jump to navigation

From the Director’s Chair March 2008

Posted by lsnl in : From the Director's Chair, March 2008


… the criteria for a great school is a relationship between teachers and learners that works to build the intellectual skills of all kids.


What Makes Penn Charter So Great?

My recent professional thinking has centered on some of the commonalities in terms of what makes the difference between a “good” school and a “great” school. Deborah Meir, educator and author of In Schools We Trust, raises up the notion that the criteria for a great school is the relationship between teachers and learners that works to build the intellectual skills of all kids. This concept resonates with me as I think about the principles and progress we have made in the Lower School over the past decade. I am asked by many prospective and current families, “What makes Penn Charter so great?”    

First, it is a school that is safe. Abraham Maslow’s hierarchy of needs suggests that, first and foremost, service.jpgall humans need to feel safe to get their needs met. Creating safety for kids with a diversity of histories and goals means more than just making them physically safe – it includes helping them to feel safe from ridicule and embarrassment.

Second, it is a school that makes for successful learning because it provides a good balance between support for teachers and support for children. This means not only the ratio of teachers to students but also the range of expertise available to kids — other adults, older students and students with different skills and abilities, not to mention varied learning tools (computers, books, real-life learning experiences). The ways are varied: small classes, older students working with younger ones, adult volunteers, interdisciplinary learning, and strong relationships with teachers and parents.   

Third, it is a school that makes it possible to share learning expertise. The addition of the learning support team in the Lower School provides support for teachers, and, in the end, this benefits kids. The learning support team, comprised of a learning specialist, counselor and learning center coordinator, share their expertise in the classroom by working with students, adapting curriculum for learning differences, and by collaborating with teachers and parents.

Fourth: It is a school that is guided by research on how young children learn. This ensures that the curriculum is developmentally appropriate and child-centered. 

Fifth, it is a school that offers plenty of time for ideas to grow and asks students to reflect on their thinking. Reflection is part of Quaker practice and is beneficial to all students and adults in the community.

Sixth, it is a school built around a model that learning should be engaging and fun. Engagement and pleasure help focus the mind, keep one persevering and encourage repeated practice. Children’s interests and experiences should find a way into the curriculum. By sharing interests and experiences, children can learn from each other. 

Seventh, it is a school that believes in teaching children to care for themselves and others. Social skills are just as important as academic skills and they are stressed in Responsive Classroom practices and supported by the work of our counselor in conjunction with the teachers in the school.

Eighth, it is a school that values the diversity in the community and values parents as partners in learning. All students learn more when they feel valued and supported at home and in school.  

For these reasons and more, Penn Charter is certainly a unique place, and the Lower School is an exceptional program. The quest for improving educational practices will continue to grow and challenge educators for years to come. For now, let’s reflect on the pride we take in our program, and more meaningfully, in our children. 

In the Classroom March 2008

Posted by lsnl in : In the Classroom, March 2008

The Lower School Counselor: Both Proactive and Reactive

by Lisa Reedich

I am thrilled about joining the Penn Charter community as the new Lower School counselor, and I am equally passionate about my role within the new Lower School learning support team. The team, which also includes learning specialist Kristin Swoszowski-Tran and learning center coordinator Marcy Sosa, takes a holistic approach to supporting students’ learning. During their years in the Lower School, students experience a tremendous amount of growth, not only in terms of their acquisition of academic knowledge and skills, but also in terms of their social and emotional development. Each day at school, as students go about learning their academic subjects, they are also learning about themselves and how to be with one another. A child’s success in creating friendships with peers and forming positive relationships with adults in the school setting can directly affect whether he or she experiences school as a source of increased self-esteem, self-confidence and inspiration, and can also have a positive influence on academic achievement. Providing support for students’ emotional and social growth not only promotes their overall well-being, but also ensures that they are available for the tasks required for learning.

My approach to providing social/emotional support at Penn Charter is both proactive and reactive. On the proactive side, I have the pleasure of conducting weekly groups with the first, second and third grades. Using cooperative games and activities, students have the opportunity to further refine their social skills and hone their problem-solving skills. Weekly sessions focus on issues such as: team-building, cooperation, effective communication, sharing, identifying emotions, expressing emotions in constructive ways, conflict resolution and active listening skills. The goal of these lessons is to improve each student’s ability to navigate social situations with confidence and compassion. I also have the pleasure of leading boys and girls groups with the fourth and fifth grades. These groups are similar to the groups with the younger children; however, they target certain developmental challenges specific to this age range. 

