Scarsdale Inquirer Education 2013 by The Scarsdale Inquirer

A s p e c i a l s e c t i o n o f T h e SCA R S DA LE IN Q U I R E R - J a n uary 1 8 , 2 0 1 3

bound for college Building a meaningful résumé and Transcript By JAckie Lupo Some years ago, it became standard practice for high school students to attach a résumé or brag sheet to their college applications. The inevitable happened: kids (and their parents) began to obsess about how their résumés would look to admissions officers. And somewhere along the way, the high school résumé became not a document where students could highlight the activities and interests that were important to them, but an end in itself. Kids began worrying about whether they would have enough to brag about on their résumés, or whether their accomplishments were ones that admissions officers would be interested in. Not surprisingly, there has been a backlash to all this “résumé building.” Colleges, already inundated with paper because of the increase in the number of applications they were receiving, began to balk at all these extra documents being sent. College admissions advisers were stunned a few months ago when representatives of the Common App announced that beginning next year, they will no longer allow students to upload résumés as attachments to their applications. In fact, students will no longer be

able to upload anything as an accompanying document; either you fit what you want to say about yourself into the existing questions on the Common App, or you don’t say it at all. Of course, the résumé is just a document. Even without that separate piece of paper to agonize over, students and parents still want to know what classes they “should” be taking, what activities they “should” be doing. What are schools looking for? “People ask me, what are colleges looking for?” said Maxene Mulford, owner of Uniquely U College Essay Consultants in Stamford. Mulford has a contrarian attitude: she believes “they’re looking for kids that don’t care what they’re looking for. You can overthink it and overplan it. “I know this goes against what a lot of people think,” she said, adding that she realized that some educational consultants tell families they have to plan how their students spend “every summer, from the eighth grade forward,” to be sure every activity is a good résumé builder. But Mulford said that kids should “take the time to define themselves and what actually interests them, and go with that.” Jane Hoffman, a college admissions adviser and educational consultant who is the founder of College Advice 101 in Larchmont, said she would continue to develop a résumé with her clients. “They can give it to teachers who are writing their letter of recommendation, so a teacher can know something about them beyond what they know about them in their particular class,” she said. But, like Mulford, Hoffman said, “To me, a student’s résumé should be based on interests that the student holds. My philosophy is that the students should be themselves, but should pursue genuine interests. The college is looking for students who are active and engaged.” Even though résumé uploading on the Common App will not be available after this year, students will still have the opportunity to send supporting documents to some colleges, if a school gives them that option on its own supplement. But the more applications a school receives, the less likely the school will be to invite kids to send more stuff for their admissions officers to wade through. Mulford said she thought it was a shame that uploading résumés will soon be disallowed. “I’m stunned that they would pull the plug on ways that kids can show their individualism,” she said. “I’m the hugest believer in that activity sheet. The ones I help kids do have photos and little sound bites. They’re fabulous.” But after this year, unless an individual college is going to ask for it, students are going to have to find other ways to make all their activities known, somewhere among the questions on the new Common App. As for the burning question of what activities “look good” to colleges: “I don’t have a list of things you should do,” Hoffman said. “I don’t encourage kids to do things to look good for college. But you Continued on page 5A

Inside

Preschool Perfect: Different children, different needs By LAURIE SULLIVAN

Learning in the 21st Century: Communication skills are key.......... 2A Learning in the 21st Century: Technology skills for every age....... 3A Education Notebook...............6A-7A Volunteer work or internships? Sincerity, growth most important.... 8A Endpaper: No matter the start, a strong finish is essential............... 10A

inding a nursery school that’s the best fit for your child, especially if this is your first, can be a daunting task. How do you find the best possible learning environment for your child? An environment that will hopefully spark his or her lifelong love of learning? Will she be comfortable and secure? Will he make friends? What school will best prepare her for kindergarten? And is it the right school for YOUR child? Barbara Schainman, director of Mohawk Country Day School in White Plains, described the process as a “research project.” And indeed it can be! Start by asking friends and neighbors which preschools they choose and why, but don’t rely on their opinions alone. Ask your pediatrician for advice. Check out the Internet for schools and the programs they offer. Then make a list of schools that interest you. After all, you know your child best. Is he shy? Is she outgoing and social? Make a list of questions specific to your child and the educational and social experience that might suit him best so you are prepared for a “campus” visit. When calling schools ask first if there’s room for your child for the fall program. If not, is there a waiting list?

How long is it and what is the likelihood of getting a call back? Arrange phone interviews six months to a year before the fall term. Eliminate schools that don’t fit you and your child’s needs. Arrange site visit schools that make the cut. There is certainly no shortage of choices available in your own town and beyond, but below is a sampling of schools and ideas from area pros. How to judge a school Kirstin Zaras, director of Pound Ridge Community Church Playschool, offered her advice on what criteria parents should use to judge a school. She said there should definitely be the “physical things” that include the building, the room and the layout. “I would look at the teachers,” she said. “I think they should be teachers, not just aides. In my school my teachers all have degrees and have worked for many years.” Zaras noted that there are all different kinds of schools, including Montessori. In her school they have a different approach, which is a developmental approach that is age appropriate for the children “you are working with.” Over the years the school has added some educational activities, including pre-reading and math concepts. “ParContinued on page 4A

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Education

Learning in the 21st century: Communication skills are key

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Friday, January 18, 2013

By MARY LEGRAND

t’s become obvious that more and more of us, particularly those young enough to still be in school, prefer communicating through social media or by using a smart phone. That said, it is still important — perhaps more important than ever — that students be well versed in basic communication skills so they can excel in their future lives. What are local educators doing to help their students reach these goals? Matthew Nespole, head of school at Rippowam Cisqua School in Bedford and Mount Kisco, said RCS stresses that mastery of both written and verbal forms of communication “is essential to be successful in the fast-paced society that children leaving RCS will join.” Clarity and precision in written and spoken forms of communication are skills the school emphasizes, he said, adding, “Effective communication is grounded in the ability to listen. Too often people are so eager to answer a question, or get their own point across, that they don’t actually answer the question that was asked in the first place.” Nespole disagreed about the notion when asked if communication skills have changed dramatically over time. “I think what has changed is the various venues that we use to communicate,” he said. “Twitter, text messaging, other online options promote speed. Immediate, quickly written and oftentimes grammatically incorrect forms of written expression fill social media.” Rippowam Cisqua’s program “asks students to engage deeply in written expression across all disciplines,” Nespole said. “We also promote face-to-face communication ... many of the questions we ask students to grapple with require them to work in groups and small teams. At the core of successful group work is the ability to listen and engage in meaningful dialogue with another person,” creating situations where groups work together, providing opportunities for students to become effective collaborators. It’s Nespole’s feeling that people of all ages can “always learn to be better

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communicators. I think the best communicators are people who take the time — or even better, have the time — to reflect on a speech, oral presentation, conversation or email.” At Whitby School, in Greenwich, Conn., administrators and educators feel that students as young as 2 years old must develop the communication skills necessary to succeed in today’s rapidly globalizing world. Simone Becker, Whitby’s head of lower school, sets the following communication skills goals for her students: becoming effective communicators in more than one language; understanding and expressing themselves confidently in a variety of contexts and forms; working effectively and willingly in collaboration with others; applying critical thinking skills critically and creatively; approaching complex problems; and making ethical decisions. “The communications skills that we teach our students prepare them to be

successful in an increasingly connected global world,” Becker said. “Our innovative curriculum, rooted in the International Baccalaureate (IB) Program, fosters global perspectives as well as learning to think and problem solve rather than acquiring knowledge.” Calling the school’s teaching method a collaborative inquiry-based approach, Becker said Whitby’s students “are invited to respond, reflect and act upon learning.” She added that social media and other digital technology “require communication to be more immediate, current, independent, connected and active. It’s also created a more visual language whereby presenting and viewing are necessary skills. To help students develop those skills, we utilize a wide variety of digital tools, media and learning environments.” Whitby’s dean of curriculum, Nelyda Miguel, said the school merges what some might consider more traditional

communication skills training with a method that incorporates social media. Students publish their thinking “all the time, for better or worse,” Miguel said. “We think it is the role of the school to take advantage of this trend and facilitate students sharing their thoughts with the world around them through blogs, podcasts and a number of applications on the Web. While doing so, students can learn appropriate use of these powerful forms of communication.” Good writing, speaking and presenting skills “are still key as they are essential for creating new media such as a blog, podcast or video,” Miguel said. “However, the basics don’t necessarily have to be mastered first. Young students can publish their work using modern communication methods and are highly motivated to do so, as long as the technology contributes to the task,” rather than detracting from it.

Friday, January 18, 2013

Education

Learning in the 21st century: technology skills for every age By MARY LEGRAND

or many of us, technology seems to be changing very, very rapidly, to say the least. As a result, some ask if it’s even possible to catch up with new technologies and learn how to navigate the numerous products we already use

these days. The good news is that there are schools and businesses in the area whose owners and staff are up to the task of teaching us. Robert Kissner, founder and president of the Digital Arts Experience Inc. in White Plains, feels that the biggest issue with technology education is that too much emphasis is put on the device rather than focusing on how that device and its features can work for a user. Hands-on experience and collaborative learning are keys to success, according to Kissner. DAE students come from a wide age range — from ages 10 to 80-plus — Kissner said, adding, “We cover all the bases, from the basics to advanced subjects. There’s an importance to understanding what digital literacy means.” Children and teens learn audio and video production, animation and visual effects, graphic design, digital photography and web design, while adults generally concentrate on courses such as “The Settings on Your Camera,” workshops on photo restoration or Microsoft Office, “Facebook Made Simple,” “Evernote for Everyone” and cyber security. “We feel that by surrounding our students with like-minded individuals of the same skill level who share similar goals, we can create an experience that is both collective and noncompetitive,” Kissner said. “There are efforts being made by the older generation to get up to speed with some of these tools. The difficulty with that is that it’s not easy to keep up with because technology changes so quickly. For the most part, people are interested in learning and mastering technology. I’ve met many in the 50 to 70 age group who communicate via text message very regularly. Those under 21 really don’t use the phone but mainly text message, instant message or use a social media platform.” In spite of his relatively youthful age, 27, Kissner still sends emails and makes phone calls. Newer communication methods can be problematic, he said: “I’m astounded how younger kids use Facebook. Everything they write is in the public domain, public space, and I think that’s a little crazy. It’s interesting what they’re doing in plain sight of nearly everybody on the planet. People don’t realize how easy it is to have malicious activity performed against them, whether through social media or online banking.” There’s a level of naiveté involved with what’s in the public domain and what information consumers keep stored on the Internet, said Kissner, whose firm educates customers on keeping track of and protecting data and personal information. For optimal training, Kissner suggests students take classes at schools and businesses such as DAE. Otherwise, he said, “It’s pretty easy to keep a finger on the

basic pulse of what’s changing in technology with publications that are user friendly, including, if you have an iPhone or iPad, the application called Pulse, an aggregator that collects mostly online news sources. You automatically set up personal interests — science, technology, entertainment, whatever — so you’ll have sources at hand about what’s new in those interests. It’s using technology to keep up with technology.” Learning technology is not as difficult as it seems. “You just have to demystify things a little bit at a time,” Kissner said, citing viewing YouTube videos showing how smart phones and cameras work as an example. Another source for software training is lynda.com, which contains a tutorial video library. Don’t worry about making mistakes. “If you screw up it’s not a big deal,” he said. “A lot of people are afraid to touch the wrong button on their phone, thinking that the phone will start smoking or shooting out sparks. That’s not going to happen.” Bill Belchou, owner of DoctorMac in Irvington, said his firm sets up customers’ offices and homes with computer networks or systems to suit their needs. “Of course we troubleshoot and customize database solutions, because everyone needs a database to manage their lives or business,” he said. “We also provide data recovery.”

