Ni de ọdọ, a gbagbọ pe o ṣe pataki pupọ lati ṣe ayẹyẹ awọn aṣeyọri ọmọ ile-iwe. Inu wa dun lati kede Ọmọ-iwe Irawọ miiran - Emma!
Emma ṣe aṣoju ohun gbogbo ti awọn ọmọ ile-iwe le ṣaṣeyọri pẹlu iṣẹ lile ati ifaramo si didara julọ. Awọn olukọ Emma ṣe idanimọ rẹ bi ọmọ ile-iwe ti o ni ihuwasi iyalẹnu si kikọ ẹkọ, jẹ itẹwọgba pupọ si itọnisọna, and has an extremely supportive family who often communicates with her teachers. In class, Emma is a careful and attentive listener who is confident enough to share her ideas, but patient enough to give everyone their turn. She doesn’t mind taking risks, and is able to inject her personality into her work.
Emma is currently enrolled in our Creative Reading and Writing Level 4 Course, and she has shown a real gift in being able to create strong imagery in her writing. At the beginning of the semester, she completed a review of Blue Frog’s Shanghai Disneyland branch.
Emma showed her ability to critique specific aspects of a place, and develop her ideas using appropriate detail.
“The view and location are both very satisfying. At night we can sit outside and enjoy the sight of the Disney Castle and the fireworks.”
As the semester went on, Emma showed development in her writing skills, and began to incorporate more advanced literary techniques. In an assignment on describing landscapes, Emma was able to create a strong image using precise vocabulary and figurative language.
“Furry moss splashed onto the salty rocks as they spread far, like jam on bread. Bleary ripples formed as the fountain fell into the pond below.”
Emma continued to apply the lessons she learned throughout the course, and her ability as a writer became stronger. In a recent assignment on writing a Fantasy Narrative, Emma constructed the setting and character of her story deliberately and effectively.
“Glittering sunshine shone from the window and on to the soft, silky bed sheet. Warm colored sweet flowers bloomed beside the open window. Dim but diligent drawings hung on the refreshing seaweed-green wall.”
As you can see, Emma displays characteristics of a promising young writer. Her determination to improve, and careful application of the lessons taught have helped to elevate her writing to a more advanced level.
Thank you Emma, for being such a STAR! We look forward to seeing your growth for a long time to come. We know this is only the beginning of a brilliant journey.
Bi awọn olukọni, A ti lo igbagbogbo ibeere naa, "Bawo ni MO ṣe le gba ọmọ mi lati da kika awọn iwe apanilerin?"Awọn obi ni aibalẹ pe awọn apanirun ko pese iye oye, ko si kọki si lile to, tabi buru julọ ti gbogbo, ahoro ti akoko ọmọ wọn. Si eyi, Idahun wa nigbagbogbo ya wọn, ati idahun yẹn jẹ, "Jẹ ki wọn ka awọn ẹgbin!"
O jẹ ohun ti o ni oye pe awọn obi yoo jẹ diẹ ti a fiyesi bi oju-iwoye ni pe awọn apapo jẹ eyiti o jẹ ki kika fun kika igbadun, sibẹsibẹ, Awọn apanilerin ni ọpọlọpọ awọn anfani lori iranlọwọ fun wa kọja akoko naa.
Awọn apanilerin ati awọn ohun ayaworan kii ṣe awọn fọọmu tuntun ti kikọ tuntun. Ti awọn dajudaju, Wọn ti gbadun nipasẹ ọpọlọpọ fun awọn iran. Ninu awọn ọdun, oriṣi ti yipada si ọkan pẹlu ijinle ati itumo, Ewo ni idi ti a ṣe iwuri fun awọn obi lati ko gba awọn ọmọ wọn laaye lati ka awọn ẹgbin, Ṣugbọn tun lati ṣe atilẹyin fun wọn ni ṣiṣe bẹ.
Eyi ni awọn idi oke wa ti o yẹ ki a ka (Paapa ni igba ooru!):
Fun awọn ọmọ ile-iwe ti ko ṣe awọn agbọrọsọ Gẹẹsi abinibi, Awọn apanilerin pese ọna nla fun wọn lati bẹrẹ igbadun iwe ijiroro Gẹẹsi. Fun ọpọlọpọ awọn ọmọde, Iṣẹ ṣiṣe ti lilọ lati iwe iroyin ede Gẹẹsi kan si aramada kan le jẹ iwuwo pupọ, Ṣugbọn awọn apanilerin le pese afara pataki fun wọn lati kọ igbẹkẹle bi daradara bi kika kika. Awọn cues wiwo ninu awọn aworan gba awọn ọmọ ile-iwe lati ṣẹda oye ti o jinlẹ ti idite ati awọn ohun kikọ bi voncabulary tuntun. Ni afikun, O n ṣafihan wọn si awọn ẹrọ asiko ti o munadoko, bii Omomatopina (Ronu Poki! Ṣan! Sun-didi!) ati idioms (Apẹrẹ ti n ṣafihan itumọ idiom bi, "Cat gba ahọn rẹ?"O mu ki ori pupọ diẹ sii ju alapa ki idam lori ara rẹ!).
2.Imudara sipo
Intelent jẹ ipilẹ kika kika bọtini ti ọpọlọpọ awọn ọmọ ile-iwe ti o fa pẹlu awọn igbelewọn kika kika. Insetent ṣẹlẹ nigbati a fa awọn ipinnu da lori ohun ti a ka. Diẹ ninu awọn apẹẹrẹ ti awọn ọmọ ile-iwe awọn ọmọ ile-iwe yoo ba pade lakoko awọn iṣẹ ṣiṣe oye tabi awọn igbelewọn ni awọn nkan bii, "Bawo ni ohun kikọ ni?", "Kini o le pinnu nipa ..." ati "Kini ẹkọ ninu itan naa?"Awọn apaomi nbeere pe awọn ọmọ ile-iwe" ka laarin awọn ila "si alaye infer ti o jẹ igbagbogbo sọ fun nipasẹ ẹniti o ni ara ẹni, ki wọn le jèrè iriri pupọ julọ ni agbara ọgbọn nipasẹ awọn apapo kika.
3.AGBARA Oro!
Nigbagbogbo ni awọn eefin ati awọn iwe ayaworan, Awọn onkọwe pẹlu fokabulari ti ilọsiwaju, mejeeji gẹgẹbi apakan ti laini itan naa bi awọn orukọ ti awọn ohun kikọ. Ninu 2016 Ni agbaye olokiki apanilẹrin-con ni San Diego, California, A ti ṣe iṣẹ ti awọn olukọni ti o jiroro agbara ti awọn apanilerin ni kikọ awọn iwe-akọọlẹ awọn ọmọ ile-iwe. James Bucky Carter, Onkọwe ti awọn iṣẹ iṣewewewe imọwe pẹlu awọn ọna ayaworan sọ, "O ni colosus, ati pe o tobi, Ọga nla. O gba oye ti o dara pupọ ti kini ọrọ Colossus tumọ si ati pe o dara ọrọ 10 ti o dara. Agbara Bashee n pariwo. O ni awọn ohun kikọ wọnyi ti o fi ara awọn ọrọ fokabulari ti wọn jẹ. Iyẹn ni nkan ti o jẹ ọna igbadun lati kọ awọn ọrọ tuntun, Ni afikun si awọn iṣu ọrọ ti ọrọ-ọrọ. "
Lẹhin kika eyi o le fẹ lati jẹ ki ọmọ rẹ jẹ ki ile naa tọ si awọn apanirun! Iyẹn jẹ orin si awọn etí wa. Ti o ko ba ni idaniloju ibiti o ti bẹrẹ, A ni diẹ ninu awọn ayanfẹ ọmọ ile-iwe rẹ le fẹran lati gbiyanju!
