I Reach Out, e whakapono ana matou he mea nui te whakanui i nga angitu a nga akonga. E koa ana matou ki te panui i tetahi atu Tauira Whetu - Ema!
E tohu ana a Emma i nga mea katoa ka taea e nga akonga te whakatutuki ma te whakapau kaha me te pono ki te hiranga. E mohio ana nga kaiako a Emma ki a ia he tauira e tino pai ana ki te ako, he tino pai ki te ako, me te whanau tino tautoko e korero ana ki ana kaiako. I roto i te akomanga, He tangata tupato, he tangata whakarongo a Emma, he maia ki te whakapuaki i ona whakaaro, engari kia manawanui ki te hoatu ki nga tangata katoa to ratou wa. Kaore ia e whakaaro ki te tango morearea, a ka taea e ia te whakauru i ona ahuatanga ki roto i ana mahi.
I tenei wa kei te whakauru a Emma ki to tatou Taumata Panui me te Tuhituhi 4 Akoranga, a kua whakaatu ia i te tino taonga i te kaha ki te hanga whakaahua kaha i roto i ana tuhinga. I te timatanga o te wiki, i oti i a ia te arotake o te peka o Blue Frog o Shanghai Disneyland.
I whakaatu a Emma i tona kaha ki te whakahee i nga ahuatanga motuhake o tetahi waahi, me te whakawhanake i ona whakaaro ma te whakamahi i nga korero e tika ana.
"Ko te tirohanga me te waahi he tino pai. I te po ka noho matou ki waho ka pai ki te matakitaki i te Whare Taonga o Disney me nga mura ahi.
I te wa e haere ana te wiki, I whakaatu a Emma i te whanaketanga o ana pukenga tuhituhi, a ka timata ki te whakauru i nga tikanga tuhituhi matatau atu. I roto i tetahi mahi mo te whakaahua whenua, I kaha a Ema ki te hanga ahua kaha ma te whakamahi i nga kupu me te reo ahua.
“I tauhiuhia te pukohu huruhuru ki runga i nga toka tote i te horahanga tawhiti, ano he tami i runga i te taro. I puta mai nga ripples i te takahanga o te puna ki roto i te harotoroto i raro nei.”
Ua tamau noa Emma i te faaohipa i te mau haapiiraa ta’na i apo mai i roto i te roaraa o te haapiiraa, a ka kaha ake tona kaha hei kaituhi. I roto i tetahi mahi i tata nei mo te tuhi i tetahi korero pakiwaitara, I hangaia e Ema te ahuatanga me te ahuatanga o tana pakiwaitara i ata whakaaro me te whai hua.
“Ka whiti mai te ra kanapa mai i te matapihi, tae atu ki te ngawari, pepa moenga hiraka. Ka puāwai nga puawai reka ki te taha o te matapihi tuwhera. Ko nga pikitia atarua engari uaua e whakairihia ana ki runga i te pakitara rimurapa-matomato hou.”
Ka kite koe, E whakaatu ana a Emma i nga ahuatanga o te kaituhi rangatahi. Ko tana kaha ki te whakapai ake, me te āta whakamahi i nga akoranga i akona, kua piki ake tana tuhituhi ki te taumata teitei ake.
Tēnā koe Emma, mo te mea he Whetu tera! Kei te tumanako matou ki te kite i to tipuranga mo te wa roa kei te heke mai. E mohio ana matou he timatanga noa tenei o te haerenga kanapa.
Hei kaiwhakaako, He maha nga wa i paatai ai taatau, "Me pehea e taea ai e au taku tamaiti kia mutu taku panui pukapuka?"Kei te awangawanga nga matua kaore e whai kiko nga korero, ehara i te mea he nui te ao, Tuhinga o mua, he ururua o te waa o a raatau tamaiti. Ki tenei, Ko ta maatau whakautu ka miharo i a raatau, Na ko tera whakautu, "Kia panui ratou ki te korero!”
He marama te ahua o nga matua ka pa ki te tirohanga ko te mea he pai te korero mo te panui pai, hoianō, He maha nga painga o nga kaikorero i tua atu i te awhina i a maatau.
Ko nga korero me nga tuhinga whakairoiro ehara i nga momo tuhi hou. Tuhinga o mua, kua koa ratou e te maha o nga whakatipuranga. I roto i nga tau, Kua hurihia te momo ki tetahi taha me te hohonu me te tikanga, Koinei te take e akiaki ai matou i nga matua kia kaua e tuku i a raatau tamariki ki te panui i nga korero, Engari ki te tautoko i a raatau ki te mahi.
Anei nga korero o runga me panui (ina koa i te raumati!):
Mo nga akonga ehara i te hunga korero Ingarihi Maori, He pai te whakarato a nga Koriccs mo ratou ki te tiimata i nga tuhinga Ingarihi. Mo nga tamariki maha, Ko te mahi o te haere mai i te pukapuka reo Ingarihi ki tetahi pukapuka ka tino rapua, Engari ka taea e nga komiki te whakarato i tetahi piriti e tika ana kia hanga maia atu te maia me te matatau ki te panui. Ko nga tohu tirohanga i roto i nga pikitia ka taea e nga akonga te waihanga i te maarama hohonu o te mahere me nga tohu tae atu ki nga kupu hou. Hei taapiri, Ka whakauru i a raatau ki nga taputapu tuhituhi pai, pēnei i te onomatopoeia (Whakaarohia te kawa! Patu! Tā!) me nga pepeha (He whakaahua e whakaatu ana i te tikanga o te wairangi penei, "Ko te ngeru i to arero?"Ka nui ake te mohio ki te whakawera i te wairangi i a ia ano!).