DoctorMac plans to offer classes in the near future “to help customers get acquainted, or make better use of the products they own,” Belchou said. “Technology has been moving forward quicker and quicker, and consumers are forced to keep up with technology because they need the newest operating systems,” he said. “Since 2007 and the advent of the iPhone, consumers need to keep up with the technology of the smart phone, and now there are the iPad and other tablets as well.” Belchou doesn’t feel the newest phone or tablet technology will make computers obsolete. “The computer is still the central hub where everything happens, but it’s still an entity that most consumers don’t feel totally comfortable with,” he said. “For example, a lot of people have Macs and don’t realize that, hey, it’s more than just a typewriter or a device to get on the Internet with.” Everyone has a collection of some type, Belchou said, and “you can create a database to keep track of that collection in an old-fashioned way, or those who are more computer savvy can dive into making better use of technology.” Through iPhoto, for example, Mac users can organize their digital media, pictures and movies, “allowing you to keep track of everything in a very simple way. But a lot of people don’t stop there, don’t just create a slide show for a presentation

or family get-together.” Apple offers consumers iTunes to connect and manage their devices, “but there are so many other things you can do beyond that, like connecting your existing wireless network to your stereo system,” he said. Asked what he sees happening in terms of technological advances, Belchou said the technology “will just get faster, and the need to store data will become greater. We’re going to be using the same devices, or at least the same basic types of devices, but we’ll be using them faster and faster.” He also predicted that Apple “will get into the television business in a big way.” Home automation technology is also prime for increased use, he said. “More people want wireless speakers throughout the house. They didn’t realize they could use Apple technology to control pretty much everything there, from lighting and audio-visual equipment to curtains, garage doors and security cameras. All can be controlled through your iPhone or iPad from anywhere in the world.” Richard Skidmore is a teacher and IT director at Soundview Prep in Yorktown Heights. As part of his IT role he handles all the networking and servers and provides support for all the school’s computers. Teaching technology to adults is very different from teaching it to students, Skidmore said. “The kids know so much about the computer already, while adults struggle sometimes with even the basics like the purpose of a certain key on the keyboard,” Skidmore said. “The biggest revolution — and we’re already seeing it — is the advent of students who are always connected. Between their phones and tablet computers, they’re never not online. Probably the biggest challenge for anyone a little bit older is that we’re not sure we want to be connected all the time.” Skidmore shares others’ concerns about some consumers being on the computer 24/7. “We do teach students that they need to be careful about what they post on Facebook or Twitter,” he said. “This information is going to be available for years and years, so others, including employers, will see what they’ve written. The social media aspect of this has already started to change the world.” Soundview’s students range from grade six to 12. “Most students are not afraid to try anything,” Skidmore said. “Future technology will be user-friendlier than it is now, because we continuously find new ways of doing the same old thing. Making things easier is what sells new technology.” Looking to the future, Skidmore said he doesn’t think “we’re that far away from being personally wirelessly connected to a computer, without having something in front of us. There’s already been research for military pilots just using eye movements to focus the guns and radar.” In spite of some people saying that society will never be similar to that shown in the “Terminator” series, Skidmore said, “I beg to differ. Machines are going to be that smart and they’ll be making decisions on their own.”

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Education

Friday, January 18, 2013

Preschool Perfect: Different children, different needs Continued from page 1A

ents want that,” Zaras said. “We do science, hands-on things once a week. It’s not like parents just drop off their kids for a play date.” When selecting a school, Zaras encourages parents to prioritize teachers and the educational model. She believes children should play with their peer group. She recommends that parents ask what additional programs the school offers to enhance their educational experience. Her school offers a Spanish program, karate, yoga and, once a month, nature programs. How to make a decision? What should parents know about the school before making a decision? Zaras encourages parents to bring their child to visit the school and spend some time there. “We’re totally transparent. If the child seems clingy you definitely have to think about it,” Zaras said. “I don’t think the kids are capable of making the decision — it’s the child’s response. A child can steer you in the right direction. “Parents should come back again themselves to check out the teachers and get a sense of the whole program. It’s kind of a make-it-or-break-it visit. I think it’s great to physically be there for half an hour to 45 minutes at least.” What should parents avoid? “I would avoid a program that doesn’t have a good teaching staff — some of my teachers have been with me over 20 years,” Zaras said. “I would look into who the teachers are. Do they have a background in early

childhood? Are they teachers or parents of former students or just filling in? If I were looking at a school for my own child I would want to know if they’re just babysitting the kids or do they have the right qualifications and really want to be there.” Zaras suggested avoiding schools that wouldn’t let you spend a morning with your child. And of course, small student-teacher ratios are also important. Top of the list: environment Schainman and Mohawk Country Day School principal Carole Bouchier agreed that parents should visit the school and check out what the environment is. They said to visit more than once and to not just go on other’s recommendations. “A parent should look at a classroom environment and the enrichment program,” Schainman said. “Is there a warm relationship between the children and the teachers? Are there special programs? Gym programs? You want children to be comfortable.” Other things to consider: religious vs. independent schools. Are students grouped by birthdays, grouped in with different ages? “Parents are sometimes confused, sometimes they know right away,” Schainman said. “They usually look at a few [schools], then eliminate and maybe go back a few times and bring the family once they’ve found the one they like. Parents should step back and narrow their choices. They should choose what is best for the child.” The Mohawk director and principal

both advised parents not to bring children with them when scouting schools. “Especially if you’re going to cross a school off your list, why bring your child?” Schainman said. “After you’ve made your decision you can say ‘I’ve found a wonderful school for you.’” “Be sure to show enthusiasm, get him excited,” Bouchier said. “You should bring them in the spring, walk the grounds. Most children step in very excited, very ready.” What else should parents look for? “I think parents should look for the warmth and interaction that they see between teachers and children in a classroom,” said Schainman. “That’s why a parents needs to come back a few times to see whether a teacher has the experience.” In addition to warmth, teachers should be comforting and able to deal with separation issues. The Mohawk program accepts kids at 2 years and 9 months by September. Some children have gone to Mommy and Me programs before, which Mohawk offers for 2 year olds. Other schools take children in the 2’s. Some kids would benefit from an extra or cushion year of preschool, especially if they are going to a private school later. Schainman said the extra year prepares them “very, very well for academic challenges.” Schainman noted some red flags to be aware of is an overly structured program and schools where you can’t observe a classroom. What parents should look for are comfortable classrooms with lots of age-appropriate material. “You need bal-

ance,” she said. Schainman also said to look at the outdoor space as well. Mohawk has four different outdoor play areas, plus an indoor gym, all set on 40 acres that includes a farm with chickens, goats, even a baby Alpaca that was born there. There is also a hayride and a small train that takes children back and forth to the farm. It is certainly a unique facility. “If parents are looking for a neighborhood school, it’s not for them,” Schainman said. Schainman said children come to Mohawk from all over the county and advises parents to decide what area works best for them. “If your child has trouble with separation we work harder to make them feel comfortable,” Schainman said. “It helps if parents are very excited and visit [with the child] at the end of the summer.” She advises that if a child seems upset, parents should drop children off and say they are stepping out for a little bit for coffee and then come back. We want them to see when a parent says they are coming back, they come back. It’s very important that they see this.” In the meantime the staff tries to engage the child in an activity. If a child needs a parent to be comfortable the school is happy to let them stay in the classroom. Mohawk provides a full range of readiness. Parents like the idea that children are grouped within 6 months of each other. The school’s extended day program includes science Continued page 9A

College admissions: Waiting IS the hardest part By JANE C. HOFFMAN

French-American School of New York

Words of wisdom and humor for high school seniors and their parents as they eagerly await college admission decisions: College admission decisions for early admission plans are generally conveyed to high school students between midDecember and early February. Decisions for regular decision plan applications are generally rendered later and before April 1. Despite the fact that admission decisions are not the measure of a young person’s worth, academic potential or capacity as citizens, we often imbue this process with the power to define his or her success. Decisions received are seen as conveying and denying opportunity. The reality is that there is no one right school for any student. Furthermore, there are wonderful opportunities for students at a large number of schools. Of course, what university the student attends matters. But an education is not conferred by virtue of place. Rather it is earned by the student through hard work, engagement, effort and a willingness to grow, be challenged, take risks and become engaged in the academic and extracurricular life of

the community. What a student does in college and his or her interactions with faculty matter a lot. All of that, rather than the admission decision alone, will ultimately define his or her success. As an educational consultant supporting students and their parents with the college search and application process, I use levity to inform. Thinking of how colleges market themselves caused me to construct a “personals ad” for a typical high school senior applying to college. If you see yourself or your own son or daughter in that profile, know that you are not alone! Healthy kid. High school senior. Undecided about major and academic focus, but inclined toward the sciences. Has heard about your preference for students earning A’s in a rigorous curriculum; instead earned B’s. Enjoys playing cello, running, spending time with friends, not feeling too much pressure. Seeking same in liberal arts college for four years of learning, laughter and a sense of future direction. Jane C. Hoffman, founder of College Advice 101 in Larchmont, is an educational consultant with a successful track record working with students on their college search and application process. For more information, visit www.collegeadvice-101.com.

