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School make your kids happy

January 2017

Winter Issue

WHAT REALLY IS EDUCATION? COMMON MISTAKES PARENTS MAKE WHEN CHOOSING A SCHOOL

QUESTIONS YOU NEED TO ASK SCHOOLS THE HIDDEN CURRICULUM MORE

PRIORITIZING WHAT IS IMPORTANT WHEN CHOOSING A SCHOOL CHOOSING A SCHOOL / A Magazine guide to non-profit making schools

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CONTENT 2

Executive Summary

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Vision

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Magazine Mission

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Magazine Objective

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Background

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Magazine Content

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Education With An ‘E’

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Common Mistakes Parents Make

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Common Things Parents Tend To Look For

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Hidden Curriculum

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Obvious Differences Between Schools

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Prioritising What Is Important In A School

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Ask The Right Questions

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Questions to Ask a School

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Magazine Articles

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A Guide To Parenting : A Lot of Give And Take

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Solving The Problem of Problem Solving

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Why a Baccalarate school?

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CHOOSING A SCHOOL / A Magazine guide to non-profit making schools

EXECUTIVE SUMMARY VISION A Zimbabwe where everyone experiences an exceptional educational journey that is intellectually, socially, and personally transformative

MAGAZINE MISSION To educate the nation to make quality educational choices through our commitment to making vital information universally accessible

MAGAZINE OBJECTIVE Giving parents and guardians’ information that aid in better decisionmaking in finding the best school that is fit for each individual child.

BACKGROUND Finding the school that is right for a child is one of the most important things every parent will ever do. It is a complex process that will affect the rest of the child’s life. The Zimbabwe Schools magazine is a platform where parents can rely on detailed information relating to good Schools. Both Primary and Secondary schools will cover an A4 size page with enough information for a parent to have a clear visual picture of the school.

The non-profit making Schools recommended here are accredited reputable schools with excellent facilities, good student teacher ratio, good standards of living, offering co-curricular activities and good grades.

MAGAZINE CONTENT First part of the magazine is to help the parents think of education in a constructive manner. The main aim is to build the foundation of the thinking process required to make a good decision while the mind is excited and still attentive.

The first article is “Education with an E” by Tim Middleton. This aims to challenge parents to think afresh about what education really is about. Below is the extract from “The Standard” August 7 2016.

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BY TIM MIDDLETON FROM THE STANDARD NEWSPAPER

EDUCATION WITH AN ‘E’ There is an extraordinary novel called “Gatsby” written by Ernest Vincent Wright in 1939. What is extraordinary is that not one of the fifty thousand words written in the novel contains the letter ‘E’, which is all the more extraordinary in that the letter ‘E’ is generally accepted as the most common vowel in the English language. (You may note, for example, that there are 24 usages of the letter ‘E’ in the previous sentence). The story itself might appear incidental but it does describe the efforts of a small community to revitalise itself through its young people into a dynamic cosmopolitan centre.

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CHOOSING A SCHOOL / A Magazine guide to non-profit making schools

Many in society are like the ACE story’s hero Gullible when it comes to education and what is meant by education. They go along with the C gulls’ view, without thinking, the superficial, the artificial, the official view, that education is about getting lots of ‘A’s on one’s report card

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here is an even less wellknown story called “Gullible Travails” (not to be confused with the better known “Gulliver’s Travels”) which tells of an ACE world of gulls, made up of various rankings.

There are A gulls who flyover the land, never venturing far, pecking on seeds (often ex-seeding demands).

There are C gulls who like to fly further out over the sea (eating off ‘super-fish-ails’, ‘arti-fish-ails’ ‘of -fish-ails’ and ‘sel-fish’). Finally, there are E gulls, large, strong, noble, quick, and able to fly higher, with an eyesight that can pick out the minutest detail from vast distances. Unlike the human world that grades the beings in descending alphabetical order, which would make gulls better than E gulls, an E gull is greater than C gull and an A gull.