2.Te whakarei ake
Ko te whakaaro nui ko te pukenga panui e whai kiko ana nga akonga ki nga aromatawai pānui paerewa. Tupu te panui ka whakatau tatou i nga whakatau i runga i ta maatau e panui. Ko etahi o nga tauira o nga paatai ka tutuki nga akonga i nga wa o te panui korero, i nga mahi aromatawai ranei penei, "Pehea te ahuatanga o te ahuatanga i te wa?”, "He aha ta koe e whakatau mo te ..." me "He aha te akoranga i roto i te korero?"Ko nga komiko e tono ana kia" panui nga akonga i waenga i nga raina "ki nga korero mo nga korero i te nuinga o te wa e kiia ana e te kai-tuhi i roto i tetahi pukapuka, No reira ka taea e ratou te nui o te wheako nui ki te whakapakari i tenei pukenga ma te panui i nga kupu tuhi.
3.Mana mana!
He maha nga wa i roto i nga koikoi me nga tuhinga whakairoiro, Kei roto i nga kaituhi te whai kupu whakamua, e rua hei waahanga o te raina korero me nga ingoa o nga pūāhua. I roto 2016 i te ao rongonui o te ao-con i San Diego, California, I korerohia e te kaipupuri o nga kaiwhakaako te mana o te whakahiato ki te hanga i nga kupu a nga akonga. James Bucky Carter, Kaituhi o te Hanga Hononga Panui ki te Hangaia me nga Pukapuka Whakairoiro, "Kei a koe colossus, Na ko ia tenei nui, Guy Meta Guy. Kei te tino pai koe ki te tikanga o te kupu colossus te tikanga o te kupu 10-miriona. Ko te mana o Banshee kei te hamama. Kei a koe enei tohu e whakaatu ana i nga kupu kupu e rite ana. Koina tetahi mea he huarahi ngahau ki te ako i nga kupu hou, Hei taapiri i nga tohu horopaki. "
I muri i te panui o tenei ka hiahia pea koe ki te tuku i to tamaiti ki te tuku tika ki te panui i nga tuhinga panui, tuhinga whakaahua ranei! Ko te puoro ki o tatou taringa. Mena kaore koe e tino mohio ki te tiimata, Kei a maatau etahi o nga akonga e pai ana ki to tamaiti kia pai ki te whakamatau!
Te tangata kuri na Dave Pilkey
Miles Moterales Spider-Tangata na Jason Reynolds
Kamene, Teina, Kēhua, He whakaari me etahi atu korero a Raina Telgemeier
Wheua na Jeff Smith
Kei te rapu i nga huarahi panui raumati mo to tamaiti? Whakapaahia tetahi o a maatau kaitohutohu mo te roanga atu o nga korero mo o maatau kaupapa panui raumati. Ka tatari matou ki te panui me to tamaiti!
Kua tae mai te wa whakamatautau, a he wa tino taumaha o te tau mo nga akonga me nga matua. I Reach Out kei te pirangi matou ki te whakapau kaha ki te whakangawari i te awangawanga o te whakamatautau ma te tuku i etahi tohutohu ako motuhake kaore pea koe i whakamatau..
Ko te whakaaro nui o te ako he maha nga wa e whaia ana e te maha o nga matua me nga kaiako e tino pai ana, hoianō, ki te titiro tatou ki etahi huarahi rangahau whakamere ka kite tatou he maha nga huarahi whai hua ki te ako! He pai tonu te whakamatau i nga mea hou, rawa mo nga tamariki. Ka taea e ratou te wheako i nga huarahi hou mo te mahi i a raatau e tamariki ana, a ka pakeke ake, ka taea e ratou te whiriwhiri i te huarahi e pai ana ki o raatau ake hiahia me o raatau ahua.
Inaianei, kia titiro tatou ki nga huarahi ahurei e toru ki te ako.
Ko nga momo rereke te kakara o te oranga-Ahakoa e ako ana
Mo te tini, he maha nga tau kua kiia mai kia pai te ako, me ako tatou ki te wahi kotahi i ia ra; he wahi ata noho, marama pai, kei a tatou rawa katoa. Ahakoa he pono tenei mo etahi wa e ako ana tatou, Ko nga rangahau e whakaatu ana he pai ake o tatou roro ina rereke tatou i te waahi e ako ana tatou. He tino miharo, tika?
I roto i te rangahau kua oti katoa te hoki mai 1978, i hoatu nga tauira o te kaareti 40 kupu kupu hei ako. I kiihia tetahi roopu ki te ako i te rarangi kia rua ki te waahi kotahi. I kiihia tetahi atu roopu ki te ako i te rarangi i nga waahi rereke e rua. Ko te mea i kitea e ratou, Ko te roopu i whakarereke i o raatau waahi ako i tino pai ake te mahara ki nga kupu i muri mai. Inaianei he aha tena? Kaati, he maha nga wa ka hono to tatou roro ki nga korero i runga i to taiao, no reira ka rereke to tatou taiao, ko te nui ake o te wa e whai waahi ai o tatou roro ki te pupuri korero na te mea ka piri ki etahi atu mea. Koinei hoki te take o tetahi tikanga whakakitenga, he tirohanga ki nga mea e hiahia ana ia ki te maumahara ki etahi waahi o te taiao e mohio ana ia, ka taea hoki te whai hua. Mo nga tauira, te huri noa i te taiao ka taea te mahi!
Kia ngahau!
Kei te pohehe etahi o nga matua mena kei te kata te tamaiti, kei te hikaka ranei i a ia e ako ana, e ako ana ranei, kei te moumou taima. Heoi ano, ehara tenei i te mea.
Hei matua, i roto i to mahi, i to tari ka whai awheawhe motuhake koe i ia wa. Ko nga awheawhe ka whakamahia hei taputapu hei awhina i a koe ki te ako mo tetahi rautaki hou, whakaaro, he korero ranei hei awhina i a koe ki te ako ake i te mahi. Ko enei huihuinga he maha nga wa e whakahaerehia ana e nga tangata e tohunga ana ki te hanga awheawhe whakahihiri, whakahihiri hoki e whakaihiihi ana i nga kaimahi.. Ka roa, ka kaha hoki nga ra, engari ki te tika te mahi, Ka taea e nga kaimahi te haere atu ma te maia ki o raatau mohiotanga hou me o raatau pukenga.