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Plagiarism is nothing new, and it is certainly not limited to university campuses, but students should be aware that colleges are on the lookout for plagiarized work and they have a variety of tools at their disposal to find it. It seems that no school is immune from cheating. Cheating scandals at the college level abound, even at some of the best-known universities in the country. In 2006, the Pew Internet Study found that more than 70 percent of American college students surveyed admitted to serious cheating on written assignments. At places like South University, which has 11 campuses and thousands of students who study fully online, combating plagiarism involves a combination of education and technology. “We educate faculty and students about plagiarism and how, even if you get away with it now, its consequences can follow you long after graduation,” said Kate Sawyer, South University’s assistant vice chancellor for university libraries. “Most students simply run out of time or do not understand the assignment well enough,” Sawyer said. “We talk to faculty members about the best way to structure assign-

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ments and deadlines, and we talk to students about ethics, time management and information literacy skills.” Education is not the only tool colleges have. Today’s web-savvy students can copy and paste passages — or buy entire papers — in seconds on the Internet, and colleges have struggled to catch up to the new trend. Another tool colleges are using to combat cheating is anti-plagiarism software. The largest and most-used is called Turnitin, which professors can use to match passages from student papers with existing content from billions of web pages and millions of student papers. Sawyer believes that while the university’s use of the software has cut down on plagiarism, it should be just part of the approach: “No software is perfect. But we think it is a useful tool when combined with the education of both students and faculty about plagiarism. In the end, students can see that it’s both better and easier to do their own work. That way they benefit from the education they receive, not just the grade on their transcript.” — Brandpoint

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Friday, January 18, 2013

Education

The sCARSDALE INQUIRER/Page 5A

bound for college: Creating a meaningful rÉsumé Continued from page 1A

should be active and engaged in the world around you.” Rules of engagement “Engagement” appears to be the name of the game. “They don’t want the kid who’s sitting at home on the computer,” said Hoffman. “They’re looking for who that kid is going to be on the college campus.” Mulford, again the contrarian, implied that even engagement could be overrated. “Some of my best essays are by kids who are gamers or total slackers. What I want the essays to do is to find a really quirky, unexpected connection that has really been there, but has never been taken seriously. If that happens by playing video games or lying on the couch, or writing about something you’re terrible at, just be yourself. If you want to be at peace, at home within your own skin, that’s what you do.” But let’s say you’re the opposite of a slacker. What’s worth your time and effort? It used to be that kids were pursuing the Holy Grail of well-roundedness: great transcript and test scores, volunteer work, talent in the arts, and participation in sports. “But these vogues change,” Hoffman said. “Right now colleges are looking at depth for each applicant. They’re looking to develop a well-rounded class with ‘angular’ students.” What does that mean? She explained that if a kid loves animals, it would be great to volunteer at an animal shelter. On the other hand, “maybe, because they’re so engaged as a musician or scientist, community service is just not on their radar.” Hoffman said that colleges are “not looking for you to check off every activity box. I would say, take on more of a leadership position with the organizations you’ve been involved with rather than adding new activities.” What about kids who claim that they don’t have a strong interest in anything in particular? What about the club members who are never officers, the team members who are never team captains? Are these kids doomed to lower-tiered schools full of unfocused mediocrities? “The reality is, they can’t enroll a class of leaders. There have to be followers,” said Hoffman. But colleges do want to know how students are spending their time. Even activities that don’t come with documentation, such as spending hours playing the guitar or writing poetry, need to be mentioned on the application for colleges to get a feel for what kind of person that student is.

“If a kid has a high emotional IQ who’s going to be the peacemaker on the floor, we’ll make sure the college knows,” said Hoffman. And if a student doesn’t have a “passion” — the buzzword for deep, longterm commitment to a particular activity — that’s OK too. The experts we consulted agree that you can’t fake a passion. What’s most important is for a student to let the college know if she is interested in many things. And for a 16- or 17-year-old who is just discovering what turns him on, just letting a college know that he’s curious and open to new experiences can be a plus. Enter the middle schoolers Even younger kids are involved in the résumé race. “I am an advocate of kids getting involved in lots of activities,” said Joe Perry, assistant head of school at Ridgefield Academy, an independent school for kids through grade 9 in Connecticut. “I’ve been doing placement for years, of independent school kids from eighth or ninth grade into high school, and I’ve heard a lot about résumé building, and a lot of that is generated by parents, not students. If you expose students to a lot of activities — activities they are interested in and ones they are required to do, like community service, if they are exposed to that, maybe that’s an area they start to develop.” Perry said that at Ridgefield Academy, every child plays an instrument and belongs to chorus. “We don’t really want to pigeonhole kids early on to be the star soccer player who raises money for eyeglasses in India,” he said. “In my opinion, this is very telling to an admissions office that the child is too focused.” Perry said that if a child is exposed to some activities at a young age, whether it’s through a religious organization, commu-

nity service or a sports team, that could translate into some leadership opportunities, but whatever the activity is, “If you grow as a person, that’s appropriate to experience early on.” Perry said parents often ask him questions along the lines of “Should we send Johnny to China to get involved with this orphanage because it’s going to look good?” He said, if the child is actually interested in China, fine, but if the answer is no, “in an interview it comes across as not genuine.” He said that sticking to something does show that kids can be determined, and they can really focus on something and make a difference. “But that should be the child’s choice.” Perry said that when parents ask what kids should be doing during the summer, he always asks what the child is doing now. “If the child is interested in art, I suggest [a program] with art and another component to give them the opportunity to try something different,” he said. “Lots of summer schools spark interests or passions.” If a student doesn’t have a passion or isn’t a leader, their activities should still be mentioned. “Susie might not be the MVP of the soccer team or the valedictorian of the Latin club, but every school needs people who will be the worker bees, not a queen bee,” Perry said. “You need kids who are not going to have a definite passion, and who try lots of things and participate. The members, not the leaders, that’s the majority of the population.” He added, “In our society we pigeonhole kids much too early that they have to do ‘X’ and stick with it. We should always do what we want to do, especially when we’re kids. That bothers me when parents are simply making decisions for kids based on résumé building.”

What your transcript says The experts were in general agreement that students should take the most challenging courses they’re capable of. But those last three words are not the message that students are getting from the statements colleges issue. Colleges often say they’re looking for transcripts that show the student has taken the most rigorous courses available. “The type of school a kid is considering often dictates a lot of that,” Hoffman said. “Their processes of review are going to be different. A small liberal arts college is more holistic in their review.” She said that schools “at all different levels of rigor will copy the language of the more rigorous ones,” even though their actual standards may be very different. But having said that, she added that all colleges are looking for students to challenge themselves as much as possible, rather than just coasting through. “They say they would prefer the B in the rigorous class to the A in the easy class, but the joke is they’d really prefer the A in the rigorous class,” Hoffman said. Where kids get into trouble is when they load up on advanced or AP classes because everyone else is doing it, then end up with C’s or D’s. “They look for kids who want to challenge themselves,” Hoffman said. “That’s the function of rigor. Again, it will matter more to a Yale than to a Dickinson College. But it matters to all of them, kids who are hungry for the next level.” Kids can become obsessed with their grade point averages, especially in schools where the GPA is weighted so that advanced placement or other advanced classes are worth 5 or 6 on a scale of 4.0. If kids do great in these classes, they can end up with a GPA far above 4.0. But if they don’t, their average can be damaged. There’s always the question of how much colleges look at weighted GPAs. It varies greatly. Hoffman said that colleges have regional representatives that are supposed to understand the high schools in their region and will be able to interpret the meaning of a grade from a particular class at a certain school. She notes that some schools will look more closely at courses that correspond to an academic preference or interest. Some will “unweight” students’ weighted GPAs. And some will remove the electives such as art or music from the GPA and recalculate just the grades from the academic core courses. “The whole challenge is that it has to be appropriate to your level of functioning,” Hoffman said. “If you’re choosing rigor and getting C’s, that’s not helpful.”

Common Application essay question revisions expected

By MAXENE MULFORD

or the first time in memory, revisions are coming to the Common Application that will greatly affect the college essay. • Brand-new questions will be announced March 1. • Everything you submit will be cutand-paste. No more uploading — that also means no more submitting your own résumé. • The 250-500-word limit on your essay will be strictly enforced. • And, to the great consternation of many, “Topic of your choice” — so popular that more than 90 percent of all applicants select it — will be permanently retired. While many educational consultants

are in a state of shock and have mounted a letter-writing campaign to the Common Application in protest, others are not. For more than 15 years. at the very beginning of the multi-step process I use, I’ve always told students to ignore all of the six Common App questions, because zeroing in on one too soon shuts down the creative process. Instead, I have them concentrate on a series of organic prompts that begin with “What’s in your room and what’s the story behind each treasure?” As you can readily see, any one of those objects could easily lead someone to naturally select “Topic of your choice” as a subject for the resulting essay. But, to me, this prompt is really only the beginning of our exploration. That is because, if we keep digging, we invariably hit upon

a previous situation, often back in middle school, when the student was able to find unexpected strength in a unique aspect of him/herself that he/she previously considered to be an object of shame. It’s that selfdefining moment when, for the first time, you are able to say, “This is who I am. Take it or leave it.” Identifying this moment is incredibly empowering to the student. More importantly, it’s something he/she has uncovered for and by him/herself, not to please an admissions officer. Now, when we go to look at the Common App prompts, we find that what’s really been at stake for the student either constitutes a risk or a challenge, sometimes a demonstration of diversity, other times an important issue, an influential person or a

work of art or literature. As a result, none of my students has ever selected “Topic of your choice,” even though that’s the unspoken premise with which we began. The resulting essay is incredibly powerful, deliciously idiosyncratic and makes a lasting impact, not just on the admissions officer who frequently voices his/her admiration for it on the acceptance letter, but mostly on the student. None of us knows what the Common App’s new questions will prove to be when unveiled on March 1, but the superficial questions hardly matter. I say, “Bring ‘em on!” To reach Maxene Mulford of Uniquely U. College Essay Consultants, call 1.866-UUESSAY, visit uuessay.com or email uniquelyu1@ gmail.com.