In addition to conducting groups, I also am available to meet with students individually. Sometimes students will want to come speak with me about a problem at school; for instance, a girl recently came to me to discuss a problem she was having communicating with her friends and resisting peer pressure. At other times, students may want to talk about a worry that originated outside of the school setting, such as the death of a family member. Sometimes, a teacher may show up at my door with a child who is having a tough time, such as a recent visit by a tearful little girl whose pet had died the night before. It is my honor to be available for any of these situations. Children know that they can come into my office and share their thoughts and feelings in safety and privacy. Telling their story has enormous power, and it is my job to listen and construct solutions with them. Of course, I also work closely with families and teachers. Sharing information with caregivers is crucial to understanding any child and how to best support him or her. Caregivers may seek me out to share information about their child. At other times, they may use me as a resource for answers to questions or to guide them toward other sources of support. Likewise, teachers know that they can share concerns or ask questions, and we can work together to decide the best way to support student learning and growth.

I feel so lucky to be part of such a warm, welcoming community, and I am delighted to be surrounded by professionals and parents who are so passionately committed to supporting children’s intellectual and social/emotional development. 

From the Learning Center March 2008

Posted by lsnl in : March 2008, From the Learning Center

How to Help Your Child Develop Reading Fluency

by Marcy Sosa

Fluency is the ability to process visual information rapidly, scanning ahead for punctuation while phrasing the text as spoken language. Fluency changes, depending on what the readers are reading, their ease with the words, and the amount of practice or exposure they have with a given reading text. When developing fluency, students should be reading text on their independent level. At the independent level, students are able to practice on speed and expression rather than on decoding. 

Tips for Parents: Developing Fluency

News You Can Use March 2008

Posted by lsnl in : News You Can Use, March 2008

What Good Can a Little Routine Do? Lots!

by Kristin Swoszowski-Tran, Ph.D.

Children need structure in their lives, despite what they sometimes may tell you. Imagine the following scenario: Your daughter is begging to stay up later to watch just one more show on the Discovery Channel — you know, the one about the pink dolphins that they discovered living in the Amazon.  “Just this one time, pleeeeease?”  You want her to be excited about nature, biology and the environment, so you say, “Okay,” even though you can see she’s rubbing her eyes and it is getting pretty late. The next morning, at 7a.m., you walk into her bedroom to wake her up and she growls at you, saying she just needs 10 more minutes of sleep, but each time you go to awaken her again, she rolls over, ignores you, stalls, and asks for 10 more.  When she finally does get out of bed, she begins to snarl that she cannot find anything to wear and that it is your fault, Mom or Dad, for not having washed her favorite skirt. Chaos ensues. You tell her that the one in the closet is perfectly fine, and you can feel your temper rising because your watch tells you that you are now going to be at least 10 minutes late (if you actually got out the door exactly at this moment) for that early morning meeting scheduled with an important client. You think to yourself: “Frankly, I don’t have time for this.” You may even catch yourself yelling, “Come on, we have to go, now!” No one has time for breakfast. By the time you get yourselves in the car, there is a sour mood, however subtle, hanging over all of your heads. Once in her classroom, your daughter realizes that she has not only forgotten to pack her completed homework (and now won’t get full credit for it), but also forgot to pack her lunch money. With a frown, she sinks into her chair and whispers to her friend, “This is gonna be a bad day, I can just feel it.” Any of this sound familiar?  If so, read on because this story can have a happy ending.

I know few parents who believe that waking up to cranky, disorganized youngsters is considered one of the pleasures of parenting. Children who refuse to get out of bed or complain of feeling flustered are really trying to tell you something: “Help me get organized! I need someone to show me how to do it because I don’t know how to do it myself.” That’s where parents, caregivers, grandparents or other loving adults come in. We can help! Kids carry these feelings of being rushed, flustered, unprepared and cranky with them to school some mornings. Some children are capable of telling you that is what they are experiencing, but typically, younger children, such as those in kindergarten through third grade, are not always able to articulate why they feel upset or ruffled. They don’t always have the words to match the feelings. Teachers can often detect these feelings at the door, but they often don’t know what has led up to that point. For some children, this can set a “tone” throughout the day, one that is less than optimal for receptivity to learning and being around others in a positive frame of mind. This cloudiness can affect judgment, decision-making and friendship skills, and general optimism about many issues during their school day. Parents often wonder, “How can we avoid this?” Simple routines, such as morning rituals that help us to get out the door on time with the materials that we need for our day, or those that help make sure homework happens the same time every day, help to teach children habits of mind about structure, time management, planning, and organization. For children with natural attention, planning or disorganization difficulties, routine is even more important, and they need your help learning how it is done.

