News Around The District
Bullying prevention presentationPosted by Alicia smith on 1/17/2019 2:25:00 PM
Bullying prevention addressed
It was a funny visual watching adults walk around the library holding a playing card to their head. What they could not see was the value of the card, which assigned the individual their status in a hypothetical social hierarchy in a school.
The exercise demonstrated a common situation in the hallways and classrooms at schools throughout the country — there are individuals who have power over others, and its often not used in a positive manner.
Andrea Fallik, Director for School Based Programs at Student Assistance Services, refers to those who reign at the top of the social sphere as Kings and Queens. These individuals have the power to hurt or use their status to protect others. They exist in every organization, and a part of life is navigating through their behavior in order to create a positive, supportive environment for all.
During a PTSA workshop on January 15 for parents, “Bullying Prevention: What Parents Need to Know,” Ms. Fallick discussed the issue of bullying, addressing the who, how, why and what parents can do.
“The whole idea of bullying prevention, I think of it as a storm,” Ms. Fallick said. “You hear ahead of time it’s coming, you get information and you prepare.”
There are four factors that indicate bullying is taking place, according the Centers for Disease Control and Prevention, Ms. Fallick said. They are: unwanted aggressive behavior with the intent to harm, embarrass or shame, behavior that is repeated, an imbalance of power and finally, the target cannot defend his or herself.
The bullying can be verbal, physical or take place online on social media.
“It means we must take all forms of mistreatment seriously,” said Ms. Fallick, who is a licensed clinical social worker.
Parents have a role in addressing the issue by being the person a student can turn to when they feel overwhelmed or are being harassed.
“Kids just need someone,” Ms. Fallick said.
In order to ensure their son and daughter will ask a parent for help, Ms. Fallick said it starts with a conversation, a simple discussion about their day. Parents will not be surprised if their child is not interested in having any kind of dialogue, beyond, “yes,” “no,” or “nothing.” Ms. Fallick said the best way to get teens to talk is to share what is going on in their lives. If you want to know how your child’s day went, talk to them about how your day went and share both the positive and negative aspects.
On a positive note, research has shown children are willing to speak up, Ms. Fallick said.
“The communication piece is so important,” Superintendent of Schools Dr. Marc Baiocco said.
Having said that, Ms. Fallick shared a list of reasons why children do not come forward and share when they are being bullied. Among the reasons listed are a child does not recognize the behavior as bullying, they don’t want to appear weak, they fear retaliation, they don’t know how to talk about what is happening, or they are embarrassed and may be concerned about how their family will react.
“In general, we want to be compassionate and understanding,” Ms. Fallick said.
There are strategies that a child who is being bullied can use. They include telling the person to stop, telling a friend, walking away, telling themselves it is not their fault or telling an adult. Others will pretend they are not bothered by it, do nothing, make a joke about it or plan to get back at the person who bullied them.
If a parent still cannot get through to their child and is not being told information that indicates there is a problem, and parents have the sense something is going on, they should speak to the school to address any issue to find out how their child is doing — do they eat lunch with a friend, or are they playing with friends at recess?
Bullies tend to fall into two categories, those who are troubled and lash out at others and those who are looking to have power over others.
Research has shown that when the individual being bullied does not have their issue addressed, the emotional results resemble that of someone who experienced a trauma, Ms. Fallick said. The effects of being bullied can lead to low self-esteem, higher rates of depression and anxiety and absences from school.
Those who are being bullied need assistance and understanding too.
“Without intervention they can also experience depression,” Ms. Fallick said. “I really think we need to embrace these kids, use it as an opportunity to put them on another pathway.”
When discussing bullying the issue of bystanders is often brought into the conversation. A bystander is someone who intervenes when they notice someone being bullied.
“They are involved,” Ms. Fallick said. “More kids are bystanders, about 85 percent. They are effective.”
Ultimately, Ms. Fallick said, families need to keep the lines of communication open and support their child.
It is important to let your child know you understand them, allow them the opportunity to explain what is happening, tell them that what is happening to them is not right, ask them how they feel about what is going on and try to understand what effect the bullying is having on your child.
