modern parents magazine

modernparentsmagazine.com

CONNECTING HOME & SCHOOL

C

voluMe i , iSSue iii

dkny’Sdonna karan createskids curriculum

effectivew a y s t o

s t u d y

what to lookfor in a School

MySpace!w h a t p a r e n t ss h o u l d k n o w

discipline:one size does

not fit all

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2 modernparentsmagazine.com

modern parents magazine 3

features

departments

“What we have to learn to do we learn by doing.”

-ariStotle

11how to iMprove your child’S GradeS

20keepinG an eye on MySpace

17state department of

education Websites

20donna “dKnY” Karan creates

child centered curriculum

22What every parent should

Know about myspace

24learning styles

26the Write stuff

28school choice

29Word search

i n F a n t / t o d d l e r . . . . . . . . . . . . . . . . . . . . . . . . . . 6Helping toddlers Become problem solvers

ho w t o r a i s e a r e a d e r . . . . . . . . . . . . . . . . 7communication 101: speak, listen and act (PA R T I I )

p r e s c h o o l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Quality child care and preschool programs

e l e M e n t a r y s c h o o l . . . . . . . . . . . . . . . . . . . . 9Helping Your child with math

M i d d l e s c h o o l . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to improve grades

h i G h s c h o o l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11How to communicate effectively

with a High school teacher

c o l l e G e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12effective study techniques

M o d e r n p a r e n t . . . . . . . . . . . . . . . . . . . . . . . . . 13mary favorite

M o d e r n e d u c a t o r . . . . . . . . . . . . . . . . . . . . . . 14paul Vallas

p a r e n t t o o l k i t . . . . . . . . . . . . . . . . . . . . . . . . . 15suggestions form

p r e G n a n c y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Your pregnancy timeline

e n e s p a ñ o l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

e d u c a t o r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19discipline: one size does not fit all


~About Us~ the mission of Modern parents

Magazine is to provide a fresh, relevant connection between the academic world andthe parenting world by providing innovative,

research-based parenting strategies and techniques. in addition, we serve as a valu-able resource for educators by showcasing

Best practices and the most effective instructional strategies and techniques.

exposing parents to effective instructionalstrategies not only broadens parenting strategies, but also provides the tools

needed to ensure their children are receivingquality educational experiences.

Modern parents Magazine is dedicated to increasing global literacy and enhancingthe quality of life for families in our society.

readers gain access to information from expert practitioners and associations. From school to home and all that lies

between, Modern parents is your sourcefor the most innovative parenting and

instructional strategies and techniques.

Modern parents Magazine voices the most pertinent issues and concerns of today’s parents. By providing trusted

information to our audience, and featuringcontent that is driven by our readers,

Modern parents is the premier resourceand choice for today’s parent.

we help parents make better decisions about their most valuable investment ...

their children.

modern parents welcomes letters, articles, artwork and photographs from our read-ers and the community. modern parents is not responsible for the return of unso-licited materials. modern parents magazine is published quarterly by the nationalfamily development institute, 2536 delta pointe’ drive, marrero, la 70072. modernparents magazine. due to audit regulations, anY reQUests for a cHange of address mUst Be sUBmitted in Writing. other subscription-related inquiries mayuse the same address, or telephone 504.339.5310/ 1.866.994.4242. subscriptionrates: $29.95 for one year; single copies $8.95. pre-payment required for single coporders. address all single-copy requests and sample inquiries to the above address.manuscripts must be accompanied by a self addressed envelope and return postage.publisher assumes no responsibility for return of unsolicited manuscripts of art. allrights reserved. reproduction without permission is strictly prohibited.

Special thankS to:

Jesus christ

allen Houston legacy foundation

eula & Joe lewis

dillard University — Upward Bound,

dr. camacia smith-ross

chicaGo office

8515 constance avenue

chicago, il 60617

1.866.994.4242

houSton office

10710 desert springs

Houston, tX 77095

1.866.994.4242

new orleanS office

2536 delta pointe drive

marrero, la 70072

504.339.5310

traductora de eSpañolVictoria Bastani

contributinG photo conSultantSgus Bennett, Jr.

eric paul Julian

melanie Johnson, ph.d

talisa Beasley

michelle cullison

Kathy frady

Jana ortiz

Janice Williams

aSSociate MarketinG directorSmonica White

rollin Black

editorSlindsay mack

rhodesia J. douglas

adviSory boardflorence townsend, ph.d

Belinda alexander, md

Julian stafford, ph.d

myrna nickens, md

tammie causey-Konate, ph.d

adele london, Jd

publiSher/editor-in-chiefcarol alexander-lewis



C

art directorJennifer tyson

contributinG writerS

vice-preSident, MarketinG dr. Julian stafford

Fashion Icon

DONNA KARAN

one of our readers recently experienced a series of problems withher grandson at school. She contacted us for advice. we spoke withher at length and suggested a physical conference and use of theprogress report featured in the parent toolkit in our previousissue. here is her response:I just wanted to let you know that the meeting went

very positively. The principal admitted that he felt the

teacher was new at the job and had not yet developed

patience with some of the students as yet, and that

the suspension would be under review to bump it down

since the incident happened in the course of play and

there seemed to be no mal-intent. I can’t thank you

enough for your guidance; they have accepted the

progress report and I’ll be getting feedback two times

a week. The principal is also going to see to Lenny’s*

teacher placement for next year with someone more

experienced ... because he believes Lenny needs this to

keep him stimulated and focused.

Thanks again,Vickie

* name Was cHanged to protect

tHe identitY of tHe cHild.

There could be no greater surprise than to discover that one of

your favorite fashion designers is also a great humanitarian. This

realization holds true regarding the creator of the “DKNY ” fashion

empire, Donna Karan. We recently had the great pleasure of spending

time with Ms. Karan. Surprisingly, this fashion mogul displayed great

passion for a new social foundation dedicated to improving so-

ciety and the lives of children worldwide. We are excited to share

her inspiring thoughts and efforts with you.

Bountiful Blessings and Happy Parenting!

