Showing posts with label students. Show all posts
Showing posts with label students. Show all posts

Wednesday, May 20, 2015

Healthy Summer Activities To Stay Active

Healthy Summer Activities To Keep Children Active

Stumpy Bay
       Summer is approaching and many will be planning trips to visit family and friends or go on a vacation; many of us will be staying at home looking for things to do. Keeping children active and engaged in their learning and development as an individual is crucial to their success in life endeavors. Through engaging activities parents can promote self esteem as well as physical fitness, after all parents are our first role models and role modelling is how children learn best. Engaging activities during the summer months can also help deter or decrease weight gain as we are all too aware of the 'obesity epidemic' and the initiatives in place to reduce the rising numbers. Summer regression is also something we're familiar with that happens after the summer, summer enrichment camps aren't the only to prevent it; engaging in culturally aesthetic activities also stimulates one mind as well as their intellectuality. So you may be wonder just what could be done to encourage your child to develop active healthy habits, well the best way to form a habit is through a routine so here are some engaging, active summertime activities that the whole family can partake in!

  • Going to the Beach 

 As any beach goer would know going to the beach is a blast and a free workout! Beach activities can range from sand sports to water activities, all of which are fun in the sun awaiting you and your loved ones. A few balls, boogie boards and a float are all that needed for a full days fun!

  •  Bicycling 
Do any of you have an inkling of an idea of the beautiful scenery you take for granted and pass by all nonchalant everyday? I promise you the first time you go bike riding you'll never forget to appreciate it again! We live in one of the most beautiful places on earth with clear waters, white sands and relentless sun; why not take advantage of such beauty and keep healthy while doing it. There are walking and bicycling paths all across the territory, and many near beaches and ports making it nice and breezy no matter what time you decide to ride
Waterfront, Charlotte Amalie U.S.V.I

  • Walking/ Jogging
As was aforementioned there are walking paths all over the territory strategically placed to appeal to our sense of nature (or so I believe). Jogging and taking walks with the family is a great way to exercise and to get in quality time, with the silence of the trail it make the time ideal for conversating and catching up on lost time. Other than using popular trails one could go sightseeing in various part of town and explore whatever there may be to offer you at the time.

  • Camping 
Our National Parks are known for their breathtaking views, twenty beautiful hiking trails in wet tropical or dry forest, your preference. During  your stay visit the welcome center for a brief history and camp on Cinnamon Bay Campground 

  • Visiting Local Museums & Art Galleries
I love Tillet Gardens Center for the Arts! It's your garden variety one stop and shop center with various art studio's, shops, restaurants, and live concerts, fairs, and theater performances (just to name a few) there's never a dull day within their beautiful garden. 

  • Coordinate With Others 


Coordinate with family members and friends to encourage your families getting active together, most people are just looking for someone to do things with, engage and reach out to others. Teach your children (as role models) that they don't have to be ashamed to get active and the benefits of such, like staying healthy!


 

Wednesday, September 3, 2014

How was your first day of school

Children @ Lockhart Elementary via V.I.D.E
As many parents did, I spent the day awaiting pictures of students dressed to impress on thne first day of school! Surely I wasn't disappointed; receiving plenty of pictures from family and friends and observing most of the kids that insaw on their morning commutes, I figured parents must have been all tearing eyes this morning. After conferring with a few mothers I was quite certain that's not always the case. Many first time moms did have those moments, but most complained of the chores of getting ready for school. Many kids were unable to easily make the transition of back to school bed times, transition routines, and even proper meals! So in light of our little 'Back to school conversation' I took some notes to share with my fellow mother's and hope in return you'll share some tips as well, after all who knows everything rite?!
Anyways, for first time moms getting their little ones ready for their first day of school getting kids into a routine can be very hard. Practicing at home routines as well as school routines can help your child feel more confident about attending s new school and can ease your summer back to school transition as well. Many children an parents experience anxiety over back to school or going to a new school, role playing and practicing these routines can help to elevate stress in all parties concerned while boosting confidence levels in children as well.  Noting on a calender or how ever choose the days for school can also help with their anxiety even after school has begin; just as we adults feel more prepared with schedules so do kids and it will ease some stress related to the matter. Reading books about schools, the different activities that exist therein, and the expectations of all involved may very well serve as a formal introduction or an orientation to school rather than just throwing them to the wolves (so to speak). Everyone wants their child's first day of school to be memorable, and impressionable in great aspects, as do the teachers who've excitedly prepared classrooms, lesson plans, and activities for their pleasure and progression so lets be sure to give them the tools they'll need to survive.
Ms. Child Advocate

Ms. Child Advocate

Thursday, June 12, 2014

Guy Benjamin Elementary is Closing; What Now?