Transition TalkPosted by Alicia Smith on 1/16/2019 1:45:00 PM
Alumni discuss the change from high school to college
Be sure to buy a pair of flip-flops for the showers.
Don’t apply the day of the deadline.
Use your student discount freely.
This was just some of the practical advice offered by members of a panel of Alexander Hamilton High School alumni. The group was visiting their former school on January 8, to talk to juniors and seniors about transitioning from high school to college. They shared their thoughts on their new social life, being away from home and the expectations for their classes.
Several alumni offered encouragement about the upcoming transition, letting the audience know when they become college freshman they may feel overwhelmed with the changes. However, they will not the only ones who will feel that way as it is a common phenomenon among first-year students.
“People are also going through the same things you are,” Stephen Semidey, a sophomore at Fordham University, said. “Don’t be afraid to talk to people about how bad it is.”
As freshman they may be away from home for the first time, and are tossed together with people they don’t know. They will have a new course load, a totally different schedule from what they are used to and may second-guess their decision to attend this particular college.
All is not lost, the college students assured.
Majors can be changed, transferring to another school is an option, and it is fine to not know right now what you want to be when you grow up.
Several on the panel have changed their major.
Neasha Shuler, a junior at Howard University, planned on studying sports medicine and is now a film student.
“After I changed my major I started to feel better and so much more comfortable at my school,” she said.
Mr. Semidey changed his major twice. He planned to study psychology, then decided international studies might suit him better, until he decided political science was a better fit.
“You have until the end of your sophomore year to declare a major,” he said.
“It can be overwhelming,” Cassandra Praino, a political science major at American University, said. “Don’t worry if you change your major. It’s not a big deal if you don’t know what you want to do.”
Frank Zambrano, a sophomore music major at Mercy College, is in the process of transferring to Westchester Community College. He assured students there is nothing wrong with finding the best place for them. A different school might be a better geographic fit or have more to offer for their major.
Ultimately, the students said, college is about making decisions for yourself and balancing the opportunities offered.
For Jaylaniece Colbert, a sophomore at SUNY Cobleskill, college meant developing a personal sense of time management, which was a big adjustment, but an important part of succeeding in college.
“The biggest difference, I’d say, between high school and college is time,” Ms. Colbert said. “You have to be mindful of time management.”
Emily Baca, a freshman at Cornell University, explained how assignments are given out months in advance and it is up to the student to get the work done. There are far fewer weekly assignments like there had been in high school.
Stopping in to talk with your professor during their office hours can only be helpful alumni said. With such large class sizes, it is good to have face time with your teacher, Ms. Praino said. In addition, professors may not be as lenient about when assignments are turned in than high school teachers had been.
Other differences the college students shared included how scheduling is different. Classes are held morning, noon and night. They are larger, often with hundreds of people in them, and despite the workload and the number of classes you may take, you can have a lot of free time too.
College offers a host of positive benefits, including being a time of personal growth.
“I’m two hours away from home, I can do whatever I want,” Jen Vargas, a student at the University of Connecticut, said.
There is also the opportunity to meet new people and be introduced to new ideas.
“It opens up your world a lot, you meet so many people,” Ms. Shuler said.
Ms. Vargas said she had never been away from her family before heading off to college and she surprised herself by how easy it was for her to feel comfortable being away.
As the juniors ease into the college application process, suggestions from the panel included do not be afraid to apply to many schools, pay attention to deadlines and keep copies all the paper work involved.
Mr. Semidey said he wished he had applied to more schools.
“I applied to five and expected to get into two or three,” he said.
“Everything happens for a reason,” Ms. Shuler said. “Whatever works for you, works for you. Don’t be discouraged by not getting into a school.”
Mr. Zambrano said he was planning on attending the University of New Haven but was encouraged to apply to other schools. He ended up at Mercy College.
“Leave your options wide open,” he suggested.
Options can be attending a CUNY or SUNY school or opting to commute rather than live on campus.
Many suggested too that students go on college tours. While they can glean much from an open house, a tour offers more insight into campus life and the vibe at the school.
“I looked at the University of Vermont, and I didn’t fit in with the people,” Ms. Vargas said after attending an open house.
