning. And play forms part of early learning and is far more valuable than we realise,” she says. Wilson-Prangley says play sparks imagination, enhances creativity and problem solving capacities, promotes teamwork and helps to instil empathy and compassion for others. “I believe in the importance of helping to advance children’s basic rights and this includes the right to play,” she says. And since many South African children lack toys and other learning materials that can help stimulate a range of child-initiated, open-ended activities which bolster cognitive, physical, social and emotional development, Wilson-Prangley explains that her organisation seeks to promote one single message – there is no cost to play. Their workshops encourage parents and children to make use of everyday materials when playing. “We demonstrate just how to transform everyday items into play materials using the imagination. Few people know that you’re able to make a robot or a rocket ship using clean milk containers, or a car out of empty loo paper rolls. What’s important is the process and the imagination and creativity it stimulates,” she says. Further, she says play is a “good way to engage” and helps children make use of their imagination; she also describes it as “pleasurable and enjoyable”. “Playing overall gives children an opportunity to stretch their thinking and imagination, it also invites repeated active engagement which is highly beneficial for children of all ages,” Wilson-Prangley says.

January 19, 2018

Make Maths marvellous at home

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

January 18, 2018

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

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

January 18, 2018

Handy homework hints

Homework is generally a painful process that is rarely met with excitement and anticipation. In fact, Cindy Glass, Co-Founder of Step Up Education Centres, the after-school remediation and tutoring franchise says, “In all my years teaching, I have yet to meet a parent or learner who cannot wait to do extra school work in the afternoons!” Whilst countries like Japan, the Czech Republic and Denmark assign little to no homework, South Africa doesn’t follow the same trend. “For us, homework is unavoidable, it is simply a part of our schooling system, whether we like it or not,” says Cindy. With that in mind, Cindy says that we need to not only find a way to help our children complete their homework tasks, but help them to enjoy doing it as well! She offers the following handy homework tips: Create a fun, practical workspace It is important to assign one specific area in the house to do all school tasks. By doing this you will train your brain to automatically kick into work-mode when you sit down. Have a desk and comfortable chair Have all the necessary stationary Make the space beautiful – display art or any awards/reward charts to keep your child motivated Keep it neat Switch off all distractions for the duration of the homework time Cell phones, TV, games and sometimes even music can be a distractor for both parents and learners. As a result, you both need to switch off (or place on silent) all digital devices. If you are a learner, let your friends know you will be unavailable for that period If you are a parent, switch your phone on silent as cell phone noises can be very distracting, prolonging the homework experience Be clear on what needs to be done By knowing exactly what needs to be done and by when, you will find it easier to complete the task. Use a whiteboard to list the tasks that need to be completed on that day Start with the easy tasks first as this will give your child an immediate sense of achievement For older learners who have projects or longer assignments, decide which part of each will be completed on that day, in addition to daily homework Tick off each task as you complete it Get extra help if you are stuck! For parents, ‘Google’ will tame many-a-challenge. Phone a friend if you need to. Whatever you do – do NOT behave negatively – explain to your child that there is a solution to every problem and you can work together to find it! If your child is struggling consistently, seek professional help from an after-school remediation centre. For older learners, make sure that they listen carefully in class. They need to ask their teacher if they are unsure of what is required. Remember, your child is not always going to feel okay about doing homework. Whenever this happens, Cindy suggests that you incorporate what she calls the ’10-minute rule’, “The first 10 minutes of anything is the worst. Get through those 10 minutes and you will find that the work will flow more easily and they will begin to enjoy the feeling of accomplishment.”

January 18, 2018

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

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

January 15, 2018

How to adapt to a new school and year

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

January 11, 2018

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

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

January 11, 2018

Children get stressed too!