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Page 6A/The SCARSDALE INQUIRER

Education

Friday, January 18, 2013

Education Notebook ✍

Extra-Cirricular: Early childhood programs at JCC

Year-round full-day Montessori childcare for children from 3 months to 5 years of age in beautifully designed sun-filled Montessori environments with generous outdoor play space. Experienced, trained Montessori teachers provide supportive, joyful, and nurturing classrooms for learning and development during your child’s early years.

A full AMS member school. Licensed by NYSOCFS. On-going enrollment. Spaces available now. 2-day, 3-day & 5-day programs available.

www.montessorichildrensctr.com Robert DeRosa, Director 914-597-2253

Please call for more information or to schedule a tour. 785 Mamaroneck Avenue, White Plains, NY 10605 ScarsdaleInquirerV2_4.5139x7.indd 1

The Jewish Community Center of Mid-Westchester Nursery School is registering now for the 2013-2014 school year. The JCC’s nursery school offers the highest caliber of early childhood experience for children 17 months to 5 years old. Based on the philosophy of purposeful play, children are encouraged to explore and socialize in a warm and supportive environment. In all programs, children learn to take turns, share and cooperate with others. Children of all ethnic and religious backgrounds are welcome. Jewish holidays and the values associated with them, as well as secular celebrations, are brought to life through stories, dramatic play and preparation of traditional foods. The program offers unique added benefits, including weekly swim instruction in the JCC indoor heated pool with tot docks, gymnastics instruction in the spacious gym, creative movement classes in mirrored dance studios, early drop-off/late pick-up, curbside drop-off and more. A social worker that specializes in child development is on staff and available to assist parents who have concerns and questions. New for the 2013-2014 school year is the Connect 5’s/Transitional Year program for 4/5’s, which offers a curriculum designed to promote critical thinking, problem-solving and concept formation in the areas of science, social studies, math and language arts. The

Swimming at the JCC of Mid-Westchester’s indoor, heated pool is popular among all age groups.

ME 2 program for children who are 17 months old by September introduces little ones to the classroom setting, where they begin to learn about independent play, routines, sharing and transition. Infant/toddler classes are not only fun for children, but provide a great opportunity for parents and caregivers to connect. Full- and half-day programs are available for children 3 years and up. Children in half-day programs can extend their day by staying for lunch bunch,

12/7/12 10:01 AM

a supervised hour to eat and play. Following lunch bunch, children can be escorted to nursery school enrichment programs, or any number of JCC afternoon programs in aquatics, gymnastics, art, dance, theatre and sports. The JCC’s renowned and highly successful developmental disabilities nursery program, Toward Tomorrow, is offering another year of special education opportunities for 3-5-year-olds. Children are eligible to receive all therapies as per the IEP (speech, OT, PT, counseling) while enrolled in this program. In the classroom, socialization and communications skills are emphasized as children learn routines, transitions, cooperative play and appropriate behavior. In addition, children enjoy gymnastics, computer time, creative movement, art, music, indoor and outdoor play and swim. As a complement to Toward Tomor-

row, the Developmental Disabilities Enrichment Center (DDEC, formerly known as SNAAC) provides children 3-18 years with developmental disabilities with enrichment programs including sports, social skills, art, computer, gymnastics, tai chi, music and theatre. Featured in the New York Times and on Channel 4 News, DDEC’s renowned SIBConnection group provides peer support and education in a group setting for siblings with brothers and sisters with developmental disabilities. There is a separate inclusion class with peer mentors for 13-18-year-olds. Parents of nursery school and Toward Tomorrow children receive special discounts to the JCC’s Sports & Fitness Center. In addition to cardio and strength training equipment, the JCC Fitness Center offers an indoor, heated pool, indoor cycling classes, a state-ofthe-art Pilates studio, individualized fitness program design, personal and partner training, water aerobics and group fitness classes including yoga, Zumba, kickboxing and more! Steam and sauna, massage therapy and whirlpool, upscale private locker rooms and laundry service are also available. For more information and to arrange a tour of the JCC Early Childhood Center, contact Julie Dorfman at 472-3300 ext. 412 or dorfmanj@jccmw.org. For Toward Tomorrow, contact Nancy Kaplan at 472-3300 ext. 228 or kaplann@ jccmw.org. The Jewish Community Center of Mid-Westchester, a proud beneficiary of UJA-Federation of New York, is a nonprofit organization dedicated to enriching the community by providing cultural, social, educational and recreational/ fitness programs, human services and Jewish identity-building opportunities to people of all ages and backgrounds. Visit www.jccmw.org.

Hoff-Barthelson Music School performance opportunities

French-American School of New York

Extension Program

Camps, Language Classes for Children and Adults, After-School Clubs OPEN HOUSE JANUARY 28 7:00 - 8:30 P.M.

www.fasny.org/afterschoolprogram Accepting non-FASNY students • After-School Clubs in French and English • Adult Language Classes French Immersion Camps • Children Language Classes

111 Larchmont Avenue, Larchmont afterschool@fasny.org 914.250-0415

At Hoff-Barthelson Music School, students are encouraged to hone their musical skills from their very earliest lesson days, utilizing HBMS’s wealth of opportunities for students to perform for their peers, parents and eventually a wider audience. Students quickly come to see that the requirement of solitary practice is worth it, because musicmaking is not only fun, but particularly rewarding when it is shared with other musicians in orchestras, chamber ensembles and choirs. Hoff-Barthelson carefully guides its students through a series of positive steps through which they develop confidence in their own abilities and take pleasure in their musical achievements. Small musical laboratories like informals and teenage workshops bring students into recital settings that are held without the pressure of an audience. Only other students and a faculty workshop leader attend these “classes without an audience,” at which students have the opportunity to iron out their performance wrinkles in a relaxed setting and can develop performance readiness in preparation for their participation in HB’s frequent student recitals. The school’s Outreach Program brings young musicians to nearby nursing homes, children’s hospitals and retirement facilities and affords them the unique opportunity to perform for people who might not otherwise have the pleasure of hearing music or seeing the bright faces of young performers. Participants in the demanding Honors Program play in Honors Recitals. Graduating seniors may present a graduation recital and receive their HBMS Certificate if they meet the comprehensive graduation requirements. The annual Baroque and Beyond, Classics in Concert and Music of Our Time festivals are

a showcase for student soloists, chamber ensembles, jazz groups and all of the school’s orchestras and choruses. Hoff-Barthelson’s Master Class Series is one of the most comprehensive in the metropolitan area and is designed specifically for HB students, who are afforded the opportunity to present solo performances for critique by a varied roster of distinguished, world-class artists who listen thoughtfully, coach with care and help them to refine their technique and musical sensibilities. Jazz ensembles perform each year at their own master classes for jazz teaching artists of the highest renown. Ensemble performance is a highlight of the HBMS curriculum. From the earliest stages of proficiency, students are encouraged to join one of the many performing groups at the school. Ensembles are designed to enhance the private lesson and provide the unique pleasure of making music with friends, and making friends through music, while exploring repertoire appropriate for the technical competency of each ensemble. Four orchestras make up the school’s Orchestral Pyramid, which culminates with the audition-only high school-level Festival Orchestra and an opportunity to perform the major orchestral repertoire, including full-length symphonic works and concerti with world-renowned guest stars. Each year, 16 HB chamber ensembles (selected from a roster of 45) benefit from a full afternoon of exhilarating work with four exemplary artist-teachers from the New York Philharmonic. Practice equals pleasure when the student musician’s ultimate goal is participation in any of the many performance opportunities at Hoff-Barthelson. Call 723-1169, email hb@hbms.org or visit www.hbms.org.

Extra Blast Technology

launches new service in Scarsdale Extra Blast Technology of Westchester can help you purchase, set up, teach you how to use and provide tech support for your computer, tablet, AV product or mobile device. The company acts as a technology consultant for consumers, many of whom are students looking to best use technology to succeed in and out of the classroom. An Extra Blast tech will provide guidance for people so that they shop for products that are customized to them, provide easily accessible maintenance and provide a better understanding of how to use the technology that they already own. Many products have features that consumers just do not know about or do not find out about until after they have already purchased an incompatible device. Computers come with a lot of handy software that adds value for some users, but simply slows the computer down in the

long-term for others. Most consumers do not do their homework before making a purchase. They trust a sales associate is giving them the information that they need to make an informed decision. Extra Blast Technology will do the homework for you. “It’s a matter of constantly exploring the items in-store or online, helping people make informed decisions on what to buy and helping implement those purchases in an informed way,” said Adam Stoltz, the owner of Extra Blast Technology. Headquartered at 17 Kingwood Rd. in Scarsdale, Extra Blast Technology was started by Extra Blast Marketing LLC. The two companies are separate, but both focus on technology and technology services that make us more productive at home or at work. Visit www.extrablasttechnology.com.

Friday, January 18, 2013

Education

Education Notebook ✍

A HIDDEN GEM IN WESTCHESTER

outside the classroom: Using chores to teach study skills By Dr. RAYMOND J. HUNTINGTON

f your household is like most, there are many day-to-day duties that must be completed. While tasks like laundry and doing dishes may seem tedious for children, research conducted by the University of Minnesota’s College of Education and Human Development shows that “involving children in household tasks at an early age can have a positive impact later in life.” Without a doubt, chores foster a good attitude about working hard and being responsible and have many other important benefits. Here are several suggestions to help your child build valuable skills while contributing around the house: • Picking up clutter: Make time each day for your child to pick up his or her bedroom or around the house. Try setting a timer and challenging your child to see how much he or she can accomplish in five or 10 minutes. Learning to understand how long different tasks take will help your child become better at budgeting his or her time — for home-

work as well as timed tests and assignments at school. • Cooking: Helping in the kitchen is an excellent way to put math concepts into action, including fractions (using measuring cups and spoons, for example), addition (when counting ingredients, measuring and more), multiplication (when doubling a recipe) and telling time and temperature. Older children can learn about chemistry from the changes that foods undergo during the cooking process. • Preparing menus and grocery lists: Planning your family’s weekly menu and making an accompanying grocery list requires many different skills. Children must think ahead about what they want to eat, other commitments each evening (such as soccer practice or club meetings) and what ingredients they will need to cook the meal. Planning and managing a project — dinner in this case — are skills they will use again and again. • Organizing: As any busy parent knows, there is much to keep track of in a household. Ask your older child

to help organize the pantry, a closet or another area of the home, developing a reliable organizational system. You could also put your child in charge of collecting and sorting the mail every day, maintaining the family calendar or filing papers, bills and other important documents in the family filing cabinet. Organization chores emphasize the importance of having a designated place for everything. Students who are organized are more likely to avoid misplacing their homework and being tardy and later, will better understand how to manage multistep assignments and projects. • Cleaning: Cleaning the kitchen or bathroom can be a science experiment waiting to happen. Use all-natural cleaning products, such as vinegar, baking soda and lemon juice, and do some research with your child on how they work and how they differ from chemical cleaning products. Find recipes for homemade cleaners online. • Feeding pets: Caring for and feeding the family pet teaches your child about commitment, being relied upon

and keeping to a schedule. It also reinforces the lesson that your child’s actions have consequences. Have your child develop a chart to keep track of feedings, or take things further and bring him or her along to veterinary appointments so he or she can learn about your animal’s health. Age-appropriate chores teach responsibility, work ethic, organization and time management — and they even help children build self-esteem as they gain the satisfaction of seeing tasks through to completion. Chores can also reinforce school skills such as math, reading, critical thinking and more. With all of these benefits, assigning chores takes on new meaning. Not only will you gain extra hands around the house, your child will be learning and growing as a person and student. Dr. Raymond J. Huntington is co-founder of Huntington Learning Center, which has been helping children succeed in school for more than 30 years. Call 1-800-CANLEARN.