Ms. Nair had a similar experience. She was considering SUNY Oneonta, but when she visited the campus, she said she felt awkward. When she toured CUNY Hunter College, she appreciated that school’s “energy and vibe.”
Mr. Semiday said he was excited about Harvard University until he took a tour there and realized it was not a good fit for him.
“It did help me to see Fordham was the school I wanted to go to,” he said.
“They helped narrow the schools I did not want to go to,” Ms. Praino said of college tours. “I think it’s worth it” to take the time to visit.
The panel consisted of students who live on campus and others who commute, two options the juniors and seniors will have to consider.
Ms. Nair, a commuter, said she is barely ever home in Elmsford nowadays. She takes the train into New York City and from there her school is two subway stops away.
The panel shared too the plethora of options for students to join clubs, choirs, bands and even pledge to a fraternity or sorority. There is also the option to travel abroad.
Ms. Nair took a summer course in Spain to brush up on her Spanish.
“It was the best experience I’ve ever had,” she said. During her month long adventure, she went to her classes and visited sites too.
The panel also answered questions from audience members who were interested in knowing what it was like attending college in New York City, what the rigor of being in the honors program was like, how a work-study program worked, and the all-important is the food good?
AHHS Guidance Counselor Monica Ahern said she keeps in touch with graduates and invites them in during their break between semesters.
She tries to have a diverse panel of students who attend different types of schools and are in different grade levels.
The program is helpful to both juniors and seniors. The younger students, Ms. Ahern said, learn about the application process while seniors get a sense of the changes they can expect in their education.
“It’s a good point in the year to ease the minds of seniors,” Ms. Ahern said. “And it can spark the interest for juniors.”
Visitors to GradyPosted by Alicia Smith on 1/14/2019 3:15:00 PM
Fun with new friends
Grady hosts students from Tappan Hill
When gym teachers get out the hula hoops children know they are in for a good time, and students at the Alice E. Grady Elementary School were not disappointed when the brightly colored hoops made an appearance.
On this morning there was not only hoop fun, but another group of students joined them, and proved the old adage “the more the merrier.”
It was a special day at the school when Southern Westchester BOCES students from the Tappan Hill School in Tarrytown made their way to Grady in early January, joining Rachel Newman’s special needs class for a morning of fun. It was the first time the school hosted a joint class.
Following the introductions, students enjoyed a game of Musical Hoops, where they took turns walking, running, galloping and marching around the gym while music played. Each time the music stopped, there was a scramble, and lots of giggles, to find the nearest hoop and get a toe inside. The game became trickier as after each round a hoop was taken away.
After a brief break, it was time to tackle the jump rope.
Each end of the rope was held by a gym teacher — Drew Watson from Grady and Diane Storm from Tappan Hill. The two made the rope squiggle on the ground as students jumped over it. They then waved the rope in the air for students to go under. The students also had an opportunity for some good old-fashioned jump roping too.
“We are excited to be able to offer the opportunity for BOCES students to visit a public school and for our students to interact with another group,” Grady teacher Rachel Newman said.
“That went great,” she said at the end of the class.
“I think this was such a perfect fit,” Adriane Lomupo, a special needs teacher from Tappan Hill School, said. “Our kids get to interact with other kids. It’s a great opportunity for them to be exposed to and practice the skills we work on. I think this is good for all of them. They feel very comfortable.”
There were four students from Tappan Hill on the visit, who joined six from Grady.
When all the fun was over, the students, their teachers and aides gathered in the center of the gym in a tight circle. They put one fist into a tight bunch before raising their arms in the air accompanied by a cheer.
“It’s always nice to make new friends,” Mr. Watson said.
“What a wonderful class,” Ms. Storm said before departing.
Dixson students work togetherPosted by Alicia Smith on 12/21/2018 9:00:00 AM
Do you want to build a snowman? Yes!
You don’t have to ask students at the Carl L. Dixson Primary school twice if they want to build a snowman, because the answer will always be yes.
On Friday, Dec. 7, they had an opportunity to do just that.
Filing into the gym, which had been equipped with tables, kindergarten and first-grade students were paired together and instructed to let their imaginations go as they designed a snowman together.
As music wafted through the room and a rolling slide show of famous snowmen played, there was lots of crayons and glue being dispensed in order for students to get to work.
