“What people do not understand, they do not value. What they do not value, they will not protect and what they do not protect they will lose. “– Charles Jordan
* Watch Play Again online in the comfort of your own home. The next online screening will be on March 7th, 2012.
In the award winning documentary Play Again, film makers Tonje Hesen Schei and Meg Merrill interview children, educational leaders and environmental specialists as they look for ways that we can mitigate the effects of digital overload and related addictions to technology through a renewed focus on experiencing the natural world.
In the documentary a group of teenagers are challenged to face the natural world in their first outdoor and technology free adventure. They leave behind daily routines which include 5 to 15 hours per day interfacing with technology and virtual reality devices. Through this experience the participants experience active engagement with the natural world and rediscover the joys of play and childhood. What is not visible is the positive effects that this experience has on their brain development and overall health and well being.
So far in Canada, this documentary has been screened in Newfoundland and Labrador. While British Columbian David Suzuki has provided his own contributions to the film, it does not appear to have been screened yet in British Columbia. (Please advise us at BCFamily.ca if this information is inaccurate or if a screening is about to take place.) In this documentary the children’s opinions are featured. Is there some way that this documentary could be screened in the senior elementary, middle and high schools in the province so that students and educators could share their own experiences and insights?
What are the consequences of a childhood removed from nature?
I believe this is one of the great challenges facing us today. The consequences of our estrangement from nature will be devastating for us as individuals and for society. Well done and may your film have a big impact! David Suzuki, world-renowned Canadian science broadcaster, geneticist, and author, The Sacred Balance
Last Child in the Woods has created a national conversation about the disconnection between children and nature, and his message has galvanized an international movement.
Over at CanadianParents.com there is a busy and useful online discussion taking place about back to school topics. If your children are starting school, you’ll probably have a few questions that you’d like to ask about the new school year routine. If your children are in high school, you’ve probably got the Back to School activities down to a tight routine. If you’re old enough to remember the lazy, hazy school days of the 70s and early 80s, you’ll know that the Back to School chant in the media has amped up since then. At least it got louder and was broadcast earlier in the summer until the most recent economic downturn. Realtors are bracing themselves for a slow back to school season this year. Not surprisingly there seem to be a smaller number of TV and radio ads announcing back to school sales. Fewer Back to School dedicated E-mails are arriving from busy Mom Blogger sites as well.
Does this mean that Back to School isn’t a focus anymore – at least in the way we’ve come to expect? Are we not supposed to rush out and buy new clothes, binders, environmentally correct, no-waste lunch boxes and lunch recipe books? What about the new laptop and software? What about the 100s – 1000s of dollars that are supposed to go on our credit cards?
Every family has unique needs during the Back to School season based on family size, income, types of schools attended and activities undertaken. Each parent has to decide how they want to approach this time of year now that they’ve gotten through the childcare and programme requirements of the summer. If parents want to reconsider the cost of Back to School shopping, a sustainable approach to the return to school and the degree to which they want to embrace new activities or actions, there is much to consider.
How can families plan to reduce, re-use, repurpose and recycle more as they prepare to start the new school year? Here are just a few of the many questions that could arise:
* Do you already have countless pencils, pens, paper, notebooks and binders spread about the house? Have you used up everything that was purchased last year? Are the items left from last year reusable again this year? Can you and your children refurbish these items to get them into shape for the new year? Can you set up a supply cabinet at home where everything can be stored when not in use?
* If your children are bored with their pencil cases and other barely used and previously purchased school staples supplies, can they arrange a swap party with their friends to exchange one item for another that is new to them?
* Do you plan to stock up on school supplies when you shop for your children’s needs this year, while supplies are cheaper and often available in bulk? If you take the time to compare flyers and analyze in-store shopping incentives, it might be worth splitting your shopping trip up across different stores. Often these stores are close to each other in major shopping malls.
* From a consumer point of view, do you have to purchase a complete set of new supplies for your child for the school year? If you received a list from your child’s teacher early on in the summer, do you need to buy everything on the list? If you stick to the essential items and see which special items the teacher still wants at the beginning of the school year, the teacher might change his mind.
* Have you gone through the children’s wardrobes to see what no longer fits? Have these clothes been given away to another family or passed on to charities in the local area? Are you connected with other families who have older children and can pass along their used clothes?