Into this world flew our hero Gullible – always innocent, at times apparently silly, occasionally overconfident, still inexperienced but wildly enthusiastic. This was a gull that was searching for meaning, truth and new boundaries, wanting to be strong and to soar. This was a world where E gulls dare; this was not where Angels fear to tread.

This is the world that affirms the wise truism that “The last will be first and the first will be last.” Education and society in general too often has it the other way round – the first are the only ones, the ones who follow are nobodies, losers. Yet this is the world that also affirms the equally wise truism that “The stone the builders rejected has become the cornerstone.” The pupils that the

Forget words having no ‘E’s in them; when it comes to education think of the opposite, of words beginning with ‘E’s but with no ‘A’s in them.

That is precisely what we will do in the articles that will follow in the succeeding weeks; we will look at these ‘E’s and discover new and faroff lands for our children to explore, to be strong and to soar.

educationists rejected have often become the cornerstone; the pupils the society has placed last will often be first. We need not only to get used to it but also to both teach and live it.

Many in society are like the ACE story’s hero Gullible when it comes to education and what is meant by education. They go along with the C gulls’ view, without thinking, the superficial, the artificial, the official view, that education is about getting lots of ‘A’s on one’s report card. Furthermore, they think that education is meant to be all about the ‘A’s of Achievement, Advancement, Alignment, Amusement, Amazement, Assessment and Appointment. They do not have the E gull’s vision to see from far off in minute detail that education is in fact all about ‘E’s – it is about Empowerment, Enrichment, Enlightenment, Enjoyment, Excitement, Endorsement and Endowment, with not an ‘A’ in sight!

Ernest Wright described his experience in writing the novel thus: “As I wrote along, a whole army of little Es gathered around my desk, all eagerly expecting to be called upon.

But gradually as they saw me writing on and on, without even noticing them, they grew uneasy and began hopping up and riding my pen, looking down constantly for a chance to drop off into some word, for all the world like seabirds perched, watching for a passing fish! But when they saw that I had covered 138 pages, they slid onto the floor, walking sadly away, arm in arm, but shouting back: ‘You certainly must have a hodgepodge of a yarn there without us! Why, man, we are in every story ever written! This is the first time we ever were shut out!’”

They were like C gulls, watching for their passing fish.

Let us not be gullible and think that education is all about stacking up ‘A’s. Education must begin with ‘E’s.

If we want our young people to be extraordinary, then Education must be full of ‘E’s – we simply cannot have a book or life without ‘E’s! It is Education with ‘E’s, (not ‘A’s) that will transform our whole society through our young people. That will be novel, will it not?

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Common Mistakes Parents Make They base their selection on: Their old school – but schools change, as Heads change! Facilities do not always change.

Their other child’s school – but children have different abilities and needs Their friends’ child’s school – but their child is not your child!

Their child’s preference – but children do not know or understand what they need or what education is about.

Their ‘grapevine’ [rumour-mill] – but most information you hear about schools is not based on fact.

Their reputation [What will folk at the office/golf club say…?] – But what has that to do with your child’s education?

Their own (successful or failed) ambition – but children will not necessarily follow in their parents’ footsteps. What is right for the child, not for the parent?

The school’s results [academic or sporting] – but results are not a measurement of how your child will fare.

Avoid falling into the pitfalls of Prejudice, Presumption and Pride.

Common Things Parents Tend To Look For (IN NO PARTICULAR ORDER) Many parents tend to simply look at the following superficial aspects of a school.

Resources – what buildings, facilities, and equipment does the school have?

Race – what is the racial mix?

Religion - or lack of Results - academic, sporting, musical

Hidden Curriculum This is what makes the difference in the school. It is the ‘soul’ of the school that is important. Schools may have all the facilities and resources but be soul-less.