Principal Jeffrey Olender said the project was developed to promote interaction between the grade levels.
“You can make the snowman that comes to your mind,” he told the students as they got started. “I can’t wait to see your amazing snowmen.”
With that, students then descended on the piles of paper, boxes of crayons and scissors as they gathered the supplies they would need.
“It’s more organic,” Mr. Olender said of having the grades work on a project together.
“I am so excited to do something a little new at Dixson,” Mr. Oldender said of this first ever event.
Students were instructed to discuss with their partner the elements they would like to include as they compiled their character.
First grader Kaylin Howie, said her favorite part of her design was “getting to draw the little stars,” that surrounded her snowman.
One snow lady had beautiful, long eyelashes, another a long nose. Some wore hats and scarves, while others went for a bareheaded look.
Lori Farrell has been working with her students on elements of winter which included information and reading about snowmen.
“It was collaborative because we got to incorporate literature into a STEM, Science, Technology, Engineering and Math, activity” Ms. Farrell said. “It’s just a fun activity.”
“I thought it was amazing,” first grade teacher Courtney Velardo said. “As a teacher we are always giving every direction. This is an opportunity for the kids to think on their own. It’s interesting to see what they are making. It is a time for them to show us what they can do.”
District holiday concertsPosted by Alicia Smith on 12/19/2018 3:30:00 PM
Concerts spread holiday cheer
‘Tis the season for students in the Elmsford Union Free School District to showcase their talents with a series of holiday concerts.
Musicians and singers at Alice E. Grady Elementary School kicked off the festivities on Dec. 11, with the band and choir singing some holiday tunes. That same evening, the community enjoyed a districtwide concert with much music and song.
On Dec. 19, students at the Carl L. Dixson Primary School entertained an audience of family and friends with their annual Holiday Show.
Reading is more fun with a buddyPosted by Alicia B. Smith on 12/17/2018 2:45:00 PM
Lions, unicorns and monkeys, oh my!
There was a small menagerie of plush friends at the Carl L. Dixson Primary School on Dec. 12 and they had a very important job to do.
These adorable animals were created to encourage families to read together. They also served as a pal for students to share their reading adventures with.
Students and their families were able to purchase a special friend ahead of time. During Build a Reading Buddy Night the young readers received their reading buddy. The gym was set up with a variety of stations where students could stuff their body to whatever fluffiness they preferred, give their buddy a pretend bath and adorn them in a t-shirt. There was even a station where students could select a touch of magic, a heart shaped pendant with words of encouragement written on it that was placed inside their buddy by the school principal and superintendent. When all of that was accomplished, families gathered to enjoy a few minutes of reading time with their Reading Buddy.
The event is a component of the districts Elmsford Basics initiative. The program encourages families to read. Seen as a way for students to practice literacy skills, families can read a book together and point out pictures and words in the book as they read. This also allows the young reader and listener the opportunity to ask and answer questions about the story. Students can also discuss the book with their family members by retelling the story in their own words.
“They like reading, and now they have a little buddy to read with,” said parent Danielle Howie, who was there with her children and a nephew.
Her daughter, Kaylin, had selected a unicorn as her reading buddy, which she named Rainbow.
“We love coming to this event,” said Lori Farrell, a Dixson teacher, who brought her niece. “I think it’s a wonderful thing.”
Superintendent of Schools, Dr. Marc Baiocco, said the program was created to encourage families to read and has become one of the district’s most popular events.
Lockdown drill helps district plan for an emergencyPosted by Alicia Smith on 12/10/2018 2:05:00 PM
Standing in the hallway outside of his office, Principal Jeffrey Olender tapped an app on his cell phone, triggering an announcement to come over the PA system that the emergency lockdown drill was to begin.
Within seconds, all the classroom doors were shut, lights turned off and the Carl L. Dixson Primary School was silent.
It was an eerie sensation when suddenly there was no one in the hallways, singing in music class or discussing a lesson with their teacher — just total silence.
The silence continued as the principal, superintendent of schools and members of the Elmsford Police Department did a thorough check of the building, knocking on classroom doors and looking in the bathrooms.