* If your children are bored with some of their clothing, can they arrange to hold a swap party with their friends?
* Do you have to buy new clothes for your children at this time of year? Did you buy some at the end of the spring season when the sales were on? Can you and your children wait until after the Back to School rush? Can you buy clothes at the end of this coming season and hold on to them for next year? Rather than purchasing clothing from distant countries, can you support local business and craftspeople who make clothes and children’s items? Can you shop from these regional businesses who support sustainable manufacturing processes overseas, or produce their clothes locally? You can also find hyper-local clothing producers through sites such as Etsy.com. If pricing is a concern, you can join the Facebook pages of local businesses and watch for special sales announcements. Local business Agoo Apparel, for example, often advertises generous discounts. Local businesses such as RedFish Kids Clothing produce gorgeous clothing that do go on sale.
* Can you and your children reconsider how many activities should be part of the extra-curricular schedule? This change would help the family budget, provide more downtime for the children and promote a slower and more peaceful schedule in the household? These choices also reduce your family’s carbon footprint since you will not be driving back and forth to many different events and using resources to attend these events. By reducing the amount of activities attended, you provide your children with the opportunity to appreciate and enjoy the ones they have carefully selected.
* Have you thought about enrolling your children in a programme such as the Girl Guides, or a similar organization? By attending one programme they can experience sports, outdoor, cultural, community and artistic activities. Since these types of organizations are heavily supported by volunteers, they are relatively affordable.
*If you live within half an hour’s walk to your children’s school, can you and your children commit to walking to school as much as possible? Perhaps once every day, or two days?
* Can you think about how funds allocated for charities in the household budget, at least partially, can go towards supporting less fortunate children in the area? Passing on your still-in-good-shape second hand clothing and furniture can help them, but they also appreciate opportunities such as having the chance to take part in sports. One example of this type of programme is the Canadian Tire Jumpstart programme.
* During the year a family can analyze together how they are faring as consumers. What does your family need to buy and what do you want, but not need? When you are making purchasing choices will you talk about how you buy locally or will you buy something from another part of the country or world? As you reconsider what you are buying, can your family make purchasing selections that favour items with less excess packaging? (For example, buying bulk foods, while using reusable net bags, and reducing the amount of processed foods that are purchased.)
* Families can analyze if they really do need to change their TV, laptops and phones at the beginning of the school year.
* How could “unplugging” from computers, technology and social media more often, as a family, not only help use less energy, but help energize the family? As an example, do you all need to be using your smart phones during an extended family dinner?
* Can families analyze their shopping habits at big box stores? Do you and your family members get caught up in the “lost-leaders” at the front of your local Costco? (Items that are very useful but not necessarily needed.)
* Can you and your family commit to attending local events in your community that are free and accessible by foot, rideshare or local public transit? The events of the Public Dreams Society are a wonderful example of creative, local and accessible cultural events. Families can take part in pre-event workshops, attend the events and even volunteer.
During the Back to School season we can think about shopping and what changes we want to make to school lunch menus. We can also think about broader issues that have a large impact on a local, national and international scale. Some of the changes that we might want to make have a direct connection to the Back to School season. Others can start at the beginning of the school year and have a more long term influence in the lives of our family members and people in our community.
Author Trevor Eissler was, quite literally, mad about Montessori – in more ways than one. As he explains it, he found out about Montessori programmes, loved the programme and then felt mad that others didn’t understand much about the programme or why it is so wonderful. So Eissler – a professional pilot, not educator – decided to take it upon himself to promote Montessori education to other parents. He wrote a book entitled Montessori Madness: A Parent to Parent Guide to Montessori Education, has his own website, is collaborating on related projects and can be found on YouTube explaining his motivation for writing the book.
His ideas have also been shared in a wonderful Quick Draw video. (See below.) If you own a Montessori school, you can purchase books directly from the author at a discount. Or you can purchase the book from a BCFamily.ca Associate site – Amazon.com.
If you are looking for a book about Montessori that is written from a parent’s perspective – complete with discussions about the typical concerns parents have and complexities parents encounter in the education world – this is the book for you.