Do not confuse this with spirit, as spirit is contrived, manufactured, produced – soul happens and cannot be avoided. It is obviously very hard to see – it is hidden, after all. It is the indefinable yet tangible quality which holds together the atmosphere, character and ‘feel’ of the school, as opposed to the ethos. It is seen in how the pupils behave, interact and present themselves. This is what is going to have the biggest impact on your child during his/her schooling.

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CHOOSING A SCHOOL / A Magazine guide to non-profit making schools

OBVIOUS DIFFERENCES BETWEEN SCHOOLS There are obvious differences in schools which can be established easily: Do I want my child to be educated in?

Day or Boarding school? Sometimes it is a matter of “Needs Must” for parents who do not live near a suitable school for their child or whose business take them away from home often, meaning the child has to board. However, parents must not abdicate their Godgiven responsibility, by sending their child off to boarding school “so they get some discipline in them” or so that the parents can enjoy their life without the hindrance of children being around!

Co-Ed or Single Sex School? Some parents believe single sex schools provide less distraction for gaining good results while others will argue that relating naturally and consistently with members of the opposite sex is of great importance. What is more important for your child, both in the short and long term?

Religious or Secular school? A school will affect your child’s soul as much as their intellectual and physical abilities. Who will look after this side of your child’s being?

Specialist or Mixed-Ability school? Whether one’s child is gifted or not, parents may see it as a matter of principle whether schools are inclusive or not.

Local or International Examinations? A parent needs to be thinking of what happens to their child after the child finishes school.

Broad or Specialised Curriculum? Schools may offer different curriculum.

Purely academic or Holistic Education? If academic results are the only issue for a parent, they would be wise not sending their child to a school that offers a holistic education. All ATS schools will offer such a curriculum, believing that character is as important as CVs while universities also look well beyond mere academic results.

By answering the above questions, parents will have narrowed down their search considerably!

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Prioritising What Is Important In A School Rank the following in the priority you hold them for your child?

ACADEMIC

CULTURAL

Who teaches Life Skills and how?

What is the school’s policy on Leadership and seniority?

PERSONAL PHYSICAL SOCIAL SPIRITUAL

Once these are prioritised, ask the following (and more of your own) questions in each

ACADEMIC What Subjects are offered?

How are Appraisals done?

What qualifications do your Teachers have?

How does the school deal with Bullying?

PHYSICAL

What qualifications and training with children do your Coaches have?

How do you use your Facilities?

How do you look at your sports Results?

Can players from this school become National players?

SOCIAL

How do you look at Results?

What Resources are available?

How are pupils helped to relate to children of the opposite Gender?

Are classes Streamed/set/mixed?

What is the Homework policy?

CULTURAL

How much Music is available and to what level?

What sort of Drama is offered?

What Practical experience do pupils have of other cultural activities?

PERSONAL

What is your Discipline policy?

What Counselling is available to pupils?

How do the different racial groups integrate?

How do children of mixed ability relate to each other?

How much Service is required of all pupils?

SPIRITUAL

Does the school have a Chapel / Chaplain? If not, who is responsible for the spiritual welfare?

How is RE treated at the school?

Does the school have a SU group or its equivalent?

What Policy is there regarding other faiths?

How are pupils given opportunities to Practice their faith?

REMEMBER: There is no perfect school – no school will fit your priorities perfectly There is no “Best School” – there is the best school for your child Which school comes the closest to what you want in a school?

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CHOOSING A SCHOOL / A Magazine guide to non-profit making schools

‘THE STANDARD’ ARTICLES

ASK THE RIGHT QUESTIONS

By Tim middleton A teacher wanted to explain the damaging effects of drinking alcohol to her class. She placed two glass jars of worms on her desk. Into one, she poured some water. The worms continued to move about, untroubled. Then she poured whisky into the other. The worms died. She asked a pupil: “What is the lesson to be learned from this experiment?” His reply was quick: “I guess it proves that it is good to drink whisky, because it will kill any worms you have in your body.”