Carol Alexander-Lewiseditor-in-chief

[email protected]


froM our readerS

atoddlers can Become problem

Solvers with a little help

all parents and teachers have seen the uniqueability of toddlers to use toys and materials in un-expected ways. one child may turn a cup into ahammer or a basket into a hat. another toddlermay stand on a riding truck to try to reach a toy orpull over a chair to climb onto a bookshelf. ob-servant adults recognize these innovations as signsthat children are learning to use their thinkingskills to solve problems.

experiences in problem solving help childrendevelop curiosity and patience, along with think-ing skills such as flexibility, and understanding ofcause and effect. they learn to work toward achiev- ing a goal, and gain confidence in their ability toreach a solution. even very young children makediscoveries of their own. an infant who acciden-tally creates a noise with a rattle may then makethe sound again and again on purpose. an olderinfant discovers that by looking under a blanket,he can find a hidden toy. a toddler who cannotpull a wagon up a hill by herself learns that sheand a friend can push it up from behind. By notrushing in and rescuing young children who arefacing minor everyday problems, adults can helpinfants and toddlers develop confidence and in-crease their thinking abilities.

it is also helpful for parents and teachers to pro-vide materials that encourage children to explore.some toys, such as jack-in-the-boxes and busyboxes, provide opportunities to explore simplecause- and-effect relationships. other commonmat erials such as empty cardboard boxes, plasticbowls, or scarves can provide open-ended experi-ences through which toddlers can make choicesand decisions, and find different ways to manipu-late the materials.

other activities can involve materials such asclear plastic tubing, (such as the tubing used foraquariums) which children can fill with bright ma-terials, and watch the materials move as theyshake the tubes. if you provide inclines or rampsof wooden blocks, a toddler can watch what hap-

pens as objects roll down inside the tubes. shemay discover that some objects roll faster thanothers. he may learn about actions and reactionswhen he sets plastic bottles at the bottom of theramp to create a unique bowling game. (whatevermaterials you provide to help children experimentwith problem solving, remember to be very care-ful about choking hazards.)

these everyday materials are fun, and can holdchildren’s interest for long periods. they also help

children experiment with cause and effect and withgravity and physics. in addition to supporting cog-nitive development, problem-solving activities helpin the social arena. Groups of children engaged inthese activities negotiate with their friends andlearn how to solve interpersonal problems.

By providing interesting materials and enthusi-astically reinforcing children’s attempts to exploreand solve problems, parents and teachers canstimulate children’s development, promote ad-vanced critical thinking, and help children takepride in their own abilities to find out more abouthow their world works.

national association for the education of Young children


infantS & toddlerS

how to raiSe a reader

communication 101:Speak, listen and act

toddlers love board books, bathtub books, andpop-up books — any type they can hold easily andmanipulate themselves. they love stories accom-panied by bright, clear, realistic pictures. and ofcourse, they love rhymes. that’s not to say your 2-year-old won’t appreciate the stories her big bro -ther chooses — who knows, Rocks and Minerals

may end up being her favorite book. Just makesure she has access to simpler books as well.

ham it up lose your inhibitions when you readto your child. Growl like the papa Bear in Gold -

ilocks, studder like piglet in Winnie-the-Pooh. kidslove drama as much as adults do — in fact, youryoungster may love to pretend to be the scary wolfin The Three Little Pigs. encourage her, even if itslows the story’s progress. she’ll get more out ofthe story if she’s participating actively.

Follow her interests. choose books about her fa-vorite activities — visiting the zoo, swimming, play-ing ball. Back up your kids’ favorite videos and tVshows with books about the characters. you maynot understand the appeal of “teletubbies,” but ifyour child loves the cheery little creatures, she’lllove the books about their adventures as well. Fol-low her lead, but do experiment with a wide vari-ety of books before you decide you know exactlywhat your child will like. your little girl who lovesdress-up and dolls may, to your surprise, also bethe one who asks to hear Godzilla Likes To Roar

or Monster Bugs over and over. Go to the library. even babies like library story-

time, and they are wonderful adventures for tod-dlers. your child may well discover a new favoritewhen it’s presented by an enthusiastic librarian aher soothing voice and perhaps some pictures orpuppets to illustrate action. and, of course, li-braries let parents — and kids — try out countlessstories without spending a bundle.

turn on the tape. Many wonderful books exist oncd. you can feed your child’s eagerness to hearPuss in Boots for the umpteen-th time, eventhough you need to go start dinner, by turning on

the recording (with or without the accompanyingpicture book). you could also tape books and sto-ries yourself, or ask a beloved friend or relative todo so. hearing grandma’s voice reading a favoritestory is a special treat.

which technique you use to communicate withyour child does matter. the use of communicationhas to be developed much sooner than later. to ef-fectively speak to a child means once you have spo-ken, you then expect the child to listen and retainwhat he or she has heard. after this has taken place,you should expect some form of action to take placeby the child. communicating with a child can be de-fined as speak, listen and act. the use of theseskills can be very beneficial in a child’s growing anddevelopment process.

in addition, applying this method can makelearning fun. teaching kids when to speak andwhen to listen will result in good behavioral char-acteristics. For example, in a classroom setting achild raises his hand to receive permission to speakand once permission has been given the childspeaks. the teacher listens and then action takesplace either by the student or the teacher. teachinga child good communication skills early in life willprove beneficial in the classroom as well as in theschool of life.

J a n i c e w i l l i a M s

next iSSue

dealing with wigglers!



Quality child care and preschool programs

the following guidelines, based on the nationalassociation for the education of young children(naeyc), early childhood program standardscan help you identify high-quality early care andeducation programs for your young children.

preschool and child care programs

should focus on children:

watch to see that children interact with otherchildren and adults, so they can build healthy rela-tionships. ask about the curriculum, which shouldinclude a variety of activities appropriate for thechildren’s ages and needs. preschool and child careprograms should have qualified staff. the staffshould have the educational background to pro-mote your children’s learning and development.ask what degrees and training teachers have. in-quire about how long teachers and staff have beenwith the program. teachers that stay in the programlonger are more able to focus their attention on thechildren and establish bonds with them.

preschool and child care programs

should build relationships with families:

program staff should work with families to meettheir children’s needs. ask how information andconcerns are communicated between staff andfamilies. check to ensure that the program’s poli-cies allow families to visit their children during theprogram day.

preschool and child care

programs should be well-run:

Make sure the program is licensed by the state.the facilities need to be age-appropriate and wellmaintained, both indoors and outdoors. check

whether the program has policies and practices tohelp keep children safe from preventable illness andinjury. ask about the child-to-teacher ratio, whichhelps determine how much individual attentionyour child will get. For example, there should be atleast one adult for every ten 4-year-olds.

evaluating a program based on these standardswill help you choose a high-quality program foryour children that will allow them to get a greatstart on learning.

preSchool

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7modern parents magazine 9

helping Your child with Math

eleMentary School

Math is often times a difficult subject for childrento master. with assistance from their parents, how-ever, children can learn to appreciate math andachieve desirable grades as well. parents shouldfollow key steps to help with this goal.

visit your child’s school.Meet with their teacher as soon as possible. try todetermine if your child is actively involved in math.Find out ways to help your child better understandmath problems.

Set high standards for your child’s to reach in math.

Make sure your children are mathematically chal-lenged and encourage their interests and pursuitof math. By the end of the 10th grade, childrenshould be knowledgeable in both algebra andgeometry.

help your child see that math isvery much a part of everyday life.

From statistics in sports to the sale price of cloth-ing, math is important to us in our everyday lives.these examples and others can be used to assistyour child with making connections to math.

explain to your child that severaljob professions require math.

these include, but are not limited to; scientists,doctors, plant managers, newspaper salespeople,and computer programmers. help your child seethat a strong foundation in math leads to many ex-citing career opportunities.