“You can hear a pin drop,” commented Superintendent Dr. Marc Biaocco.
“These kids are always good,” Police Commissioner Frank Rescigno said.
A similar scenario played out at both the Alice E. Grady Elementary School and Alexander Hamilton Junior/Senior High School as the district participated in an emergency lockdown drill on Dec. 4. The school community had received a letter ahead of time from the superintendent that the drill was to take place.
“As you know, preparation is key to safety and we are committed to ensuring the health and well-being of all or our students and staff in all situations,” the letter said.
“The purpose of the drill is to really test our practices, our hardware and building resources,” the superintendent said before the drill began.
“We are constantly looking to improve,” he continued. “It’s just an unfortunate but necessary practice.”
At Grady, the last noise to be heard when the lockdown was announced was a teacher inquiring if there was anyone in the bathrooms before total silence reigned there as well.
Minutes before, there had been a line of students having fun at the school’s Holiday Boutique sale, and suddenly they “disappeared.” A peek into a classroom showed a dark room with seemingly no one in it and books left on desks.
Again, the classrooms were checked one by one and notes taken on any suggestions for staff.
One of the officers assisting noted that even the lunch staff had participated and were nowhere to be found.
“This was good,” Dr. Baiocco said of the effort at Grady.
“It gets better every year,” Commissioner Rescigno said.
Entering AHHS through a side door the entourage of police and school administrators prompted a look of surprise on one student’s face, which soon relaxed when offered a “good morning” by one of the EPD members.
Like at the other schools, an announcement was made and after a brief bustle of keys rattling and doors being shut, all went silent there too.
“I also like to check the nooks and crannies,” Mr. Engelhardt said as he peeked into a stairwell during his check of classroom doors.
“A diversion,” he concluded when he found one door unlocked but no students or staff inside the classroom.
“Good stuff,” Dr. Baiocco said when the team regrouped after the check and the lockdown ended.
The district-coordinated drills like this one take place twice a year and individual school have their own separate drills too. These types of drills have been done in the district for the past six years. As the practice sessions took place through the years, members of the police were asked to join administrators so they could become familiar with the buildings in the event of an actual emergency. The district’s technology department has also played more of a role as new high-tech security measures have been put in place.
“It’s creating awareness with more and more people,” Dr. Baiocco said.
This drill was planned. However, not all of them are. One spontaneous drill took place during the busy lunch time part of the day as a way to test students and staff, Dr. Baiocco said.
The original portions of the building at Dixson date back to 1894 and despite its older architecture, it is surprisingly equipped for emergency circumstances, Dr. Baiocco said. There are large closets in the classrooms where students stay during an emergency, and a storage area that can also be used to ensure the safety of those inside the building.
Part of the purpose of the drill is to ensure students and staff react appropriately should an emergency arise. When they hear the lockdown announcement, the classroom lights are shut off, students hide and everyone is instructed to never open a door until the “all clear” is given.
At Dixson, Dr. Baiocco tested these instructions when he knocked on a classroom door and called out to kindergarten teacher Angeline Capocci.
“Open up,” he said, knocking on her classroom door. “It’s Dr. Baiocco.”
No one inside the classroom responded.
The drills also offer the district an opportunity to test the technology it uses in an emergency situation. The district uses Sonar Cloud, a service which allows administrators to lock down a building with their cell phones.
In the future, Dr. Baiocco said, the district would like to upgrade to a system that would automatically alert the police. Currently, when an actual lockdown is announced, someone has to call 9-1-1.
Once the drills at each school were complete, the superintendent had a brief meeting with school administrators and the police, who served as the escorts, to discuss the day’s event.
“Over the years we’ve perfected things,” Dr. Baiocco said.
Among the improvements were putting signs in the windows with the room number, especially important for rooms which face the courtyard at AHHS. The signs alert emergency responders to identify places inside the building. In addition, the high school has added tinted windows, which makes it more difficult to see inside.
One question which persistently comes up after each drill is what to do with the blinds on the windows. The debate centers on whether they should be closed or remain open.
“The message to staff is just get out of the way,” of the windows, the superintendent said.
The district is in the process of making laminated instruction sheets that will be placed in each classroom to serve as a reminder on what to do in the event of an emergency.