The discussions Eissler brings forth, as illustrated in the Quick Draw video, do bring up an interesting point. What do traditional educators such as those trained at UBC, think about the contrasts drawn in Eissler’s book and talks? Do they agree or disagree with his assessment of conventional education – particularly at the elementary and middle school level? Surely they must have something to say on this topic, because Eissler paints a depressing picture about what is going on in a non-Montessori based public school classroom in your local neighbourhood.
Since my twins were born in 2009 my head has been pretty much face down in front of my feet. New ventures take some planning and are slow to reach fruition. Not long after the twins were born I did attend sessions held by nurses in the local Round House Community Centre in Yaletown. Once the children were able to crawl, parents were invited to join a different group. At this point I had to pull out of the classes. Going into a confined space with children crawling in two different directions and getting into the space of other women’s babies was not my idea of a good plan. In the year that followed my household has been consumed with details surrounding selling out condo, temporary accommodations and moving to the suburbs. Simply getting through the day, providing healthy meals, regular naps, maintaining an organized environment and organizing opportunities to play and learn at home has been my main priority.
After two months in our new home in the Tri City area, a light bulb went off in my mind. I’ve been trying to find play group options without too much success. I have joined various Meetup.com groups but haven’t had too much luck so far. Although there are some opportunities on the horizon. Then I remembered that four years ago they started an early learning programme in this area for pre-Kindergarten children. Why this programme had not been in the forefront of my mind, I can’t tell you. One of my space cadet moments, as the expression goes! A few minutes of research on Google brought me to the Strong Start programme information for my neighbourhood elementary school (which is just up the road). It turns out this school was a pilot school for the programme four years ago.
The very next day, armed with my children’s birth certificates and proof of residence (a piece of mail), I headed up to the school in the pouring rain and found the Strong Start room. The facilitator greeted me with a warm “hello” and welcomed me into the programme space. There were a little over a dozen children there with their parents – mostly mothers, but there was also two men. As outlined on the Strong Start web page, we found a painting and drawing easel, two craft centers, educational toys, fantasy play items such as a large doll house, a sand pit, a building block area, library corner and circle time rug. An hour before the end of the morning session the children were invited to clean up, wash up and sit down for a healthy snack that was provided by the programme and prepared by one of the mums. This was followed by a circle time featuring dancing, singing and story telling. Before the children left, they were invited to read books with their caregiver.
As this is a parent participation programme, parents help with snack and cleaning up. This is a free programme, however you will have to register your child when you start attending. (Bring a copy of the birth certificate and a document proving your place of residence.) Some programmes run in the mornings and some run in the afternoon. You can choose one in your region that matches your child’s nap pattern. If you can have your child attend a programme in the school he or she will attend later, that is the ideal option.
It should be pointed out that there is an ECE trained facilitator on site; however, the individual parent is expected to stay with his or her child, interact, support and monitor their progress. Additionally, while the programme is for children ages 0 – 5, it is probably more appropriate for a child who can walk. Although there are books, simple toys and a carpeted area that are perfect for the younger baby. The programme space provides the parent of a young child with the opportunity to meet other parents. This is an important opportunity at a time when parents can feel quite isolated in our communities. That said, it is fair to say that there is something for the parent and child of any age between 0 – 5.
If you are a parent of a child who needs opportunities to socialize with other children in a stimulating environment, one of these programmes would be a good option. They appear in local public schools and also take place in rural areas. For a full list of locations, check out the list of Strong Start programmes online. If you’re not sure if the programme is right for you and your child, do check take a look rather than delaying a visit. It would be a shame to miss out on this opportunity if it could work for your child.
Although my children a a few months shy of their second birthday, they are old enough to attend this programme on a regular basis. My Montessori background influences my belief that children from age 2 1/2 to age 4 (for example) should be in a programme half day, five days a week. Once they no longer need a nap, they are able to stay in a full day programme. As you can imagine, many programmes do not offer this opportunity. Many children as old as five years of age are attending programmes three mornings a week. In many households where one parent is not working, a fee-based pre-school is not an option. That said, I hope to be able to bring my children to this programme as much as possible.