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hat that may teach us is that we must ask the right questions if we want to find the right answers.

There are no right answers to wrong questions. As Henry Ford said before he built his first car: “If I had asked people what they wanted, they would’ve said faster horses. “In that instance, it was the right answer, but the wrong question. Much of life, let alone teaching, is all about asking questions but they must be the right questions – all too often they are not.

When a child has a piece of work returned by the teacher, the first

thing the child asks is, “What did I get?” The real question they are disguising is, “Did I pass?” However, that is the wrong question for them to be asking. That will not help them to progress as they could or should. Sadly, though, they are inclined immediately to ask a second question, this time to their neighbour, “What did you get?” Once again, what this reveals is that they are only concerned with beating someone else. This obsession with marks, with the average, with beating someone else hinders them from asking the question that will help them the

most: “What must I learn from this?

How can I improve?”

All too often, parents also ask that question, “What did you get?” It is exactly the same when we come to sport. When a child comes home from playing a match, the parents’ immediate question is to ask, “Did you win?” Again, I have to say, that is the wrong question – the child will quickly discover that the only thing that matters for the parent is to win.

You might ask, “What is wrong with that?” The answer is that if the parent asks, “Did you win?” and the answer is “Yes”, then the child will be tempted

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to think he is brilliant, and so will not bother to train harder, or ask any question, because he will realise that his value or worth is purely dependent on winning. But if the answer is “No” he will think he is useless, so there is no point in trying any more or he will blame others (for example the ref or the opposition for cheating) or worse, he will cheat. Wrong question brings wrong answer.

Either way, absolutely nothing is gained. However, if the parent had asked after the match, “Did you learn anything?” (School is after all about learning. Schools do not play sporting fixtures for the parents’ entertainment but for the child’s education) then the child will discover that it is more important to achieve progress than success – he must learn why he won or lost and what he can do about it. The parent should also ask “Did you enjoy it?” through what he learned or the challenge. Surely you realise you can enjoy even a defeat when you have learned much from the defeat? Or finally we can ask “Did You benefit from it?” We can be stronger from the experience, wiser and therefore better equipped for

the next time. The problem with our questions, though, is that they reveal we are more intent on rewarding winners instead of learners.

Equally parents ask the wrong question to schools by asking, “What is the percentage pass rate?” The worth or value of a school is not dependent on how many matches they win, or what their Pass rate is. In a similar vein, when we ask the question, “So, how’s it going?” (‘Howzit?’ in Zimbabwe language) we are asking the wrong question; how long is a piece of string? No-one will admit it is going badly; we would do better to ask, “What are you finding hard? What are you learning? What is exciting?”

“At the end of the day, the questions we ask of ourselves determine the type of people that we will become.”

[Leo Babauta] The author Voltaire is quoted as saying, “Judge a man by his questions rather than his answers.”

So we can judge a school parent body by its questions. The bottom line is obvious: if you get on the wrong train, you will end up in the wrong place; similarly, if you ask the wrong question, you will end up in the wrong place – and maybe dead, like the worms.

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Either way, absolutely nothing is gained.

However, if the parent had asked after the match, “Did you learn anything?” (School is after all about learning.

Schools do not play sporting fixtures for the parents’ entertainment but for the child’s education) then the child will discover that it is more important to achieve progress than success – he must learn why he won or lost and what he can do about it.

The parent should also ask “Did you enjoy it?”

Questions to ask a school.

To all the questions below, and to the responses, remember to ask the question “Why?”

NOTES

How does the school award for progress or improving students?

What are is the fees and tuition?

Is the school orderly and neat? ‘This is not a question to ask but a thing to look for on a visit’’ Does school offer payment plans?