Solomon Schechter School of Westchester offers scholarship Once again, Solomon Schechter School of Westchester is proud to offer a full, four-year merit scholarship to one incoming ninth-grade nonday-school student who demonstrates outstanding academic achievement and would benefit from a Schechter Westchester education. The Schechter Westchester AKIVA Merit Scholarship, which is granted to one new incoming ninth-grader every year, helps the school fulfill its mission of providing a superb secular and Jewish education to as many students as possible. Until she began at Solomon Schechter School of Westchester in ninth grade, Julia Schluger had never studied Hebrew, Bible or rabbinic texts intensively, but she was drawn to the school’s exemplary academic program, its dual secular and Judaic studies curriculum and its top-notch students. Paralleling that of the best private schools, Schechter Westchester’s strong college admissions record, includes an impressive array of colleges and universities, such as the Ivy Leagues like Harvard, Yale and Princeton, as well as Amherst, Bing-

hamton, University of Michigan, Tufts, Northwestern, University of Chicago, among a long list of others. Intrigued by its other pluses — its vibrant community, competitive athletics, arts programming, and robust extracurricular activities — Schluger decided to apply. When she was accepted, Schluger was reassured that she would be appropriately supported in Hebrew and the Judaics curriculum. Within a year Schluger had, in fact, attained proficiency, thanks to the successful AKIVA program designed to help nonday-school students integrate into the Schechter Westchester environment. As a kindergarten through 12-grade Jewish day school, Schechter Westchester’s comprehensive, intellectually rigorous dual curriculum empowers and cultivates each student in mind, body and soul. Through the teaching of critical thinking, openness to new ideas and Jewish values, the school inspires students to achieve academic and personal excellence. Schechter Westchester’s college preparatory program teaches its graduates to apply their passions,

knowledge, and skills to the betterment of the Jewish people, the United States, Israel and the ever-changing world. The dual curriculum at Schechter Westchester requires commitment, discipline and love of learning. The eighthour school day is jam-packed with rigorous college-preparatory classes and intensive Jewish studies — and is then extended by extracurricular, leadership and community service activities. During two months of dormitory living in Israel and Poland in their senior year, students gain additional maturity and independence that prepares them for the challenges of college academics. They prove to be campus leaders with self-sufficient living skills not often found in first-year college students. Like all Schechter Westchester students, the Schechter Westchester AKIVA Scholar will experience a living Judaism, in and out of the classroom, with classes in rabbinics and Talmud which emphasize analytical study from original sources, as well as achieving fluency in Hebrew. Schluger’s older brother, Ben, was

Get rooted.

here’s much to be said about feeling at home — if not being involved, at least being informed about where you live. The Scarsdale Inquirer digs deep each week to give you all the news in Scarsdale and Edgemont that’s important to you. A convenient, home-delivered copy of The Scarsdale Inquirer anchors you in our community with fruitful coverage of local schools, sports, and village news as well as “What’s Hot” on the arts and entertainment scene.

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The sCARSDALE INQUIRER/Page 7A

also an AKIVA student for two years, and then was mainstreamed into the regular program for 11th and 12th grades. “I was challenged by the rigor of my secular classes and inspired by the rich learning,” he said. “The teachers show interest in our lives not only as students but also as people, which is something that you can’t get at other schools.” The application process for the Schechter Westchester AKIVA Merit Scholarship includes completion of the application form; a personal essay about why the individual is interested in attending Schechter Westchester and why they consider themselves qualified; recommendations from two teachers and a personal recommendation from an adult other than a parent; and an interview with the selection panel. To apply for the Merit AKIVA Scholarship or to start a conversation about your child’s place in the AKIVA program, contact Leora Kalikow at 948-8883 ext. 8149 or lkalikow@solomon-schechter.com or visit www.solomon-schechter.com/ meritscholar.

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Education

Page 8A/The SCARSDALE INQUIRER Since 1944â&#x20AC;Ś A Tradition of Excellence

Comprehensive music education for all ages in a warm, familial environment Private instrumental and vocal instruction Four Orchestras â&#x20AC;˘ Three Choruses Chamber & Jazz Ensembles

Volunteer work or Internships? Demonstrating sincerity and growth is most important By JACKIE LUPO

Musicianship Classes Performance Opportunities Prestigious Faculty Preschool Center For children ages 3 and 4

Music and Movement Classes

Joan Behrens Bergman, Executive Director

in Dalcroze Eurythmics for 4 mos. to 5 yrs.

25 School Lane, Scarsdale, New York 10583 (914)723-1169 email us: hb@hbms.org or visit our website: www.hbms.org

Mid-Westchester Early Childhood Center

A place to start, a place to stay The JCC Early Childhood Center provides a nurturing and safe environment based on the philosophy of purposeful play. Through play, children at the JCC learn to touch, hear, feel, taste, see, move and create a world of wonder and possibility. For more information and to schedule a tour, contact Julie Dorfman, Early Childhood Director 914-472-7095, dorfmanj@jccmw.org

â&#x20AC;˘ Ages 17 months â&#x20AC;&#x201C; 5 years â&#x20AC;˘ Half and Full Day Options â&#x20AC;˘ Weekly Swim Instruction â&#x20AC;˘ Gymnastics â&#x20AC;˘ Music â&#x20AC;˘ Creative Movement â&#x20AC;˘ Early Morning Drop Off â&#x20AC;˘ Lunch Program â&#x20AC;˘ Afternoon Enrichments including Science, Learning with Numbers, Music, Learning with Letters & more â&#x20AC;˘ Chaperone Children to Other JCC Programs â&#x20AC;˘ Curbside dropoff â&#x20AC;˘ NEW! Connect 5â&#x20AC;&#x2122;s Program

999 Wilmot Road, Scarsdale â&#x20AC;˘ www.jccmw.org

Scarsdale Community Baptist Nursery School Non-Sectarian Programs for Pre-School Children since 1961

â&#x20AC;˘ 3 year class and 4 year class with a concentration in pre-reading and pre-writing skills â&#x20AC;˘ Music and Movement â&#x20AC;˘ Exploring math concepts through games and music â&#x20AC;˘ Science and Nature â&#x20AC;˘ Enrichment Program â&#x20AC;˘ Summer Program

Call for a tour of our bright, cheerful facility

Acce applicaptting no foior ns Fall Pw rogram

Popham & Autenrieth Roads, Scarsdale â&#x20AC;˘ 914-722-0278 â&#x20AC;˘ www.scbns.org

ONE-ON-ONE IN HOME TUTORING K-12 ALL SUBJECTS

â&#x20AC;˘ SAT â&#x20AC;˘ LEARNING DISABILITIES

â&#x20AC;˘ REGENTS â&#x20AC;˘ READING â&#x20AC;˘ MATH â&#x20AC;˘ WRITING â&#x20AC;˘ AP COURSES â&#x20AC;˘ SCIENCE

â&#x20AC;˘ COLLEGE ESSAY WRITING â&#x20AC;˘ ORGANIZATION/STUDY SKILLS â&#x20AC;˘ NO LONG TERM CONTRACTS Linda Salomon, Director

â&#x20AC;&#x153; The EDGE yo ur child needs to SUCC EED!â&#x20AC;?

914-380-4534

Visit us at: EliteTutors.net

Ardsley Community Nursery School 21 American Legion Drive, Ardsley

(914) 693-4932 â&#x153;&#x201D; AM and PM classes for children 2-5 â&#x153;&#x201D; Enrichment programs in dance, music, art & nature â&#x153;&#x201D; Weekly and hourly rates â&#x153;&#x201D; Diaper friendly â&#x153;&#x201D; Beautiful outdoor play area â&#x153;&#x201D; Summer Camp

Celebrating more than 50 Years of Fun!