Stimulate your child’s interest in technology.

encourage your child to use calculators, when ap-propriate, and computers to further their learn-ing.

play games that help your childdevelop decision-making and

mental math skills.there are many games sold commercially, such asboard games, which involve patterns and probabil-ity. play games from your own family traditions suchas counting games and games that keep score. tryschoolyard games such as jump rope, hopscotch,and jacks. Games require your child to use strate-gies to make decisions, solve problems, and developan understanding about numbers and how to usethem (number sense) and computational skills.

display positive attitudes about math.

these attitudes will reinforce encouragement. pos-itive attitudes about math are just as important inencouraging your child to think mathematically.your feelings will have an impact on how your childthinks about math and the ability to view him/her-self as a mathematician.

U.s. department of education

helping Your child get better Grades


it was the evening before i was to give a test to mystudents, and i received a frantic phone call from aparent, asking me to let the daughter take the testlater since the parent didn’t feel her daughter wasready to take the test. “Mrs. ortiz,” the voice atthe other end said, “you have the children review-ing sixteen pages of notes for this test! it’s toomuch! My daughter isn’t absorbing it all and shehas the test tomorrow!”

“okay, let’s see what we can do to help her. Firstof all, is this the first time your daughter has lookedat the material?”

“yes.”“if this is the first time she’s looked at it, i agree

with you: it’s a lot. But since it covers three and ahalf weeks, it’s really less than a page a day. so, let’ssee if we can get her to review it in manageablechunks and follow a study plan.” the plan i gave heris the plan i will share with you. First of all, it is saidthat the difference between an a student and a cstudent is an hour per week. i haven’t tabulated it,but i do agree that what matters is short, repeatedexposure to the material. here’s the plan i gave thisbright, pleasant student of mine:

1. when you take notes, don’t let your mindwander. Focus on what you are writing, and thatwill be your first exposure to the material.

2. at the end of class, most teachers give thestudents five minutes or so before the bell rings sothey can get their materials packed and get readyfor their next class. since it only takes a minute orless to do this, students have a few minutes to readover what they just wrote. this small use of a fewminutes makes a huge difference: it reinforces whatwas just learned, right after it was learned and be-fore details have a chance to slip through the cracksof memory. that way, if there’s anything missingfrom the notes or something was written poorly ora question arises, you can catch it right away andask the teacher or correct the notes so

you can understand it later.

3. next, review the notes as soon as you gethome from school. it takes five minutes or less toread over one notebook page of notes, and if you dothis for all your classes, it would take just above halfan hour to review everything. a painless half anhour equals no more bloodshot eyes at three in themorning before a test. you will have much better

retention, too. this is now the third time you havereviewed the one page of notes.

4. at the end of each week, on Friday afterclasses are finished, review all the notes from theweek. that’s five pages of notes that have now beenreviewed four times.

5. Before the test, give the notes another re-view. Because you’ve already reviewed it four timesprior, this would give you a pretty good handle on it.at this point it’s just a refresher, not learning some-thing new. the sixteen pages that seemed so over-whelming the first time you look at it is really quitemanageable now, and the difference between failingand acing the test is really just a few minutes a day.

Author: Jana Ortiz. Ms. Ortiz has an M.Ed in Curriculum

and Instruction with a concentration in Philosophy of Ed-

ucation. She is the founder of Kosmar Enterprises. Look

for additional tips from Ms. Ortiz in our next issue.

Middle School


How to communicate effectively with a high School teacher

at long last, your child has entered high school.this is an exciting time for both you and yourchild, and you want to make sure that your childdoes well in high school. part of your child’s suc-cess includes communicating effectively with yourchild’s high school teachers while at the same timeenabling your child to begin the process of becom-ing an adult.

Step oneMeet your child’s teachers as soon as possible.Before school starts, attend the Meet and Greetand introduce yourself to every teacher. providethem with your phone number and email address.

Step twoattend open house or curriculum night. yourchild’s teachers have presentations to show youand you may have opportunities to speak to themregarding your child’s particular needs and indi-vidual situation.

Step threeMake your child the first point of contact when itcomes to personal responsibility. For example, ifyou discover that your child earned a bad grade,instead of calling or emailing his teacher immedi-ately, question your child about the situation. hemay confess to blowing off the assignment andyou can provide him with the appropriate conse-quences. if your child cannot provide a decent ex-planation for his bad grade, contact the teacher.remember, high school is about nurturing per-sonal responsibility.

Step foursign up for your district’s online grade monitoringsystem, if applicable. Many larger school systemshave this capability. teachers can link their gradebooks to a secure website and parents can log inand see their child’s grades. remember theabove caveat. if you see a zero, ask your child

about it first; do not email the teacher rightaway. Give your child a chance to defend himselffirst and make the proper restitution.

Step fivelimit your emails and phone calls to teachers toonce a week or less unless there is a true problemwith a child’s performance. high school studentsshould deal with most problems on their own.you do not want to gain the perception of a high-maintenance parent who badgers teachers withconstant demands, as this could negatively in-fluence a teacher’s opinion of your child.

Step Sixassume that no news is good news. Many schoolsrequire that high school teachers contact parents ifa student is failing a class or if her grade signifi-cantly slips. if you have not heard much from yourchild’s teacher, do not take it personally. chancesare your child is doing just fine. after all, mosthigh school teachers teach 150 or more studentseach day, so individual reports to every parent areimpossible.

Source: EHow Education Editor

hiGh School

source: infoplease homework

effective study techniques

u uSe a pattern when you readwhen you read your textbook, take advantage

of the organization. read the table of contents foryour assignment first, then read the introductionand conclusion. next, read the core assignment,paying attention to sidebars and items in bold. re-view any questions at the end of each section.

outline, outline, outlinelooking at a textbook’s page can be intimidat-

ing. the hundreds of letters, words, and punctu-ation marks can overwhelm you. relax. outlinethe main ideas. think of it as a map. take a sheetof paper and “sketch” the map by creating an out-line of your reading. arrange your outline in tiers,and soon you’ll have your “map” to a better grade.

rewrite your noteSafter class, rewrite your notes. Fill in any blanks,

and prepare a list of the items you don’t under-stand. Meet with the instructor before or afterclass, and see if he or she can help you with thesequestions.

uSe MneMonicSMnemonics are a way to memorize complexitems. the trick is to take something compli-

cated (like a list of state capitals or the es-sential elements in chemistry) and createsilly sentences, words, or phrases thatprompt you for the answers. For example,the first 20 essential elements can be re-

called by memorizing this silly sentence:“howard hughes liked Being a Billionaire,

but he could not often Fly near nebraska, sohe Made an amazing super plane sturdy

enough to carry him across kentuckyand connecticut.” this mnemonic

represents the elements hydro-gen, helium, lithium,

beryllium, bor on, car-

bon, nitrogen, oxygen, fluorine, neon, sodium (na),magnesium, aluminum, silicon, phosphorous, sulfur,chlorine, argon, potassium (k), and calcium.