Guy Benjamin Elementary is Closing; What Now?

So in many recent reports that I've read the Department of Education is receiving a lot of ‘heat’ from the general public, and members of the St. John community. I completely understand it of course; I mean the situation is one that no one would have hoped for. The students, faculty, and staff at the Guy Benjamin Elementary School along with parents have long voiced their opinions and concerns about lack of support it receives, declining numbers, and more recently an ‘invisible operating budget’. The school closing didn’t really come as a surprise to many since there have been rumors of such all year since the removal of kindergarten and first grades to the Julius Sprauve Elementary School in Cruz Bay. So, exactly what is all the fuss about?
At a meeting held at Guy Benjamin School for parents and students on Monday, Education Commissioner and Superintendent gave the awaiting parents the daunting news they’d feared for so long. While education officials only cited one reason for closing the school, declining students and operating costs, all of the arguments coming from parents and even teachers involved had little to do with the benefit of students. Attendees of the meeting cited how the school has always met the standards of the AYP report, and that residents of Coral Bay would now have to ‘commute’ to Cruz Bay in defense of the children. Other concerns expressed pertained to the area of the school (being around bars) and the amount of funding being saved by closing the school.
Those remarks almost seem selfish to me. In a school that has been operating without a principal or ‘checkbook’ how parents can and teachers alike expect the institution to continue with the same results. And while there were a few in attendance, mostly those affiliated with the school, haven’t heard of any actions taken by the community or the parents of students at Guy Benjamin Elementary to thwart the long awaited decision of closing the school. I did however read reports of education officials urging residents of St. John to consider enrolling their children within Guy Benjamin to hinder the pending decision, but one can only assume it was to no avail since the enrollment ratio for the next school year compared to the last were still very slim    While all students can benefit from a lesser student to teacher ratio, parents and educators should look at the benefits of this merge;
·         With the space at the closing elementary school new, necessary programs like an head start or even a K-12 institution may be implemented (which is well needed on the island)
·         Funds saved by the department can be used to enhance student life on the island itself as well as at the remaining school
·         Education official spoke of transportation for students of Coral Bay to the Julius Sprauve school in Cruz Bay under the supervision of teachers/aids; that is much more than most, if not all of our students within this territory (At least in my own experience it is mainly/solely the bus driver) and abroad.
Anyone can appreciate that change can sometimes be challenging, especially for children so young, but as adults (teachers and parents) should consider working on making the transition easier for all involved and encouraging already discouraged students to look on the bright side of things, after all the children are the ones who are really being affected the most aren’t they?

For further readings on the U.S Virgin Islands on topics of education and our children please read “Alternatives to Suspensions and Expulsions”, “Families Matter for the Achievement and Development of Goals”; and “ So Carnival Warrants Closing School Now!?
This blog post is the opinions of Ms. Child Advocate and does not reflect on the institution’s she is employed for nor is those she affiliated with through volunteer work or otherwise. For more opinions from us please visit our blog page usviearlychildhoodlearning.blogspot.com or email us at usvi.childhood.learning@gmail.com  and like us on Facebook or follow Ms. Child Advocate on Twitter.


Monday, April 28, 2014

So Carnival Warrants Closing School Now?!



So Carnival Warrants Closing School Now?!


As a native and longtime resident of the U..S.V.I I was shocked to find out that there wouldn’t be any public school for the entire last week of this year’s Carnival events. 

I will assume that this is at least a part of why school teachers are rallying against the government. As a student, some ten years ago, when I attended public school students were given a vacation period similar to that of adult government employees’; attend school regularly and on Food Fair (usually a Wednesday) schools would end early (half day) and the rest of the week was Carnival vacation for students participating in Carnival activities or those who choose not to partake at all. 

            With this schedule everyone was allotted time to enjoy the festivities while most business offices made accommodations for their clients for the short vacation period. No parent needed to take time off to stay home with their child, or find/pay a babysitter (which can be hard during the festivities), nor did employers become short staffed due to unforeseen circumstances (a bunch of parents with no help!). No parent would be in danger of/ or losing their jobs and maybe, just maybe, a lot of public school teachers wouldn’t be upset for having to give up two weeks or more of their vacation time.