Arakunrin aja nipasẹ Davekey
Awọn maili Miles Spider-Eniyan Nipasẹ Jason Reynolds
Rẹrin musẹ, Awọn arabinrin, Iwin, Eré ati awọn itan miiran nipasẹ thgemameaer
Eegun nipasẹ Jeff Smith
Nwa fun awọn anfani kika igba ooru diẹ sii fun ọmọ rẹ? Kan si ọkan ninu awọn alamọran eto-ẹkọ wa fun alaye diẹ sii nipa awọn iṣẹ kika kika ooru wa. A n reti lati ka pẹlu ọmọ rẹ!
Akoko idanwo wa nibi, ati pe o le jẹ akoko wahala pupọ ti ọdun fun awọn ọmọ ile-iwe ati awọn obi mejeeji. Ni De ọdọ Jade a fẹ lati ṣe ohun ti o dara julọ lati ṣe iranlọwọ ni irọrun aibalẹ idanwo nipa fifun diẹ ninu awọn imọran ikẹkọ alailẹgbẹ ti o le ma ti gbiyanju.
Conventional wisdom of studying has often been followed by many parents and teachers who mean well, sibẹsibẹ, if we look at some interesting research-based approaches we can see that there are a variety of effective ways to study! It’s always good to try new things, especially for children. They can experience new ways of doing things when they are young, and when they are a bit older, they can choose the way best suited to their own personal needs and style.
Bayi, let’s take a look at three unique ways to study.
Variety is the Spice of Life-Even When Studying
For many, many years we've been told that in order to study well, we should study in the same place every day; a place that is quiet, well lit, and has all our materials. While this might be true for some of the time we are studying, research shows us that our brains actually do better when we vary the location in which we are studying. Quite surprising, right?
In a study done all the way back in 1978, college students were given 40 vocabulary words to study. One group was told to study the list twice in the same location. The other group was told to study the list in two different locations. What they found was, the group that varied their studying locations actually performed better on remembering the words later. Now why is that? Well, our brain often makes connections to information based on our environment, so the more we vary our environment, the more we are giving our brains a chance to retain information as it will attach to more things. This may also be why one visualization technique, where one visualizes things they wish to remember to certain places in an environment they are familiar with, can be so effective as well. Fun awọn ọmọ ile-iwe, simply switching up the environment might do the trick!
Have Fun!
Some parents might mistakenly think that if their child is laughing or getting excited while learning or studying, they might be wasting their time. Sibẹsibẹ, this is not necessarily the case.
As a parent, in your work or office you might have special workshops from time to time. The workshops are usually used as a tool to help you learn about a new strategy, idea, or information that will help you learn more at work. These sessions are often run by people who specialize in creating motivating and inspiring workshops that invigorate and energize employees. The days can be long and intense, but if they are done right, employees can walk away confident in their new knowledge and skills.
The same rings true for young people. Introducing game play and fun as a way to study for exams not only makes your child smile, but research indicates that having fun while learning activates certain cognitive resources, associates rewards and pleasure with learning, strengthens and broadens memory networks, and toggles abstract thinking and focused attention.
The Pomodoro Technique
Staying focused, on-task and motivated to complete certain activities can be difficult for both adults and children alike. Have you ever felt like you have been staring at a computer screen for hours, but accomplished very little? Or maybe you have a deadline in a few days, but are only inching towards the finish line? It’s no wonder, as research shows that our mind tends to wander up to 20% of the time, perhaps even more for younger people.
One interesting technique was created by college student Francesco Cirillo as a way to help him stay focused, and that is the Pomodoro Technique, which got its name from the tomato shaped timer Cirillo used while testing this strategy on himself. How it works is you set a timer for 25 minutes, which is work time. Then set it again for 5 minutes, which is break time. This is a great time to get up, stretch, take a lap around the house, pet your cat, or get a drink of water or a snack. After break time is up, set the timer for another 25 minutes and repeat!
It turns out that this strategy is backed up by scientific evidence, as researchers concluded that short breaks help keep your attention span on track. This might be related to the fact that cognitive boredom can lead to an unengaged mind, which is the last thing you want when studying for an important exam.
We hope you have enjoyed exploring these unique study tips as much as we have! Wishing your child the best of luck on exams this month. Jiayou!
A mọ̀ pé ọ̀pọ̀ nǹkan ló wà tí a lè ṣe láti tọ́ àwọn ọmọ wa àti láti kọ́ wọn lẹ́kọ̀ọ́, ti o jẹ idi ti bi awọn obi a nigbagbogbo lọ si awọn ipari nla lati kun akoko wọn pẹlu awọn iṣẹ imudara ati awọn kilasi. Kini idi ti a ṣe eyi? Fun ọpọlọpọ awọn idi dajudaju, but the main goal is to ensure their future success. Parents hope that their children will be even more successful in life than they were themselves. Success, of course, is subjective, and we may all have our own definition of success. Generally however, we might agree that success includes feeling content in one’s personal life, as well having a sense of career satisfaction and financial security.
Recently there has been an intriguing TED Talk being shared on social media, in which former Dean of Freshman at Stanford University, Julie Lythcott-Haims, cites evidence from the Harvard Grant Study that correlates professional success in life to individuals having done chores as children. Not soccer training, not language learning, not painting, but chores.
Surprising right?
Many of our children growing up in big cities may never know what it’s like to scrub a dish, wash a window, or mop a floor. We might feel like there are more important things to do to build their knowledge and their character. Lythcott-Haims explains that those children who do get their hands dirty, sibẹsibẹ, may reach a level of success in life that surpasses their no-chore-doing peers. That is because it teaches students how to contribute and step up when work needs to be done, and that doing the “grunt work” that others might scoff at, because it is what is best for all, is what gets noticed in the workplace.
The workplaces of the high-achievers who took part in the Harvard Grant Study were notable, such as the White House, where participant President Kennedy worked, and the editor’s office where Ben Bradlee sat as editor of The Washington Post. We can assume that their parents, like us, had to prod and plead for the chores to be done, and accept that even if they were done, they might not have been done well; and that’s okay.
The important thing, as Lythcott-Haims points out, is that by doing chores, children realize that they, “…have to do the work of life in order to be part of life.” They realize that life does not just happen to them, and for them, but with them.
If your children are already doing chores as part of their daily summer routine, bravo! You are on the right track. If not, no need to panic. It is never too late to introduce chores into the lives of our children. Here are some tips to help get you started!
Let Them Be a Part of It
When introducing the concept of your children completing chores to help, have a “family meeting” where everyone is present to discuss what will be expected of your children and why. You can ask your child to help you write a list of chores they could potentially help with around the house. They might surprise you with their enthusiasm as doing chores is very exciting for some children because it makes them feel empowered and helpful (two things we often like to feel as adults).
Game-ify It
To make things fun, because fun makes everything better, you or your child can write the chores on popsicle sticks and each day your child can choose one stick from the jar. That will be their chore for the day! If you have more than one child at home, you can always turn cleaning into a competition by setting a timer and seeing which child can clean the most toys in the given amount of time, fun apere.
Reward It
As parents, we are rewarded for our contributions at work with a salary. Shouldn’t our children also be rewarded for their hard work? One idea is that if your child completes all of his or her chores for the week, he or she can choose a small toy from a “treasure box” filled with small toys. Another option could be that if your child consistently completes chores for a month, they can choose an extra special family outing.
Teaching our children to do chores is not always easy, but the potential benefits are worth the time and effort. We hope you found our tips useful, and that they can help lead to a positive experience for you and your child. Happy cleaning!
A ni inudidun lati kede ile-iwe iwe igba ooru tuntun kan, o kan fun awọn obi! Ooru jẹ akoko pipe lati ka iwe yẹn ti o fẹ lati ka nigbagbogbo, sugbon ko ni akoko lati. Igba ooru yii, we invite you to join us in reading How to Talk So Kids Will Listen and Listen So Kids Will Talk.
We know it is not always easy to connect with our children because of the demands of school, work and daily life. Sometimes our anxieties about the future interfere with us living our lives right now. Sibẹsibẹ, one thing we can guarantee is that we will never get another chance to experience childhood with our own children, and we don’t want to miss out on this precious time. Lọ, how can we make the most of it and have meaningful conversations with our children that will strengthen our bond and help our children feel supported? These are big questions many of us have.