Study in GroupSGather a small group of classmates and commit to

studying together. when you study in groups, you cananswer each other’s questions, share memorizationtips, and challenge each other for answers.

uSe flaSh cardSFlash cards are great for reinforcing information,

but only if there are fewer than 100 terms. if you try touse too many, you’ll just be overwhelmed.

review and practiceif your teacher offers practice sessions or review peri-ods for big exams, take advantage. if there’s more thanone, take advantage. in fact, take advantage of everyopportunity you have to go over complicated material.if you repeat the information over and over, it will soonbecome second nature.

ten tipS for takinG teStS

1) read the instructions carefully.

2) read the entire test through before starting.

3) answer the easiest questions first, then the ones with the highest point value.

4) keep busy. if you get stuck on a question, come back to it later.

5) if you aren’t sure how to answer a question fully, try to answer at least part of it.

6) need to guess on a multiple-choice test? First, elimi-nate the answers you know are wrong. then take a guess.

7) on an essay test, take a moment to plan your writing.

8) keep it neat. if your teacher can’t read your writing, you might lose points.

9) don’t waste time doing things for which you will not receive credit, such as rewriting test questions.

10) leave time at the end to look over your work.


colleGe

mary favorite


according to lsusports.net Marlon Favorite is a “key member of an lsu defensive line that should be considered amongthe best in the nation.” Modern Parents sat down with themother of this successful student athlete to discuss the keysof success.

Modern parentS Magazine (MpM): Please

share your philosophy regarding parenting.

Mary favorite (Mf): you just have to make sacrifices.that’s key. Be a leader. Get involved in whatever is going on in theschool. know what each teacher has assigned for your child andwhat’s expected for that school year. periodically, you don’t haveto go everyday, but keep in touch. Build that type of relationshipand you will have a better student. Most important is teachingcharacter. instilling it early in your child. it starts at home andfilters out. this means respect yourself, others, and have a goodattitude. these things together, in my experience make for a bet-ter student. even kids starting out in pre-k or kindergartenshould be taught to respect other people’s property, etc. teachingis also an important aspect of parenting. teaching your child,being there, and being aware of all the things that are going on inthe school.

MpM: Talk about basic daily activities, like homework.

Mf: we always had a homework time set aside. we had anarea provided for the kids to do homework. homework wasmajor. consistency is key. when they were old enough to dochores, i set up a weekly chart for them on the refrigerator. atthe end of that week there was a reward system set up for them.since my husband worked out of town, often i had to bemomma and daddy. so i had to be a little tougher.

MpM: What were some of your rewards?

Mf: allowances. Marlon always liked to collect cards-footballcards, basketball cards, etc. if he saved up enough money, hebought a case for them. My daughter liked to buy clothes,purses, outfits. Melkile, Jr. liked electronics-radios, cds, etc.they would get whatever they saved for. as they got older,it was things like movies on the weekend. we have always ac-commodated them in everything they did. their little friendscould come along. My husband would stay at the movies. heloves movies, so he would take them.

MpM: You have a very interesting youngest child. Tell us a lit-

tle about him.

Mf: yes-Marlon. well i have three. it’s hard to discuss himwithout the other two. they are all individuals. Marlon was morefortunate because he saw what the others went through regard-ing discipline, etc. so he’s always been focused. he was alwayseager to learn, loved to read and loved football. his high schoolfootball team won two state championships. he was selected toplay in the army all-american Bowl, was featured on espn andin parade today magazine. he had the opportunity to attendmany top 10 schools, but wanted us to attend all of his games.therefore, he selected lsu. they offered him a five- year scholar-

ship. he stayed focused and finished in four years. he started thesummer after high school. he was 17 years old while many kidswere 19 or 20 as entering freshmen. so we talked and decidedthat it would be beneficial for him to red shirt his first year andtake time to learn the program. this was difficult because it meanthe was the back up. however, he thanked me because he receiveda 3.2 Gpa. the second year he played and they won the secchampionship. the next year they won the national champi-onship, as well. and i must say his character is great. he oftentalks to young people about the importance of education. theysent for him to do a Black catholic workshop in new york. hespoke about being a “pray-er” before a “player.” that theme wentover so well he was invited to lafayette to repeat it. this past May,he graduated from lsu with a degree in communications, and aminor in Music. now he’s playing his fifth year and working onhis Master’s degree.

MpM: Did you ever take away sports from your children?

Mf: yes, my oldest son. he loved football. all of them startedin the park when they were six years old. if they didn’t make thegrades, they didn’t play. Marlon learned that from his brother’smistake. even my daughter, she liked to play volleyball. But if thegrades weren’t there, we didn’t go to the park. once they got thehang of it, i was a worn out mother. i went from football, to vol-leyball, to basketball. they knew if they didn’t make the gradesthey had to study more. that’s basically how i did it. like my sis-ter said i guess you were the villain. i didn’t mind being that.

MpM: In your opinion, is there a secret to success?

Mf: one lady said to me, “you have three children and they’reall doing well.” My oldest son works for entergy. My daughter isa nurse in dallas. Marlon is in graduate school at lsu. they ask,“how do you do it all?” well, first of all, prayer. you have to keepchrist in. also, i had older people to help me. i was always opento what people could tell me to help. we call our kids Village chil-dren, because my community and my church community allhelped rear them. they say me and my husband should take credit.we know without him they wouldn’t be where they are today.attitude. teaching them attitude is everything. appearance. iused to tell them their first impression is the lasting impression.always watch how you present yourself. humbleness. humbleyourself in whatever you do.

Modern parent: motHer of tWo-time lsU cHampion

Modern Parents spotlightsMary Favorite, the proudmother of lsu cham-pion-Marlon Favorite, whosuccessfully balances ath-letic and academic pur-suits.

paul vallas

Modern parentS Magazine (MpM): Today we

are meeting with Mr. Paul Vallas, Superintendent of

the Recovery School District in New Orleans, LA.

Please share your vision for the Recovery School Dis-

trict.

Superintendent vallaS: our approach is todesign a district, to create a district … we had tobuild a brand new school district. we’re not here to re-store the old district or to revitalize the old district.that district is gone. the hurricane has given us theopportunity to, in fact, build a district from theground up. the hurricane has really brought people to-gether. there is a sense of urgency and emergency.when in life does someone wipe the slate clean andgive you the opportunity to start from scratch? so,when you ask about my vision, it is to build a greatschool system, so that we can revitalize a great ameri-can city, so that we can develop a model for the nation,because, everybody is watching new orleans. we havean opportunity to build a district with no restraints.we have certain financial limitations, but there areno institutional limitations.