Do the students appear to be courteous, happy and disciplined? ‘This is not a question to ask but a thing to look for on a visit” Do teachers appear helpful and friendly? ‘This is not a question to ask but a thing to look for on a visit” Are the classrooms, hostels and toilets clean? “This is not a question to ask but a thing to look for on a visit” What is the student teacher ratio? Ideal being 1 teacher to 25 students Do they offer co-curricular activities and what are they?

What are the entrance requirements and admission procedure?

How does the school address behaviour problems?

What is the Mission/Vision Statement of the school? How, and how much, does the school stick to the Mission/Vision Statement?

What is the school’s streaming/setting policy?

Is there a system (officially or unofficially) of seniority?

What form of pupil leadership does the school operate, if any?

What level of counselling is available for pupils if they wish?

What assessment systems are followed? How often do parents receive feedback?

What is expected of parents at the school?

What is the school’s policy on religious matters?

Can my child be excused Assemblies/chapel services on religious grounds?

How are staff members appraised?

How much co-curricular activity is required of the pupils?

Is music/drama offered? Do all pupils have to do them?

How big a part does music/drama play in the school’s life?

What is the policy on homework?

Do pupils get involved in community service? If so, in what areas?

Is there a transparency at the school?

What is the make-up of the Board? Who is serving on it?

NB Visit all schools that might fit your criteria – do not just visit on Open Days [Any school can put on a show!]

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MAGAZINE ARTICLES The magazine is going to contain the following articles. They are meant to shed light to the reasons why most parents should consider some schools

Why a boarding school?

Boarding schools usually provide a vast number of activities and opportunities - pupils are immersed in a community where personal growth, academics/learning and exploration are top priority; where extra-mural activities are abundant and where friendships and camaraderie is guaranteed. Pupils learn to gain independence, to achieve their full potential and become responsible young adults.

‘Peterhouse Group of Schools’ Boarding school children are uniquely prepared for secondary school life and university on the whole as children develop a keen sense of responsibility in this supervised environment.

They learn not only to care for themselves, but for others as well. Boarding schools promote leadership as children are put in positions of authority regarding their daily lives and this helps mold them for any future leadership positions they may hold. Children develop as individuals who are able to operate more independently. At primary school level this is an integral part of the boarding system, to allow the children to function as entities separate to their parents. There is also a heightened interaction between teachers and pupils. This continual interaction with the teaching body promotes continual development in the child, both academically and emotionally.

They are immersed in the educational world where learning is central. They become more academically minded as their life is centered on this academic structure.

“KYLE PREP: (Head: Willem Weideman)”

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Children in a coeducational school environment develop higher self-esteem as the collaboration between the sexes helps children develop their confidence.

It also allows children to work together creatively forming positive selfimages. Students are exposed to both male and female teachers as role models in this stimulating environment

Why a Diamond System?

A diamond system of education involves the blending of single-sex and co-ed teaching in the same institution. These schools are usually seen as offering co-ed junior years, single-sex for senior school and a co-ed sixth form.

At these schools, boys and girls are taught on separate sites from the ages of 13 to 16, allowing each to retain its single-sex character. During the sixth form, pupils move between the two schools for lessons.

This combination of single-sex and co-education helps the child to progress academically and socially in the best possible way. It has all the benefits of single-sex education, combined with the social advantages of co-education with its benefit seen inside and outside the classroom.

‘Peterhouse Group of Schools’

Why a co-ed School?

Children will be afforded the opportunity to engage with a more diverse peer-body better reflecting the diversity of our society and these initial relationships will form solid foundations for children when they enter high school. They better prepare students to succeed in post-Secondary education, tertiary education and to eventually enter the workforce.

Children in a co-educational school environment develop higher selfesteem as the collaboration between the sexes helps children develop their confidence. It also allows children to work together creatively forming positive self-images. Students are exposed to both male and female teachers as role models in this stimulating environment. Hence it generates a sense of mutual respect for both sexes as children grow to term that each sex has the same capabilities and potential academically.