To help us answer these important questions, we invite you to join us in reading one of the most popular parenting books of all time, written by Adele Faber and Elaine Mazlish. How to Talk So Kids Will Listen and Listen So Kids Will Talk, which teaches us how to accept our children’s feelings, as by not doing so we could be unwittingly causing bad behavior. It also teaches us positive ways to encourage cooperation, as well as independence, autonomy, and self-confidence. These are all the ingredients needed to help nurture a positive parent-child relationship that will indeed help to grow our children into confident and capable adults.
How Will It Work?
The first step is to contact one of our Education Consultants to register. Registration is FREE and open to everyone! We will create a group chat where the book study content and sharing will take place starting on July 1st. Lindsey Fine, our Education Manager, will be joining the group as a parent as well, as she is a mother of two boys, aged 4 ati 6, who will be learning along with you. She will also be helping to lead the weekly discussions.
The book can be found in English and Chinese and easily accessible in print, e-book, or audiobook formats.
Then there are two options for how you would like to participate:
The reading schedule is as follows:
Week 1: Chapters 1 & 2
Week 2: Chapters 3 & 4
Week 3: Chapters 5 & 6
Week 4 Chapters 7 & Afterword
At the end of the month, we will host an online workshop led by School Counselor, Regina Wehner. At the workshop, Regina will share additional information and strategies you can use to strengthen your relationship with your child.
About Regina Wehner
Regina Wehner is a Licensed School Counselor that has worked with students in Middle School for over 16 years. Originally from the United States, she lives with her husband and 2 children, ages 10 ati 12, in Beijing, China.
Regina works at the Western Academy of Beijing (WAB), a diverse international school. A big part of being a school counselor is helping students learn about themselves and others as they are growing. Regina also hosts monthly Parent Coffee Mornings to bring parents together to learn more about their children's developmental changes and how to communicate during these times of transition.
Contact us today to join!
Ṣe iranlọwọ fun ọmọ rẹ kọ ẹkọ ọrọ tuntun tuntun
Iwadi tọkasi pe ti a ba fẹ awọn ọmọ ile-iwe lati ṣaṣeyọri ni ọrọ ẹkọ, Lori awọn iṣiro pataki ati awọn idanwo giga-giga, bi daradara bi awọn ba jẹ awọn ba ni ọjọ iwaju wọn, A gbọdọ ṣe iranlọwọ fun wọn lati dagbasoke ọrọ-ọrọ wọn. Idi fun iyẹn ni eyi: oye wa ti alaye titun wa ni asopọ taara si oye wa ti fokabulari ti a lo lati baraẹnisọrọ pe alaye tuntun.
Fun awọn ọmọ ile-iwe, Alekun fokabulanary wọn jẹ bọtini kan si aṣeyọri ni Mastering ede kan; Awọn ọrọ diẹ sii ti a mọ, Awọn ọrọ diẹ sii ti a loye, ati awọn ọrọ diẹ sii ti a le lo ninu kikọ wa lati jẹ ki o ni imura diẹ ati munadoko. Sibẹsibẹ, Eko bayi fokabulari. Nigba miiran awọn obi ko daju bi o ṣe le ṣe itọsọna awọn ọmọde wọn, Paapa bi ọna ti a sunmọ iwe ẹkọ ẹkọ fokabulary Facabululiary Leatun yato yatọ si ọna awọn obi iwadi rẹ nigbati wọn wa ni ile-iwe.
Maṣe yọ ara rẹ lẹnu, De ọdọ wa nibi lati ṣe iranlọwọ! Jẹ ki a ṣawari ohun-ini fokabulary (Ilana ti iranti ati lilo fokabulari tuntun), ati pe a yoo sọ fun ọ bi o ṣe le ṣe iranlọwọ fun ọmọ rẹ kọ awọn ọrọ-ọrọ wọn!
Sọ nipa rẹ!
O le dabi irọrun, Ṣugbọn nigbati o ba de lati ni kikọ awọn ọrọ tuntun, Ọna kan ti o munadoko eniyan ṣe o jẹ nipasẹ sọrọ pẹlu awọn miiran. Awọn ọmọde kọ awọn ọrọ tuntun ti o dara julọ nigbati wọn ba wa ni ipo, gẹgẹbi ibaraẹnisọrọ kan nipa koko kan. Wọn le infer diẹ ti awọn ọrọ 'awọn ọrọ titun ti o da lori bi wọn ṣe lo wọn pẹlu awọn ọrọ miiran ti wọn ti mọ tẹlẹ pẹlu.
O ṣee ṣe idiwọ nipasẹ ọmọ rẹ lori ọpọlọpọ awọn iṣẹlẹ nigba ti o lo ọrọ ti a ko mọ tẹlẹ ati pe wọn beere, "Kini ajalu tumọ si?"O ti le ti tọka si ipo ti yara wọn (bi ninu rẹ jẹ idotin pipe), ati nipa gbigbe akoko lati ṣalaye awọn itumọ pupọ ti ajalu si wọn, Iwọ kii yoo ti kọwe ọrọ tuntun kan fun wọn lati ṣe apejuwe yara ti o fi omi, ṣugbọn tun kuna tabi nipa ti n ṣẹlẹ lasan, gẹgẹbi ajalu ajalu.
Lọ, sọrọ pẹlu ọmọ rẹ jẹ ọna nla lati kọ wọn ni awọn ọrọ tuntun!
Ṣawari rẹ!
Awọn ọmọ ile-iwe gbogbogbo ni oye pe wọn le lo iwe itumọ tabi onitumọ kan ti wọn ba pade ọrọ wọn ko mọ, ṣugbọn nigbami paapaa itumọ ọrọ kan le fi wọn silẹ pẹlu awọn ibeere diẹ sii ju awọn idahun lọ.
Ninu iriri wa, Ọpọlọpọ awọn ọmọ ile-iwe ko lo irinṣẹ pataki pupọ fun kikọ ẹkọ ati lilo fokabulari tuntun, ati pe irinse yẹn jẹ iwe-iṣẹ! Ti o ba ṣe akiyesi ọmọ rẹ ti o lo ọrọ kan nigbati o ba nsọrọ tabi ni kikọ wọn, fun apere, "Lẹwa", "Wuyi", "O dara", tabi "buburu", Lẹhinna gba akoko diẹ lati fihan wọn bi o ṣe le lo oju opo wẹẹbu kan bii àkọsílẹ lati wo awọn ọrọ wọnyẹn. Nigbati wọn wa fun ọrọ bii "lẹwa" wọn yoo rii pe ọpọlọpọ awọn ọrọ ti o nifẹ ati alailẹgbẹ lati lo dipo! Emi
Ninu iriri wa, Awọn ọmọ ile-iwe gbadun igbadun lilo fokabulari tuntun, ati rilara agbara lati mọ ọpa kan lati ṣe iranlọwọ fun wọn lati ṣe awọn ọrọ wọn.
Mu ṣiṣẹ!
Nini igbadun lakoko ẹkọ kii ṣe nkan ti awọn olukọ ṣe lati ṣe awọn ọmọ ile-iwe dun, O ti jẹ iṣeduro gangan nipasẹ neuroscience lati jẹ ọna ti o munadoko lati ṣe iranlọwọ fun awọn ọmọ ile-iwe lati ni imọ siwaju ati diẹ sii jinna. Iwadi fihan pe nigbati awọn ọmọ ile-iwe jẹ awọn mejeeji ati laya, awọn opolo wọn tu dopamie. Dopamine jẹ neurotransmister ti o fa awọn ile-iṣẹ iranti ati igbega itusilẹ ti acetylchalolem, eyiti o mu ifamọra idojukọ.