MpM: Tell us a little about how the district looked

when you arrived.

vallaS: when we arrived, we actually needed 22new sites for additional schools that we had to open toaddress the needs of the returning population. when iarrived there were nearly 500 teacher vacancies. wheni arrived there was no infrastructure. there was nostudent information system. there was no special ed-ucation system. none of the special education chil-

dren had iep’s (Individualized Education Plan), whichis a federal mandate. when i arrived 90% of our prin-cipals were new. they were rookies or second yearprincipals. eleven of the schools we opened had to be-come modular schools. when i arrived 90% of thebuildings were either closed, or if they were open,were in poor and unsatisfactory condition. that’s whati inherited.

MpM: Many of our readers are in Illinois and

other parts of the country, so explain to them what

modular means.

vallaS: well, modulars are like trailer classes.and, believe me when i say, they are not likechicago’s old willis wagons. if you are fromchicago, you know about the willis wagons. inci-dentally, which i closed and tore down. the modu-lars are trailer classrooms, but they are large andspacious. they are air conditioned; they’re terrific.But they are not permanent.

This interview will continue in our next issue …

Stay tuned!


Superintendent louisiana department of educationrecovery school district

Modern educator

we begin our two-part interview with paul G. Val-las, during his second year as superintendent ofthe state-run recovery school district in new or-leans, la. in this installment, he speaks with usabout his vision for the uniquely structured dis-trict.

s u G G e s t i o n s F o r w o r k i n G w i t h M y c h i l d a t h o M e

child’S naMe: _________________________________________________

teacher: ______________________________________________________

date: _________________________________________________________

dear MS./Mr.: __________________________________________________

pleaSe liSt My child’S StrenGthS in the Subject(S) you teach.

pleaSe liSt My child’S weakneSSeS in the Subject(S) you teach.

what are your SuGGeStionS for addreSSinG My child’S weakneSSeS in the Subject(S) you teach?

what are your SuGGeStionS for MaintaininG My child’S StrenGthS in the Subject(S) you teach?

what can i do to aSSiSt My child at hoMe?

pl

ea

Se

cu

t o

n t

he

do

tt

ed

lin

e

Thank you for helping me to assist my child academically.

______________________________________________parent/Guardian SiGnature

parent toolkit

www.modernparentsmagazine.com

Your pregnancy timeline


preparinG your baby’S rooMnesting is one of the most common experiences

of pregnancy. almost all mums-to-be experiencea strong desire to get their home ready to bringbaby home to.

a rooM of one’S own

it is likely you are going to want to have yourbaby sleeping in your room for the first few weeksor months following birth. But sooner or later,you’ll want to get the baby settled into his/herown room.

it is probable that this is going to be baby’s roomfor a few years, so bear that in mind when you dec-orate. choose a style that will be suitable for up topre-school age. research has suggested babies pre-fer bright, bold, primary colors and distinct pat-terns that they can focus their developing eyesighton. a few large pictures of animals or cartoon char-acters will liven up the nursery, giving baby some-thing to look at. it’s also worth buying a musicalmobile to put about the cot to keep your baby en-tertained when they’re put to bed.

huSh-a-bye baby

initially your baby can sleep in a Moses basket orcrib, but soon enough they’ll need a proper cot. ide-ally, get a drop-down cot with a safety catch. if itisn’t new, check the woodwork is splinter free andsmooth and that the paint or varnish is non-toxic.the bars should be no more than 5.5cm apart. thisis very important; any bigger and the baby couldjam his/her head through them.

Buy a new waterproof mattress with air-holesand make sure it fits perfectly into the cot with nogaps around the edge. you’ll need two or three fit-ted sheets to dress the bed with, plus a numberof light, cellular blankets to prevent the over-heat-ing that could be caused by a heavy quilt. this isworth the extra money as over-heating has been

implicated as factor in sudden infant death syn-drome (sids).

tableS and chairS

a sturdy, waist-high, flat topped piece of furni-ture to use as a changing table is extremely usefulfor the day-to-day care of your baby. it helps if youcan have nearby shelves or drawers in which tokeep all your baby changing products. you will alsoneed drawers and a cupboard for baby’s clothesalong with shelves and/or a big toy box for booksand toys.

niGht, niGht

invest in a dimmer switch for the main light or asmall lamp for checking on baby and night feeds.you are going to need a comfortable chair to sit inwhile you’re doing the night feeds, but make sureit’s not too difficult to get up from.

preGnancy

LA

CA

TX

IL

GANY

state department

of educationwebsites

what doeS your State have to offer?

state department of education websites can be a valueable source of information

for parents. however, some are more parentfriendly than others. these sites generally

contain indepth information regarding curriculum and what students are expected

to learn at particular times of the year. take the time to become familiar with the department

of education website for your state. you are sure to discover many hidden gems.

we have featured a few here for your review. if your state is not listed and you need assistance

finding the your state’s website, email us:[email protected].

let us know which sites are most parentfriendly and provide the most resources. we may

feature your comments in a future issue.


Does site contain parent resources?

Does site include parental involvement resources?

Does site feature curriculum utilized?

louisiana State website

http://www.doe.state.la.us

new york State website

http://www.nysed.gov

Georgia State website

http://public.doe.k12.ga.us

illinois State website

http://www.isbe.state.il.us

http://www.psparents.net

texas State website

http://www.tea.state.tx.us

california State website

http://www.cde.ca.gov

source: infoplease homework

consejos para el regreso a clases


cÓMo hacer MÁS fÁcil el priMer dÍa• recuerde a su hijo que no es el único

estudiante que está un poco inquieto respecto al primer día de clases. los maestros saben que los estudiantes están ansiosos, y harán un esfuerzo adicional para asegurarse de que todos se sientan tan cómodos como sea posible.

• haga notar los aspectos positivos de empezar a ir a clases: será divertido. Verá a viejosamigos y conocerá otros nuevos. recuérdele acerca de los años previos, cuando quizá haya regresado animada a casa después del primer día porque pasó un momento agradable.

• Busque a otro niño en el vecindario con quien su hijo pueda acompañarse mientras va a laescuela a pie o en el autobús.

• si considera que es apropiado, lleve a su hija en automóvil (o acompáñela a pie) a laescuela, y pase por ella el primer día.

SeGuridad reSpecto a la Mochila• elija una mochila con correas anchas y

acojinadas, y con la parte posterior acojinada.• sólo coloque los objetos necesarios en la

mochila. organice la mochila de modo que usetodos sus compartimientos. ponga los artículosmás pesados en el centro de la mochila. lamochila nunca debe pesar más de 10 a 20% del peso corporal del estudiante.

• haga que su hijo siempre use ambas correas. colgar una mochila sobre un hombro puedecausar lesiones de músculos, y aumentar la curvatura de la columna vertebral.

• considere adquirir una mochila con ruedas. este tipo de mochila puede ser una buenaelección para estudiantes que deben acarrear una carga pesada. recuerde que las mochilas

con ruedas aún deben cargarse en escaleras, y puede ser difícil que rueden en la nieve.