I have many [regrets]. I wish I hadn’t been so harsh. I wish I hadn’t lost my temper so much. I wish I’d paid more attention earlier to the individual personalities of my daughters. Maybe given them a little more choice. If I’d had to do it all over again, I would basically do the same thing with some adjustments. Looking at my daughters now, I am incredibly proud of them. It’s not just that they’re good students. It’s that they’re really kind, generous, confident, happy girls with lots of friends and huge personalities. They’re always putting me in my place. They’re the opposite of robots. (Amy Chua, Author, Battle Hymn of the Tiger Mother in a Globe and Mail interview.)
It’s all about priorities. At least this is the impression you might receive after reading Yale Law Professor Amy Chua’s confessions about her parenting style. In a recently released book, Battle Hymn of the Tiger Mother, Chua talks about the habits and perspectives of Chinese parents and her experiences living in a Eurasian household. Since Ms. Chua is a Chinese-American who was raised in the United States, we have to understand the term “Chinese parents” loosely. She could be talking about parents in China, recent immigrants to North America, or first or second generation Chinese-North Americans who favour the parenting ideology found in the typical Chinese families.
In a recent article in the Wall Street Journal, Ms. Chua explains that she has taken a hands-on and in your face approach to raising her children. One really cannot get the full flavor of the author’s perspective without reading her new book; however, it does seem that she is describing her approach with a touch of satire and full on conviction. She also contrasts her own approach with values and perspectives favoured by “western parents”. Presumably this term refers to anyone who lives in the United States,is not a Chinese parent or does not identify as a recent immigrant. A little bit of controversy never hurts an author when her book is being launched. It’s no surprise then that the article sports an eye popping title. Why Chinese Mothers are Superior. Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? An what happens when they fight back? Wowsers. That’s a title guaranteed to attract a few “click throughs”. The author has since stated that she did not choose the title for this article. If she could have chosen a tamer and less attention grabbing title ,would she have approved a more conservative option?
The reader learns that in the pre-teen years Ms. Chua’s children were not permitted the following*:
• attending a sleepover
• having a playdate
• being in a school play
• complaining about not being in a school play
• watching TV or playing computer games
• choosing their own extracurricular activities
• getting any grade less than an A
• not being the No. 1 student in every subject except gym and drama
• playing any instrument other than the piano or violin
• not playing the piano or violin.
* The author admits that as the girls entered their teens one of her daughters rebelled and she had to change her approach. They are allowed sleep overs now and go to concerts.
It seems that common childhood social activities were seen as distractions and time wasters. The author also set her priorities about what the children should be doing and achieving: an A in all academic subjects and mastery of two instruments. Most parents will be shocked by this list. They will be even more alarmed when they read that the author routinely berated her children and even called her daughter garbage on one occasion. Apparently Chua was treated the same way by her parents and claims that this is not an uncommon practice in Chinese households. She further argues that over the top compliments and praise that are not a realistic assessment of the child’s abilities can sometimes make a child feel more diminished than if he or she had received harsh critiques. In contrast, she explains that if the child excels in her chosen subjects and hobbies, much praise is lavished on the child in private. Additionally, the child is more prepared for the harsh environment of the world at large.
Even though Chua’s book is a memoir, her ideas raise questions about whether her own approach is reasonable and worthy of replication in other households.
- What kind of world would we live in if all parents treated their children this way? Would we be happier? Would we be more successful and grateful? Would we be more self-fulfilled?
- Would most children excel in school if parents took the approach of Ms. Chua?
- Do children in these types of households grow up to appreciate or resent their parents for micro-programming and directing their lives?
- How do these children learn to develop their own initiatives, take chances and feel a sense of accomplishment independent of the viewpoints of others?
- What would happen to children who have learning difficulties or are interested in non-academic subjects?
- Ms. Chua and her children are female. Do boys respond equally as well to harsh words from parents?
- What happens if the child is particularly sensitive?
- The author called her daughter an “uncultured savage” for not trying caviar in Russia. The daughter called her mother selfish and terrible and added that she hated her and the violin. The author concludes that she would not change how she raised her daughters, but would make a few adjustments including less anger outbursts, respecting her daughters individual personalities and providing a bit more choice. Could she implement these changes and maintain the approach that she took in the early, intensive learning years? Would just a few changes have avoided this repressed outburst from her daughter?
- Should a parent force a child to practice repetitively for hours on end? Shouldn’t the child have an internal drive and motivation to want to continue to learn a skill?