            While I don’t want to be misunderstood, this is not me criticizing the government for their decision for they are the policy makers and are qualified to do so, but why make such a change/ shift with such a problem (as teachers protesting extra days), when this could’ve easily been an opportunity to elevate at least some of the pressure and tension of the situation by subtracting a few more days?

            Furthermore, I also wonder if any of the public school teachers have any say on the matter as it pertains to the Carnival season or if it was sanctioned by requests from faculty and staff members of our public educational institutions. I mean, since it is them who are being done ‘injustice’. 


This is the opinion of Ms. Child Advocate and doesn't reflect the views of the preschool or other community activities she engages in or works for. Any questions or comments are welcomed and appreciated and can be sent to usvi.childhood.learning@gmail.com or can be left on our blog website, http://usviearlychildhoodlearning.blogspot.com/. 

Monday, March 24, 2014

Poetry for Women (By Women, For Women, About Women)

Bye Bye Baby
With head bent low he watches her go,
bravely facing a world she does not know
He smiles goodbye and covers up his tears
for he must be brave if she looks back in fear.
Every fiber of his being wants to run and gather her
close to his heart but he makes his feet firm on the ground
all smiles as she turns round.
The first of many firsts for her and
he knows the pain of each step will remain.
Her first day of school is her first step away from
the safe harbour of a father's love 

Thursday, January 30, 2014

Children's Corner; Poetry

Rathers

I know very well what I’d rather be
If I didn’t always have to be me!
I’d rather be an owl,
A downy feathered owl,
A wink-ity, blink-ity, yellow-eyed owl
In a hole in a hollow tree.
I’d take my dinner in chipmunk town,
And wouldn’t I gobble the field mice down,
If I were a wink-ity, blink-ity owl,
And didn’t always have to be me!

I know very well what I’d like to do
If I didn’t have to do what I do!
I’d go and be a woodpecker,
A rap-ity, tap-ity, red-headed woodpecker
In the top of a tall old tree.
And I’d never take a look
At a lesson or a book,
And I’d scold like a pirate on the sea,
If I only had to do what I like to do,
And didn’t always have to be me!

Or else I’d be an antelope,
A pronghorned antelope,
With lots of other antelope
Skimming like a cloud on a wire-grass plian.
A bounding, bouncing antelope,
You’d never get me back to my desk again!

Or I might be a puma,
A singe-colored puma,
A slinking, sly-foot puma
As fierce as fierce could be!
And I’d wait by the waterholes where antelope drink
In the cool of the morning
And I do
not
think
That ever any antelope could get away from me.

But if I were a hunter,
A red Indian hunter –
I’d like to be a hunter, –
I’d have a bow made of juniper wood
From a lightning-blasted tree,
And I’d creep and I’d creep on that puma asleep
A flint tipped arrow,
An eagle feathered arrow,
For a puma kills calves and a puma kills sheep,
And he’d never eat any more antelope
If he once met up with me!


Mary Austin

Source: Rathers, Famous Children Poem http://www.familyfriendpoems.com/poem/rathers-by-mary-austin#ixzz2rvOml177
Family Friend Poems