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ids who are in high school receive lots of conflicting messages about whether they should spend time in their already packed schedules to do volunteer work. Itâ&#x20AC;&#x2122;s cynical to say it, but many students feel they have to do some sort of community service activity so they can â&#x20AC;&#x153;check off the boxâ&#x20AC;? on their college applications. Is this bad, though? Even if itâ&#x20AC;&#x2122;s not necessarily begun for the â&#x20AC;&#x153;rightâ&#x20AC;? reason, isnâ&#x20AC;&#x2122;t the benefit to humanity â&#x20AC;&#x201D; or to their own characters â&#x20AC;&#x201D; justification enough for high school kids to be involved with community service or to work in a nonpaying internship? Experts offered some surprising insights into the question. â&#x20AC;&#x153;It is important to use your extracurricular time well,â&#x20AC;? said Ellen Golden, a partner at Collegistics, an independent college advising firm in Scarsdale. â&#x20AC;&#x153;When you can pursue an internship or volunteer work, that is a great use of your time; that is meaningful. It helps colleges understand how youâ&#x20AC;&#x2122;re spending your time. The key, though, is to develop interests that appeal to you. Doing internships or taking on a volunteer activity just to build your rĂŠsumĂŠ is probably not going to serve you as well as pursuing an interest over a period of time, and developing that interest.â&#x20AC;? Leslie Berkovits, another partner at Collegistics, noted, â&#x20AC;&#x153;The value is relative to the studentâ&#x20AC;&#x2122;s interest. I donâ&#x20AC;&#x2122;t think that there is any one type of volunteer activity or internship that one could classify as better than another. Itâ&#x20AC;&#x2122;s really personal, based on the studentâ&#x20AC;&#x2122;s interests and what theyâ&#x20AC;&#x2122;re engaged in, taken as a complete package.â&#x20AC;? Berkovits said a commitment to community service might begin when a student is younger, with an activity that starts through their families or through their churches or synagogues, and that then might evolve into something the student develops further, such as going out to volunteer at a soup kitchen or tutoring children in literacy. â&#x20AC;&#x153;These activities help students find their passion,â&#x20AC;? Berkovits said. â&#x20AC;&#x153;They help students engage with things in which theyâ&#x20AC;&#x2122;re interested.â&#x20AC;? And engagement, say the experts, is something colleges love to see on a studentâ&#x20AC;&#x2122;s application â&#x20AC;&#x201D; if that engagement is genuine. Some of the advisers said colleges can be skeptical about an applicantâ&#x20AC;&#x2122;s mention of a â&#x20AC;&#x153;service tripâ&#x20AC;? to build houses in an underdeveloped country, especially if the trip is obviously one the kidâ&#x20AC;&#x2122;s parents have paid for, and if the trip doesnâ&#x20AC;&#x2122;t reflect a studentâ&#x20AC;&#x2122;s ongoing commitment to volunteerism. Colleges might assume that the trip was taken just to generate a line on

the studentâ&#x20AC;&#x2122;s extracurricular list. But even a one-shot service trip can be worth taking. â&#x20AC;&#x153;Thereâ&#x20AC;&#x2122;s nothing intrinsically wrong with taking these trips,â&#x20AC;? Golden said. â&#x20AC;&#x153;If itâ&#x20AC;&#x2122;s an extension of demonstrated interests, thatâ&#x20AC;&#x2122;s great. But they can also be an incredible growth experience for kids, many of whom have been very sheltered. So, if what they take from that trip is growth and development, thatâ&#x20AC;&#x2122;s a valuable product. Just saying you did it is not valuable; the value is what you get from it.â&#x20AC;? She added, though, â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s just as valuable to work as a checkout cashier in a supermarket, which also shows a certain skill development and personal growth.â&#x20AC;? Susan Harris, school librarian and academic technology coordinator at the Harvey School in Katonah, is the schoolâ&#x20AC;&#x2122;s adviser for community service. â&#x20AC;&#x153;Community service, of course, has been part of Harvey for years, and to a large degree it has been fund drives and food drives,â&#x20AC;? Harris said. â&#x20AC;&#x153;Kids turn out and do things, which is terrific. But what weâ&#x20AC;&#x2122;ve been doing for the last four years is putting the onus of leadership on students. Students generate ideas on what they want to do, and one big thing thatâ&#x20AC;&#x2122;s come out of that was that students said they wanted to organize a childrenâ&#x20AC;&#x2122;s carnival for charity.â&#x20AC;? The event, first held three years ago, featured all sorts of activities for little

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A volatile economy and tough job market have revived American workersâ&#x20AC;&#x2122; interest in continuing education. Now more than ever, adults are returning to educational environments to advance their skills, training and knowledge. â&#x20AC;&#x153;Continuing education generally refers to any type of post-secondary education for the purpose of keeping current with changes in a particular field of study or for preparation to obtain a certification,â&#x20AC;? said Dr. Marianne Greenfield, a program chair at Argosy University-Atlanta. â&#x20AC;&#x153;Some professions require that you earn continuing education credits in order to maintain a license. The goal of continuing education is to offer adults who already possess a college or university degree further opportunity for learning without having to enroll in a degree program.â&#x20AC;? â&#x20AC;&#x153;Now more than ever, itâ&#x20AC;&#x2122;s important for employees and professionals to keep up with all the latest skills and relevant knowledge necessary to compete in todayâ&#x20AC;&#x2122;s workforce,â&#x20AC;? said Dr. George Spagnola, chair of the College of Education at Argosy University-Sarasota. â&#x20AC;&#x153;While a traditional education is necessary in todayâ&#x20AC;&#x2122;s workforce, it is also a cornerstone

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upon which one can build a better future through continuing education.â&#x20AC;? Greenfield agrees: â&#x20AC;&#x153;As more and more people are obtaining academic degrees, the advantage lies with the candidate whose skills and knowledge are current and relevant in the workplace. Continuing education is especially important in

GREENVILLE CHURCH NURSERY SCHOOL 270 Ardsley Road, Scarsdale NY 10583 Serving the Edgemont community since 1964 NAEYC accredited

Classes for 3 & 4 year olds Experienced teachers â&#x20AC;˘ Music and movement specialists Nature programs â&#x20AC;˘ Six week summer program Excellent student-teacher ratios â&#x20AC;˘ Extended day available

Now enrolling for September 2013 and Summer 2013

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ď&#x20AC;&#x17D;ď&#x20AC;?ď&#x20AC;&#x160;ď&#x20AC;&#x2030;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;?ď&#x20AC;?ď&#x20AC;&#x2030;ď&#x20AC;&#x2026;ď&#x20AC;&#x201E;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;&#x2021;ď&#x20AC;&#x2C6;ď&#x20AC;&#x201E;ď&#x20AC;&#x2018;ď&#x20AC;&#x2030;ď&#x20AC;&#x2039;ď&#x20AC;&#x2019;ď&#x20AC;&#x2021;ď&#x20AC;&#x17D;ď&#x20AC;?ď&#x20AC;&#x201A;ď&#x20AC;?ď&#x20AC;&#x201E;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;&#x2021;ď&#x20AC;&#x201C;ď&#x20AC;&#x201D;ď&#x20AC;?ď&#x20AC;&#x201D;ď&#x20AC;&#x160;ď&#x20AC;&#x2030;ď&#x20AC;&#x2039;ď&#x20AC;&#x2021; ď&#x20AC;&#x17D;ď&#x20AC;?ď&#x20AC;&#x160;ď&#x20AC;&#x2030;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;?ď&#x20AC;?ď&#x20AC;&#x2030;ď&#x20AC;&#x2026;ď&#x20AC;&#x201E;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;&#x2021;ď&#x20AC;&#x2C6;ď&#x20AC;&#x201E;ď&#x20AC;&#x2018;ď&#x20AC;&#x2030;ď&#x20AC;&#x2039;ď&#x20AC;&#x2019;ď&#x20AC;&#x2021;ď&#x20AC;&#x17D;ď&#x20AC;?ď&#x20AC;&#x201A;ď&#x20AC;?ď&#x20AC;&#x201E;ď&#x20AC;&#x2026;ď&#x20AC;&#x2020;ď&#x20AC;&#x2021;ď&#x20AC;&#x201C;ď&#x20AC;&#x201D;ď&#x20AC;?ď&#x20AC;&#x201D;ď&#x20AC;&#x160;ď&#x20AC;&#x2030;ď&#x20AC;&#x2039;ď&#x20AC;&#x2021; ď&#x20AC;Źď&#x20AC;Źď&#x20AC;Źď&#x20AC;&#x2039;ď&#x20AC;Źď&#x20AC;ď&#x20AC;Şď&#x20AC;Ťď&#x20AC;&#x2039;ď&#x20AC;Şď&#x20AC;&#x;ď&#x20AC;§ď&#x20AC;&#x2021; ď&#x20AC;Źď&#x20AC;Źď&#x20AC;Źď&#x20AC;&#x2039;ď&#x20AC;Źď&#x20AC;ď&#x20AC;Şď&#x20AC;Ťď&#x20AC;&#x2039;ď&#x20AC;Şď&#x20AC;&#x;ď&#x20AC;§ď&#x20AC;&#x2021;

kids, from a bouncy castle in the gym, face makeup and temporary tattoos, to performances in the dance center and reading activities for toddlers. â&#x20AC;&#x153;Kids picked the activities; itâ&#x20AC;&#x2122;s become a whole school event,â&#x20AC;? Harris said. â&#x20AC;&#x153;The students vote on where the proceeds should go, and each year, we pick one relatively local charity. This year, the carnival will be in March, and this year, they want half the proceeds to go to Sandy relief, and half to Pencils of Progress, to build schools in underdeveloped countries.â&#x20AC;? Harris said the students learn how to be creative with fundraising and how to pick charities where they know their dollars are going to the purpose that they want them to go to. Harvey students also volunteer as visitors to kids who are long-term patients at Blythedale Childrenâ&#x20AC;&#x2122;s Hospital, and they help out at the local community center, not only holding food drives for the centerâ&#x20AC;&#x2122;s food pantry, but also going there to help out. â&#x20AC;&#x153;This week we delivered about 420 pounds of food and stocked the shelves there,â&#x20AC;? Harris said. The entire school has a work day with Habitat for Humanity in Yonkers. â&#x20AC;&#x153;We took 250 students and 50 faculty,â&#x20AC;? Harris said. â&#x20AC;&#x153;We try to instill in all the students that we all have a responsibility to help, no matter what weâ&#x20AC;&#x2122;re doing. Whether itâ&#x20AC;&#x2122;s for the American Cancer Society, the food

pantry, Blythedale, our message always is, â&#x20AC;&#x2DC;Itâ&#x20AC;&#x2122;s an obligation we have as human beings.â&#x20AC;&#x2122;â&#x20AC;? The school looks at internships as another way for kids to develop themselves personally. â&#x20AC;&#x153;A number of our students do engage in summer internships,â&#x20AC;? Harris said. Harvey also has a â&#x20AC;&#x153;senior projectâ&#x20AC;? from March to May, in which seniors with good academic standing can design their own activity, which can be anything from volunteer work to working in a field theyâ&#x20AC;&#x2122;re interested in, such as interning in a doctorâ&#x20AC;&#x2122;s office or an ad agency. Students have to write their own proposal for their senior project, and between one-third to one-half of seniors take advantage of the opportunity. Theyâ&#x20AC;&#x2122;re exposed to the real work world, something that kids in affluent towns may not see during high school. And, said Harris, â&#x20AC;&#x153;Theyâ&#x20AC;&#x2122;re learning how organizations work.â&#x20AC;? Is volunteering or interning something every student should do? The schools and college consultants all agreed that dong something just for the sake of a college application isnâ&#x20AC;&#x2122;t the best way to spend your time, especially if thereâ&#x20AC;&#x2122;s something else worthwhile that a student would rather be doing. But if itâ&#x20AC;&#x2122;s a genuine reflection of an interest, working without pay can have many rewards, as both a college applicant and as a person.