He rite ano nga mowhiti mo nga taiohi. Ko te whakauru i te takaro keemu me te ngahau hei huarahi ki te ako mo nga whakamatautau ehara i te mea ka ataata noa to tamaiti, engari ko nga rangahau e tohu ana ko te ngahau i te wa e ako ana ka whakahohe etahi rauemi hinengaro, ka hono i nga utu me te ngahau ki te ako, whakakaha me te whakawhanui i nga whatunga mahara, me te takahuri i te whakaaro waitara me te aro arotahi.
Te Hangarau Pomodoro
Te noho arotahi, i runga i te mahi me te hihiri ki te whakaoti i etahi mahi ka uaua mo nga pakeke me nga tamariki. Kua rite koe ki te titiro ki te mata rorohiko mo nga haora, engari he iti noa nga mahi? Ranei pea he wa mutunga koe i roto i nga ra torutoru, engari kei te anga noa ki te raina mutunga? Ehara i te mea miharo, i te mea e whakaatu ana te rangahau ka huri haere to tatou hinengaro ki runga 20% o te wa, he nui ake pea mo nga taiohi.
Ko tetahi tikanga whakamere i hangaia e te tauira o te kaareti a Francesco Cirillo hei huarahi hei awhina i a ia kia noho aro, a ko te Pomodoro Technique tena, i puta tona ingoa mai i te matama ahua tomato i whakamahia e Cirillo i a ia e whakamatautau ana i tenei rautaki ki a ia ano. Me pehea e mahi ai, ka whakatauhia e koe he taima mo 25 meneti, ko te wa mahi. Katahi ka whakanoho ano mo 5 meneti, ko te wa okioki. He wa pai tenei ki te whakatika, totoro, takahuri huri noa i te whare, mokai to ngeru, he inu wai, he paramanawa ranei. Ka mutu te wa okioki, tautuhia te taima mo tetahi atu 25 meneti ka tuaruatia!
Ko te ahua kei te tautokohia tenei rautaki e nga taunakitanga pūtaiao, i whakatauhia e nga kairangahau ko nga wehenga poto ka awhina i to aro ki runga i te huarahi. Ka pa atu pea tenei ki te meka ko te hoha o te hinengaro ka arahi ki te hinengaro kore, koinei te mea whakamutunga e hiahia ana koe ina ako koe mo tetahi whakamatautau nui.
Ko te tumanako i pai koe ki te tirotiro i enei tohutohu ako ahurei pera i a matou! Ko te hiahia kia pai to tamaiti ki nga whakamatautau i tenei marama. Jiayou!
We know that there is so much we can do to nurture and educate our children, which is why as parents we often go to great lengths to fill their time with enriching activities and classes. Why do we do this? For many reasons of course, 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, hoianō, 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, for example.
Reward It
Hei matua, 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!
E koa ana matou ki te panui i tetahi karapu pukapuka raumati hou, mo nga matua anake! Ko te raumati te wa tino pai ki te panui i taua pukapuka kua hiahia koe ki te panui, engari kaore i whai wa. I tenei raumati, ka tono matou kia uru mai koe ki te panui Me pehea te korero kia rongo ai nga tamariki me te whakarongo kia korero nga tamariki.
E mohio ana matou ehara i te mea ngawari i nga wa katoa te hono atu ki a maatau tamariki na te hiahia o te kura, mahi me te oranga o ia ra. I etahi wa ko o tatou awangawanga mo nga mea kei te heke mai ka raru tatou ki te noho i o tatou oranga inaianei. Heoi ano, Ko tetahi mea ka taea e matou te kii ko te kore e whai waahi ano matou ki te whai waahi ki te tamarikitanga me a matou ake tamariki, a kaore matou e pai ki te ngaro i tenei wa utu nui. Na, me pehea e taea ai e tatou te whai hua me te whai korero whai kiko ki a tatou tamariki e kaha ai to tatou hononga me te awhina i a tatou tamariki ki te tautoko.? He patai nui enei kei te nuinga o tatou.
No te tauturu ia tatou ia pahono i teie mau uiraa faufaa, ka tono matou kia uru mai koe ki te panui i tetahi o nga pukapuka matua rongonui o nga wa katoa, na Adele Faber raua ko Elaine Mazlish i tuhi. Me pehea te korero kia rongo ai nga tamariki Whakarongo Kia Korero Nga Tamariki, o te haapii ia tatou nahea ia farii i te mau mana‘o o ta tatou mau tamarii, na te kore e pera ka taea e tatou te mahi kino. Ka whakaakona hoki tatou i nga huarahi pai hei akiaki i te mahi tahi, me te mana motuhake, mana motuhake, me te maia-whaiaro. Ko enei katoa nga kai e hiahiatia ana hei awhina i te whakawhanaungatanga pai o nga matua-tamariki ka tino awhina i a tatou tamariki ki te whakatipu i a tatou tamariki hei pakeke maia me te pakari..
Me pehea te mahi?
Ko te mahi tuatahi ko te whakapā atu ki tetahi o a maatau Kaitohutohu Maatauranga ki te rehita. He KOREUTU te rehitatanga ka tuwhera ki te katoa! Ka waihangahia e matou he korerorero a-rōpū ki reira ka whakahaerehia nga kaupapa ako pukapuka me te tiritiri mai i te 1 o Hurae. Lindsey Pai, to tatou Kaiwhakahaere Mātauranga, ka uru atu ano ki te roopu hei matua, i te mea he whaea ia mo nga tama tane tokorua, pakeke 4 a 6, ko wai ka ako tahi me koe. Ka awhina ano ia ki te arahi i nga korerorero o ia wiki.
Ka kitea te pukapuka i roto i te reo Ingarihi me te Hainamana me te ngawari te uru atu ki te panui, pukapuka-e, whakatakotoranga pukapuka ororongo ranei.
Na e rua nga whiringa mo te pehea e hiahia ana koe ki te whakauru:
Ko te rarangi panui e whai ake nei:
Wiki 1: Nga Upoko 1 & 2
Wiki 2: Nga Upoko 3 & 4
Wiki 3: Nga Upoko 5 & 6
Wiki 4 Nga Upoko 7 & Kupu muri
I te mutunga o te marama, ka whakahaerehia e matou he awheawhe ipurangi e arahina ana e te Kaitohutohu Kura, Regina Wehner. I te awheawhe, Ka tohatohahia e Regina etahi atu korero me nga rautaki ka taea e koe te whakamahi hei whakapakari i to whanaungatanga me to tamaiti.