• os conductores.

coMida durante el dÍa eScolar• los empleados de casi todas las cafeterías

escolares envían con regularidad programasde menú al hogar. con esta información por adelantado, usted puede planear poner unalmuerzo en la mochila de su hijo los días en que el plato principal sea uno que su hijoprefiere no comer.

• trate de hacer que en la escuela de su hijo se hagan elecciones saludables, como frutafresca, productos lácteos con bajo contenido de grasa, agua y jugo de fruta al 100%, parasurtir las máquinas expendedoras.

• cada refresco de 345 mililitros (12 onzas) contiene aproximadamente 10 cucharaditas de azúcar (150 calorías). Beber tan solo una lata de refresco al día aumenta 60% el riesgo de obesidad de un niño. restrinja el consumo de refrescos por parte de su hijo.

© 2007 - american academy of pediatrics

en eSpañol

discipline: one size does not fit all (part II)

the Solution is in the process

In our previous issue, Dr. Johnson discussed challenges to effective disciplinary methods.

Here she discusses the solution process.

the process of youth and children becoming dis-connected consists of at least four stages. thesestages are investigating, drifting, recoiling and re-volting. while all students may appear discon-nected at times – someone who does not make thecheerleading team or breaks up with a girlfriend-only a portion will continue to escalate the stages ofdisconnection.

investigating is the first stage of disconnection.it is also the stage where the first deviations occur.symptoms: in this stage, children break or bendrules as a last resort to accomplish a task awardedto them by the institution. they may cheat for agrade, “borrow” something prohibited from a fam-ily member, or forge their parent’s name on a per-mission slip that they forgot to have signed by aparent. they are doubtful of their ability to succeedin sanctioned ways. typical discipline: youth aretypically disciplined with avoidance by authority.this stage is oftentimes ignored because it is theleast serious, and so many youth and children mayfall into this category temporarily. effective disci-pline: effective discipline for these children andyouth should be to teach them ways to overcomeweaknesses and consistently celebrate theirstrengths, based on their individual experiences.although the goal may continue to appear to be farremoved, applaud them consistently for partici-pating in a process based on principles rather thandeception. this training, if implemented consis-tently and diligently by parents and school officialswill lead to training of effective moral and mentalbehavior, while deterring further alienation.

drifting is a higher stage of disconnection. youthand children in this stage have become disenchantedwith their ability to succeed according to the expec-

tations established by the institution. they no longerbelieve that they can achieve success. symptoms:children who identify with this stage simply “gothrough the motions,” given that this appears to bethe path of least resistance. they sit through tests,but do not finish them, they show up for family din-ner, but do not contribute to the conversation. typ-ical consequence: this behavior is deemed by adultauthority as either laziness or learning deficiency.the typical consequence is children and youth areregarded as helpless and left alone due to their be-havior is not distracting. effective discipline: thedisciplinary method that should be implemented isthat the children and youth should be offered in-creased individualized training rather than ignored.provided that all children can learn given the ap-propriate time and resources, these children shouldbe offered more of both. parents should assist theiryoung with exploring their individual experiencesand edify them. demonstrate links from their expe-riences and show them how the two are incongruent.

Finally, assist them with ways that their unique-ness can be an interesting tool for development.this concept is perfectly aligned with discipliningalienated youth. the process allows concernedadults to provide youth and children with appro-priate discipline as opposed to inefficient and out-dated disciplinary measures.

dr. Johnson will continue this discussion in ournext issue.

Dr. Melanie Johnson has been researching discipline inschools for a decade. She is an administrator at GalvestonCollege (Galveston, TX) where her primary focus is studentconnectedness and engagement. Another important researchtopic to Dr. Johnson is experience-driven pedagogy. Dr. John-

son is a wife of 15 years, and the mother of two sons.


educatorS

Fa shion desiGnerdonna karan

opens up“everything i do is a matter of mind, body and spirit,”

says donna karan, founder and chief designer of the in-ternational company that bears her name. “For me, de-signing is an expression of who i am as a woman withall the complications, feelings and emotions ... the factthat i am a woman, makes me want to nurture others,fulfill needs and solve problems. at the same time, theartist within me strives for beauty, both sensually and

visually. so design is a constant challenge to balancecomfort with luxury, the practical with the desirable.”

donna karan credits her feminine instincts for the suc-cess of the company she founded in 1984 with her latehusband stephan weiss. a modern system of dressing,karan’s concept is based on seven easy pieces, where ahandful of interchangeable items work together to createan entire wardrobe that goes from day to evening, week-day to weekend, season to season. For karan, it’s never

been just about clothes; it’s about lifestyles. karan’s questfor the perfect jeans as well as her desire to dress herdaughter Gabby, resulted in the 1989 birth of dkny. itgrew so popular and diverse that other brands and labelsspun from it, including dkny Jeans, dkny active,dkny underwear, dkny Jeans Juniors, and dknykids. like collection, dkny has an accessories and shoecollection to underscore its new york city, street-smartlook. determined to seduce all the senses, karan took onthe world of beauty in 1992. the beauty division went onto introduce best-selling fragrances. completing thelifestyle approach to design, in 2001 karan introduced adonna karan home collection.

throughout her long career, karan’s peers have ac-knowledged her achievements with numerous acco-lades. the council of Fashion designers of america hassaluted her six times. in 2003, karan was the firstamerican designer to receive Fashion Group interna-tional’s “superstar award.” a year later, karan’s almaMater parson’s gave her an honorary doctorate to com-memorate her contribution to the school and fashionindustry, and, in 2007, Glamour Magazine namedkaran one of their women of the year. in 2008, shewas named “woman of the 21st century” by thewomen’s Guild of cedar-sinai Medical center. usingher company’s visibility and resources for social causesis a heartfelt priority. a member of cFda’s Board ofdirectors, karan conceived and spearheaded its sev-enth on sale benefits to raise funds for aids awarenessand education. karan co-chairs the annual new york“kids For kids” events for the elizabeth Glaser pedi-atric aids Foundation, as she has since its 1993 incep-tion. she also underwrites “super saturday”: an annual


designer flea market/barbeque founded with the lateliz tilberis philanthropic involvements. in 1999, karanand weiss established the karan weiss Foundation.

in 2006, donna founded the urban Zen initiative toplay an active role that raises awareness and inspireschange by promoting well-being, preservation of cul-ture and empowering children through forums andspecial events. through its partnerships with founda-tions, corporate sponsors and private donors, it servesas a catalyst for collaboration which co-develops pilotprojects for its three programs. the urban Zen initia-tive will endeavor to raise funds for existing charitableorganizations. it envisions a world where people em-brace the vital connection between mind, body, andspirit in order to live healthier lives.