Friday, January 17, 2014

How to Deal with Challenging Behavior from Primary Students

How to deal with challenging behavior from primary students

Through observations and personal experiences I've gathered what I'm sure most teachers have already learned, some children can be difficult. While this range of difficulty can span across many different areas I do believe that it can all be controlled and deterred if done correctly. Situations that I've witnessed have led me to believe that dis-spite the child or the behavior they choose to display, there is a remedy to resolve all challenging behaviors. So, how do you deal with children who constantly disrupt activities and lessons by being loud and disruptive, 'being dramatic', physically and verbally abusive towards peers, and is plain out mean? Well, it honestly depends on the child and their situation, but there are a few points that many have seemed to find a consensus on that I intend to explore a little. I do however want to make it clear that I cannot say that I agree with all of the opinions stated ( truth be told I agree with all but one), I do understand the validity of them all in different situations that could appear.
Through my observations I've noted that many students' behaviors are challenging by means of aggression but through 'theatrics'. Many students seem to have a flair for drama, which really isn't appropriate during most lessons so it becomes disruptive. It is not my belief that these children are doing so as a 'call for attention' but that it is an innate sense of their being, its apart of their personalities. It is however my belief that by ignoring such antics whenever they may arise through a 'blind eye and a deaf ear' students will learn that it is inappropriate/unappreciated and such acts will diminish until times that are deemed appropriate for such behavior.
Does 'time out' really work anymore? Is it effective? Although time out is meant as a means of reflection ( one that I personally think works!) it can be hard for it to be used at it's full capacity/effectiveness within a classroom full of children (all of whom at times are partaking in different activities). I've observed that it can be 'adjusted to'; instead of students utilizing the time to reflect their actions, they simply watch their peers and 'plot' their next move. It seems the once overly effective time out may need a twist like providing a behavioral learning center where the student's visibility is blocked from his peers and is instead faced with materials that promote pro social behavior through books, video's, music, games and other materials of the like as a reminder of how things should change 'after' time out. The promotion of 'Pro social Behavior' with classroom has been quite effective (as noted within many resources) with deterring challenging/aggressive behavior from students. The focus of helping children learn to care, share, and assist each other and all behaviors alike are referred to as pro social behaviors. By being a good role model, providing positive feedback and reinforcement of such behaviors through provided opportunities (community service, literature,etc.) and conducting activities on multicultural principles that are unbiased, and by overall generally promoting the self esteems and images of individual students, all parents and teachers would be able to meet their goals.
I'm sure many of us have heard of or at least read about the kindergarten teacher in Tennessee who locks her students within a closet as a form of punishment/ time out. I personally think that it is absurd! Unfortunately, it appears that other than the parents of the little girl who was locked within the classroom, I am the only one who has conveyed such feelings. How could any school official knowingly allow such acts to take place on school grounds? Was there no where else to issue an effective time out or was there a lack of interest put forth in the gesture other than to intimidate students into compliance? It seems to me that members of the school in question, parents of the students, and community members alike should take more of an interest in what goes on within their educational institutions and the personnel that is choose to take care of the future.
A child's behavioral patterns are comprised of what is learned within different settings (school, home, extra curricular activities,etc.) These influences determine a child's behavior. Many assert that physical punishment is inappropriate by ALL MEANS; I don't. I agree that physical punishment (id abusive/overly aggressive) can be detrimental to any child, but I don't agree that the 'spanking' of any child, a light tap on the hand or buttocks, to assert “NO” is inappropriate in any form. Despite my own convictions, oppositions against 'spanking' make many valid points, many of which I agree with, if not all;
  • Physical punishment is ineffective because it doesn't promote an alternative way of behavioral
  • It actually models the aggression inferring that it's OK to use aggressive acts/behavior
  • physical punishment can become an 'emotionally charged' situation where the aggressor is overly aggressive an can hit the child in a vulnerable place.

These kind of situations can ruin any relationship, parent-child/ teacher-student, for their sense of security is now gone. To prevent such situations when a case arises where all parties become 'excited' it is better to take personal time outs for all parties involved. As such all parties have time to assess the situation at a calmer level. This also models to students the steps that can be taken rather than turning to aggression.   

Monday, January 13, 2014

Staying home sick; when is it time

     Usually this time of the year our weather is more unpredictable than ever… hot one minute then cold and pouring rain the next. It takes us all that we can possibly do to keep our children from getting sick, as well as ourselves. While I have always had faith in local 'island remedies' such as Bush tea's, Aloe vera, and coconut oil there is only so much we can do in terms of preventing what may seem inevitable, a cold or even worse the flu. While most preschols and primary schools do inform parents of certain circumstances in which children shouldn't attend school, many don't and as a result the classroom becomes contaminated and germs are spread to other students and teachers. Once all members of the classroom are sick it is only logical that academic  progression will be slowed as an result,  and all kids, including those who aren't sick for their concentration will be on not getting sick, as well as how miserable their peers and teacher's are.

     To sum things up here are some simple guidelines to follow to ensure the safety of your child and their peers, after all when we are sick our immune system is weaker and exposing such a weakened system to a sea of contaminants could be very harmful to the health and well being of your child as well as their education. Lengthy absences can harm a child's self esteem after returning to class to find out that they're so far behind. Children who have vomited, experienced diareheria, high fevers and cold sweats shouldn't be allowed to go to school immediately following such symptoms as they will require time for their bodies to recover, which means plenty of rest (or at least 24 hours). Other sicknesses that are contagious including red/pink eye, the cold, influenza, chicken pox, and ringworm's  should be taken special care of from home where other outside contaminants aren't allowed. This new year we hope and wish for the best for all pupil's within our territory and abroad!!