Mo Regina Wehner
He Kaitohutohu Kura Raihana a Regina Wehner kua mahi tahi me nga tauira o te Kura Waenga 16 tau. I takea mai i te United States, noho ana ia ki tana tane me 2 tamariki, tau 10 a 12, i Beijing, Haina.
Kei te mahi a Regina i te Western Academy of Beijing (WAB), he kura ao kanorau. Ko tetahi waahanga nui o te noho hei kaitohutohu kura ko te awhina i nga akonga ki te ako mo ratou ano me etahi atu i a ratou e tipu haere ana. Ka whakahaerehia ano e Regina nga Parent Coffee Mornings ia marama ki te whakahuihui i nga maatua ki te ako atu mo nga huringa whanaketanga o a raatau tamariki me pehea te whakawhitiwhiti korero i enei waa whakawhiti.
Whakapaa mai ki a matou i tenei ra ki te whakauru!
Helping Your Child Learn New Vocabulary
Research indicates that if we want students to succeed in the academic context, on important assessments and high-stakes exams, as well as their future careers, we must help them develop their vocabulary. The reason for that is this: our understanding of new information is directly linked to our understanding of the vocabulary used to communicate that new information.
Mo nga tauira, increasing their vocabulary is one key to success in mastering a language; the more words we know, the more words we understand, and the more words we can use in our writing to make it more impactful and effective. Heoi ano, learning now vocabulary is sometimes viewed as a tedious or elusive process. Sometimes parents are not sure how to guide their children, especially as the way we approach vocabulary study study may vastly differ from the way parents studied it when they were in school.
Don’t worry, Reach Out is here to help! Let’s explore vocabulary acquisition (the process of memorizing and applying new vocabulary), and we’ll tell you how you can help your child build their vocabulary!
Talk About It!
It might seem overly simple, but when it comes to learning new words, one effective way young people do it is by talking with others. Children learn new words best when they are in context, such as in a conversation about a certain topic. They can infer a bit of new words’ meanings based on how they are used along with the other words they are already familiar with.
You have likely been interrupted by your child on many occasions when you use unfamiliar vocabulary and they curiously ask, “What does disaster mean?” You might have been referring to the state of their bedroom (as in it is a complete mess), and by taking a moment to explain the multiple meanings of disaster to them, you will not only have taught them a new word to describe a messy room, but also a failure or a naturally occurring phenomenon, such as a natural disaster.
Na, talking with your child is a great way to teach them new words!
Explore It!
Students generally understand that they can use a dictionary or a translator if they encounter a word they do not know, but sometimes even the definition of a word might leave them with more questions than answers.
In our experience, many students do not utilize one very important tool for learning and applying new vocabulary, and that tool is a thesaurus! If you notice your child overusing a word when speaking or in their writing, for example, “pretty”, “cute”, “good”, or “bad”, then take some time to show them how to use a website such as thesaurus.com to look those words up. When they search for the word such as “pretty” they will see that there are so many interesting and unique words to use instead! I
In our experience, students really enjoy using new vocabulary, and feel empowered to know there is a tool to help them make their words mightier.
Play!
Having fun while learning isn’t just something teachers do to make students happy, it’s actually been proven by neuroscience to be an effective way to help students learn more and more deeply. Research shows that when students are both stimulated and challenged, their brains release dopamine. Dopamine is a neurotransmitter that stimulates the memory centers and promotes the release of acetylcholinem, which increases focused attention.
In our courses here at Reach Out, vocabulary instruction is an important part of each lesson. We also have courses launching this summer, Vocabulary Builder Levels 1-3, in which we will focus exclusively on helping your child expand their vocabulary knowledge with challenging new words. While the words chosen offer the challenge, tools like Quizlet and games such as Guess Who and Sentence Racer provide students with the chance to interact in a meaningful and engaging way.
How do we know these methods are effective? Because our decades of experience, and study of educational psychology and methodology have taught us how students learn best!
We would love to help your child learn new vocabulary as one of the ways he or she can become an effect more effective and successful reader, writer, and speaker. To learn more about how we can help, contact one of our Education Consultants today!
If you are looking for a more individualized educational service, Reach Out offers 1-on-1 services with our expert educators!
What do We Offer?
Our teachers offer a wide range of 1-on-1 subjects including English, Social Sciences, and Maths.
Meet some of our highly qualified and experienced teachers!
Why Should I Choose 1-on-1 Services?
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, me etahi atu. 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, we have been growing and have some exciting additions to what we offer here at Reach Out. As it has been a while since we introduced ourselves, 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.
Na, 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. Children, 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. Na, 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, Pāngarau, 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.
Hono Mai!
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!
He uaua te noho hei matua. Ina hoki, me nga huringa o to tatou ao i enei ra, koinei pea tetahi o nga wa uaua kua pa ki a tatou i roto i nga tekau tau. Ko nga huringa ka arahi ki te koretake, me te pahekeheke ka arahi ki te ahotea. Ko te taumahatanga ka pa ki nga wahanga katoa o to tatou oranga, i etahi wa ka tino pa ki a tatou whanaungatanga me o tatou hoa aroha; otira a tatou tamariki.
Ka taea e a tatou tamariki te uaua (kia pa ki a tatou, ka taea ano e tatou!), a he mahi tino uaua ki te whakarite kia "tika" nga nekehanga katoa. Ko a maatau korero katoa, tono, tono, mahere, he mea te tikanga o nga mihi me nga whakahee. I nga wa katoa ka korero matou ki a maatau tamariki, ko te tumanako ka ranea enei kupu hei whakaki i a tatou tamariki ki te tumanako mo te oranga pai i te wa e kore e tino marama te heke mai.. Ka huri nga wa, a ka pahemo ano tenei, engari ko tetahi mea ka taea e matou te kii ko te kore e whai waahi tuarua ki te noho tamarikitanga me a maatau tamariki.