The ancient Greek philosopher, Plato, said that co-education creates a feeling of comradeship and he advocated the teaching of both the male and female sexes in the same institution without showing any discrimination imparting education.

“KYLE PREP: (Head: Willem Weideman)”

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We see the value of being a coeducational school in many ways: Firstly boys and girls grow up naturally together and get to know each other in a normal, every-day environment. They can relate to each other in a natural way, which prepares them for a more easy-going relationship as teenagers.

Secondly, as most girls seem to mature earlier than boys and have a more diligent attitude to their work, they tend to pull the boys along with them, and even challenge the boys to a more competitive attitude to their work.

Thirdly, teaching a co-educational class makes the class more of a family and is easier teaching for the teacher.

“LENDY PARK (Head: Gill Martin)” Attracted primarily by the ethos of the school, “boarding” was something

we had to come to terms with.

However, as we prepare to enter our 6th year, it has added unforeseen value to our lives. Our weeks, both mine and my child’s, are structured and dedicated to the work at hand.

Our weekends are attentive times of mutual appreciation. The coed dynamic provides normality, encourages social grace and helps to shave the edges off some of the pricklier social interactions that single-sex schools endure. The sense of family and community the school fosters provides stability and positive input into my child; promoting character growth, responsibility and independence in an environment where his youth is still very much encouraged and nurtured. Choosing the right school that also happens to be boarding has given us both a unique space to grow, not only as individuals, but also in full appreciation of each other.

RUZAWI (Head: Paul Davis)

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Why a rural School A school based in the country can have an appealing set of advantages such as large expansive grounds, a multitude of sports fields and facilities as well as wildlife and conservation areas. Pupils have less exposure to the temptations of city life while still being close enough to participate in regular and extensive school fixtures.

‘Peterhouse Group of Schools’

A Guide to parenting

A Lot Of Give And Take

By Tim Middleton

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arriage relationships lend themselves too many jokes and banter, like “There’s a way of transferring funds that is even faster than electronic banking. It’s called marriage” [James Holt McGavran] and the one from Rodney Dangerfield: “My wife and I were happy for twenty years. Then we met.” Joey Adams also chips in: “Marriage is give and take. You’d better give it to her or she’ll take it anyway.”

The latter quotation may also help us to understand the relationship of parenting. Many children think that they have a right to be given what they want and if they do not receive it they will take it. Be that as it may, it remains vitally true that parenting is indeed a matter of “GIVE AND TAKE” Firstly, crucially, parents must take full responsibility for their child. Parents are always very keen to take credit for their children (achieving excellent results or being selected for national teams) but regrettably not as quick to take responsibility for them. They will leave them on their own (literally and metaphorically), to make decisions they should not have to make or to experience things they should not be experiencing. And all the time, many parents hide. There

can be no excuses – for example, parents writing out an excuse note for their child to get out of sport, as many do. Nor can there be exceptions – “His big brother is really good” – as if raising one good child is enough.

Ethan Crouch was a sixteenyear-old who killed four people, while driving under the influence of alcohol three times over the limit, at 70 mph in a 40mph zone.

However, the young man was not sent to prison because he had ‘suffered’ from “affluenza” – the condition that his lawyers argued he had whereby he could not tell right from wrong, having been given “freedoms no young person should have” after being molly-coddled by his wealthy parents. Yet the parents’ lack of responsibility went even further when the mother assisted her son to flee the country to avoid the bail restrictions he had been given on probation. Parents must take responsibility for their children’s behavior.

Parents must take full responsibility, and not aim for sympathy, blame others or claim ignorance. Maria Sharapova recently declared that “I take full responsibility” for having taking illegal substances but then spoiled it by claiming she did not

Parents must take full responsibility, and not aim for sympathy, blame others or claim ignorance. Maria Sharapova recently declared that “I take full responsibility” for having taking illegal substances but then spoiled it by claiming she did not know anything was wrong.

That is not taking full responsibility.