Ninu awọn iṣẹ wa nibi ni arọwọto, Ẹkọ fokabury jẹ apakan pataki ti ẹkọ kọọkan. A tun ni awọn iṣẹ ifilọlẹ ooru yii, Awọn ipele Ikọra fokabulary 1-3, ninu eyiti awa yoo ṣe idojukọ ni iyasọtọ lori iranlọwọ fun ọmọ rẹ faagun awọn imọ fokabulary wọn pẹlu awọn ọrọ tuntun. Lakoko ti awọn ọrọ ti o yan fun ipenija naa, Awọn irinṣẹ bii Quizlet ati awọn ere bii ronu ti o jẹ ki ẹni-ije fun awọn ọmọ ile-iwe pẹlu aye lati ṣe ajọṣepọ ati pe ọna.
Bawo ni a ṣe mọ awọn ọna wọnyi munadoko? Nitori awọn ọdun mẹwa ti iriri, ati iwadi ti imọ-ẹkọ ẹkọ ati ilana ẹkọ ẹkọ ati ilana ẹkọ ti a ti kọ wa bi awọn ọmọ ile-iwe ṣe ṣe pataki!
A yoo nifẹ lati ṣe iranlọwọ fun ọmọ rẹ lati kọ ẹkọ fokabulari tuntun bi ọkan ninu awọn ọna ti o le di ipa diẹ sii munadoko ati oluka aṣeyọri ati aṣeyọri aṣeyọri, olukọwe, ati agbọrọsọ. Lati kọ diẹ sii nipa bi a ṣe le ṣe iranlọwọ, Kan si ọkan ninu awọn alamọran eto-ẹkọ wa loni!
Ti o ba n wa iṣẹ eto-ẹkọ ẹni-kọọkan diẹ sii, Reach Out nfunni ni awọn iṣẹ 1-lori-1 pẹlu awọn olukọni amoye wa!
Kini A Pese?
Awọn olukọ wa nfunni ni ọpọlọpọ awọn koko-ọrọ 1-lori-1 pẹlu Gẹẹsi, Social Sciences, ati Iṣiro.
Pade diẹ ninu awọn olukọ wa ti o ni oye giga ati ti o ni iriri!
Kini idi ti MO Yẹ Awọn iṣẹ 1-lori-1?
Perhaps your child is preparing to study abroad or applying to a new school and he or she would like a more intensive and targeted approach in order to polish his or her skills. Alternatively, your child might not feel challenged enough with his or her current curriculum, and needs an alternative approach that is more appropriate for his or her ability level.
There are a number of reasons a parent might be searching for services such as this, and we can assure you that we will always work to understand you child’s unique situation and provide the service that is best for them.
How Does it Work?
With our hands-on approach, and orientation process, we will assess your child’s knowledge and skills based on current assessment data, writing ability, ati siwaju sii. Based on our findings, we will select the teacher best suited for your child’s needs. All of Reach Out’s teachers have been carefully selected, and have years of experience in teaching challenging curriculums, such as IGCSE, IB, and AP, in top schools from around the world.
Our process is goal-oriented. We find out exactly what your child needs to reach their educational goals, and then we create a unique and tailor-made learning path that will best suit your child’s particular needs.
What Else Does Reach Out Offer?
In addition to 1-on-1 services, Reach Out offers a wide variety of courses specifically designed to challenge and engage your 2nd to 8th grade child with above grade level content in order to help them prepare for the rigor of programs such as IGCSE, IB, and AP.
How Can I Learn More?
To find out more about our 1-on-1 services, please contact one of our Education Consultants today to find out more! We look forward to helping your child reach his or her educational goals for a bright future!
Who We Are
As you may have noticed, a ti dagba ati pe a ni diẹ ninu awọn afikun igbadun si ohun ti a nṣe nibi ni De ọdọ. Bi o ti jẹ igba diẹ niwon a ṣe afihan ara wa, we thought we would share our story with you to help you better understand who we are and what we do!
Our Mission
Reach Out’s mission is to connect students with expert educators who create and deliver original, inspiring, world-class curricula. We have embarked on this journey so that we may help students understand how to find their own unique voice and uncover the creative and valuable ideas that lie within each of them. With their voices, they have the power to change the world, and we wish to empower them to do so.
Our Vision
Reach Out strives to be an internationally recognized educational institution that allows students to access top level international curriculum and educators, no matter where in the world they are. Our students will be perceptive, curious, and critical thinkers who make informed choices as excellent problem solvers and communicators. Reach Out students will achieve their academic and personal goals and dreams from Primary School to University, placing their brilliant futures within reach.
Our Core Values
These are the principles which shape Reach Out:
Our Story
Reach Out was created by a small group of dedicated mothers, perhaps much like yourself. They were brought together by a common vision for the educational needs of their children. Some were looking for an educational program that could offer their children access to the ideas, teaching philosophy, and methodology that matched what they had experienced while living abroad. Others were looking for an internationalized curriculum that their children could access to enrich their educational experience in China. What they shared in common was a desire for a rigorous program that also opened the doors to creative and critical thinking, self-reflection, and personal expression - the hallmarks of a strong international curriculum. After spending considerable time exploring various options, these moms were not able to find anything that quite met their children’s needs.
Lọ, they did what any good mother would do, given the chance, and found their own way to offer their children the best possible learning opportunities designed to help them thrive. They consulted expert teachers and worked with other parents to discover how they could best meet the needs of other children with similar goals. Awọn ọmọde, we hope, like yours.
The parents were committed to:
We are happy to say that these mothers have achieved their goal. Today Reach Out boasts a complete line of rigorous yet engaging courses in which students learn deeply while having fun and creating meaningful relationships with their teachers and peers.
All of this because of our founding mothers’ commitment to their children’s education and happiness.
What Makes Us Unique?
While we understand parents have an array of choices when it comes to programs that enrich their children’s education, we believe we offer many unique qualities that are not easily found elsewhere.
Our team consists of highly skilled and experienced educators who have created a unique and rigorous program based on international school standards, which prepares younger students to take on rigorous curriculums such as IGCSE, IB, and AP.
-Our one to one programs and curriculums designed to exceed the educational needs of our students
-Our teaching philosophy of inspiring and empowering students, and teaching methodology of allowing students to explore knowledge widely and deeply while at the same time developing a love of learning
-Our commitment to the long-term success of our students as we strive to equip them with the essential skills they will need to succeed in their future careers and the world beyond school
- The detailed feedback we provide with all of our student assessments, so that students know where they are succeeding and where they might improve, as well as the supplemental materials and instruction needed to help our students close any gaps in understanding
-Our dedication to developing our students’ critical thinking and problem solving skills, which will be essential for their future, as well as the future of our global society
-Our promise to hire all of our teaching and non-teaching staff based on their mutual passion for education
-Our ability to empower students to use the language, knowledge, and skills they acquire to develop themselves beyond the classroom and into curious, lifelong learners who set and pursue challenging, fulfilling, and worthwhile goals.
-Our hands-on, individualized approach to creating a learning path for our students so that no matter what grade level they are when they join us, they will be equipped with the tools necessary to improve and grow rapidly
-Our commitment to empowering our clients with information and experiences that will help them make the absolute best choices for their child's education by offering informative articles, videos and workshops.
Our Curriculum
Our Blue Line curriculum, which includes courses for students in Grades 2 to 8, was designed by expert educators with advanced level degrees in their subject areas who have spent decades in some of the top international schools in the world. We use backwards curriculum design working our way from the first year of programs such as the widely recognized and respected IGCSE program.
As our educators have spent years teaching courses pre-IGCSE, IGCSE, IB and AP or A Levels curriculum, they understand what students need to succeed in those programs. Lọ, each aspect of our curriculum has been created to make sure that all of our students enter their first day of Grade 9 feeling confident, equipped, and prepared to meet the demands of these rigorous courses.
We offer a wide range of courses in the subjects of English, Iṣiro, History and Geography. See below for more detailed information on our full course offerings.
Additional Services
We are also pleased to announce the creation of our Silver Line, which offers bespoke educational services that take an individualized approach to meeting our students' needs. We begin with a deep assessment of each student's educational goals and needs, and then create and implement a scheme of work with which our expert educators will use to guide your child through the academic challenges of High School in order to prepare them to eventually attend their dream university.