- Are there other teaching methods that could have helped the author’s girls master a skill (eg a piano song) rather than the harsh approach mentioned in the article?
- Are “western parents” really as soft and lenient as the author believes? How does the author account for widely reported cases of helicopter parenting? Very few parents want to admit that they are “helicopter parents”. Couldn’t it be argued that the latter have a similar approach to parenting? They monitor their child’s progress carefully. They love their children and want them to achieve their full potential. They believe in their children’s abilities and carefully monitor their weekly activities.
- Is there another way that the author could accept that is somewhere between too lenient and the methods mentioned by the author?
- Do children really need to study and practice every waking moment outside of school hours in order to excel? Were three hours of music practice per day and double sessions on weekends necessary?
- Why couldn’t the author let her children attend a sleep over play date from time to time when they were young? Was the girls’ week so tightly scheduled?
- How did this non participation in common childhood social opportunities affect the social development of the author’s daughters?
- Couldn’t it be argued that children need to develop pride in their work on their own rather than relying on praise lavished by adults? What do psychologist know about how children develop a sense of satisfaction in their own efforts? Is a feeling of pride and self satisfaction connected to internal or external input? Why do children feel motivated to pursue an interest or make an effort?
- How do new generations of Chinese-North American parents combine traditional beliefs about child rearing with new perspectives?
- Why have some adult Chinese- North Americans reacted so strongly against the author’s description of her parenting style when her daughters were in elementary school?
- Since both of the author’s children are not mature adults over age 24, it seems a bit early for the author to be reminiscing about her child rearing abilities. Even though the author showed drafts of the book chapters to her children for approval, how can her girls develop their own internal stories and understanding about the progress of their childhood when the whole world has already been told the story by the mother?
Photo (included in the WSJ article) from Ms. Chua’s album: “Mean me with Lulu in hotel room… with score taped to TV!”
According to the US Census Bureau, Asian Americans of East, South and South East Asia heritage have the highest educational attainment level and median household income of any ethnic group. They also make up less than 5% of the total population. Chinese Americans would be an even smaller sub category of this larger group. Here in British Columbia, and in the Lower Mainland in particular, there are numerous families who have Chinese and East Asian heritage. Undoubtedly the ideas presented in this book will be a hot topic of conversation amongst local parents of young and school-aged children.
Let’s talk about the issues and news that is having an impact on children and families in our community. We’d love to hear from you. Please feel free to use our comment function below, or leave a comment on our Facebook page
During these recessionary times we are hearing more stories about cuts being made to important programmes involving children in our community. As an example, the widely respected programme Roots of Empathy is experiencing significant financial challenges. Provincial funding has not been restored for the 2010 – 2011 school year. As a result of these cuts, each class wishing to take part will be required to pay $250 to have the Roots of Empathy programme visit their children for the school year.
The Roots of Empathy programme needs your help. To learn more about the Roots of Empathy programme, you’re invited to read the following piece written by a mother who enrolled her baby in the Roots of Empathy programme.
Image from Roots of Empathy Programme website
The Roots of Empathy programme is a great programme. My daughter was involved in the programme from 2 months to 9 months of age.
One day, after I dropped by eldest daughter off at her kindergarten class, another mother saw me walking down the school hall with my baby in her baby carrier and exclaimed “we need you in the Roots of Empathy” programme. Not knowing what she meant, I asked her to explain and she put me in touch with the district counselor, Nancy Buan. We met in Nancy’s office a few days later and organized the schedule.
I brought my daughter to a grade five class at Sir James Douglas Middle school every month to attend sessions led by Nancy Buan. The children sat around a bright, green blanket and my baby was in the middle. Various children were given toys, socks with bells, for example, on them and one at a time they would interact with her. She was a bit stunned looking most of the time, but the children were so delighted to see her grow throughout the year that they didn’t seem to mind the fact that she did not laugh much. The children sang a song at the beginning of the class and another song at the end. I would hold her and walk around the circle and give each child the chance to shake her foot. (The counselor asked the children not to touch her hands or face). This interaction was special and the children’s faces lit up as they had a chance to see her close up. She may even have smiled at a couple of them!