Hei matua, he maha nga wa ka ui tatou ki a tatou ano mehemea kei te mahi tika tatou, e whakaaro ana me pehea e taea ai e tatou te uru atu ki a tatou tamariki, e ngana ana ki te mohio pai ake ki a tatou tamariki, a i etahi wa ka rite ki te he kore hara no te mea ka kii tatou ki a tatou ano kei te mahi he. He maha nga wa, e hara tena, engari karekau he pukapuka tohutohu mo te whakatipu tamaiti ka whai hua mo te katoa i nga ahuatanga katoa. Pono, he nui nga tohutohu, he nui rawa atu, engari ano, Ko te nuinga o nga tohutohu ko tera noa; te arataki me nga tohutohu a nga tangata kaore i te mohio ki a koe, ki to tamaiti ranei. He awhina etahi, me etahi o aua mea...kare i tino nui.
Ko tetahi mea e kore e taea e tatou te whakakahore ahakoa ko te hiranga o te whanaungatanga hauora i waenga i te matua me te tamaiti.
Ko nga rangahau e whakaatu ana:
He mea nui kia whai wa ki te poipoi i te whanaungatanga me to tamaiti, me te mea nui ake pea, me te whakarite kia pai nga taunekeneke ki a tatou tamariki i taua wa. He mea uaua tenei ki te maha o nga matua, koia i hanga ai he karapu pukapuka matua mo te pukapuka Me pehea te korero kia rongo ai nga tamariki me te whakarongo kia korero nga tamariki na Adele Faber raua ko Elaine Mazlish. I ako tahi matou i nga huarahi ki te korero pai ki a matou tamariki kia pakari ai o matou hononga. I pau te wa ki te korerorero i nga whakaaro mai i te pukapuka, me te hui mariko ki te whakaari i etahi o nga rautaki mai i te pukapuka. I runga i tera, i powhiritia e matou te Kaitohutohu a te Kura Waenga, Regina Wehner, ki te whakarato ki nga matua he awheawhe ki te mohio ki te whanaketanga hinengaro me te hinengaro o ta tatou tamaiti.
Anei etahi o nga mea nui e hiahia ana matou ki te whakapuaki ki a koe!
Tuatahi, mai Me pehea te korero kia rongo ai nga tamariki me te whakarongo kia korero nga tamariki, Anei e rua o a maatau rautaki tino pai:
He uaua nga tamariki ki te whakahaere i o raatau kare-a-roto, i te mea ko te pokapū whakahaere aronganui o te roro tetahi o nga mea whakamutunga ki te whakawhanake. Ko te tikanga e hiahia ana ratou ki ta tatou awhina i roto i te ahua o te aroha me te whakatauira. He tino wero tenei, ina koa ka raru pea tatou ki te whakahaere i o tatou ake kare-a-roto i etahi wa! He rautaki ngawari ta matou mo koe e rua nga mea e hiahiatia ana:
Ka hoki mai to tamaiti ki te kainga e pouri ana mo tetahi mea i pa ki te kura, hei utu mo te kauhau me te tuku i a maatau tohutohu mohio, ka taea e tatou te whakarongo noa ki o raatau awangawanga me te whakahoki ano i nga whakaaro ki a raatau. Hei tauira, ki te hoki mai to tamaiti ki te kainga me te pouri ka korero penei, “Aue, i tenei ra i kino a Erihapeti raua ko Hara ki ahau! Kare rawa ratou i aro ki ahau, ka kino ahau ki a raua inaianei!” Engari i te korero, “Ko Elizabeth raua ko Sarah to hoa tino pai. Ehara i te mea nui a ka mohio ahau ka pai koe apopo,” tera pea ka whakakore i nga kare a to tamaiti, ka taea e koe te kii, “Aue, Ka kite ahau. Na Erihapeti raua ko Sarah i whakaaro koe kua mahue koe. Na tera pea i tino pouri koe, kua porangi hoki.” I tenei wa ka korero tonu to tamaiti me te tuwhera ki a koe, he mea nui! Ko te tikanga kei te whakawhirinaki ratou ki a koe, kei te pai ake koe. Whakarongo tonu, tuohu, mea atu, “Mmmhmm,” a faahiti i ta ratou i parau. Ma te whakarongo noa koe ka rongo to tamaiti 100% he pai ake, he rite hoki ki te whakaeke i o raatau wero e whai ake nei!
2. Ko taku hiahia!
He maha nga wa ka whakapuaki a taatau tamariki i o raatau hiahia i runga i te ahua o te hiahia kia whiwhi nga mea kaore i a raatau, me te hiahia kia rereke nga mea i to ratau ahua.. Hei tauira, ka kii pea nga tamariki, "Ko taku hiahia kaore au e mahi i nga mahi katoa." Ka taea e matou te whakautu, “Na, mahi koe a ko tera!" ranei "Koinei te mea me mahi koe. Ko to kawenga na me mahi koe inaianei!”
Ka piki ake tenei ki te pakanga o te hiahia i te mea ka pouri nga matua i te rongo tonu i taua amuamu me te whakahoki ano i te whakaaro kotahi.. Ka pouri nga tamariki na te mea kei te whakakorehia o ratou whakaaro, kei te pohehe hoki ratou. Kaati, kaua e manukanuka, kei konei matou ki te awhina! He iti ta matou tinihanga hei awhina i a koe ki te huri i te korerorero, a ko te ki whakaae me to tamaiti. Ko te oro koretake, engari kei a matou te wheako ki tenei mahi tinihanga, a he mea whakamiharo!
Hei tauira, ki te mea to tamaiti, "Ko taku hiahia ka taea e tatou te haere ki te papa i tenei ra penei i taku hiahia!”
Engari i te korero, "Kaore e taea e au, He tino pukumahi ahau,” ranei “Ae, engari e kore e taea e tatou, kua ua,” ka taea e matou te kii, "Ko taku hiahia ka taea ano e tatou! Ka taea e matou te haere ki te papa me te pikiniki! Ka taea e matou te rere manu aute me te pupuhi mirumiru! He aha te take karekau he pikiniki i roto i te ruma noho, ka mutu ka taea e matou te pupuhi mirumiru i roto i te wharepaku!”