We also offer 1-on-1 services at all grade levels for parents who wish to offer their children more individual care and instruction. Our expert Education Consultants will make sure to match your child with the best educator for his or her specific needs and goals.
Join Us!
We look forward to meeting your family and discussing how you can be part of our Reach Out family; one that learns together, cares for each other, overcomes challenges together, and celebrates successes with one another. Please contact us today to find out more.
We hope to hear from you soon!
Jije obi jẹ lile. Ni pato, pẹlu awọn ayipada ninu aye wa loni, o le jẹ ọkan ninu awọn akoko ti o nira ti a ni lati koju ni awọn ewadun. Iyipada nyorisi aidaniloju, ati aidaniloju le ja si wahala. Dajudaju wahala kan gbogbo awọn agbegbe ti igbesi aye wa, sometimes it will impact our relationship with our loved ones the most; especially our children.
Our children can be complicated (let’s face it, so can we!), and it is a daunting task to ensure that every move is the “right” one. That all of our conversations, demands, requests, plans, praises and criticisms mean something. Every moment we spend talking to our kids, we hold the hope that these words will be enough to fill our children with the hope of a great future at a time where the future is so uncertain. Times change, and this too shall pass, but one thing we can guarantee is that we will never have a second chance at spending a childhood with our children.
As parents, we often ask ourselves if we are in fact doing the right thing, wondering how we can get through to our kids, trying to understand our children better, and sometimes feeling like a guilty failure because we tell ourselves we are doing it wrong. Oftentimes, that is not the case, but there is no instruction manual on how to raise a child that will work for everyone in all situations. Sure, there is a lot of advice, an overwhelming amount of it, but again, most advice is just that; guidance and recommendations by people who don’t know you or your child. Some of it is helpful, and some of it…not so much.
One thing that we cannot deny though is the importance of a healthy relationship between parent and child.
Research shows that:
It is essential to make the time to nurture a relationship with your child, and perhaps even more imperative, making sure the interactions we have with our children during that time are positive. This is something that many parents find challenging, which is why we created a parent book club for the book How to Talk So Kids Will Listen and Listen So Kids Will Talk by Adele Faber and Elaine Mazlish. Together we learned ways to positively communicate with our children in order to strengthen our bonds. We spent time discussing ideas from the book, as well as had a virtual meet up to role-play some of the strategies from the book. On top of that, we invited Middle School Guidance Counselor, Regina Wehner, to provide parents with a workshop in understanding our child’s cognitive and emotional development.
Here are some highlights we would like to share with you!
First, from How to Talk So Kids Will Listen and Listen So Kids Will Talk, here are two of our favorite strategies:
Children have difficulty regulating their emotions, as the brain’s emotional regulation center is one of the last to develop. This means that they need our help in the form of compassion and modeling. This can be so challenging, especially when we may have difficulty managing our own emotions at times! We have an easy strategy for you that will only require two things:
When your child comes home upset about something that happened at school, instead of lecturing and offering our sage advice, we can simply listen to their concerns and repeat the ideas back to them. Fun apere, if your child comes home upset and says something like, “Ugh, today Elizabeth and Sarah were so mean to me! They completely ignored me and I hate both of them now!” Instead of saying, “Elizabeth and Sarah are your best friends. It’s not a big deal and I am sure you will be fine tomorrow,” which could invalidate your child’s feelings, you can say, “Oh, I see. Elizabeth and Sarah made you feel a bit left out. That probably made you feel a bit sad and mad.” At this point your child might keep talking and open up to you, which is great! It means they trust you and you are making them feel better. Continue to listen, nod, say, “Mmmhmm,” and repeat what they say. Having you simply listen will likely make your child feel 100% better and ready to face their next challenge!
2. I wish!
Our children often express their desires in the form of wishing they had things they don’t have or wishing things were different than the way they are. Fun apere, children may say, “I wish I didn’t have to do all that homework.” We may reply, “Well, you do and that’s that!” or “It’s what you have to do. It’s your responsibility so you need to do it now!"
This may escalate into a battle of wills as parents feel frustrated that they keep hearing the same complaint and repeat the same reasoning. The children feel frustrated because their opinions are being invalidated and they feel misunderstood. Well, don’t worry, we are here to help! We have a little trick that will help you turn the conversation around, and that is to agree with your child. It may sound counterintuitive, but we have firsthand experience with this trick and it works wonders!
Fun apere, if your child says, “I wish we could go to the park today like I wanted!"
Instead of saying, “I can’t, I am too busy,” or “Yes, but we can’t, it’s raining,” we can say, “I wish we could too! We could go to the park and have a picnic! We could fly a kite and blow bubbles! Why don’t we have a picnic in the living room and after that we can blow bubbles in the bathroom!"
The first part gets the kids excited and their imagination going, taking them to a happy place. The next part makes them feel heard and connected to you.
Bayi, some highlights from Ms. Wehner’s workshop:
*Please help me choose these! :)*
If you would like to join one of our workshops or book clubs in the future, make sure to follow us and stay tuned! We have great things coming up this fall!
Ọpọlọpọ awọn obi beere lọwọ wa kini ọna ti o yara julọ ti ọmọ wọn le mu ẹbẹ wọn. Lakoko ti a gbagbọ ni iduroṣinṣin pe ko si awọn ọna abuja lati di onkọwe gidi ti o munadoko, Diẹ ninu awọn ohun kan wa awọn ọmọ ile-iwe le ṣafikun sinu kikọ wọn lati ṣe iranlọwọ lati mu rẹ si ipele ti o tẹle ni diẹ sii daradara. Fẹran pẹlu ohunkohun ti o gbiyanju lati di ofo, Bọtini si aṣeyọri awọn iro ni iṣẹ lile ati atunwi. Adaṣe awọn ọgbọn wọnyi nigbagbogbo yoo ṣe iranlọwọ fun ọmọ rẹ de awọn ibi-afẹde wọn.
Nkan yii yoo jẹ akọkọ ninu awọn nkan lẹsẹsẹ ti yoo dojukọ awọn ọgbọn ti o baamu fun awọn oriṣi kikọ kikọ ti kikọ. Ose yi, A yoo dojukọ awọn imọran kikọ kikọ.
Awọn imọran kikọ kikọ:
Kikọ apejuwe jẹ fọọmu aworan ti otitọ, Bi idi rẹ yẹ ki o ṣẹda aworan kan ninu awọn ẹniti o gba awọn onkawe si. Ọkan ko le sọ itan lori iṣe ati ijiroro nikan, ati ọkan ko le sọ itumo ati ẹmi ni ewi kan laisi kikun aworan kan pẹlu awọn ọrọ rẹ tabi awọn ọrọ rẹ.
Ọna ti o lagbara lati tayo ni apejuwe ni lati ṣafikun awọn afẹsodi ati awọn itọnisọna nibikibi ti o ṣeeṣe. Fun apere, Ti ọmọ rẹ ba kọ itan rẹ tabi o le kọ nkan bi:
"Harry lọ ni ita o bẹrẹ si nwa awọn ọrẹ rẹ."
Lakoko ti idajọ yii ṣafihan itumọ ipilẹ, O ni ipa lori oluka jẹ ipilẹ. Nipa fifi ede ijuwe kun ni irisi awọn afẹsodi ati awọn idalẹnu, A le yarayara ati munadoko fi oju si gbolohun ọrọ:
"Harry zippell jade ni ẹnu-ọna iwaju, Slamming o ku si ẹhin rẹ. Aiya rẹ ṣe n ṣe igbeyawo bi o ti sare wa ni ayika adugbo ni igboya ti nwa awọn ọrẹ rẹ. "
Ninu gbolohun ọrọ ti a tunwo, A rii awọn apejuwe ti o sọ fun wa kii ṣe igbese nikan ti o waye, Ṣugbọn tun ṣe iranlọwọ fun wa ni rilara imolara ti iwa, Apakan pataki ti itan-akọọlẹ.