It’s a new school year! It’s exam time! Both of these occurrences during your child’s school life come with their own level of stress – for your child. When your child starts a new school year, or begins exams parents often focus on the stress that they themselves are feeling, rather than taking into account that their child is feeling the pressure as well. “Children don’t deal with stress, or show stress the same way that adults do, and often parents can over-look these clues,” says Carla Yssel, brand manager for Linctagon®. “When children are stressed they are not sure how to deal with it, and this can often manifest itself in a complete change of behaviour – being moody, crying, withdrawing from activities, and even complaining of stomach aches and headaches. Parents need to be on the lookout for these types of behavioural changes when big events in their child’s life occur, such as starting school, or tackling exams.” Although, some stress can be a positive as it can motivate your child to overcome what is worrying them, being over-stressed can cause illnesses. The stress hormone corticosteroid suppresses the immune system, and results in your child getting a cold or even the flu. “We are often consumed with whether our children have the correct stationery, or have prepared enough for their exam, that we forget to actually take care of them,” says Yssel. Yssel provides 5 tips on how to look after your child during stressful times: Be prepared in advance: Make sure that your child has everything they need long before school starts, and gets through all their studying with enough time to revise before an exam. This will give your child the peace-of-mind they require to overcome any stress they may be feeling. Get enough sleep: A good sleep is sure to improve your child’s concentration, and also allow them to feel ready to take on the new day with confidence and a clear mind. Talk to your child: Your child needs to know that you support them, and that you understand what they are going through. Talk to them about what they can expect on their first day of a new school term or year, or that no matter how they do in their exam you will support them through it all. Give them the edge: When your child starts to feel a cold or the flu coming on, give them Linctagon® Effervescent (which can be used from age 12) or Linctagon® Effervescent Junior (can be used from the age of 1) to help get over colds. Linctagon® effervescent and Linctagon® effervescent Junior contain the active ingredient Pelargonium sidoides and with its active support can shorten the duration of the common cold as well as reduce the severity of symptoms with the added Vitamins A and C, anti-inflammatory MSM and immunity enhancer Zinc (Alt Med Review, 2007). This will allow your child the opportunity to get back to what really matters; quicker than usual (Lizogub et al, 2007), and it is suitable for children and adults who are diabetic. Take time out to laugh: Just because your child is writing exams, or getting ready to go back to school it doesn’t mean that all fun needs to end! Laugh with your child; let them forget what they are stressed about, and just have a moment to breathe. Sharing our content with parents you know will go a long way to making us smile for the day

January 10, 2018

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

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

December 15, 2017

Deciding whether to keep a child back at school

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

November 29, 2017

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

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

November 24, 2017

No more headaches about exams

Examinations are stressful enough for learners and students, without them having to worry about headaches and migraines. Unfortunately it has become an ordinary occurrence for students and many of them feel helpless when dealing with this problem. They can feel so overwhelmed that they completely forget about the effects this is having on their health. Dr Elliot Shevel, South Africa’s pioneer in the field of migraine surgery and the medical director of The Headache Clinic, says headaches and migraines can have adverse effects on the performance of students and suggests the following measures: Be aware of your posture when studying as this can result in a tension headache. Use a good chair that supports your back and that gives the ideal posture. Visit www.headacheclinic.co.za to get a free copy of the Ideal Computer Posture. Learn the right stretching exercises to stretch the muscles of your head, face, neck and jaw. Finding out what triggers your headaches by keeping a diary. Each time you suffer from a headache, make a note about the warning signs, triggers and severity. If you can discover some of your personal triggers, you may be able to avoid future headaches. This diary is important as it will give your medical professional an accurate history of your headaches. Dietary migraine is a common affliction. These are usually triggered by foods that assist with energy such as chocolate. Chocolate raises the blood sugar levels quickly and then allows it to drop quickly again. Low GI (Glycaemic Index) foods give a more even blood sugar level. Use the nutritional facts label to help choose healthy foods when shopping. A dietary trigger diary is available on www.headacheclinic.co.za under “Free Assistance”. Beware of Medication-Overuse Headache (MOH). Medication is only appropriate for someone who suffers a few times a month. According to the International Headache Society, if you are taking medication more than twice a week you are at risk of developing MOH. This means that the drugs you are taking will cause the migraine to become more severe and more frequent over time. Dehydration is a common trigger, adequate intake of fluid throughout the day to prevent headaches. The human brain is more than 75% water, and it is very sensitive to the amount of water available to it. When the brain detects that the water supply is too low, it begins to produce histamines. “If the problem persists, it is imperative that you get an accurate diagnosis” says Shevel. “There are a number of treatment options that can be investigated. The longer the headache persists, the more damage will be done. One must get to the bottom of the problem and resolve the pain permanently.”