Ko te wahanga tuatahi ka whakahihiri i nga tamariki me o ratou whakaaro pohewa, te kawe ia ratou ki te waahi harikoa. Ko te waahanga e whai ake nei ka rongo ratou me te hono atu ki a koe.
Inaianei, etahi mea nui mai i a Ms. Te awheawhe a Wehner:
*Tena koa awhina mai ahau ki te whiriwhiri i enei! :)*
Mena kei te pirangi koe ki te uru atu ki tetahi o a maatau awheawhe, karapu pukapuka ranei a muri ake nei, kia kaha ki te whai i a maatau ka noho tonu! He mea nui kei te heke mai i tenei ngahuru!
He maha nga matua ka patai mai he aha te huarahi tere e taea ai e ta raatau tamaiti te whakapai ake i a raatau tuhinga. Ahakoa e tino whakapono ana matou karekau he huarahi poto ki te noho hei kaituhi tino whai hua me te mohio, he mea ano ka taea e nga akonga te whakauru ki roto i a raatau tuhinga hei awhina i te eke ki te taumata e whai ake nei. Ka rite ki nga mea katoa e ngana ana ki te rangatira, Ko te mea nui ki te angitu ko te whakapau kaha me te tukurua. Ko te whakangungu i enei pukenga i ia wa ka awhina i to tamaiti ki te eke ki o raatau whainga maatauranga.
Ko tenei tuhinga te tuatahi i roto i nga raupapa tuhinga ka aro ki nga pukenga e tika ana mo nga momo tuhi rereke. I tenei wiki, ka aro tatou ki nga tohutohu tuhi whakaahuatanga.
Tohutohu Tuhituhi Whakaahua:
Ko te tuhi whakaahua he ahua toi pono, i te mea ko tana kaupapa he hanga ahua ki roto i nga hinengaro o te hunga panui. Kaore e taea e tetahi te korero korero mo te mahi me te korerorero anake, a, e kore e taea e te tangata te kawe i te tikanga hohonu me te kare-a-roto i roto i te oriori me te kore e peita i tetahi pikitia me ana kupu.
Ko tetahi huarahi kaha ki te eke ki te whakaahuatanga ko te taapiri i nga kupu ahua me nga kupu whakatauki i nga waahi katoa ka taea. Hei tauira, mena kei te tuhi korero a to tamaiti ka tuhi pea ia i tetahi mea penei:
"I haere a Harry ki waho ka tiimata ki te rapu i ona hoa."
Ahakoa ko tenei rerenga korero he tikanga taketake, he mea taketake ano te paanga ki te kaipanui. Ma te taapiri i te reo whakamaarama ki te ahua o nga kupu ahua me nga kupu whakatau, ka taea e tatou te taapiri tere me te whai hua ki te taapiri whakaahua ki te rerenga korero:
"Kua kutuhia e Harry te tatau o mua, ka tukitukia i muri i a ia. Ua oioi to ’na mafatu i to ’na hororaa na pihai iho i te vahi nohoraa ma te anaanatae i to ’na mau hoa.”
I roto i te rerenga korero kua whakahoutia, ka kite tatou i nga whakaahuatanga e korero ana ehara i te mea ko nga mahi e mahia ana, engari he awhina ano ia tatou ki te rongo i te kare a te tangata, he mea nui o te korero pakiwaitara.
Ko tetahi atu huarahi pai kia whai hua ai te korero, te rotarota ranei, ko te taapiri i te reo ahua, penei i nga whakataurite. Ko nga whakataurite he whakataurite e whakamahi ana i te ahua, i te rite ranei ka taea te whakamahi hei awhina i te kaipānui ki te whakaaro ake i nga mea e tupu ana.
Hei tauira, ka tuhi pea to tamaiti i tetahi mea penei:
I tino koa ahau!
He tino ataahua!
I tino mataku ia!
Ka taea e tatou te taapiri i nga whakataurite hei awhina i te hanga hua pai ake:
I harikoa ahau ano he punua i roto i te toa miro.
He rawe te ahua o te peepi panda e takaro ana i te hukarere.
He rite tonu tana mataku ki te rapeti i rongo noa i te wuruhi e aue ana.
Ko ta matou tohu whakamutunga mo te tuhi whakaahua ko te kowhiri i nga kupu e tino tika ana e whakaatu ana i nga mea e hiahia ana te kaituhi kia rongo te kaipanui.. He maha nga wa, ka tuhia e nga akonga nga whakaahuatanga he ahua rangirua, me nga rerenga penei:
I tino ngenge ia.
I tino hoha te kiriata.
I tino makariri ratou.
He wera rawa te ruma.
ano, he tikanga ngawari enei rerenga korero, engari i roto i te tuhi korero, e kore noa e ranea. Ko te whakaahuatanga whai hua ka whakamahi i nga kupu e whai paanga ana, a ka taea e tatou ma te whiriwhiri i nga kupu pai anake hei kawe i te tino tikanga.
Tirohia me pehea e taea ai e tatou te tango i nga rerenga korero o runga mai i te mea noa ki te whakahirahira ma te whakakapi i tetahi waahanga o te rerenga ki te kupu kaha.:
Kua ngenge ia.
He pohewa noa te kiriata.
I makariri ratou ki te koiwi.
I tunua te ruma.
Ko te rongo pai karekau to tamaiti e ti'aturi ki runga i ona mohiotanga kupu o naianei kia angitu ai te hanga rerenga korero penei i runga ake nei.. Kei roto i te tuhinga kupu nga kupu katoa hei hanga whakaahuatanga maumahara.
Ko te tumanako i whai hua enei tohutohu! Mena kei te pirangi koe kia ako to tamaiti me pehea te whakamahi i enei pukenga me tetahi o o maatau kaiwhakaako ngakaunui, noho tonu mo nga panui e haere mai ana mo a maatau akoranga hou mo te raumati me te ngahuru!