What can parents do? Parents often ask, “How can I help my daughter (or son) without ending up doing everything for her?” Maintaining routines can be tricky, but like forming a good habit, with a little commitment and persistence, they can become automatic and incredibly helpful to all family members. Routines should be established when children are young and applied consistently as they grow — but it's never too late to start. One thing to remember, however, is that it often takes a while for a habit to stick — so don’t give up when it seems like things are not working. There is a phenomenon that we sometimes see when helping families break old habits or behaviors in order to replace them with new ones. Some people — whether parents or students — quit and give up. Stick with it; it will pay off in the long run! The way to make routines stick is to make them a part of your everyday life.

How do routines benefit kids? Routines serve two basic purposes: to help to optimize daily functioning — the "getting stuff done" part of life — and to help make kids feel safe and secure. Daily schedules and routines help children, especially primary school age children, feel like the world is a predictable, manageable place. It gives them a sense of “how we do things” as well as “here’s how my family does things.” We all know that children learn a great deal from watching family members, so your participation here is key. Parents, grandparents and caregivers model organizational and planning behavior all the time, so why not harness that power and make things more obvious for children by talking out loud about how you plan your day. Say out loud, “Sometimes Daddy forgets what things he needs to do on certain days, so I use this calendar to help me keep track of things. I write down your recital dates, soccer practice times, and doctor’s appointments right here so it helps me to remember.” Modeling this kind of “thinking out loud” teaches children meta-cognition (thinking about thinking) skills.  Who better than you to help give them these tips? Routines make daily activities manageable, allowing your child to focus on one thing at a time. Another important benefit is that the whole family may feel better in general, less stressed and more relaxed about their day. This will help to strengthen the family ties, particularly, if children feel as if they have a helping role within their daily family lives. Children will also see that parents and caregivers work as a united front — a team — and this also makes family cohesion and bonding more secure. In these hectic times, it may seem impossible to provide a structured lifestyle. Everyone is juggling schedules: work, school, recreation, music lessons, basketball practice and so on. Yet in just such times, structure becomes most important. The payoff: greater productivity for your child, as well as better health and family relationships. A review of 50 years of psychological research recently published in the Journal of Family Psychology, shows that “even infants and preschoolers are healthier and exhibit better-regulated behavior when there are predictable routines in the family.” Here are suggestions to help get your family started. Of course, you'll want to tailor them to suit the age and maturity of your child, the specific behaviors you are working on, and your family's personality and needs. As you develop your routines, remember that success takes time — sometimes months and years. But the benefits will last a lifetime.

How to Help Teach Long-Term Planning

Establish and review the morning routine. Together with your child, create a chart that details the sequence in which each morning activity should take place. Help her get into the habit of referring to the chart every day. (For pre-readers, use pictures to denote activities, such as a toothpaste advertisement clipped from a magazine to represent teeth-brushing time.) Or have your child make a tape recording in which he reminds himself what to do and when to do it. No more being nagged by Mom or Dad!

What to Do the Night Before

The goal of the morning routine is typically to get everyone ready and out the door on time. Preparations made the night before, such as bathing, packing book bags, selecting and laying out clothes, and preparing lunch, are important parts of establishing a smooth morning routine.

Plan for an early bedtime. Catching enough zzzs is essential. Start your evening routine early enough for your child to get the 10 hours of sleep he needs to wake up physically and mentally refreshed.

Bath time. Have your child take his bath or shower before bedtime, when time isn’t so precious and it’s less likely that someone else will need the bathroom. He’ll sleep better and there will be one less rushed item — and less conflict — in the morning.

Make decisions at night. Choose clothes for school the night before. Also set breakfast and lunch menus to avoid discussions about them in the morning.

Pack the backpack. Finally, place your child’s papers and books inside his backpack — and leave it near, or even blocking, the front door, where it can’t be left behind.

Bedtime

Your goal at bedtime is to help your child wind down and get to sleep at a usual time. Research shows that children with regular bedtime routines get to sleep sooner and awaken less often during the night than those without them. 