There is a difference, Dr. Baiocco noted, between a lockout and a lockdown. During a lockout, all of the doors are locked and monitored and no one is allowed in or out of the building. Students and staff carry on as they normally would. This practice was put to the test last year when a shooting suspect in nearby Tarrytown was on the loose.
A lockdown, Dr. Baiocco said, “is when everyone is basically cornered in their area.”
Dr. Baiocco said the next steps would be to coordinate a village cabinet meeting with the mayor to review the protocols and have village department heads visit each of the school buildings so they can become familiar with the layout. In the future, the district would like to install technology that will not only alert the police but also send them floor plans of the school buildings.
The superintendent is also reviewing how the district can work with contractors who come to the school and may not be familiar with the emergency protocols and do not know where to go or what to do in a lockdown.
When asked how students respond to these drills, the superintendent said when the drills were first implemented students were anxious. However, now that they have been in place for so long, students know exactly what to do and it has become more routine.
“It’s like with fire drills,” Dr. Baiocco said. “It’s almost Pavlovian, when the fire alarm sounds, they are up and out. This is becoming like that.”
No Shave NovemberPosted by Alicia Smith on 12/6/2018 3:20:00 PM
Staff sport a new look for a good cause
Several staff members at Alexander Hamilton Junior/Senior High School participated in No Shave November, sporting a new look for several weeks in order to raise money for the fight against cancer.
Eight men on staff locked away their razors for the month and donated money to the cause, and five women also contributed to the initiative.
No Shave November is a non-profit, online organization that encourages participants to forgo shaving or grooming for the month as a way to bring awareness to the disease. The no-shave concept was adopted to focus on hair, which so many cancer patients lose due to their treatment. Men are encouraged to forgo shaving, and let their beards or mustaches grow. The event is not for men alone and women can join as well. Participants donate the money they normally would spend on grooming products.
This was the second year AHHS staff participated, raising close to $500.
Principal Joseph Engelhardt, who was among those sporting facial hair, said this year there was an increase in donations from his staff.
“There was good energy about growing the beards,” Mr. Engelhardt said, adding, science teacher Tony Thompson “led the charge with his positive energy.”
Making friends takes practice, parents offered tipsPosted by Alicia Smith on 12/3/2018 2:40:00 PM
Making friends takes practice.
By practicing a number of social scenarios with their children, parents can help them navigate social relationships and have an easier time making friends, the district's behavior interventionist told parents at a recent presentation at the Alice E. Grady Elementary School.
“In social behaviors we think they should come naturally, and they don’t,” Emily Katz, Ph. D. said.
Ultimately, Dr. Katz said, “it’s all practice.”
The event was hosted by the Special Education Committee of the PTA and drew a group of parents and educators who were looking for advice for their children and those with special needs who may have difficulty interacting with others.
When children have a better understanding of how to enter a conversation or an activity, offer a compliment, receive feedback, accept rejection and show empathy they gain valuable life skills.
“These are huge milestones kids need to experience in order to be truly social,” Dr. Katz said.
Some children may demonstrate social skill deficits, they do not interact or respond to others or make eye contact.
In order to begin to help a child, Dr. Katz recommends parents consider what their child is doing — are they unable to interact socially because they do not know or understand the subtleties of how to do this, or do they simply have no interest and won’t interact with others?
One of the best thing’s parents can do to help their child be more social and feel more comfortable doing so is to get out and interact with others as much as possible. Dr. Katz suggested trips to the park and the library, having friends over, or signing up for a weekend activity.
“This is being intentional about it,” she said.
Parents can also ask their friends or older siblings to assist. These peer mentors help demonstrate appropriate social skills.
Role-playing can also be a valuable tool for parents. In these instances, parents and their child act out a hypothetical situation using appropriate words and body language.
For example, parents may demonstrate how to initiate a conversation by sharing how to introduce themselves or asking questions and then having their child engage in a pretend conversation.
“We call them behavioral rehearsals,” Dr. Katz said.
Dr. Katz is not opposed to offering a reward to a child who is struggling socially, at least temporarily. When a child demonstrates an appropriate social behavior or meets a goal, such as talking to three other children, he or she can be given a reward initially, which will be faded out as the practice becomes more common.