Hei tera wiki, ka whai tatou i te titiro ki nga tohutohu tuhituhi whakapati!
Tell us a bit about yourself.
I grew up in five different countries (Sweden, England, Germany, South Africa, and Canada). Integration into a diverse spectrum of cultures growing up has made me see the world with an open mind. 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 ngā ākonga, 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 tau.
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.
The Secret Garden is a piece of classic literature that has been part of an untold number of childhoods (if you missed our article on why children should read classic novels, see it linked below!). It is a powerful tale of friendship and discovering oneself that resonates with our souls.
The Secret Garden 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, Ko Mr. Craven.
Ko 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 The Secret Garden 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, contact one of our Education Consultants today! We hope to work with your child very soon!
Ko te rangahau tuhinga tetahi waahanga nui o tetahi kaupapa ako pai, a na te mea ka awhina i nga akonga ki te ako i te whānuitanga o nga matauranga me nga pukenga e tika ana mo te angitu i roto i nga waahanga maha o te ao.. I a koe e ako ana i nga tuhinga, ka ako nga akonga i nga kaupapa nui me nga tangata puta noa i te hitori, ka whai whakaaro ratou ki te tirohanga ahurea me te whakanui ake i o ratou ake maaramatanga ki te whakaae ki nga whakaaro rereke me nga whakapono, a ka ako ratou ki te wetewete i nga kupu a etahi atu kia tino mohio ai ratou ki nga whakaaro hou me nga huarahi whakawhiti korero. Hei poto, ka whakaatu i nga akonga ki te pouaka taputapu o nga whakaaro, tikanga, rautaki, ariā, me etahi atu ka kawea e ratou i roto i to ratau oranga, te hanga i to ratou huarahi ki te ao.
He aha tatou e tuku ai i tenei akoranga?
Ko nga akonga Reach Out e whai ana i nga kaupapa kura tuarua penei i te IGCSE, kei roto ko nga akoranga whakawero penei i te Reo Ingarihi me te Tuhituhi me te reo Ingarihi hei Reo Tuatahi. I muri mai, ko te nuinga o aua tauira ka mau ki te wero o nga kaupapa taumata IB me AP, me kawe e ratou te mahi panui i nga momo tuhinga. Ko ta matou whainga ko te whakaatu i nga tauira o te kura tuatahi me te kura tuarua ki te whānuitanga o nga momo tuhinga matatau kia tae atu ki te kura tuarua ka mau i a ratou nga matauranga me nga pukenga ki te eke ki te whenua, na reira ka eke ki te taumata teitei ake.
I hangaia tenei akoranga mo te Tohu 7-9 ngā ākonga.
Ko nga Whainga o ta matou Akoranga Tuhituhi Ake ake ko te:
✪ Whakanuia te kaha o nga akonga ki te mohio me te mohio ki nga tikanga tuhituhi e whakamahia ana i nga tuhinga Ingarihi me Amerika, me te kaha ki te whakapuaki i nga paanga o aua tikanga;
✪Whakapai ake te mohiotanga o nga tamariki ki nga pukenga tuhituhi me te whakanui ake i to raatau mohio ki nga tikanga o Ingarangi me Amerika;
✪ I raro i te arataki a o maatau tohunga tohunga, ako i te kaha o te reo me nga korero pakiwaitara i runga i te whakawero, engari i te whakahihiri.
Tutaki ki o Tatou Kaiako
*Whakauruhia te koiora kaiako ki konei mo Barry, Anthony, me Hoani*
Ko o matou Kowhiringa Pukapuka:
Tangi te Whenua Aroha na Alan Paton
Kei Awherika ki te Tonga i te tekau tau 1940, tohu-toa Tangi te Whenua Aroha e korero ana mo tetahi Orometua Zulu, Steven Kumalo, ka haere mai i tona kainga ki te taone o Johannesburg. I runga i tana haerenga uaua me te ngakau pouri, ka kitea e ia kua kitea e tana tuahine me tana tama i roto i nga ahuatanga kino e tika ana kia pa ki a raua inaianei. Ko nga oranga rereke o nga tangata ka uru ohorere mai i roto i nga aitua i te wa pouri i roto i te hitori o Awherika ki te Tonga.. Heoi ano, na roto i nga aitua me nga wero, ka kitea te ahua pono o te wairua o te tangata me te whakanui i te hunga e tino hiahia ana.
Dracula na Bram Stoker
Ko te pakiwaitara o Dracula kua mau tonu ki roto i nga hinengaro o nga kaipanui me nga kaitoro kiriata mo nga whakatipuranga.. Ko Bram Stoker i hanga te ahua kino o Dracula i runga i te pakiwaitara o te tino rangatira o Wallachia., Ko Vlad te Impaler. I taea e Stoker te tango i tenei kokonga pouri o te hitori me te huri hei pukapuka pakiwaitara i korerotia i roto i nga tuhinga pukapuka, reta me waea waea. Ka rite ki tetahi matarohia, I tu a Dracula i te whakamatautau o te waa na te mea e korero ana ia ki tetahi mea tino hohonu me te whai kiko i roto i te hinengaro o te tangata.
No nga Kiore me nga Tangata na John Steinbeck
Ko te Paheketanga Nui he wa tino nui i roto i te hitori o Amerika i whakamatau i tona kaha hei iwi, me te whakanoho i te taupori ki te taurite kino i waenga i te ora me te mate. I roto i nga mea e kiia ana ko tetahi o nga tino rongonui o Amerika, ka whakamohiotia nga kaipānui ki nga kaimahi manene e rua kua heke, Ko George raua ko Lennie. He rangatahi mohio a George, i a Lennie he haua hinengaro. Ka mau a George ki a Lennie i raro i tana parirau i a raua e rapu mahi ana he iti noa nga waahi, e ngana ana ki te ora, engari kei te moemoea tonu mo te ra ka whai whenua ratou ka hanga oranga. Ka ngaro o ratou tumanako ka pa mai tetahi raru kino ka whakarereke i to ratau oranga ake ake.