establishment of the urban Zen brand which existsto create sustainable revenue streams that support theurban Zen initiative through a percentage of sales ofclothing, educational and media materials, and lifestyleproducts. donna is committed to use her heart, her cre-ativity and her resources to make a difference to theseglobal causes that mean the world to her. the urbanZen Foundation creates, connects and collaborates toraise awareness and inspire change in the areas of well-being, preserving cultures and empowering children. itdesign forums, partners with existing organizations andbrings together experts to define solutions and imple-ment action.

eMpowerinG childrenthe mission is to care for children’s well-being and

give them the tools to face obstacles and opportunities

with love, compassion & strength. it collaborates withexisting children’s organizations and creates programsto enhance spiritual, physical and emotional growth.spirituality For kids teaches children the tools for life.new york’s lower east side to the Middle east. Malawito Miami. los angeles and london. the goal is simple-one world. every child. end the cycle of conflict forchildren at risk. Begin by teaching the tools that willhelp them realize their full potential and change thecourse for them and future generations.

the potentialspirituality for kids believes that the future begins

today. By showing one child he or she has a voice anda choice, the promise of the world beyond what theyknow is revealed and the potential of what is possiblebecomes crystal clear.

the curriculuMat spirituality for kids we teach solutions. our cur-

riculum teaches children to make life choices. throughpartner schools and facilities, children ages 8 to 12 learnthe principles and life skills today to create transfor-mation in their lives for the future. through hands-onactive learning, we provide the knowledge and experi-ence to understand the empowerment of choice byusing their individual voice. this program is about re-awakening the inherent human spirit through lessonsin cause and effect and activities based on universalhuman truths. By working together with educators,families and children throughout the world, we removethe chaos created by events encountered in real life.

Passion for

charity, education

and parenting


Sso many parents worry about how safe theirkids are on Myspace and other social networkinginternet sites. the media reports frequently onpredators who stalk kids on Myspace and on theinternet in general.

so, what is a parent to do? what is the most im-portant safety setting? along with parental in-volvement (keeping in touch with what your kidsare doing online), the most important safety set-ting on Myspace.com is the prIvacy settIng.this one setting enables you to keep strangersfrom viewing your child’s information. only My-space friends will be able to see the profile (theplace where kids post information.)

to make your child’s profile private (not public):

• login to your child’s account.

• click account settings.

• click change settings (next to Privacy Settings.)

• under who can View My profile, select

My Friends only.

• click the change settings Button.

setting a profile to private is one of the easiestways to prevent a predator from reaching yourchild on Myspace and sites like it. to make thismethod effective, parents should routinely look attheir children’s Myspace Friend list to make surethat all those listed as Friends are real life, safefriends.

then, when your child adds information (pic-tures, social event updates, conversations, etc.)only real life, safe friends will read that informa-tion. social networking is here to stay and 95% ofchildren between the ages of 9-15 are activelyon social sites. parents can help keep kids safe bystaying involved and keeping information privateand out of the hands of those who aren’t realfriends.

M i c h e l l e c u l l i s o n

Michelle Cullison, the creator of Lost in MySpace Seminars,

equips parents to guide their kids on sites like MySpace

so that kids will learn how to use social networking sites

safely, responsibly and with integrity. You can learn more

about the seminar and other internet education opportunities

by visiting www.LostinMySpace.net or by contacting

Michelle at [email protected].


MyspaceThe Most Important

Safety Setting

1 What parenting issues concern you the most?

2 What would you like to see more of in modern parents magazine?

3 Would you prefer to read modern parents magazine online or in print?

4 What age range most concerns you?

5 What would you like to see online?

6 What part of the magazine do you read first and why?

7 What do you enjoy about reading in the magazine and why?

8 What was your favorite issue discussed in the magazine? Was it well presented?

9 Have you implemented techniques you’ve read about in the magazine?

10 as a parent, what do you struggle with most?

let us know what topics are of interest to you. This is your chance to help us help you. Issues big or small, we can help with them all!

voicevoice counts

here is your chance to help design ModernparentS Magazine.

[email protected] us at:

youryour


wwe began our three-part series on learning styles

with the visual learner. we unveiled several charac-teristics of this learning style. in our previous issue,we discussed the characteristics of the kinestheticlearner. we revealed the fact that the visual learneris greatly dependent upon the sense of sight, whilethe kinesthetic learner prefers movement in order tolearn best. our current installment in this series fo-cuses on the auditory learner.

the auditory learnerif your child learns best by hearing, he may be very

sensitive to your voice tone and inflections. if yourvoice is too firm or you raise the pitch, he may senseyou are angry or frustrated with him. when you ac-knowledge his successes, he will know how sincereyou are. if you correct or tell him what to do repeat-edly, he may think you are nagging and “turn youoff.” think of this student as having a tape recorderin his head. he will hear what is said over and over,even after a lesson is over. even something that youmay have thought he did not understand, may “re-play” for him, and he’ll “get it”.

this child does not have to look at you to under-

stand what you are saying. he may even hear youmutter or speak in the adjoining room! if you are vi-sual, it may bother you that he may not look at youwhen you are speaking. you need that; he doesn’t.this may drive you nuts. it’s ok to explain to himthat you know he learns best by hearing. tell himyou know he does not have to look at you to under-stand. share with him that you are visual, and youdo need him to look at you so you can understand.you might tell him that more people are visual learn-ers than auditory learners, so it’s a good social skillfor him to learn to look at people when they speak tohim. lessons on tape recorders or other equipmentthat requires wearing headphones will be especiallygood for him. noises can distract him from concen-trating.

Most importantly, help your child develop owner-ship regarding his particular learning style. Makeyour child’s learning style a sense of pride. also, in-form your child that learning styles may change overtime and to watch for those potential changes. thus,it is important to inform your child of each learningstyle.

Happy Learning!


learninglearningstyl es

Do You Know How

Your Child Learns?

this is the last installment of ourthree-part series on discoveringhow your child learns.

workShopSduration: 1 hourrequirements: advanced notice of 7-10 business days.

audience registration is required.

in-ServiceSduration: 2-3 hoursrequirements: advanced notice of 10 business days.


customized workshops/in-Servicesinterested institutions/organizations must submit a proposal

detailing the nature of the desired workshop or in-service.

pending approval of submitted proposal(s),modern parents

will create and develop programs to address requested topic(s).

customized workShopSrequirements: advanced notice of 14 business days.

audience registration is required

customized in-ServiceSrequirements: advanced notice of 21 business days.


current offerinGS

learninG StyleS: do You Know How Your child learns?

our learning styles have more influence than we may realize.

our preferred learning styles greatly influence the way we learn.

they affect the way we process information, even many of our

lifestyle choices. Join us and learn more about learning styles.