November 17, 2017

The unwrapped gift of the gifted child

When we think of gifted children the first name that springs to mind is usually Einstein. I can’t help but wonder how many therapies Einstein would have been in if he had been born today. Rumour has it that he only started speaking at age 3, so already we have delayed development, paeds and speech therapy. Some have said that he would have been diagnosed today with autism or aspergers and would probably end up in special ed. He was known for long periods of daydreaming, something we treat these days with ADHD meds. Would we even pick up the underlying genius at all? I doubt it. Most gifted kids end up like an unwrapped gift – they are a group of the most unrecognized and misdiagnosed children around today. They are some of the children most often found in a variety of therapies because they don’t fit in the normal schooling mould and we don’t know what to do with them. They often have inconsistent developmental rates where they’re very advanced in one area and quite behind in another and so we surmise that they can’t be gifted if they’re not coping or at a similar level as other kids their age. Gifted kids tend to have one or more over-excitabilities including physical (misdiagnosed as ADHD and put on meds), sensory (misdiagnosed as sensory integration issues and sent to OT), emotional (misdiagnosed as emotional problems and sent to play therapy). It is up to us as parents to inform ourselves and trust our instincts when it comes to our children. Just because some professional tells you your child has a problem does not necessarily mean it is true. Get another opinion. Do some research. Dig a little deeper. Gifted kids may even need some therapy and may even have a learning disability that comes alongside their genius but often they are simply misdiagnosed in our modern day obsession with fixing children and making them all alike. If you suspect your child is gifted, they probably are. Here are the typical traits of a gifted child (keep in mind that gifted children, like all children, are unique and may or may not display all of these traits): Unusual alertness, even in infancy Rapid learner Excellent memory Unusually large vocabulary and complex sentence structure for their age Advanced comprehension of word nuances, metaphors and abstract ideas Enjoys solving problems, especially with numbers and puzzles Often self-taught reading and writing skills as preschooler Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age Concern with social and political issues and injustices Preoccupied with own thoughts—daydreamer Learn basic skills quickly and with little practice Asks probing questions Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts idea or things together that are not typical Keen and/or unusual sense of humour Desire to organize people/things Vivid imaginations (and imaginary playmates when in preschool) Parents are actually very good at judging whether their child is gifted or not, so trust yourself. Gifted kids, like special needs children, have different requirements in terms of education, stimulation, and emotional support. The sooner you unwrap your gift, the sooner you can figure out exactly how to nurture your unique child into fulfilling their potential.

November 14, 2017

Some games are good for cognitive development – experts say

Certain toys and games play an integral part in a child’s cognitive development and one of the best ways to nurture a young brain is through play – it challenges thinking and the ability to process information. The body as an “architect of the brain” Parenting expert Nikki Bush explains that the body is an “architect of the brain” during childhood and in order to best understand the world around them, children need to be exposed to a range of scenarios to ensure the brain remains stimulated. She says that school, home and the outdoor environments are important; and so are toys and games with educational value, like Lego, and arts and crafts. Engaging in conversation with both adults and children is also a “big advantage” and encourages interaction and open communication. Different stages; different needs “Children go through different stages of development that all play a role in their ultimate cognitive development. Different environments, different people and different toys with value help to stimulate the young mind and assists children to interpret new information accurately,” Bush says. And a young brain learns easily, she explains that during childhood the brain is “extremely plastic and elastic” and with the result, learning is much easier for young children than older people. “Ever hear the saying that a child’s brain is like a sponge? That’s because it’s 100 percent correct, much learning happens when they’re young as they’re able to absorb information and understand things quite easily,” she says. Phases of learning: Concrete Semi-concrete Abstract The concrete learning phase is most important, Bush says no images on screens or in a book can substitute the real thing, “real trumps everything in early learning”. The Child Development Team at Toy Kingdom South Africa says stocking toys that are good for cognitive development is high on its priority list. The range of Hape products, along with Lego are just few developmental toys on the store’s shelves. “Children thrive on three-dimensional learning. And the concrete phase allows a child to interact with a real object with their bodies. They are able to feel that an apple is round, see its colour, taste and smell it,” she says. Bush says children should be able to internalise and experience with their bodies for an ultimate memorable learning experience.