Continuing ed offers an edge to employees

ď&#x20AC;&#x2021;ď&#x20AC;&#x2021;

ď&#x20AC;

Friday, January 18, 2013

For information call 914-723-1262 or email greenvillecommunitychurch@gmail.com.

areas such as human resources, engineering, technology, finance and health care, where rapid advances occur, leading to constantly evolving practices.â&#x20AC;? For many professions, certifications and licenses are requirements for employment opportunities, so continuing education is important for job seekers and professionals in those fields. And obtaining continuing education is more convenient for learners. â&#x20AC;&#x153;Advances in technology have made continuing education more accessible,â&#x20AC;? Spagnola said. â&#x20AC;&#x153;Options are available to pursue continuing education online, at a physical location or in a combination of both. These technology breakthroughs help so many to continue their education and advance their professional knowledge while working and raising a family.â&#x20AC;? â&#x20AC;&#x153;Although there are many course providers who cater to those seeking continuing education, it is important to find an accredited institution to ensure your efforts yield results,â&#x20AC;? Greenfield said. â&#x20AC;&#x153;Look for programs that offer you access to and learning from quality instructors with real-life experience in the specific field of study.â&#x20AC;?

Make sure that the program you are considering is compatible with any requirements you will face for licensure. And while there are costs associated with continuing education, many people can find financial assistance in the form of tuition assistance programs offered through their employers. â&#x20AC;&#x153;Tuition assistance programs are of huge benefit to employees and the company,â&#x20AC;? Spagnola said. â&#x20AC;&#x153;As an employee, you receive financial assistance for your education and your employer, in turn, gets an employee advancing their knowledge and skills and applying them to the organizations.â&#x20AC;? â&#x20AC;&#x153;The benefits far outweigh the expense and many private sector employers will pay for or reimburse the expense if a compelling case is made for the added competitive advantage for the organization,â&#x20AC;? Greenfield said. â&#x20AC;&#x153;And if your employer isnâ&#x20AC;&#x2122;t able to assist you with the costs, the Internal Revenue Service allows you to deduct a portion of qualifying continuing education expenses on your federal tax return. If you pay the expense on behalf of a spouse or a dependent child, you can also claim the deduction.â&#x20AC;? â&#x20AC;&#x201D; Brandpoint

Temple Israel Center Nursery School â&#x20AC;˘ Nurturing & Creative Environment â&#x20AC;˘ Mommy & Me Programs â&#x20AC;˘ 2, 3, 4 Year Old Classes â&#x20AC;˘ Shabbat and Holiday Celebrations â&#x20AC;˘ Nature and Music Specialists â&#x20AC;˘ Summer Camp â&#x20AC;˘ Early Drop-Off, Afternoon Enrichment & Lunch Programs We are now registering for 2013-2014 school year. Call Patty Goldstick - 948-2800, ext. 126 280 Old Mamaroneck Road â&#x20AC;˘ White Plains â&#x20AC;˘ templeisraelcenter.org

Friday, January 18, 2013

Education

Preschool Perfect: Different children, different needs

Continued from page 4A

experiments, cooking experiences, art and more. There are two music teachers and two music rooms and regularly scheduled gym time with a physical education teacher for both indoor and outdoor instruction and play, including a big interactive jumping playground. There is also a tech center to familiarize kids with computers once they go on to kindergarten. The 150 children attending Mohawk are divided up into nine classes and one Mommy and Me class for 2 year olds. There is also a permanent floating teacher. The median number of years of staff members is 15 years and many have been there much longer. The school does not offer bus service, but gives parents information about private buses if needed. Mohawk also runs a summer camp on its grounds in White Plains located between route 100 and the Bronx River Parkway on Old Tarrytown Road. Preschool and religion Carmelita Bota, director of St. James the Less in Scarsdale, runs an Episcopal preschool with

children attending chapel once a week. Bota said parents should look for a school that is clean, well maintained and with toys that are within children’s reach. The classroom environment is designed for each specific age group, ensuring that there are age- Bota added that it’s critical to know the philosophy of the school, what is the class size, the student-teacher ratio? She said some children might do better in a smaller class. Check out what’s going on in the classroom, what are the activities in the room? Bota believes that children should be in an environment where they can be comfortable and make friends. She always encourages parents to bring the child with them so that they can come into the classroom and see how they interact with the other children. “That’s when you see if it’s a good match for their child,” she said. She added, “I think kids can feel safe away from the parent, a place where they

develop their love of learning. The nursery school teachers are the child’s first teacher away from home. Parents should look for what they are already doing in their own homes. It’s a nice easing in of their child’s first time away from their parents. The teachers make a real difference for making a positive experience.”

children in nursery school is age 2. “People always ask what they do [at that age],” Bota said. “We are always working with language, which is a big focus with the 2’s. We model language with the children, so they learn to talk with other children. I love the 2’s. I call it pure love. It’s just been a wonderful experience.”

Finding the one! “There should be a nice ‘buzz’ in the room,” Bota said. “If you bring someone in and they’re all focused and having fun, it’s nice to observe. In the classroom environment children learn to move from one activity to another. You look for your child to become part of the school.” Everything the school does is intentional. The way they set up the room, the cubby space where kids can put special things they bring from home. Kids say, “My name is on my cubby!” Bota also stressed the importance of having an outdoor space as well. On the preschool level the curriculum has to have a balance between teacherinitiated activities and also child-initiated activities. That builds on children’s interest by having that blend. The curriculum in a quality program makes children more self-directed. According to Bota, that is where the love of learning develops: “Activities based on the children’s abilities whets the creative, emotional, social, intellectual and physical needs of the child, all areas that make up the development that makes up the whole child.” She stressed the importance for parents to come in with lots of questions: “Then I know that they truly want their child in the best environment.” The St. James director said that every child is coming

A special blend Sue Tolchin, director of Westchester Reform Temple’s Early Childhood Center in Scarsdale, said she was naturally “biased” on how to select a nursery school, and like many preschools, WRT is religious in nature. “You want a warm, welcoming environment for both parents and children,” she said. “You want to feel not only [will children] have a wonderful exposure to not only Jewish values, but know that they’re going to learn lifelong lessons, have shared lessons of friendships and also learn giving back to the community. We want parents to feel that, too.” Tolchin said when parents select her preschool it’s because of its small classes, and its warm and nurturing environment. Children are also exposed to both academic and social experiences. She explained that not only do parents want “the warm and fuzzy,” but the school encourages parents to socialize with each other and also volunteer at the school, whether they work part or full time or are stay-at-home parents. “A good preschool understands the culture of the parents,” Tolchin said. “The long-term goal is to make sure that children have the readiness as they move along to kindergarten. It’s important that children have a good balance of the social, emotional and academics … When children leave here they are more than ready for kindergarten.” Tolchin added, “Obviously I’m very passionate about this. I’ve been here nine years.” This director likened the selection process to buying a house: “If it feels right with happy children and warm teachers, parents have to feel comfortable. You have to go on your ‘gut’ instinct. The feeling has to be right.” WRT has a welcome party in the spring for families. Tolchin explained that sometimes a child’s needs at home are different from what they are in September. The school also has a social worker on staff to deal with issues that come up. “We help them through every stage of development,” she said. What should parents with children with special needs who are already receiving services, i.e. speech or occupational therapy, look for? At Westchester Reform, Tolchin said the school guides parents through the early intervention process, “so if a child has small motor problems,” for example, the school helps parents get the services the child needs. She noted that WRT is a mainstream school, and with more and more children with alternate learning styles, parents need to know how receptive a school is to their problems and ask what help they offer. “If the school can’t meet the child’s needs, the school should be willing to explore the options with them,” Tolchin said. So how do you know you’ve found the right school? When you walk in and it has that “Wow!” feeling, when you can say to yourself, “This is where my child belongs.” Then you know you’ve reached your final destination.

with a different temperament — some children want to play alone, some children are still in that parallel play stage, even at 3. She said it is important for the school to find out what the needs of the child are. The school also wants to get to know the family to ensure that their goals are the same. Bota said sometimes parents pick a nursery school because it’s close to their homes so their nanny who may not drive can bring the child to school or because the school is close to their office. “I always ask why they choose us,” Bota said. Bota said the perfect time to start

The sCARSDALE INQUIRER/Page 9A

It Takes a Lot of Heart to Educate a Mind Individual. Personal. Unique. It describes each of our students… and all of our teachers.

Open HOuse

Wednesday, February 13 at 9:00 a.m.

260 Jay Street • Katonah, NY 10536 • 914.232.3161 admissions@harveyschool.org • www.harveyschool.org Harvey is a coeducational college preparatory school enrolling students in grades 6–12 for day and in grades 9–12 for five-day boarding.

Scarsdale Synagogue/Temples Tremont + Emanu-El Scarsdale Synagogue/Temples Tremont + Emanu-El

Nursery School classes for toddlers Nursery School classes for toddlers and children 2, 3 and 4 years of age and children 2, 3 and 4 years of age Extended day available for 3’s and 4’s Parenting programs

Summer camp for toddlers Summer camp for toddlers through 6 years of age through 6 years of age

For more information about our programs, please call: For more information about our programs, please call: Jody Glassman, Director Jocelyn Gross, Assistant Director Jody Glassman, Director

Jocelyn Gross, Assistant Director

To Join Our Synagogue, call Gary Katz, Executive Director

To Join Our Synagogue, call Gary Katz, Executive Director 2 Ogden Road, Scarsdale y 914-723-3001 y mazeltots@aol.com 2 Ogden Road Scarsdale y 914-723-3001 y mazeltots@aol com

Westchester Reform Temple Early Childhood Center • Nursery School Classes for Toddlers, 2s, 3s & 4s/Pre-K • Extended Day Options for 3s & 4s • Mini-Camp and Summer Play Place Nurturing environment promoting self conﬁdence and independence. Curriculum explores math concepts, reading and writing readiness, art, music and Jewish learning from Hebrew to challah. Exciting enrichment offerings from Little Chefs to Nature to Super Science. Lunch provided (optional).