Ọna nla miiran lati ṣe itan tabi ewi diẹ sii munadoko nipasẹ fifi ede isọdi, bii siles. Fun awọn eekanna ti o lo bi tabi bi o ti le ṣee lo lati ṣe iranlọwọ fun RSS lati fojuinu ohun ti n ṣẹlẹ diẹ sii kedere.
Fun apere, ọmọ rẹ le kọ nkan bi:
Inu mi dun!
O wuyi!
O bẹru pupọ!
A le ṣafikun awọn apẹẹrẹ lati ṣe iranlọwọ lati ṣẹda abajade ti o dara julọ paapaa:
Inu mi dun bi ọmọ ologbo kan ni ile itaja yarn.
O wuyi bi ọmọ Panda kan ni yinyin.
O si bẹru bi ehoro ti o kan gbọ Wolf kan.
Ipele ikẹhin wa fun kikọ apejuwe ni lati yan fokabulari ti o jẹ kongẹ pe o sọrọ gangan ohun ti onkọwe fẹ ki o lero lati lero. Nigbagbogbo, Awọn ọmọ ile-iwe yoo kọ awọn apejuwe ti o jẹ aiduro, pẹlu awọn gbolohun ọrọ bi:
O rẹ gaan.
Fiimu naa jẹ alaidun pupọ.
Wọn tutu pupọ.
Yara naa gbona gan.
Lẹẹkansi, Awọn gbolohun ọrọ wọnyi fihan itumọ ti o rọrun, Ṣugbọn ni kikọ apejuwe, Iyẹn rọrun ko to. Apejuwe to munadoko lo fokabulary ti o ni ipa kan, ati pe a le ṣe aṣeyọri pe nipa yiyan awọn ọrọ ti o dara julọ lati sọ itumọ gangan julọ.
Wo bi a ṣe le ṣe awọn gbolohun ọrọ loke lati arinrin si alaragbara nipasẹ rirọpo apakan ti gbolohun ọrọ pẹlu fokabulari alagbara:
O ti re.
Fiimu naa jẹ eyiti a ko le ṣe akiyesi.
Wọn jẹ bi egungun.
Yara naa ti n jo.
Awọn iroyin ti o dara ni pe ọmọ rẹ ko nilo lati gbekele imọ-jinlẹ rẹ ti o wa lọwọlọwọ lati ṣaṣeyọri ni ṣiṣẹda awọn gbolohun ọrọ bi awọn ti o wa loke. Awọn iwe-iranti naa ni gbogbo awọn ọrọ ti wọn nilo lati ṣẹda awọn apejuwe iranti.
A nireti pe awọn imọran wọnyi ti ṣe iranlọwọ! Ti o ba fẹ fun ọmọ rẹ lati kọ bi o ṣe le fi awọn ọgbọn wọnyi sinu iṣe pẹlu ọkan ninu awọn olukọni ti o nifẹ si, Duro si aifwped fun awọn ikede ngbosẹ lori ooru igba ooru tuntun wa ati ṣubu!
Ọsẹ ti n bọ, A yoo ni wiwo awọn imọran kikọ!
Sọ fun wa diẹ nipa ara rẹ.
Mo ti dagba soke ni marun ti o yatọ orilẹ-ede (Sweden, England, Jẹmánì, gusu Afrika, ati Canada). Idarapọ si oniruuru aṣa ti awọn aṣa ti o dagba ti jẹ ki n rii agbaye pẹlu ọkan ti o ṣii. I currently reside in Canada and work as both a university lecturer and a Math teacher at Reach Out. Outside of work I really enjoy sports such as badminton and chess, which I played at a competitive level for many years.
What is your educational background and qualifications?
I received a Bachelor of Science Degree from the University of British Columbia (UBC) and an obtained my MSc at the same university. My graduate work involved experimental geoscience where I designed an apparatus to investigate how diamonds reach the surface of the Earth through high velocity magmas. I published articles in two high impact journals and presented the work across Canada and Europe.
During my graduate studies I had the privilege of lecturing a few classes which transitioned into a lectureship position. Teaching at the university level involves lecturing a class of over 200 students, which is very different to the work I do at Reach Out, but has helped me develop a dynamic teaching style.
Additionally, I have been teaching Math and Science both privately and through educational organizations for over 6 awọn ọdun.
Why did you join Reach Out?
I joined Reach Out because the prospect of being able to deliver high quality education from around the globe without border restrictions resonates with me.
I feel that the reason I am committed to staying at Reach Out is more important. The personalized classes being delivered has allowed me to connect with the students, making their progression much more meaningful to me. Some students have been together with me through multiple grade levels and I feel immensely proud to have played a role in their education.
What is your educational philosophy?
Having a background in experimental science has allowed me to see value in making breakthroughs through experimentation. By allowing students to experiment with different methodologies while offering guidance is an extremely effective way of teaching students to not be afraid of failure. Richard Fuller correctly said, “There is no such thing as a failed experiment, only experiments with unexpected outcomes.” Students often start my classes afraid to answer questions, discuss with their classmates, or write on the board since they don’t know the answers. Since I am always more focused on solutions rather than answers, students’ are rewarded for trying new techniques, discussing failed methods, and asking questions about their classmates’ work. I found this to produce a phenomenal learning environment and takes a lot of pressure off the students.
What is your favorite thing about teaching Math?
My favorite thing about teaching Math is the exciting challenges it provides. After teaching Math for many years, I have come to realize that students see the world from a unique perspective, which more often than not, is very different from my own. This diversity produces a wide spectrum of learning styles and requires me to stay very flexible with the methodologies I use in my teaching.
Math is a complex subject which has provided us with a universal language to better understand the universe that surrounds us. Having a good problem solving ability is a byproduct of learning Math and crucial for success in the modern world. For these reasons I have the responsibility to transform a traditionally dry and boring subject into something exciting by creating compelling lessons and using creativity to inspire my students. This will always be something I love about my job.
Who is your favorite mathematician and why?
This is a tough question, and it’s hard to pinpoint one Mathematician since I utilize the works of so many Mathematicians in just one lesson. If I had to pick it would be either Johannes Kepler or Nicolaus Copernicus since I also love astronomy. Their Math not only challenged everything that was believed about our solar system at the time, but also formed the foundations for understanding planetary motion. Space travel has relied heavily on these concepts.
If you could only give parents one piece of advice when it comes to helping their child improve in Math, what would it be?
One thing I have worked on a lot with my students, is getting them to explain their solutions to me regardless of how easy it may seem. Being able to arrive at the correct answer in certain school curriculums may not require a complete understanding, but being able to explain a solution well does require a good understanding. Make sure that your child is always showing very clear steps in their work and that they can explain their steps to you. This certifies understanding and shows they are prepared for questions which test the same concept but may be worded differently.
What is one fun fact about yourself?
I really like learning languages! After growing up in many different countries I can speak English, Swedish, and German fluently. For the past two years I have been working to add Chinese to my collection and have enjoyed the unique challenges that learning this complex language has provided me with.
Ọgbà Aṣiri jẹ apakan ti awọn iwe-kikọ ti o jẹ apakan ti nọmba aimọ ti awọn ọmọde (ti o ba padanu nkan wa lori idi ti awọn ọmọde yẹ ki o ka awọn aramada Ayebaye, wo o ti sopọ ni isalẹ!). O jẹ itan ti o lagbara ti ọrẹ ati iṣawari ti ara ẹni ti o tunmọ pẹlu awọn ẹmi wa.
Ọgba Asiri is about a young girl named Mary Lennox who loses her family and everything familiar with her due to a cholera outbreak in India, where her father was working as a British Army Captain. As a child, Mary was quite neglected, but indulged by family’s servants, so she was a spoiled child with a terrible disposition. She had very few traits that would help her cope with a new life in England, where she was sent to live with a grouchy distant relative, Mr. Craven.