The counselor met on a separate day (usually a week earlier than our visit) to discuss a topic with the children. (There is a 639 page curriculum divided into nine topics. The programme, in general, focuses on the affective side of education but related closely to the school curriculum.) When my daughter and I came to class the children were lead in a specific discussion by the counselor which was related to the topic they had already discussed.
Participation in the programme can be quite challenging for the parent. I was usually exhausted from getting my other two children ready for school, dropping them off and trying to time my daughter’s naps so that she wouldn’t want to sleep through the class. She was a very laid back baby. She loved her pacifier those first couple of visits and the children really enjoyed watching me pull it out of her mouth and the reaction that followed. Nancy would take these small moments and make a point which helped the children understand the emotional fragility of a baby and how they completely rely on those around them to keep them safe and secure.
At the end of the school year, the children gave my baby a large card, signed by each of them, with a note and their class photo. There were also photos of her with the class.
I think the program was successful in large part because of the skilld of Nancy, the counselor. The children were very responsive to her and enjoyed having her come to their class every month.
Linda Perry lives in the Lower Mainland with her husband and three girls.
Update: In June, 2011 the funding for the Roots of Empathy programme was restored for five years. Let’s keep our support of this programme strong so that there aren’t any possible cuts five years from now!
What do you think about this topic? Please leave a comment using the comment function below or by visiting our Facebook page. We would love to hear from you!
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Recently there has been increased coverage in the BC media outlining the challenges east Vancouver public schools are facing in light of a proposed plan to close five elementary schools. Information has come to light about the results of school choice/open boundary policies that came into effect in the early 2000s when changes to sections 2 and 74.1 of the School Act were implemented. While parents have always had the option to move their child to another catchment area, with the implementation of the open boundaries policy, this possibility became more transparent and parents responded enthusiastically. It is now reported, unofficially, that as many as 80% of children in some schools on the west side of Vancouver are coming in from out of catchment areas. One former principal also reported that she was losing as many as 45% of her children to other schools.
The curious result of this media coverage is the conclusion that nobody seems to have a solution to the problem. Nobody wants to take away the right to cross boundaries to other schools. Nevertheless, the school choice options in Vancouver are helping to create a “have and have not” situation. Families who have the resources of time and money are taking the opportunity to travel long distances to get their children into schools that they perceive to be better options for their children. Meanwhile the families that are left behind are faced with the reality of losing their neighbourhood school, or keeping their children in classrooms that lack the necessary diversity that one hopes to find in terms of student’s socioeconomic background, linguistic skills and other elements that are the backbone of what makes public education an educational opportunity for the members of the general public.
Here’s our take on what kinds of questions parents would pose to Vancouver School Board officials in an open mike session. These would be parents who might have some understanding of what is happening, but might also need a lot of questions answered. What members of the public understand the problem to be about is as important as dealing with the actual problem at hand.
Open Mike
* I heard that five schools are going to to be closed in East Vancouver. Is this definitely going to happen? When will it happen? What will happen to the teachers and administrators in these schools and where will my child go to school?
* Why are schools in East Vancouver closing while on the West side the two schools proposed to be closed will now remain open? How is this fair?
* Parents are moving their children to other schools that are perceived to be stronger? On what information are they basing their decisions? Are they using the Fraser Institute findings exclusively?
* How accurate are the Fraser Institute findings? Did all schools posting results have all of their students take the tests or did some pull out ESL students, for example? I heard that some schools fiddle with the test taking process.
*If the testing results reported in the Fraser Institute are accurate, why is my child’s school faring so poorly compared to other schools? Don’t all schools use the same curriculum?
* What can you tell me about the students on the east side versus the west side? Are there more students in east side schools that have additional needs that teachers must meet?
* The Fraser Institute mentions the average income of the parents. Are students on the west side coming from more affluent homes, and therefore experiencing some advantages? If so, what are they?
* Are there fewer specialist teachers helping students on the east side due to differences in resources available in east side schools versus west side schools?
* If parents hope to find a different type of instruction and cohort for their children in west sides schools, what differences will they find? I just don’t understand what’s going on here.
* I’ve read that teachers are saying west side schools have more resources, better stocked libraries etc.? How can that be? I thought all schools are treated equally? Does this mean that my child’s school in east Vancouver does not have the same resources of available volunteer time, money and material goods than a west side school? Is it because parents have more time to volunteer in west side schools? Are parents in west side schools donating money to their schools? Are their fund raising events more profitable on the west side?