Ms. Child Advocate

Monday, January 6, 2014

Common Core In the U.S.V.I for 2014

Growing up in the U.S Virgin Islands has afforded me a bird's eye view of the struggle that is upon the youths within our territory; overcoming adversity, violence, poverty, and the hardships of economic poverty affect everyone, including students. While there are, thankfully, much more advocates for the well being and education of youths within the U.S Virgin Islands, there is still a lot  of work to be done with regards to preparing them for the ever changing world they were brought into. Our new hope, and commissioner, of educational institutions, has pledged to implement new programs and standards meant to impede the stagnant wave overcoming us. I only hope that the doing of so doesn't move at the snails pace that the government is known to have with regards to public projects and education and that it is adopted with the same briskness that we tend to take with style and music trends. A personal hopeful that I would like to see implemented on a 'sooner rather than later' basis is the implementation of the Common Core State Standards that our territory adopted in 2008.
 "The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy." - Common Core State Standards Initiative 2012
While many may be unfamiliar with it as I was it's mission statements are very clear as are their standards and our students can only stand to benefit from its implementation. There is a big gap between the materials being taut in our schools and information necessary to successfully succeed within today's world and for many students (like myself) it is unfortunately only realized in college or at what would be the beginning of their careers. The common core standards advocate for the implementation of much needed programs and materials that can prepare our students for the 'real world', a world that is constantly changing to meet rising needs. Our territory is known for its cultural diversity and wide array of entrepreneurs and our students should be prepared to meet the needs of our society to be able to constructively contribute to its betterment. Rather than uniforming our students wardrobes for fear of violence and insecurities, of which are still breed in turn, we need to uniform the educations they receive in order to ensure they have equal opportunities in succeeding in life's endeavors.
 Implementation of such standards can also help lay to rest the stigma's of public schools versus private schools within the territory; with all educational institutions within the territory aligned with those abroad we can be sure that our children will receive adequate information pertinent to their educational developments and growths. As many others, our territory still has problems lingering from the 'old year'; violence, crime, and economic strife's, but as a community we can all stand together to ensure a brighter future for the U.S Virgin Islands and its children.

This year we would like to volunteer our time through various youth/ child centered programs and organizations within the territory. We would like to ask the assistance of the public for assistance with recommending programs/organizations that may need help within the St. Thomas community. All responses can be addressed to usvi.childhood.learning@gmail.com or through our website usviearlychildhoodlearning.blogspot.com. Thank you all and Happy New Year!!

Monday, December 23, 2013

The Assessment and Placement of E.L.L students in the U.S Virgin Islands




Assessment and Placement of ELL’s In the U.S Virgin Islands



     ‘I once was blind, but now I see’ a quote I've heard within the forms of theater and music, but one that hadn't applied to me until this course began. As I previously noted within my blog post reflection I was one of the people within our society that stigmatized those of different nationalities (particularly Santo Domingo’s) wondering how is it possible to be born in an English speaking country and attend native English institutions without ever understanding English. I am now ashamed of my ignorant thoughts; I can’t believe that I had let such things blind me from the real issues and truths; it was the fault of our own governments and educational institutions. The only reason they are unable to comprehend and understand English fluently was because they were never accurately taught how to do so. Because of standardized testing and the high demand for better results from schools, many things fall through the cracks and bilingual programs have been a constant variable in the equation. It is my intent to illustrate the purposes and challenges met by teachers when assessing and placing students within bilingual programs and offer some solutions that may help to make the identification and transition smoother.
     
       Assessments, formative and summative, are pertinent in the placement of English Language Learner’s to ensure progression. Formative assessments ensure the appropriate selection of instructional strategies, while summative assessments are basically used as a test to ‘rate’ or ‘scale’ a student’s progression. Teachers depend on this performance based assessments to be able to assess a student’s understanding of skills and to determine initial placement within classrooms. Through visual observation as well as portfolios that illustrate the student’s progress teachers monitor student’s language acquisition/ proficiency. Student’s progression rates will vary due to environmental factors and social interaction through language, formally known as BICS (basic interpersonal communication skills).