“They might need some motivation to get to that place,” Dr. Katz assured.
It is also important to help children identify emotions. One exercise parents can use is to find pictures of people showing different emotions and label them, such as a smiling person would be labelled “happy.” The images can be used to have a conversation with your child by asking questions about the image: Why is this person happy? What about the image shows that they are happy?
Another activity parents can use is a script as a way to build skills. A script can include introducing oneself, asking how someone is doing, and a response when the person asks how he or she is, etc.
“The ultimate goal is we want it to be as natural as possible,” Dr. Katz said. “If you teach with scripts, use a variety of scripts. Over time children will mix up the scripts on their own so they can be more spontaneous.”
There are also videos which can help convey the message too.
“Video modeling has been shown to be effective,” Dr. Katz said. “It’s another visual aid that can help your child.”
Other visuals include charts and lists.
Dr. Katz demonstrated one chart relating to being at the playground which visually laid out expectations when visiting. For example, interacting with three friends, playing on specific equipment such as the swings, and what the reward will be if all of the expectations are met.
“It starts to build a capacity to engage with kids,” Dr. Katz said.
Another chart or visual would be a list of rules to share with your child. For example, if working to improve your child’s skills with sharing, the list of rules might include: Let the friend have a turn, Ask to have a turn, Have a positive attitude.
A chart on how to vave a conversation may include: Make eye contact, Bring up a Topic, Make eye contact again.
Parents can also create a list of conversation starters simply by writing a few topics down and any questions relating to that topic. This activity can help model a conversation and prompt some questions a child can later use in another conversation.
“It expands to helping a child stay on topic and also builds vocabulary,” Alice E. Grady Elementary School Psychologist Rose Hoey said of this practice.
Dr. Katz said she has noticed this activity spark a positive moment among children when they realize they can also talk about other topics.
Ms. Hoey agreed, “it’s like priming the pump,” she said.
Many of these activities are things Dr. Katz said can happen at any time and require little or no resources. Often it is just a matter of talking to your child or setting aside five minutes for a role-play activity.
“It’s just practice. These are all different forms of the same thing,” Dr. Katz reiterated.
Some of these activities may develop on their own. When a parent or child sees someone else behaving a certain way, it could serve as a conversation starter. What do you think happened, what did you notice about that, what would you do are questions that may arise.
Much of what parents are trying to do is to teach their child empathy, which Dr. Katz said is a difficult concept to teach another person.
“It’s hard for many adults to put ourselves in someone else’s shoes,” she said. “I think the best way to do it is in real life. For example, if you see a child crying in a grocery store, talk about it with your child.”
Ms. Hoey said she views these types of teaching moments as a teacher might when they develop a curriculum for their students.
“First it’s the language,” she said. “You have to give them language skills. You start by giving them a lot of language. Then you start to discern between thinking and feeling. They have to know the difference between their thinking bubbles and speaking bubbles.”
“Each step is more difficult but you build on each step,” added Dr. Katz. “The more exposure they have, the more they are equipped to handle a situation.”
Finally, if a parent is truly struggling and not sure how to help their child, Ms. Hoey recommended reaching out to the school which has people and resources that can help.
“We need to support each other because it’s such a hard job,” Ms. Hoey said.
Dixson Book FairPosted by Alicia Smith on 11/27/2018 2:55:00 PM
Book fair bonanza
The Carl L. Dixson Primary School art room was transformed into a book shop the week of November 26. Instead of paper, paints and brushes, students found tables and shelves of books for sale as part of the bi-annual Scholastic Book Fair.
When first grade students stopped in, they were an active bunch selecting books on ponies and superheroes.
Volunteer parent Kim Ware was among those helping students fill out selection forms. She was greeted with several hugs, including one from her own daughter. Students know Ms. Ware well as she often is in the classroom reading to students.
Students were assisted in filling out a form for the books they had selected. The forms would be given to their parents who had the option of purchasing books off their students’ list at a later time.
In addition to students enjoying the books, teachers benefit from the sale as well as they receive a free book and a $5 coupon toward the purchase of a second book.