Mr. Craven had very strict rules for Mary to follow at her new home at Misselthwaite Manor in Yorkshire, which included her being forbidden to enter various rooms inside the giant mansion, as well as forbidden to enter one of the gardens on the sprawling property, which belonged to his beloved late wife. As Mary begins to explore her new home, she begins to find a sense of happiness and regains her health after being sickly for much of her childhood. After a robin helps her find the key to the secret garden, she finds a sense of purpose in restoring the garden, much as she restores her inner self. Through the thorns and dried leaves of winter, she finds much more lies within.
Aided by new friend Dickon, Mary develops her first friendships, and uses her newfound strength and kindness to help her bedridden cousin Colin, whom she finds tucked away in the manor. Friendship strengthens both Mary and Colin, and in the end, everyone witnesses a miracle only made possible by these close bonds and belief in oneself, two very important themes in the novel.
Young people will love reading this fantastic story of friendship, overcoming obstacles, and experiencing the healing power of nature. The characters and the lessons they teach us will surely touch your child and help them experience the power of a great story.
If you would like an opportunity for your child to experience this story with others, we are happy to let you know that we will be reading Ọgba Asiri as the first novel in our Young Classics Level 2 Course this summer.
In the course, we not only read the novel, but we also learn and apply new vocabulary from the book, discuss important literary techniques used by the writer, and practice writing summaries, a key skill that many students find challenging
If you are interesting in learning more about Young Classics, or and of our other excellent and engaging courses, Kan si ọkan ninu awọn alamọran eto-ẹkọ wa loni! We hope to work with your child very soon!
Ikẹkọ iwe jẹ ẹya pataki ti eyikeyi eto ẹkọ ti o dara julọ, ati pe nitori pe o ṣe iranlọwọ lati kọ awọn ọmọ ile-iwe ni ọpọlọpọ awọn oye ati awọn ọgbọn ti o ṣe pataki fun aṣeyọri ni ọpọlọpọ awọn agbegbe ti igbesi aye. Nigba ti keko litireso, Awọn ọmọ ile-iwe kọ ẹkọ nipa awọn iṣẹlẹ pataki ati awọn eniyan jakejado itan-akọọlẹ, they consider cultural perspective and increase their own understanding of acceptance of different ideas and beliefs, and they learn how to analyse the words of others in order to form a deep understanding of new ideas and ways of communicating. In short, it exposes students to a toolbox of ideas, techniques, strategies, theories, and more that they will carry with them throughout their life, shaping the way they approach the world.
Why do we offer this course?
Reach Out students typically pursue high school programs such as IGCSE, which includes challenging courses such as English Language and Literature and English as a First Language. Later, most of those students will take on the challenge of IB and AP level programs, in which they must take on the task of reading a variety of literature. Our aim is to expose students in upper primary and middle school to a wide range of advanced literature so that by the time they reach high school they possess the knowledge and skills to hit the ground running, and therefore achieve to a higher level.
This course is designed for Grade 7-9 students.
The Objectives of our Advanced Literature Course are to:
✪ Enhance students’ ability to understand and discern literary techniques used English and American literature, and the ability to communicate the effects of those techniques;
✪Improve children's literary comprehension skills and increase their understanding of British and American culture;
✪ Under the guidance of our expert educators, learn the power of language and storytelling in a challenging yet engaging way.
Meet Our Teachers
*Insert teacher bios here for Barry, Anthony, and John*
Our Book Selections:
Cry the Beloved Country by Alan Paton
Set in South Africa in the 1940s, award-winning Cry the Beloved Country tells the story of a Zulu Pastor, Steven Kumalo, who travels from his village to the city of Johannesburg. Along his arduous and heart-wrenching journey, he discovers that his sister and son have found themselves in terrible situations that he must now face with them. The characters’ vastly different lives become unexpectedly woven together through tragedy during a dark time in South Africa’s history. Sibẹsibẹ, through tragedy and challenges, the true nature of the human spirit can be found and uplift those who need it most.
Dracula by Bram Stoker
The legend of Dracula has loomed large in the minds of readers and movie-goers for generations. Bram Stoker based the infamous character of Dracula on the legend of the real life ruler of Wallachia, Vlad the Impaler. Stoker was able to take this dark corner of history and turn it into a legendary novel told through journal entries, letters and telegrams. As with any classic, Dracula has stood the test of time because it speaks to something very deep and meaningful within the human psyche.
Of Mice and Men by John Steinbeck
The Great Depression was a defining moment in American history that tested its strength as a nation, and placed the population in a precarious balance between life and death. In what is considered one of the greatest American classics, readers are introduced to two displaced migrant workers, George and Lennie. George is an intelligent young man, while Lennie is mentally disabled. George takes Lennie under his wing as they seek employment where few opportunities exist, trying to survive, yet still dreaming of the day they will have their own land and build a life. Their hopes are dashed when a devastating incident occurs that alters their lives forever.
What Students Will Gain
Develop an early sense of literary appreciation,
See the world from a more mature perspective
British and American classics contain thought-provoking moral and social issues. Reading the most influential classic literature thoroughly helps students become better readers, and begin the process of pursuing self-realization.
Improve understanding of culture and history
Learning allusions from classic British and American literature can help us bridge cultural differences. "The classics have opened the door to different worlds, different cultures, and different historical perspectives. Literature crosses race, culture, religion, and geography."
Self-reflection and personal growth
Many classic literature allude to our lives from the side: books that reflect similarities to our own lives are called "mirrors"; and those that give us a glimpse of different lives are called "windows." Whether it is a "mirror" or a "window", it further enriches the students' life experience and increases the courage and strength to face life.
Join Us!
Contact us to discover more about our course. We sincerely hope to meet your child soon, and develop a love of reading classic literature together.
O ti pada si akoko ile-iwe ati pe a mọ awọn obi ti wa ni imurasilẹ fun ọdun tuntun pẹlu awọn ibẹrẹ tuntun. Ibẹrẹ Ọdun Tuntun nigbagbogbo ni igbagbogbo pade pẹlu apopọ ti idunnu ati aifọkanbalẹ diẹ, bi awọn ọmọ ile-iwe ati awọn obi n reti siwaju si awọn ọgbọn ati awọn iriri tuntun, ṣugbọn tun le lero aifọkanbalẹ nipa awọn iṣẹ tuntun ati awọn ireti.
Maṣe yọ ara rẹ lẹnu, De ọdọ rẹ nibi lati ṣe iranlọwọ! Ọdun yii, a ni 5 Awọn imọran Top si Idurokuro si ọdun ile-iwe.
Loni bi ile-iwe ọmọ rẹ ti sunmọ eto-ẹkọ, Kini iwe ẹkọ ẹkọ ti wọn lo, kini awọn eto, ati awọn ajohunše ti lo le jẹ overwhelming fun awọn ti ko wulo. Lilo akoko diẹ ti akoko lojoojumọ ti ṣayẹwo akoonu oju opo wẹẹbu ile-iwe rẹ, awọn iwe afọwọkọ, Ati awọn orisun miiran le ṣe iranlọwọ fun ọ lati ni igboya diẹ ninu oye ohun ti ọmọ rẹ nkọ ni ile-iwe ati bii wọn ṣe nkọni. O tun ṣe pataki lati wa si awọn ọjọ alẹ-si-ile-iwe rẹ ati awọn akoko asọye ti ọmọ rẹ lati ni oye ti o dara julọ ti eto ọmọ rẹ bi odidi. O tun pese anfani nla fun ọ lati fi idi ibatan pẹlu olukọ ọmọ rẹ. Ni eyikeyi akoko ti o ba tun ni awọn ibeere, O le kọwe olukọ ọmọ rẹ nigbagbogbo. Wọn wa nibẹ fun ọ ati ọmọ rẹ, Bi wọn ṣe mọ pe ibatan nla pẹlu awọn obi jẹ ọna ikọja lati rii daju Gẹẹsi, awujọ, ati aṣeyọri ẹdun fun gbogbo awọn ọmọ ile-iwe.