       The most complex part of assessing a student for placement is using the results of said testing to create instruction. The report teachers receive, report of students overall level of acquisition, is most useful in this aspect. The scores for each domain are listed which makes it easier for teachers to plan instruction to best fit the needs of their students. This sheet should be upgraded by all staff members involved with the students learning so that all teachers are aware of progressions and can make the appropriate changes to meet those students needs academically to help them further progress. Teachers are expected to create differentiated assessments for students, and it is more than understandable for none of us are the same or two of a kind, but it is also a tedious job for an educator with students from different levels and nationalities within their care. Working with others (colleagues, conferring with parents) can prove to be rewarding for both teachers and students.
All teachers working alongside one another, ESL and mainstream, to create the assessments needed for incoming or returning students annually would elevate a lot of the stress involved within making those assessments. Creating assessments annually even though testing is done quarterly saves a lot of time, as well as having a team of teachers all specializing in different aspects contributing to the creation; it all equals a recipe for success. Through this strategy teachers are afforded more time for instruction, individualized or otherwise. Teachers are also giving better rounded assessments so in return the information received on their students is vast and accurate, giving them the ammunition needed to fuel their progression onto a pathway of success. Through this solution teachers are afforded an opportunity to help each other help the students, as well as themselves.

        Other ideas that help in developing differentiated assessments include familiarizing yourself with the state’s English language proficiency standards for your grade level, and only plan tasks for the levels of the students in your class. Keep all assessment tasks as simple as possible, while noting that students at level five or nearing there should be conducting tasks similar to that of natives. I also personally think that it would be effective for all school to utilize a supplemental grading report which reflects the progress make in each of the four domains; listening, speaking, reading, and writing. This is not something that I am aware of in our school within the territory but I think that it would be quite effective for students and parents would be able to identify target areas and work on them outside of the classroom to help reinforce skills learned.  Engaging a student is the best way to ensure participation and progression, by involving the community and the families within a student’s academic endeavors students are given three times the amount of support than they can ever receive in the classroom, as well as instruction from those who identify with them the most and those who know who they learn the best.





 References


Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student academic achievement and biculturalism. (3405271, Hofstra University). ProQuest Dissertations and Theses, , 242-n/a. Retrieved from http://search.proquest.com/docview/231001355?accountid=32521.

Holloway, L. (2000, Oct 04). A challenge to bilingual programs in teaching English. New York Times. Retrieved from http://search.proquest.com/docview/431580464?accountid=32521
Brian, A. G., & Fabiano, L. (2007). Assessment and intervention for bilingual children with phonological disorders. ASHA Leader, 12(2), 6-7,26-27,31. Retrieved from
http://search.proquest.com/docview/218087462?accountid=32521

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.


Thursday, December 12, 2013

Cultural Diversity in the U. S Virgin Islands



Cultural Diversity in the U. S Virgin Islands

       America has always been the ideal location for immigrants because of our laws promoting equality, rights, and justice and its territories are no different since they are subject to the same laws. It is because of such, and our ideal location, that many immigrants also move to the U.S Virgin Islands seeking refuge from their native lands; and as such our Spanish speaking population is ever rising. With neighbors from Puerto Rico, Santo Domingo, and the Dominican Republic it was pertinent for our local schools to develop ESL programs to meet the needs of our growing population. There are many things, important information, which is needed in order to provide adequate and appropriate teaching and learning techniques that we, as teachers, can only learn from parents; student’s cultural emotional actions and responses, norms, values, and other customs. This information is significant when creating lesson plans, presentations/activities, and to facilitate an effective, progressive classroom. With the holiday season within it's prime time this is the perfect opportunity to utilize different activities to promote diverse cultures,  it is my intent to illustrate a series of presentations and activities that can be used within a classroom to promote cultural awareness among diversity.

  1. Cultural Group Readings

The purpose of this activity is to familiarize students and parents with different cultures and languages active with the classroom/school.

The target group is Spanish speaking minorities

Students and parents are asked to bring a book from their native culture and one item that is a part of their culture. After reading there book within their native language students and parents are encouraged to tell us about their ‘show and tell’ item. Some questions asked may include, but aren’t limited to ‘why be it so important to you/ your culture? How where you introduced to this item? Other students and parents are encouraged to inquire as well.

Each presentation should last no longer than fifteen minutes. Participants will be notified ahead of time and will be asked to choose excerpts or chapters to read aloud.

All materials and resources used are personal items respective to the parities participating. A microphone and speaker should be present to ensure all participants are heard and to promote engagement.

2. Social Studies Activity

The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.

Presentation/activity target time is ten minutes or less

Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;

  • Poster boards

  • Glue

  • Scissors

  • Markers

  • Computer with printer

  • World map

  • Globe

  • Overhead projector (optional)

3. Social Learning Area

The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.

Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.

Materials sued are donated by parents and participating members of the community.

All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.













References

Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.

Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.

Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Friday, November 29, 2013

Children's Corner; Short Stories

The Astrologer

by Aesop


An illustration for the story The Astrologer by the author Aesop
A man who lived a long time ago believed that he could read the future in the stars. He called himself an Astrologer, and spent his time at night gazing at the sky.
One evening he was walking along the open road outside the village. His eyes were fixed on the stars. He thought he saw there that the end of the world was at hand, when all at once, down he went into a hole full of mud and water.
There he stood up to his ears, in the muddy water, and madly clawing at the slippery sides of the hole in his effort to climb out.
His cries for help soon brought the villagers running. As they pulled him out of the mud, one of them said:
"You pretend to read the future in the stars, and yet you fail to see what is at your feet! This may teach you to pay more attention to what is right in front of you, and let the future take care of itself."
"What use is it," said another, "to read the stars, when you can't see what's right here on the earth?"
Take care of the little things and the big things will take care of themselves.


The End

Tuesday, November 26, 2013

Children's Corner; Poetry

Father, We Thank Thee


Father, we thank Thee for the night,
And for the pleasant morning light,
For rest and food and loving care,
And all that makes the world so fair.

Help us to do the things we should,
To be to others kind and good,
In all we do, in all we say,
To grow more loving every day.


(Author Unknown)

Monday, November 25, 2013

Children's Corner; Poetry


Thursday, November 21, 2013

Children's Corner; Poetry





I Ain't Been to School


By: Robert Pottle




I ain’t been to school,
not never before.
That’s all changin’ now
as I run through the door.

I drool on my worksheet
then chew on a book.
I eat off the floor
and growl at the cook.
I drink from the toilet.
I spill all the glue.
I lick my new teacher
and leak on her shoe.
The principal says that
I broke every rule.
I just learnt the reason
dogs can’t go to school.


Text © Robert Pottle, reprinted from I'm Allergic to School, published by Meadowbrook Press. Illustration © Mike & Carl Gordon. Any copying or use of this poem or illustration without consent is unlawful.



Children's Corner; Short Stories

The Origin of Thanksgiving 

pilgrim girlcornacopia

After landing in Plymouth, the Pilgrims had to struggle to survive through their first wretched and miserable winter in Massachusetts. When spring and summer came it was a welcome relief. They learned so many things that first year. They had planted and cared for their first fields of corn. They had found wild strawberries in the meadows, raspberries on the hillsides, and wild grapes in the woods.In the forest just back of the village wild turkeys and deer were easily shot. In the shallow waters of the bay there was plenty of fish, clams, and lobsters.The summer had been warm, with a good deal of rain and much sunshine; and so when autumn came there was a fine crop of corn.They wanted to celebrate and give thanks to God for all he had provided for them.
"Let us gather the fruits of our first labors and rejoice together," said Governor Bradford.
"Yes," said Elder Brewster, "let us take a day upon which we may thank God for all our blessings, and invite our Indian friends who have been so kind to us."
The great Indian chief, Massasoit, came with ninety of his bravest warriors, all dressed in deerskin's, feathers, and fox tails, with their faces smeared with red, white, and yellow paint.


indian boy

Now there were only eleven buildings in the whole village, four log storehouses and seven little log houses; so the Indian guests ate and slept outside. This was no problem though, for it was one of those warm weeks in the season we call Indian summer.
To supply meat for the occasion four men had already been sent out to hunt wild turkeys. They killed enough in one day to last the whole company almost a week.Massasoit helped the feast along by sending some of his best hunters into the woods. They killed five deer, which they gave to their paleface friends, that all might have enough to eat.
Under the trees were built long, simple tables on which were piled baked clams, broiled fish, roast turkey, and deer meat.The young Pilgrim women helped serve the food to the hungry Indians. One was Mary Chilton, who leaped from the boat at Plymouth Rock; the other was Mary Allerton. She lived for seventy-eight years after this first Thanksgiving, and of those who came over in the Mayflower she was the last to die.
What a merry time everybody had during that week! Young John Howland was there. While they were sailing in mid ocean, he fell overboard but was quick enough to catch hold of a trailing rope. Perhaps after dinner he invited Elizabeth Tilley, whom he afterward married, to sail over to Clarke's Island and return by moonlight.
With them, it may be, went John Alden and Priscilla Mullins, whose love story is so sweetly told by Longfellow.
One proud mother, we may be sure, showed her bright-eyed boy, Peregrine White, who was the first baby born in Plymouth.
And so the fun went on. In the daytime the young men ran races, played games, and had a shooting match. Every night the Indians sang and danced for their friends; and to make things still more lively they gave every now and then a shrill war whoop that made the woods echo in the still night air.