* Is the Vancouver School Board showing a bias towards placing more programmes for enriched learning opportunities in the west side schools?
* If parents are flocking from schools in my area, why can’t the Vancouver School Board make my child’s school more attractive so that parents will stay? Why can’t they provide more resources to impoverished schools? Why can’t they put in more attractive programmes such as Montessori programmes, other programmes, or more French Immersion or other language immersion programmes that will attract parents to these schools? Are these programmes more expensive to run?
* I understand that many schools have the IB programme at the high school level. Could the School Board help elementary schools on the east side meet the requirements to implement the Primary Years Programme for IB in the elementary years? Wouldn’t IB PYP encourage parents to keep their children on the east side? Would the school board support the extra cost of this programme?
* If my child has to take the bus to school (we can’t afford a second car), does this mean that the days of having a neighbourhood school are over?
* I heard that some parents are moving to the west side, at least temporarily, to ensure that their children get into a west side school? I also heard that some people who hold Canadian passports but live overseas are placing their children in west side schools using creative methods for establishing a home address? I read that the Vancouver School Board doesn’t have the means to investigate who is applying to a school. Why can’t the School Board work with government officials who seem to have a good handle on who is paying taxes and where they live?
* If my child has to attend a more crowded east side school, what are the benefits for her? Is the School Board going to put more programmes into the school she is attending?
* I heard that the problems caused by students moving out of catchment area has been a “secret” amongst teachers, administrators and union officials that is not being discussed more openly in the School Board . Why did it take the proposed shutting down of five schools, and increased media coverage for this debate to reach a wider audience? Why hasn’t there been more media coverage of this problem up until now?
* Some people are saying that school choice is fair because it gives families options. Isn’t it true that there are families where both parents are working and there are other financial and resource constraints that prohibit the family from trotting their child across the Lower Mainland to another school? How can we say that this problem is not creating a situation where students and schools are being left behind?
* If more and more parents are going to independent schools, why doesn’t the VSB change the curriculum for public schools to mimic the benefits that parents are finding in independent school curricula?
* The VSB reports that over 60% of students come from non English speaking homes? Are there more challenges faced by ESL students on the east side than on the west side? If so, why is that? If this is not the case, why do east side schools have a reputation for being predominantly ESL schools? How does a VSB teacher change delivery of the BC curriculum in classes with more ESL than native English speaking students. What impact does this have on the learning opportunities for the native English speaking student?
* I’m thinking of moving to east Vancouver? Should I move to Richmond or Burnaby instead?
* Why is the School Board saying that the growth on the west side is due to Yaletown and UBC students? Meanwhile teachers are reporting differently, saying students are coming from as far as Burnaby and Richmond? Which story is the right one? Are the reports in the media and the stories from parents and teachers incorrect?
* What do the administrators on the west side feel about their schools filling up with out of catchment area students?
* I heard about a research study run by an academic at UBC that outlined a significant reduction in the relationship between a child’s socioeconomic level and her literacy skills. By grade three, after intensive early support and monitoring, these students were as strong as their native English contemporaries in terms of literacy skills. This study concluded that this early intervention was more effective than more expensive and resource intensive approaches. Does the Vancouver School Board follow North Vancouver’s lead and use this approach in the east side schools? If not, why not? Couldn’t this approach help improve the students’ skills that are reported on the Fraser Institute reports, thereby discouraging a mass exodus to west side schools?
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Germany * Finland * Greece * Israel * Norway * Korea * Slovenia * Ireland * Switzerland * United Kingdom * Czech Republic * Ireland * Denmark * Italy * Slovakia * Hungary * Poland *CANADA * USA
While you are watching the new documentary Waiting for Superman, you might notice that out of 28 reporting developed countries, Canadian students ranked 19th in graduation rates. If you are an educational policy researcher, school administrator, teacher or education activist parent, you will be familiar with survey results such as PISA (the OECD Programme for International Assessment). It is always illuminating to look at attempts to compare education programmes across the continents. Waiting for Superman focuses on the state of public education in the United States. While the issues that affect schools in the United States are not identical to those we face here in British Columbia, Americans are grappling with many challenges that are similar in nature to those affecting schools in Canada. Watching this type of documentary can help to sharpen our focus on what we believe about the purpose of public education.