2. Rii daju lati yẹ awọn zzzzs to ṣaaju ki Abcs
Oorun jẹ pataki fun idagbasoke ọmọde ati idagbasoke ọmọ, ati aini ti o le ni ipa lori iyọrisi ile-ẹkọ ọmọ ile-ẹkọ ọmọ kan. Ni pato, Iwadi fihan pe o sun oorun ti o sun ni awọn ọmọde le ja si awọn oṣuwọn to ga julọ ati ibanujẹ. Nigba ti a sun, Ọpọlọ wa ṣe ilana alaye lati ọjọ kan, Wa eto ti o dara julọ lati faili kuro ninu awọn iranti, ki o si gba awọn eto wa fun ọjọ tuntun. Fun awọn idi pupọ, Awọn obi nigbagbogbo wa ni didi si akoko akoko lile, Ṣugbọn pẹlu ilana ti o han gbangba, ati akoko fun atunṣe, O le rọrun! Awọn ọmọde 3-6 ọdun ti o yẹ ki o gba 10-12 wakati ti oorun fun ọjọ kan, 7-12 Ọdun ti o yẹ ki o gba 10-11 wakati fun ọjọ kan, ati 12-18 Ọdun ti o yẹ ki o gba 8-9 wakati fun ọjọ kan. Ṣiṣẹda iṣeto kan nibiti awọn ọmọde ba lọ si ibusun ni iṣaaju yoo ṣe awọn owurọ rọrun daradara, nireti pẹlu aapọn diẹ sii fun awọn obi ati awọn ọmọde bi wọn yoo sinmi daradara ati pe o ṣetan lati bẹrẹ ọjọ wọn!
3. Beere awọn ibeere to tọ ni akoko to tọ
Nigba miiran awọn obi jẹ aniyan lati mọ bi ọjọ ọmọ wọn ṣe ni kete bi wọn ti de ile lati ile-iwe, Paapa lakoko awọn ọsẹ akọkọ. Awọn ọsẹ yẹn jẹ rirẹ pupọ ati pe o kun fun us ati awọn isalẹ bi ọmọ rẹ kọ lati kọwe lati lilö kiri ohun elo tuntun, Awọn ọrẹ Tuntun, Awọn olukọ tuntun, ati awọn ireti titun. Fifun wọn ni akoko lati wa si ile ati pebajẹ jẹ pataki julọ fun ẹdun ọkan ati iwa ti ọpọlọ. Ni kete ti wọn ti ni diẹ ninu "mi", Awọn obi le beere awọn ibeere pato ti o da lori ohun ti wọn mọ pe wọn ṣiṣẹ lori, Ti wọn ba ṣẹlẹ lati mọ. Wọn le lọ nipasẹ gbigbasilẹ itọju ọmọ wọn pẹlu wọn ati ṣe iranlọwọ fun wọn lati ṣe ero lori bi o ṣe le koju iṣẹ kọọkan, bi daradara bi pinpin ninu itara wọn fun awọn koko-ọrọ kan pato, Awọn iwe, tabi alaye ti wọn tun gbadun. Yago fun bibeere, "Bawo ni ile-iwe? Kini o kọ?"Bi Awọn ọmọde dahun Elo dara julọ si awọn ibeere pataki diẹ sii, bi eleyi, "Kini o ṣe pẹlu awọn ọrẹ rẹ ni ọsan? Kini apakan ti o dara julọ ti ọjọ rẹ? Kini ohun ti ko dara tabi ohun iyanu ti o ṣẹlẹ ni ile-iwe loni?"Ṣe pataki julọ, Awọn obi yẹ ki o wa ni kikun wa ati tẹtisi ni igboya nigbati awọn ọmọ ile-iwe dahun, Nitorinaa wọn lero ni agbara pupọ ati gbọ nigbati wọn pin.
4. Jẹ ki wọn kọ ẹkọ lati ikuna
Eyi le jẹ lile lile fun awọn obi lati gba laaye. A fẹ ki awọn ọmọ wa ṣe daradara ki o de agbara wọn ni kikun, eyiti o tumọ si pe a le lọ lori iṣẹ iyansilẹ pẹlu commed itanran-itanran, atunse gbogbo awọn aṣiṣe-iṣiro tabi aṣiṣe iṣeeṣe. Biotilẹjẹpe awọn obi ni awọn ero ti o dara nigba ti a ṣe eyi, A n mu awọn anfani ẹkọ pataki lati ọdọ awọn ọmọde nigba ti a ṣe bẹ. Pada nigbati a jẹ ọmọ ile-iwe, Ọpọlọpọ awọn obi wa nigbagbogbo o nšišẹ tabi ko ni imọ tabi agbara lati ṣe iranlọwọ fun wa pẹlu iṣẹ ile-iwe wa, Ṣugbọn a wa ọna lati Titari nipasẹ ati gbiyanju ti o dara julọ wa. Ti awọn ọmọde ko ba gba awọn aye lati kuna nigbati wọn jẹ ọdọ, Wọn le tako ipa awọn italaya nigbamii ninu igbesi aye fun iberu ti kuna ninu wọn. Sibẹsibẹ, Nigba ti a jẹ ki wọn kuna rọra, gẹgẹbi lori iṣẹ iyansilẹ tabi ni ere bọọlu afẹsẹgba kekere kan, A n nkọ wọn ni resilience. Kii ṣe opin agbaye, ati pe wọn kọ ẹkọ ti o niyelori; ti a le gbiyanju ati pe ko ni aṣeyọri, eruku wa, ki o gbiyanju lẹẹkansi nigbamii ti akoko.
5. Ṣe awọn ifẹ wọn
Awọn ọdun ile-iwe tuntun jẹ akoko igbadun fun ọpọlọpọ awọn idi, Ọkan ninu wọn ti wọn pese awọn ọmọde ni anfani lati ṣawari awọn ifẹkufẹ tuntun. Ti wọn ba ni orire, Wọn yoo kọsẹ lori nkan ti wọn fẹ gaan, ati pe wọn le di ti o fẹ to to lati lo awọn wakati ni aaye ipari. Ran ọmọ kan rii ifẹ rẹ tabi ifẹ rẹ nigbagbogbo ati ki o gba akoko. Nigbakan awọn obi ṣe aibalẹ ti ọmọ wọn ba koju pupọ ju ọpọlọpọ awọn nkan lọ, ati pe wọn nilo lati ṣafihan wọn si bi o ti ṣee ṣe lati ṣe iranlọwọ lati ṣe apẹrẹ awọn eniyan-kọọkan. Sibẹsibẹ, Ti a ba wo awọn eniyan ti o ti ṣe apẹrẹ agbaye wa, O jẹ nitori pe wọn ni idojukọ lesa lori ohun ti wọn nifẹ si. Gbogbo rẹ ni wọn ṣe tabi ṣe. Bi eniyan, Awa nipa ti n bori si ohun ti a nifẹ julọ, ati niwọn bi o ti pese diẹ ninu iye ti iye lori ti mu, O yẹ ki a tẹsiwaju lepa rẹ. Lọ, Maṣe daamu ti awọn ehonu ọmọ rẹ yoo lọ si iṣẹ ṣiṣe kan lakoko ti o nṣiṣẹ ilẹkun lati wa miiran. Boya ọkan ti wọn fẹran wa julọ ti o niyelori julọ si idagba ati idagbasoke wọn, ati ọkan wọn ko fẹ kii ṣe pataki lẹhin gbogbo.
A nireti pe awọn imọran wọnyi ti ṣe iranlọwọ, ati pe a fẹ ki ọmọ rẹ dara julọ ni ọdun ile-iwe ti n bọ! Inu wa dun fun ọdun ile-iwe tuntun ati gbogbo awọn italaya ati ireti yoo mu wa.
De ọdọ yoo wa pẹlu rẹ ni gbogbo igbesẹ ti ọna, Nitorina wa lori oju-iṣẹ fun alaye diẹ sii ati diẹ sii awọn nkan ti a nireti pe iwọ yoo nifẹ rẹ!