Thanksgiving Dinner


The Indians had already learned to love and fear Captain Miles Standish. Some of them called him "Boiling Water" because he was easily made angry. Others called him "Captain Shrimp," on account of his small size.
During this week of fun and frolic it was a wonder if young Jack Billington did not play some prank on the Indians. He was the boy who fired off his father's gun one day, close to a keg of gunpowder, in the crowded cabin of the Mayflower.
After the third day, the Indian king and his warriors said farewell to their English friends and began their long tramp through the woods to their wigwams on Mount Hope Bay.
On the last day of this Thanksgiving party the Pilgrims had a service of prayer and praise. Elder Brewster preached the first Thanksgiving sermon. After thanking God for all his goodness, he did not forget the many loved ones buried on the hillside.
He spoke of noble John Carver, the first governor, who had died of worry and overwork.
Nor was Rose Standish forgotten, the lovely young wife of Captain Miles Standish, whose death was caused by cold and lack of good food.
And then there was gentle Dorothy, wife of Governor Bradford, who had fallen overboard from the Mayflower in Provincetown harbor.
The first Thanksgiving took place nearly three hundred years ago. Since that time in 1621, almost without interruption, Thanksgiving has been kept as a day to be thankful for all God has given us whether in good times or bad. At this time children and grandchildren return home, the long table is spread, and brothers and sisters, separated often by many miles, again sit side by side.
Today Thanksgiving is observed in the United States as a season of sweet and blessed memories of that first thanksgiving.

Friday, November 15, 2013

A Tarnished Trophy; Progress

A Tarnished Trophy; Progress

On November 5, earlier this month the governor extended congratulations to two teachers within our territory Shabre Providence and Diana Tyson as District Teachers of the Year and to Ms. Providence who has been selected as the State Teacher of the Year. I too would like to personally graduate both women on displaying exemplary excellence in a time where their professions are considered stagnant (if recognized appropriately at all). Their dedication towards their profession and the children that they help to progress should be used as an example for all, but it is not. We do still have teachers and professionals within educational institutions that aren’t worthy of their positions or titles, and because of such children are suffering. During the past week I’ve heard of two accounts, one through public news/resources and the other a first hand account, of which undermine the norms and values that most teachers/ educational professionals work so hard to uphold.
One of my readers expressed to me earlier this week a problem that they noticed with their daughter who is two years of age. They had recently enrolled her in a preschool program from a daycare facility closer to home and was beginning to notice some changes. Their daughter seems to be having a lot of loud outbursts of hostility where she would scream and yell ‘NO’ repeatedly while threatening to hit or pointing her finger. The parent first assumed that something may be taking place at school that shouldn’t, and upon her visit for an investigation, she realized that the teachers yell harshly at the students. Children are very impressionable, unfortunately I was familiar with the preschool and could affirm their beliefs with my own knowledge. It is actually a common practice to use only one ‘tone’ when parents are present regardless of which child it may be, for it is suspected that parents would assume that it is truly their nature and practice with the kids. In such a case one has one of two options, enroll with another program or request that teachers utilize a ‘different technique’ with regards to verbal discipline, neither of which is necessarily going to be a pleasant experience. It was my suggestion to bring it to their attention at the next PTA meeting or at the end of the quarter when the children's progressions are assessed with parents. While it may seem as though the matter is being ‘pushed aside’, in truth it is not, by making note of such practices it makes the argument stronger for the necessary points to be considered for the best interest of the students.
On Saturday, November 9, 2013, The Virgin Islands Daily News detailed an account of a 15 year old student on the island of St. Croix where he alleged that he was choked unconscious, by a school monitor, causing him to fall down several flights of stairs and sustain several injuries. Injuries reported includes a laceration to his face that required 17 stitches and a busted lip. This student was reportedly treated by EMT’s and regained consciousness, but as of then no VIDE official nor school officials followed up with the family of the minor who went to the emergency room for treatment and stayed at home the following day to recover from the injuries he sustained that Thursday. Such actions undermine all the hard work that teachers and educational officials alike strives to maintain and progress. With our schools lacking teachers, much needed equipment and repairs, and new programs such negative actions from one member tarnishes an already rusted trophy. As Virgin Islanders we need to strive for a better USVI for all and our children, for if not we will be looking to a future of uneducated aggressors that can only cause our stagnant community to decline at a much more rapid pace.