November 14, 2017

Early School Years Crucial for Cultivating Emotional Intelligence in a Child

Of the twelve years that children spend at school, the foundation phase – years one through four – are the most critical for cementing the long-term potential of children and enabling them to become successful adults, an education expert says. “It goes without saying that academic excellence is important, but developing children’s emotional intelligence may literally make the difference between success and failure in their lives,” says Chris Van Niekerk, head at Founders Hill College, part of Africa’s largest private education provider, ADvTECH. He says that when undertaking the important task of investigating schooling options, parents and guardians should consider more than the academic or sporting achievements and track record of a school, and also enquire about a school’s approach to instilling vital life skills. “Nurturing emotional intelligence should be considered as important as teaching children to read, write and do arithmetic – if not more – and schools, parents and communities have a duty to ensure this fundamental life skill is not left by the wayside,” he says. Van Niekerk says the younger the age at which children acquire these insights and skills, the better. “It’s in years one to four that children learn to love learning; learn about a world that challenges and rewards; and learn what makes them who they are: unique human beings who hold a wealth of potential and who can do anything they put their hearts and minds into. “It is during these years that these skills become part of the child’s character and personality: guiding their decisions, helping them make sense of the world, and being the foundation of their relationships with others. Starting with five-year-olds is the best place to start.” Emotional intelligence can be described as a set of softer skills that help children grow up to become “likeable”, successful human beings who can accept that not everybody in the world is going to be like you, agree with you or think like you. More than this, it’s understanding that this diversity is not only good and desirable, but to be celebrated and embraced. “It’s learning how to give and take: to compromise and to negotiate. It’s learning to relate to others: to empathise and communicate your own feelings in a situation. It’s learning to listen to what other people say, and how to speak your own mind. It’s acquiring the skills and the confidence to articulate your feelings and ideas, and it’s learning to identify what it is, exactly, that makes you respond the way you do to people and situations around you. Critically, it’s learning how to manage those feelings, instead of letting them manage you.” Van Niekerk says that emotional intelligence skills aren’t ones that can be taught in lesson slots on the timetable. Instead, they should form part of all interactions, whether they be during academic, social or physical activities. Additionally, provision should be made for assisting children who show signs of needing early intervention to reach emotional intelligence milestones. “Success cannot only be measured academically and professionally. It is measured by the quality of our relationships, and by our ability to lead meaningful, effective lives,” he says.