We must ensure that we all do take full responsibility for what our children do

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know anything was wrong. That is not taking full responsibility. We must ensure that we all do take full responsibility for what our children do.

However, parents must also give responsibility to their children.

Parents are often guilty of giving too much to our children (whether it is money or freedom) but far too little responsibility. As a result, children begin to believe that all these things are their right. In giving responsibility to their children, parents must ensure their children take responsibility for their own actions and assets (talents) – so if a child is in trouble at school or forgets a book, kit or lunch, the parent must not go straight to the school to bail the child out (with threats, demands, excuses or the forgotten item) but rather make

their child accept the consequences.

If Ethan Crouch could not tell right from wrong, he should not have been driving – he was still responsible for his actions. As Drew Barrymore, the famous actress who went through a troubled childhood, said, “You can’t live your life blaming your failures on your parents and what they did or didn’t do for you. You’re dealt the cards that you’re dealt.”

Equally parents must ensure their child takes responsibility for the welfare of others. Martin Luther King wrote that “Life’s most persistent and urgent question is, ‘What are you doing for others?’” So children must learn the crucial lesson that none of us can say “it has nothing to do with me.” They are responsible for their friends’ actions as much as their own. “It is the responsibility of

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leadership to provide opportunity, and the responsibility of individuals to contribute.” (William Pollard) A chain is only as strong as its weakest link – so youngsters must accept responsibility for that weakest link.

Our children are very keen on their rights – and they have their bill of rights. However, as Bill Maher points out, “We have the Bill of Rights. What we need is a Bill of Responsibilities.” Along with rights comes responsibility and we, the parents, are the ones to give them the Bill of Responsibilities – if we do not do so, we will end up picking up a much heftier bill. Parenting is no laughing matter. We must not be guilty of ‘affluenza’ but of ‘influenza’ whereby we influence our children to take responsibility for themselves and for others – fast!

Solving The Problem Of Problem Solving H

ere is a problem for you. Your child calls you from school and tells you that he has forgotten his sports kit: so what do you do? The vast majority of parents will drop whatever they are doing, be entirely inconvenienced, mutter under their breath, and deliver the required articles to the school office.

Problem solved! Not! Your child’s immediate problem may have been

solved but the problem still remains – not the problem of the missing sports kit but the problem of his sloppy self-discipline and his demanding expectations. All you have done is take his problem and make it your problem.

So let us rewind the tape: your child calls to say he has forgotten his sports kit. What do you do? What would happen if you said, “Sorry, son,

we can’t help you”? We know what would come next: “But, Mum, I’ll get into big trouble if I don’t have it.”

We do not respond by saying, “Oh, I never thought of that!” Yes, we of course had thought of that! What we can offer instead is: “Sorry, son, but you will just have to accept the consequences.” Knowing how keen you are on sport, he may follow this up with: “But they won’t play me on

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The parent rather can help the child by talking about what led to the detention or about what led to the broken relationship between his child and his child’s friends. Once the child has thought through the issue for himself (using the skill of critical thinking), then the parent can ask the child what he thinks he could do to change the situation

Saturday if I don’t have my kit today.”

Will that convince us? Definitely not!

Instead we must respond gently, “OK, thanks for letting me know, my boy.

You’ll just have to train extra hard next week to force your way back in.”

Many parents reading this will think such a response would be gross negligence on the part of the parent but our role as parents is not to bail our child out of trouble all the time but to help them deal with problems they face, whether they are selfinflicted or not. We are to help them learn how to solve problems, not remove the problems from them.

The child who thinks that one quick phone call can solve his problem, that one click of his fingers and the world will come running, that one earnest plea will change everything, such a child needs to learn that he must face the consequences of his actions in order to prevent him committing those actions again. He may not play the match and so lose his place in the team but he may learn next time to bring his sports kit to practice. The so-called ‘problem child’ may only be the problem because they have never had to solve problems. That is the real problem! It is not a “Who-dunit?” scenario though – it is more about “Who will do it?”