Have a ritual: Something sweet and personal will help your little one look forward to this time.

Encourage little ones to follow a routine: wash up, brush teeth, put on PJs, use bathroom.

Try to get your child into bed at the same time each evening.

Read a book or play a quiet, low-stakes game.

Compliment your child on the things you noticed went well that day.

Waking Up: Let’s Start the Day Off Right

Invest in a good alarm clock. Teach your child how to use one instead of waking her up yourself. Be realistic about how much time you feel your child needs to prepare for the morning and set the alarm accordingly.

Let light into the room. If it’s naturally dark outside at night, leave the bedroom curtains parted to allow natural light to prod your child into wakefulness in the morning. Or install a dimmer switch and turn up the light gradually on dark mornings.

No More Nagging — Post a List. Make a list or a visual poster chart letting your child know exactly what he needs to do to get ready in the morning. It may include: wash face, brush teeth, make bed, get dressed, etc. Teach your child to check off each task as he completes them.

Turn it Off. Because many children (and adults) can become distracted and impulsive, it is a good idea to leave the TV or computer off in the morning so as to avoid tempting curious minds.

Enjoy breakfast. Eating breakfast together, especially sitting down to enjoy it, is great; however, this is not always possible. In those cases when you are truly on the run, make available “take along” foods such as fruit, cereal bars, cheese, even cereal already portioned out in baggies to take on the way out the door.

Reward your child for a good morning. Keep a jar of pennies, marbles, and jellybeans near the door. Discuss beforehand a reward (a big one) for what will happen once the jar is filled. For every successful morning, add one more item to the jar and praise your child for a job well done getting ready in the morning!

Create a place right near the door for gloves/hats/scarves so that you know exactly where they are when you need them.

Homework — help!

Let’s face it; we can all be inconsistent at times, but even more so for kids (and grownups) with attention and organizational challenges. Homework, an area that especially challenges a student’s ability to stay on track, is often a place for battlegrounds between families and their children. An established study routine (time, place, methods) can go a long way toward decreasing their frequency and intensity, and maybe even eliminate them. To establish a homework routine that will improve productivity and increase academic achievement:

Enforce a consistent start time. This will help your child build a homework habit.

Create a specific amount of time for study. This should teach children that rushing will not pay — they still don’t get to go play that game or do what it was that they wanted. Teach them that the 20- or 30- minute (or whatever amount is appropriate) study time is to be used regardless of whether they finish in five minutes or 20 minutes. If they finish assignments early, they can read.

If possible, stay close to your child. Many children concentrate better when an adult works with them or is nearby.

Place homework tools in one location. Be sure all tools are available (pencils, paper, calculator, reference books, etc.).

Take breaks. Distractibility, restlessness, difficulty maintaining concentration, and low frustration tolerance almost guarantee mental fatigue and boredom. Frequent short breaks, during which the child is allowed to move around, can help.

When checking homework, avoid the temptation of immediately correcting the work yourself and instead, ask them to check and edit their own work, guiding them to try to find the errors themselves. If you fix the work, their teachers will not know what your child did not understand — they need to know how to best help students by seeing the mistakes that were made.

Have fun afterward. Your child is more likely to apply herself to homework when she knows that a fun activity, such as playing a game or watching TV, will follow.

Safety and Security March 2008

Posted by lsnl in : March 2008, Safety and Security

Playground Safety in the Spring

Now that the nice weather is here, please review with your child the rules for playground fun and safety:

Always use both hands and feet together carefully when climbing up or down ladders and other types of climbing equipment. 

Slides are for sliding down, always feet first. Make sure the person in front of you has moved out of the way before you slide.

Before walking near the swings, make sure no one is swinging into your path.   

Do not stand on swings or jump off swings.

You must ask a teacher before you leave the playground, and you must tell a teacher when you return. 

Clean up trash and take all of your personal belongings back into school with you.

Include everyone in games and sports, and agree to the rules ahead of time.     

Tell a teacher if a ball has gone outside the fence.

 Be safe, be kind, have fun!

Save the Date March 2008

Posted by lsnl in : Save the Date, March 2008

April

2              Enrichment begins

11            Family Visiting Day

11-18       Lower School Art Exhibit

18             Lower School Family Fun Night and Ice Cream Social

22             Breakfast with Your Child and Parents Workshop

May

2              5th Grade Playwrights Festival

22            Lower School Choral Concert

22            Enrichment ends