November 9, 2017

Drink Rooibos Tea to Improve Concentration During Exams

Coffee and energy drinks are usually the go-to beverages for high school learners and students to help them cram for finals during the stressful months of October and November, but science suggests they drink rooibos tea as an alternative to help them stay on top of their “A” game. Several studies point to rooibos tea’s ability to protect healthy cells from damage caused by free radicals and that its high level of antioxidants could reduce the effects of oxidative stress, which learners and students typically experience in the lead up to and during end-of-year exams. Adele du Toit, spokesperson for the SA Rooibos Council explains that the brain appears to be especially susceptible to excessive oxidative stress, because of its high demand for oxygen. “Dietary antioxidants, like the polyphenolic compounds found in rooibos, have been shown to protect neurons against a variety of neurodegenerative conditions. Reactive oxygen species (ROS) or more commonly referred to as ‘free radicals caused’ by poor nutrition, cigarette smoke, excessive alcohol intake, pollution, among other factors, are harmful elements that trigger oxidation (disruption of a living cell) in the body and brain. The stress hormone, cortisol, which is elevated during exam time, increases inflammation, and further intensifies free radical production. “When these free radicals cause oxidation in the body, they damage the healthy cells which could hinder one’s ability to learn and retain information. Rooibos counters this impact by reducing the effect of oxidative by-products in neural pathways thereby stimulating concentration and focus. “Unlike coffee, which could give you the jitters followed by a crash, rooibos tea is a cleaner-burning and longer-lasting fuel for the body since it doesn’t contain any caffeine or tannin. An added bonus is that it also relieves tension and headaches,” she remarks. While consuming small amounts of caffeine daily is not harmful, drinking too much, such as during exam time, could prove dangerous and lead to a physical dependence since it is highly addictive. The temporary boost of energy it gives you, may also keep you awake for longer than is needed, which could lead to unwanted fatigue on exam day. Du Toit recommends six cups of rooibos tea a day for optimal replenishing of critical antioxidants. “Rooibos tea has no side-effects and contains some of the strongest and most unique antioxidants in the plant kingdom, including aspalathin and nothofagin. Students should make the most of this natural energy drink, which is tasty, affordable and can be enjoyed hot or cold.” Here’s a few fun twists on rooibos tea to get you through your finals: Basic rooibos iced tea: One litre of Rooibos tea using four to six teabags Sweeten the tea with honey to taste and leave it in the fridge to cool overnight Experiment with this basic iced tea, by adding mint, lemon, orange, granadilla, mango or apple, or a combination of flavours until you find one that you love. Juiced or squeezed fresh fruit usually delivers the best results, but you can also use honey and preservative-free fruit juice. Mixing it with cold rooibos will make it go further and keeping a jug of it in the fridge should mean you don’t have to keep buying juice. Rooibos can be kept in the fridge for up to two weeks without spoiling. Rooibos and berry iced tea: 8 rooibos tea bags or flavoured rooibos of your choice 1 cinnamon stick 4 whole cloves 6 thin slices ginger 4 cups (1 litre) boiling water 4 cups (1 litre) 100% berry juice, chilled Lemon juice to taste Place tea bags, spices and ginger in a large glass jug and pour over boiling water. Stir well and allow to cool for about two hours. Remove tea bags, ginger and spices. Add berry juice to the tea and season with lemon juice to taste. Enjoy cold with ice and mint leaves, fruit and lemon. Rooibos ice-lollies: By pouring some Rooibos iced tea into popsicle containers or ice-cube trays and freezing it, you can also enjoy it as a refreshing treat when you get the munchies while you’re studying. For more info about the health benefits of rooibos, visit www.sarooibos.co.za

November 9, 2017

Collaborative Learning

by Prof Rita Niemann Gerlach (2004) explained that collaborative learning is in essence a natural social act, implying talking about and discussing topics, which results in learning. In applying collaborative learning in terms of an educational approach, it means learners working together to solve problems or challenges in order to complete a task. How can collaborative learning contribute to the learning process? Collaborative learning can contribute to the learning process if the following elements are catered for: Some tips for effective collaborative learning Constituting the group Ideal size: 4-5 learners. Set up the groups prior to assigning the tasks. Place groups in a way to optimise collaboration (e.g. around a table). Assigning the task Plan meticulously (e.g. the purpose, handouts, resources, etc.). Use real-world problems to stimulate problem-solving and critical thinking skills. Link emerging ideas to the purpose and objectives of the tasks. Allow sufficient time. Align tasks to the learners’ experiences, access to resources, skills, etc. Present task in a visible manner. Group member interaction Allow for questions, if learners are not clear about what is expected from them. Insist on proper behaviour. Set ground rules for how groups have to operate. Account for the diversity in and between groups, Assign roles to the members of the group or allow the groups to assign their own roles. Determine whether the team members have the required resources or allow for sharing resources. A group name or logo builds group cohesion. Allow for ample communication between members. Allow learners to conduct research/explore options to solve a challenge/conduct an activity. Allow for applying their own ideas. Facilitator’s role Have incentives/rewards to excite members to accomplish their goals. Include an element of competition. Monitor the groups’ progress, but do not interfere with their work. Let groups give feedback (orally or in a written form). Give constructive feedback on what worked well and where learners were on the right track and make suggestions for improvement. Allow learners to reflect on their group experiences. Discuss/present the outcome/s to get critique. Support learners who fall behind. The usage of technology should be considered (e.g. chats).

November 9, 2017

Exams: Study Time vs Screen Time – Striking the Balance

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

November 6, 2017

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.