2013-2014 Enrollment and Camp Enrollment are ongoing! For information and a tour: Susan Tolchin, Director WRT Early Childhood Center • 255 Mamaroneck Road, Scarsdale 914-723-5493 or Sue.Tolchin@wrtemple.org Licensed by NYS OCFS

Education

Page 10A/The SCARSDALE INQUIRER

Friday, January 18, 2013

Endpaper No matter the start, a strong finish is essential

BE INFORMED. BE INSPIRED. TRANSFORM LIVES. Windward Teacher Training Institute provides professional development based on scientifically validated research in child development, learning theory and pedagogy. The IMSLEC-accredited training program leads to national certification in multisensory structured language education.

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Robert J. Schwartz Memorial Lecture Wednesday evening, April 10, 2013 â&#x20AC;˘ Dr. Maryanne Wolf How Can Knowledge of the Reading Brain Advance Instruction and Change Our View of Dyslexia? Register Now: www.thewindwardschool.org/lecture

For Further Information: (914) 949-6968 â&#x20AC;˘ wtti@windwardny.org â&#x20AC;˘ www.thewindwardschool.org @WindwardTTI Windward Teacher Training Institute is a division of The Windward School, an independent school for students with language-based learning disabilities, located in White Plains, NY.

By TODD SLISS

tâ&#x20AC;&#x2122;s January. Weâ&#x20AC;&#x2122;d normally be starting to break New Yearâ&#x20AC;&#x2122;s resolutions right about now, have 6-10 inches of snow on the ground, be eagerly awaiting the Super Bowl, many of us looking forward to Spring Training next month. While weâ&#x20AC;&#x2122;re looking forward to some of those things, January in 2013 is â&#x20AC;&#x153;warmâ&#x20AC;? and rainy, people are recovering from another natural disaster, Hurricane Sandy, and the gun control debate is in full swing with the tragic shooting at Sandy Hook Elementary School in nottoo-far Newtown, Conn. This January almost feels like the world is collapsing. But as they like to tell us, â&#x20AC;&#x153;Life goes on.â&#x20AC;? No matter how difficult. In terms of education, itâ&#x20AC;&#x2122;s an exciting time of year. College students are heading back out of town for their second semester of the school year. For high schoolers, college acceptances are coming in, applications are still going out. Midterms are right around the corner for high school and middle school students. Elementary school kids are in a comfort zone. Preschool kids are getting one step closer to being in the older class, or getting ready to take that major next step into kindergarten. Thereâ&#x20AC;&#x2122;s a lot riding on education for our children and we want only the best for them â&#x20AC;&#x201D; the best communities, the best schools, the best teachers, the best grades, the best activities. Thatâ&#x20AC;&#x2122;s why we live where we do. So at this midpoint of the school year itâ&#x20AC;&#x2122;s a good time to sit back and assess. Where is my child right now? Is he or she doing well? Meeting his or her potential? Struggling? Falling behind? Need more of a challenge? No matter where your child stands, finishing the second half of the year on a positive note bodes well in terms of proving to teachers what happens when potential is reached by hard work and it can also be a good springboard into the following school year. So how does a student take the next step? There are a lot of ways, but both the parents and the student have to be on board to take advantage of the assistance thatâ&#x20AC;&#x2122;s out there in order to reach for the stars academically. Of course, I asked some professionals for advice. What they said A middle school guidance counselor told me that students who struggled in her school the previous year in the core classes â&#x20AC;&#x201D; English, social studies, math, science and foreign language â&#x20AC;&#x201D; get special help through the schools: â&#x20AC;&#x153;We work with them to identify their learning style, time management skills, goal setting, advocating for themselves with parents/teachers/counselors, monitoring their own progress and how to best make use of extra help â&#x20AC;&#x201D; how to identify what questions to ask, making marks in margins when taking notes in class and it doesnâ&#x20AC;&#x2122;t make sense, bringing the last quiz or test that they failed, the last homework that didnâ&#x20AC;&#x2122;t go smoothly.â&#x20AC;? She also noted, â&#x20AC;&#x153;Schools often allow teachers to have websites and many post websites to practice skills that are in line with the curriculum of the district.â&#x20AC;?

Taking advantage of extra help is key. Maybe some one-on-one time during lunch would work, too. Students should always start by asking help from the teacher, who might be able to identify the problem and help students more. According to a middle school teacher, â&#x20AC;&#x153;Students should read 30 minutes every night whether assigned or not, basic math skills should be practiced every night whether assigned or not. Asking questions when confused is imperative. Also studying and practicing the state tests, as soon they will all be the same.â&#x20AC;? There is definite agreement that students need to be proactive so that others can best help them with their struggles. Something like extra help or asking for extra credit shows a teacher that youâ&#x20AC;&#x2122;re trying. *** One teacher who graduated from Scarsdale High School sent me this helpful eight-point list of how a teacher can help all students all of the time: 1. The teacher must always be enthusiastic about what he or she is teaching. This makes the student excited or more excited for the lesson. 2. Teaching and learning games like Math Bingo motivate even the most uninterested students. 3. A reward system for progress that is daily or weekly that gives, for example, a little prize like a trip to an arcade. The parents, and even a teacher with small tokens, can make this happen. 4. Have the students get up out of their seats and act out a part of history or make up an action to remember a spelling/vocabulary word. Get them involved! 5. Create an environment from the first day where kids know they are expected to learn and follow through on consequences, especially in the latter parts of the school year. Unfortunately calls home and detention could result. 6. Make sure they know when they come to your classroom that they will have fun â&#x20AC;&#x201D; not everything has to be serious all of the time. (This balances out the consequences.) 7. Even if a student is struggling, al-

ways try and utilize positive speaking and reinforcement. Call on students who are struggling when you know they can answer a question correctly to give them confidence. 8. Never speak down to a student â&#x20AC;&#x201D; always speak to them respectfully and make sure they know you are trying to help them and not hurt them. Once you are disrespectful they will shut down and it might take weeks to get them back, especially at or near the end of the school year when motivation might be waning. What a list! These are all great and it holds both teacher and student accountable. Learning is most certainly a cooperative effort. The challenge lies in that teachers teach differently and learners learn differently, so letâ&#x20AC;&#x2122;s be realistic here â&#x20AC;&#x201D; even the best, most popular teachers arenâ&#x20AC;&#x2122;t able to reach every student every time, so often a fresh face, a fresh voice or fresh methods can do the trick. A great supplement to the school can be tutors and learning centers, which often provide that missing ingredient. *** I asked some Westchester businesses for some advice on finishing the school year on a positive note. Patricia A. Wagner, Ed.D., of the Katonah Tutoring Club responded: â&#x20AC;&#x153;To finish the school year strong, help your student set attainable goals and help them establish the necessary steps to achieve them. I tell the students at the Katonah Tutoring Club to, â&#x20AC;&#x2DC;master the material and the grades will follow.â&#x20AC;&#x2122; Review class notes daily, prepare for tests in advance, build a strong vocabulary, know whatâ&#x20AC;&#x2122;s going on in the world, get enough sleep, and have some fun each day. Success will follow. Teach your student to take charge of his/her learning. Look up what he/she needs to know and donâ&#x20AC;&#x2122;t wait for someone else to tell them. Be informed, read, listen to different points of view. Setting goals should begin in elementary school, ideally by third grade, and will become a lifelong habit.â&#x20AC;? That is some more excellent advice right there. But we know â&#x20AC;&#x201D; and I know from my own experience as a former student and now the parent of a kindergar-

tener â&#x20AC;&#x201D; that most students need help doing those things. One parent emailed us to tell us about a tutoring service she used for her older child. She liked them so much that sheâ&#x20AC;&#x2122;s helping spread the word about them by finding students â&#x20AC;&#x153;who are top in their class and well-roundedâ&#x20AC;? to tutor their peers. Many of the tutors sheâ&#x20AC;&#x2122;s finding for Aristotle Peers (formerly Peer2Peer Tutors) area Fox Lane students. Tutors come in all forms â&#x20AC;&#x201D; peers, adults, teachers, former teachers, industry professionals, career tutors, you name it. Like everything else in education and in life, there is a perfect fit out there for every student. For some students itâ&#x20AC;&#x2122;s other students. For others itâ&#x20AC;&#x2122;s an adult. But knowing there is help out there for every type of student is encouraging. Though I have not been a student since last century, I do know that weâ&#x20AC;&#x2122;re always learning and growing â&#x20AC;&#x201D; you never know it all, even when you think you might. What I do remember from my school days as an average, perhaps above average student, are that the classes I did well in or better in than I normally might have, those are the classes where I connected with the teacher. And when I connected with the teacher AND the subject, my grades were something to be proud of. So did I live up to potential in those other classes? Or course not. Like so many young people I didnâ&#x20AC;&#x2122;t put in the time or the effort, always looking for the quick way to get the work done, waiting for deadlines to approach before tackling an assignment, not putting in proper study time. And as much as they may resist, they need your guidance or the guidance of someone who can get through to them. Since weâ&#x20AC;&#x2122;re learning from many of the events that happened late in 2012 that itâ&#x20AC;&#x2122;s important not to forget about the past, perhaps January 2013 could be the start of something positive inside and outside the classroom. But I must say, as someone who was lucky enough to parlay his main skill into a successful career as a sportswriter and editor, â&#x20AC;&#x153;The ball is in your court.â&#x20AC;?

Education A special section of

The Scarsdale Inquirer P.O. Box 418, Scarsdale, NY 10583 914-725-2500 www.scarsdalenews.com

PUBLISHER Deborah G. White SECTION EDITOR Todd Sliss ART DIRECTOR Ann Marie Rezen ADVERTISING DESIGN Katherine Potter ADVERTISING SALES Thomas Oâ&#x20AC;&#x2122;Halloran, Barbara Yeaker, Francesca Lynch, and Marilyn Petrosa ÂŠ2013 S.I. Communications, Inc. All rights reserved. Reproduction in whole or in part is forbidden without the Publisherâ&#x20AC;&#x2122;s written permission.

Learning the right answers will get your child through school. Learning how to learn will get your child through life! Open House OPEN at 9:30am

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Located in Scarsdale, N.Y. and Mt. Kisco, N.Y Enrollment now open for second session: Mommy and Me, Pre-k, 5-13yrs. old 914.907.6075 chineselanguageprogram@gmail.com Ask us about our popular Full Immersion Mandarin Camp in full swing again Summer 2013!

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