Here in British Columbia you can watch a former Simon Fraser University Dean of Education discuss key education issues on his show Your Education Matters. The show features topics of interest to educators, parents, students and research academics focused on educational practice and policy. Recently he invited Dawn Steele, former journalist and education activist to discuss her findings based on research completed for the BC Education Coalition. On the Coalition’s Stop Education Cuts website you can find information regarding action and events in your community, news about public education and resources including studies and other tools. Over the years Dawn Steele has focussed on special needs education, government funding of public education, accountability issues, school closings and childhood poverty.
Do you agree or disagree with the statement that school choice and full day kindergarten are fads? Who should determine the priorities for public education? If you are a parent who is concerned about the state of public education in British Columbia, you will want to stop by the BC Education coalition’s website. It’s a good place to start if you want to find out how you can support public education in your community.
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Participants in two day RAD self defense course learn how to be more aware of potential problems in different situations and how to act in different circumstances. Like first aid courses, it is recommended that participants take a refresher course from time to time. If you haven’t taken one of these courses yet, watch for an upcoming course near you. These techniques are beneficial for high school age students and women of all ages. High school age boys and men could also benefit from understanding the principles of these self defense courses.
In 2009, a woman in Vancouver was murdered while jogging in a popular wooded area near the University of British Columbia. By all accounts she was a safety conscious jogger. Hopefully justice will prevail and the family and community will learn how this tragic crime took place. This knowledge will help women to increase their level of personal safety. The recent, tragic murder of a teenage girl in Delta is a distressing reminder of the ongoing violence inflicted upon women and children.
The RCMP has shared the following safety tips for joggers in the local media:
* walk, jog or cycle with a companion
* don’t wear headphones. You need to know what is going on around you
* carry a whistle or battery powered personal alarm device with you
* always have your car keys handy so you can get into your car quickly
* tell a friend or family member where you are heading, the route you will be taking and how long you will be there
* take a cellphone with you
* vary the times you use the trails
* wear bright-coloured clothes to improve you visibility
* try to avoid heavily wooded areas, secluded areas or areas that would offer poor visibility
Note that the RCMP do not recommend the use of some kind of pepper spray. The assailant can get hold of one of these devices and use it on the victim.
Martial arts programmes such as Taekwondo provide safe and appropriate early training for students. A benefit of these programmes is that they increase self-confidence and provide techniques that can be used in self defense. It should be emphasized that the focus of a good self defense course is prevention first, escape second and fight if necessary with the goal of escaping.
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What do people think about the concept of empathy? How often do you discuss the concept of empathy with family and friends? A quick review of the tag “empathy” on Flickr produces an interesting variety of images that give an idea of what others are thinking about this concept.
During the first year of life, babies in the Lower Mainland can take part in the Roots of Empathy programme. In this programme, a mother and child visit young children in an elementary class over the course of the year. The programme is designed to reduce levels of aggression amongst school children by raising social/emotional competence and increasing empathy. By all accounts, the programme has been a remarkable success. The children, and the baby and mother taking part, benefit.
The Emotionally Intelligent Schools website, based out of Yale University, focuses on creating school-wide programmes that encourage recognition of emotions, understanding the cause of emotions, labeling, expressing and regulating emotions. At a time when there is concern that increased usage of social media increases rates of narcissism in users, there is a heightened need to talk about the need for empathy in our social interactions.
Although it may come as a surprise, the very young are capable of showing signs of empathy. In the following video Dr. Marc Brackett discusses how to teach children social skills, including the ability to experience another person’s emotions. However, Dr. Brackett advises that empathy may be taught from age two and up.
As an adult, empathetic listening does not always come easily. Different people have different empathy skill sets, often due to their early years experiences. Whatever your capabilities may be, when you are tired and feeling stressed, or self-focussed, it is easy to be a poor listener and not empathetic. A video entitled “Got Service”, even when taken from a secular perspective, is a nice reminder that we should try to empathize more with the individuals in our midst, seeing them as members of our community rather than sources of aggravation and competition.
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Related
For a nicely thought out entry on empathy, see the Demand More website.
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