Parents must help their children to learn to solve their own problems.

It is not for the parent to rush off to the school to deal with the teacher who put his child into detention or confront the pupil who said something nasty to his child. The parent who does that will produce a child who will always depend on

others to resolve their situations – the child will call in big brother or dad or whatever other group might inflict mafia-style pressure to get his own way. Some might say that the child is solving the problem by doing that but he has to realise that there will not always be big brother to help out – or that the other person might actually have a bigger brother!

The parent rather can help the child by talking about what led to the detention or about what led to the broken relationship between his child and his child’s friends. Once the child has thought through the issue for himself (using the skill of critical thinking), then the parent can ask the child what he thinks he could do to change the situation. Soon he will not require the assistance of the parent and he will be able to resolve the situation without looking for back-up or outside assistance.

Zimbabwean pupils have been noted to be failing in this area of problem solving and they need to be helped

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in all areas, by parents, teachers and sports coaches alike. We must not do things for them that they could and should do themselves. We as parents must give them the tools to deal with the problems (not the keys to the car to drive home and get the kit), not least the ability to determine what the problem really is before trying to solve it, in particular by looking at their own life before Blaming everything on the other party. We can help them as well by discussing potential problems in advance and possible strategies to deal with them. We as parents can also give them the opportunities to resolve problems – we must not place them in a cocoon where they are protected from problems. We may help them too by inserting a few clues when necessary and by asking them questions, to guide them to find an appropriate solution for themselves.

The problem is that we do not. So, parents, how are we going to solve this problem? Over to you!

WHY A BACCALARATE SCHOOL?

H

arare International Schools is proud to be the only accredited International Baccalaureate School (IB) in Zimbabwe.

Harare International School provides an exemplary educational experience that nurtures both a holistic approach to education and prepares students to be internationally minded.

Through a challenging and rewarding IB programme, Harare International School allows all students the opportunity to experience the renowned Primary Years Program, Middle Years Program and Diploma Program.

Not only do students demonstrate excellent academic progress and achievement whilst at the Harare International School, they become

grounded in the important qualities of integrity, leadership, adaptability, resilience, and true compassion for others. Students are also active stewards of the environment.

An IB education is unique because of its academic and personal rigor. It is focused on developing inquiring, knowledgeable and caring young people who are motivated to succeed marked with enthusiasm and empathy. This includes: Students become grounded in the attributes of the IB Learner Profile, which are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-Takers, Balanced, and Reflective Students of all ages are encouraged to think critically and challenge assumptions

Students develop independently of government and national systems, incorporating quality practice from research and our global community of schools Students of all ages are encouraged to consider concepts in both both local and global contexts Develop multilingual students Focus on the development of the skills, knowledge, values and Attributes needed for lifelong learning; community service and global Citizenship This is evidenced by our graduates’ outstanding achievements, which have secured University Scholarships totaling USD 4,712,400 in the last 3 years to leading Universities around the world.

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THE HARARE INTERNATIONAL SCHOOL

Every Elementary class has a teacher and a teaching assistant

Students from 3 years to 19 years

Student teacher ratio is 21 max

Harare International School’s educational programme is modeled along International Baccalaureate (IB) Guidelines.

Not only is the Harare International School the only IB World School in Zimbabwe, it is also an IB Continuum School, authorised to offer the Primary Years Programme, the Middle Years Programme and the Diploma Programme.

Students applying for places in Elementary and Middle School can join the Harare International School at any time during the year as there is a rolling admissions process. Applicants for High School can enquire at the School.

Limited places are available in all grades.

Phone Landline

Cell Phone

+263 4 870 514

+263 772 423 493

www.harareintlschool.com

his@his.ac.zw

66 Pendennis Road, Mount Pleasant, Harare, Zimbabwe

20 CHOOSING A SCHOOL / A Magazine guide to non-profit making schools