Help your child by discovering his or her learning style.

hoMe-School relationS: the relationship between par-

ent and teacher is one of the most important relationships af-

fecting the life of your child. develop a positive partnership with

your child’s teacher. Join us and learn innovative guidelines for

developing a successful home-school relationship.

innovative parentinG StrateGieS: Have you ever won-

dered how to reach the planet your child inhabits? We reveal some

innovative ways to break the force field between parent and

child. learn how to get some of your ideas through effectively.

the act: How soon is too soon?

is your child ready for college entrance exams? When should

they begin testing? What can you do to help prepare your child?

What courses are appropriate prerequisites? Join us and learn

more about college entrance exams.

parent tool kitWe have developed various tools that parents can use to keep

abreast of their child’s performance in school, help in developing

responsible kids, etc. Join us and develop an arsenal of tools to

help with parenting strategies and techniques.

bullyinGBullying has evolved into a high tech activity. Join us and learn

to recognize the signs of bullying, suggestions for coping with

bullying and ways to prevent bullying.

for additional inforMationcontact us at 504.339.5310/1.866.994.4242

or email [email protected].

consulting servicesparentinG workShopS/in-ServiceS






















provide a place. it is important for chil-dren to have a good place to write — a desk or tablewith a smooth, flat surface and good lighting.

have the appropriate MaterialS.provide plenty of paper — lined and unlined — andwriting instruments to write with, including pen-cils, pens, and crayons.

allow enouGh tiMe. Give your childrenenough time to think about a writing project or ex-ercise. Good writers do a great deal of thinking.your children may dawdle, sharpen pencils, get pa-pers ready, or look up the spelling of a word. Be pa-tient — your children may be thinking.

alwayS reSpond. do respond to the ideasyour children express verbally or in writing. Makeit clear that you are interested in the true functionof writing, which is to convey ideas. you shouldfocus on “what” the child has written, not “how” itwas written. it is usually wise to ignore minor er-rors; particularly at the stage when your childrenare just getting ideas together.

do not give in to the urge to complete the writ-ing assignment for your children! do not write apaper that will be submitted as their work. neverrewrite your children’s work. Meeting a writing

deadline, taking responsibility for the finishedproduct, and feeling ownership of it are importantparts of writing well.

praiSe. take a positive approach and say some-thing good about your children’s writing. is it ac-curate? descriptive? thoughtful? interesting? doesit say something?

thinGS to do to Make it real.your children need to do real writing. it is moreimportant for children to write a letter to a rela-tive than it is to write a one-line note on a greet-ing card. encourage your children towrite to relatives and friends. perhapsyour children would enjoy correspon-ding with a pen pal.

SuGGeSt note-takinG.encourage your children totake notes on trips or outingsand to describe what theysaw. this could include adescription of naturewalks, boat rides, car trips,or other events that lendthemselves to note-taking.Brainstorm. talk with your

while helping your children improve their writing skills,always remember that the goal is to make writing easierand more enjoyable. here are ways to achieve this goal:

while helping your children improve their writing skills,always remember that the goal is to make writing easierand more enjoyable. here are ways to achieve this goal:

t he w r i t e

stuFFt he w r i t e

stuFFwould you like to help your child

iMprove writinG SkillS?

here are a few pointerS.


children as much as pos sible about their impres-sions and encourage them to describe people andevents to you. if their descriptions are especiallyaccurate and colorful, say so.

encouraGe children to keep ajournal. this is an excellent writing practiceas well as a good outlet for venting feelings. en-courage your children to write about things thathappen at home and school, about people they likeor dislike and why, things to remember or thingsthe children want to do. especially encourage yourchildren to write about personal feelings — pleas-ures as well as disappointments. if they want toshare the journal with you, read the entries and dis-cuss them — especially their ideas and percep-tions.

write toGether. have your children helpyou with letters, even such routine ones as order-ing items from an advertisement or writing to abusiness firm. this helps children to see firsthandthat writing is important to adults and truly useful.

uSe GaMeS. there are numerous games andpuzzles that help children increase vocabulary andmake children more fluent in their speaking andwriting. remember, building a vocabulary buildsconfidence. try crossword puzzles, word games,ana grams and cryptograms designed especially forchildren. Flash cards are good, too, and are easy tomake at home.

SuGGeSt MakinG liStS. Most childrenlike making lists just as they like counting. encour-age this. Making lists is good practice and helps chil-dren become more organized. Boys and girls mightmake lists of their music cds, Mp3s, baseball cards,dolls, furniture in a room, etc. they could includeany items they want. it is also good practice to makelists of things to do, such as schoolwork, tests, at-tending social events, etc.

encouraGe copyinG. if a child likes aparticular song, suggest learning the words by writ-ing them down, replaying the song, or jotting downthe words whenever the song is played on a radioprogram. also encourage children to copy favoritepoems or quotations from books and plays.

source oeri

Have theappropriate

materials!


consider your children and your family. think about whatyou want a school to do for your children. your children may havespecial talents, interests or education needs.

consider your children’s learning style: dothey learn best by listening or by reading? do theylike to work in groups or work alone?

you may want to look at the location

of the school: is it better to be close to yourhouse or close to your work? do you want theschool to be close to an after-school or tutor-ing program?

gather information about differ-

ent schools. you may want to talk tofriends or neighbors to find out about theschools their children attend.

U.s. department of education

This article will be continued in the next issue …

Stay tuned!

***

*

if your children attends a school that has not met adequate yearly progress (ayp) for

the third year, you may want to transfer your children to another school. you may start by

looking at the options offered by your school district. if your state says your children’s public

school is in need of improvement, the school district must give you the choice of having your

children stay in that school or sending them to another public school. also, if your state says

your neighborhood school is “persistently dangerous,” or if your children have been the victim

of a violent crime at school, you can transfer your children to another school in the district. in

addition, many school districts offer parents a range of choices based on academic need or in-

terest — to attend a magnet school or charter school, for example, or to go to a school with an

honors or advanced placement emphasis. and some places offer

scholarships for students to attend private schools.

In choosing a public school for your children, ask the

school district office what the public school choice poli-

cies and procedures are and how to enroll your chil-

dren. Here are a few steps to help you find the right fit

for your children’s needs:


choiceSchool


can youfind these

words?

wordsearch

w f e b t G v a G e r a c d l i h cv n c u k k o c o l l e G e x c b Mf l e a r n i n G S t y l e n w v wn Q S k l o y r a t n e M e l e v GM y b t b d G k x o w w w e e e y cc w i k r e a d i n G b b c t k w vy y a S i a h u l t f S n n t x n vt h u c Z n e w l i Z e S e e e c kl i t i a d e G c c y h t u r S G yn o n t x d p S a b h p u Q S c f tx n S a S v Z v t u M r d e o i u vn u i M S o r Z i h G v y S u n d ij t Z e u e c w b p e n k x n o Z Sl o o h c S e r p t v t a o d h v uM Q G t j d c j h d d u i l S p Z aM w w a f k Q i l h h Z w c i r a lG p h M a n o i t a c i n u M M o cl n r b l M c a u d i t o r y l i Q

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