He aha nga mea ka riro i nga akonga
Whakawhanakehia te maioha moata ki te tuhituhi,
Tirohia te ao mai i te tirohanga pakeke ake
Kei roto i nga pukapuka rongonui o Ingarangi me Amerika nga take morare me te hapori. Ko te panui i nga tuhinga tawhito tino whai mana ka awhina i nga akonga kia pai ake te panui, a ka timata i te tukanga o te whai i te mohio-whaiaro.
Kia pai ake te maarama ki te ahurea me te hitori
Ko te ako i nga korero mai i nga tuhinga tawhito o Ingarangi me Amerika ka awhina i a tatou ki te whakawhiti i nga rereketanga ahurea. "Kua whakatuwherahia e nga karaehe te kuaha ki nga ao rereke, ahurea rerekē, me nga tirohanga rereke o te hitori. Ko nga tuhinga ka whakawhiti iwi, tikanga, karakia, me te matawhenua."
Te whakaaro huritao me te tipu whaiaro
He maha nga tuhinga tawhito e kii ana ki o tatou oranga mai i te taha: Ko nga pukapuka e whakaatu ana i nga ritenga ki o tatou ake oranga ka kiia "whakaata"; a ko nga mea e whakaatu mai ana i nga ahuatanga rerekee ka kiia "matapihi." Ahakoa he a "whakaata" a "matapihi", ka whakarangatira ake i nga wheako o nga tauira me te whakanui ake i te maia me te kaha ki te aro atu ki te ao.
Hono Mai!
Whakapaa mai ki a maatau ki te rapu korero mo to maatau akoranga. Ko te tino tumanako ka tutaki wawe matou ki to tamaiti, me te whakawhanake i te aroha ki te panui tahi i nga tuhinga tawhito.
It’s back to school time and we know parents are getting ready for a new year with new beginnings. The start of a new year is usually met with a mix of excitement and a bit of anxiety, as students and parents look forward to new skills and experiences, but also might feel nervous about new routines and expectations.
Don’t worry, Reach Out it here to help! This year, we have 5 top tips to a fantastic start to the school year.
Understanding how your child’s school approaches education, what curriculum they use, what systems, and standards are used can be overwhelming for non-educators. Spending a bit of time each day reading your school’s website content, handbooks, and other resources can help you feel more confident in understanding what your child is learning at school and how they are learning. It’s also important to attend your child’s back-to-school night and informational sessions to get a better understanding of your child’s program as a whole. It also provides a great opportunity for you to establish a relationship with your child’s teacher. At any time if you still have questions, you can always e-mail your child’s teacher. They are there for you and your child, as they know that a great relationship with parents is a fantastic way to ensure academic, social, and emotional success for all students.
2. Make Sure to Catch Enough Zzzzs Before the ABCs
Sleep is so important for a child’s growth and development, and a lack of it can negatively impact a child’s academic achievement. Ina hoki, research shows that sleep depravation in children can lead to higher rates of anxiety and depression. When we sleep, our brain processes the information from he day, finds the best system to file it away in out memories, and re-charges our systems for a new day. For various reasons, parents often find sticking to an early bedtime difficult, but with a clear routine, and time for adjustment, it can be easy! Children 3-6 years old should be getting 10-12 hours of sleep per day, 7-12 year olds should get 10-11 hours per day, a 12-18 year olds should get 8-9 hours per day. Creating a schedule where children get to bed earlier will make mornings easier as well, hopefully with less stress for both parents and children as they will be well rested and ready to start their day!
3. Ask the Right Questions at the Right Time
Sometimes parents are anxious to know how their child’s day was as soon as they get home from school, especially during the first few weeks. Those weeks are especially exhausting and full of ups and downs as your child learns to navigate new material, new friends, new teachers, and new expectations. Giving them time to come home and decompress is extremely important for their emotional and mental well-being. Once they have had some “me” time, parents can ask specific questions based on what they know they are working on, if they happen to know. They can go through their child’s homework diary with them and help them make a plan on how to tackle each task, as well as share in their enthusiasm for specific subjects, books, or information they also enjoy. Avoid asking, “How was school? What did you learn?” as kids respond much better to more specific questions, such as, “What did you do with your friends at lunch? What was the best part of your day? What was the weirdest or most wonderful thing that happened at school today?” Most importantly, parents should be fully present and listen intently when students answer, so they really feel valued and hear when they share.
4. Let Them Learn From Failure
This one can be extremely hard for parents to allow. We want our children to do well and reach their full potential, which means we might go over each assignment with a fine-toothed comb, correcting every mis-calculation or grammar mistake. Although parents have good intentions when we do this, we are taking away important learning opportunities from children when we do so. Back when we were students, many of our parents were often too busy or didn’t have the knowledge or capacity to help us with our school work, but we found a way to push through and try our best. If children are never given opportunities to fail when they are young, they might resist taking on challenges later in life for fear of failing at them. Heoi ano, when we let them fail gently, such as on an assignment or at a little league soccer game, we are teaching them resilience. It’s not the end of the world, and they learn a valuable lesson; that we can try and not succeed, dust ourselves off, and try again next time.
5. Nurture Their Passions
New school years are an exciting time for many reasons, one of them being that they provide children a chance to discover new passions. If they are lucky, they will stumble upon something they truly love, and that they can become fascinated with enough to spend hours on end discovering. Helping a child find his or her passion is not always easy and takes time. Sometimes parents worry if their child focuses too much on a couple of things, and feel they need to expose them to as much as possible to help shape them into well-rounded individuals. Heoi ano, if we look at the people who have shaped our world, it was because they had a laser focus on what they were passionate about. It was all they ever did or do. As humans, we naturally gravitate towards what we love most, and as long as it provides some sort of value on top of fulfillment, we should continue pursuing it. Na, don’t worry if your child protests going to one activity while running out the door to attend another. Maybe the one they love is the most valuable to their growth and development, and the one they don’t like isn’t that necessary after all.
We hope these tips have helped, and we wish you and your child the best in the coming school year! We are excited for the new school year and all of the challenges and hope it will bring.
Reach Out will be with you every step of the way, so be on the lookout for more information and more articles we hope you will love!
