modern
CONNECTING HOME & SCHOOL
parents modernparentsmagazine.com
Gayle King of Oprah Magazine on Parenting Why your Child Should Go to College Dr. Joyce Epstein on Technology and Parental Involvement
Prepare your Child for the 21st Century
Volume II, Issue I
modern parents your resource for Federal, State and Local Mandates
Parenting Tips
Increased Parent and Family Involvement
Parent Rights & Responsibilities
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“We’re living in a 21st century knowledge economy, but our schools, our homes, and our culture are still based around 20th century expectations…we need to start setting high standards and inspirational examples for our children to follow.” –Pres. Barack Obama 17
departments
theimportance ofplay
r e g n a n c Y . . . . . . . . . . . . . . . . . . . . . . . . . 16 p pregnancydo’sanddon’ts
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Letthechildrenplay:aparent'sguideto children'sHealthyphysicaldevelopment
i n Fa n t / t o d d L e r . . . . . . . . . . . . . . . . . . . . 6 FivepowertipsForovercomingexhaustion asanewmom
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Ho m e - s c H o o L r e L at i o n s . . . . . . . . . . . 7 getinvolvedwithYourchild'sschool
Keythingsparentscandotomakesure theirchildrenarepreparedForthe21st century
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gayleKing
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preventingcyberbullyinginschoolsandthe community
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Wordsearch
25 Bookreview:teachers,studentsandnatural disasters
prescHooL ..........................8 Whattoexpect e L e m e n ta r Y s c H o o L . . . . . . . . . . . . . . . . 9 Howcaniencouragemychildtoread? m i d d L e s c H o o L . . . . . . . . . . . . . . . . . . . . 10 supportingstudentsinthiertransitionto middleschool H i g H s c H o o L . . . . . . . . . . . . . . . . . . . . . . 11 achallengingHighschooleducationforall c o L L e g e . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Whytheyshouldgo s p e c i a L n e e d s . . . . . . . . . . . . . . . . . . . . . 13 informedparentconsentforpre-schooland school-agedchildrenwithdisabilities modernparent gayleKing
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Encouraging Your child to rEad
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m o d e r n e d U c at o r Joyceepstein
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p a r e n t t o o L K i t . . . . . . . . . . . . . . . . . . . 15 parentalinvolvementreportcard enespañoL
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e d U c at o r s . . . . . . . . . . . . . . . . . . . . . . . . . 19 establishingapositiveclassroomclimatefrom theBeginning modern parents magazine3
CONNECTING HOME & SCHOOL
PuBliShEr/Editor-in-chiEf
carolalexander-Lewis
adViSorY Board
Florencetownsend,ph.d Belindaalexander,md myrnanickens,md tammiecausey-Konate,ph.d adeleLondon,Jd Editor
Lindsaymack contriButing Editor
rhodesiadouglas
VicE-PrESidEnt, MarKEting
Julianstafford,ed.d contriButing writErS
salenaKulkarni Janesaeman phyllisBlumberg,ph.d. traductora dE ESPañol
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~About Us ~ The mission of Modern ParenTS Magazine is to provide a fresh, relevant connection between the academic world and the parenting world by providing innovative, research-based parenting strategies and techniques. In addition, we serve as a valuable resource for educators by showcasing Best Practices and the most effective instructional strategies and techniques. exposing parents to effective instructional strategies not only broadens parenting strategies, but also provides the tools needed to ensure their children are receiving quality educational experiences. Modern ParenTS Magazine is dedicated
to increasing global literacy and enhancing the quality of life for families in our society. readers gain access to information from expert practitioners and associations. From school to home and all that lies between, Modern ParenTS is your source for the most innovative parenting and instructional strategies and techniques. Modern ParenTS Magazine voices
the most pertinent issues and concerns of today’s parents. By providing trusted information to our audience, and featuring content that is driven by our readers, Modern ParenTS is the premier resource and choice for today’s parent. We help parents make better decisions about their most valuable investment ...
their children.
Gayle King and Carol
dear
reade r
There are some things in life you just do not expect to happen. Some things for which you are so grateful, you just have to say to the Creator, “Thank you for this incredible day.” This was one of those days for which I had to give thanks. You see, it was not supposed to happen. Ms. King was conducting an interview with fashion mogul Donna Karan during the 10th Anniversary celebration of the epic play, “The Vagina Monologues.” We were in the audience covering the event. Afterward, we approached one of Ms. King’s representatives regarding conducting a brief interview for the magazine. We were told that her schedule would not permit interviews. Undaunted and attracted by her genuine, radiant spirit, we reported for duty the next day to continue coverage of “The Gayle King Show” on SIRIUS XM Radio. At the end of her session, she greeted members of the audience. My photo editor and I approached her for a simple photo, which she granted. While my photo editor took the shot, I delicately inquired about a short interview. She agreed! She agreed!! Thrilled, I made the arrangements with her assistant. The next day we had a glorious visit with Ms. King. We love you guys and enjoy working hard for you. Hope you enjoy the interview. Email me and let me know your thoughts and events for which you are grateful. Bountiful Blessings and Happy Parenting! Carol Alexander-Lewis edITor-In-CHIeF
clewis@modernparentsmagazine.com
froM our rEadErS
as an educator, I find Modern Parents Magazine to be a well-rounded publication which helps me stay abreast of current events and happenings in today’s ever-changing educational society. Your magazine offers a wealth of information, tips and suggestions which supports and enables me to prepare our children from the crayon stage to college days and beyond. Sincerely, Shawn L. Mayfield, M. ed elementary School assistant Principal Houston Independent School district
modern parents magazine5
infantS
& toddlEr S
Five Power Tips For Overcoming Exhaustion as a New Mom
day to recharge yourself is vital. If you don't make an effort to have that time, no one else is going to make sure that you have it. read a few pages of your favorite book, pick up the phone and call a friend, take bubble bath, or sit outside and enjoy the fresh air. Make a list of two to three things that you can do in 30 to 60 minutes and think of them as critical to your mental and emotional health. Tip Four: Make friends with other new moms. There are usually social groups at the local YMCa for babies and new moms. This will Congratulations on becoming a mom! There are many joys that
allow you time to make connections with others that are going
you have to look forward to in the moments, days and years to
through the same things you are and perhaps build relationships
come. right now you may feel like if you could just get a nap or a
where you can take turns caring for each others' baby long
shower you might feel a little more excited about life. Today we
enough for you to rest.
are going to give you five tips to help you overcome exhaustion. The simple act of connecting with other moms and knowing that Tip One:
you are not alone in your exhaustion is often enough to make a
Pace yourself. It cannot be denied that we live in a fast-paced
new mom feel a little better. Connecting with other new moms
world, but babies don't move at that pace, and new parents
will also provide a fountain of different ideas and sometimes be a
shouldn't either. It is okay to live on your new baby's time.
great source of resources.
Focus on just getting just one thing done at a time and don't keep massive lists of things to do. The clear priorities as a new mom are just you and your baby.
Tip Five: eat well. eating lots of processed foods or foods high in fats and sugars can often make a new mom feel more tired because of the
Tip Two:
added strain on the system and organs. The best way to support
Sleep every chance you get. I lived by the philosophy to sleep
the body during times of stress is to fill it with high quality fuel.
whenever my baby slept. enjoy naps and take advantage of them
Try to eat as much fresh produce as possible and stick with natu-
whenever you can. don't worry about what still needs to get
ral fats (e.g. avocados, nuts) and sugars (e.g. fruit). If you really
done. rest is not a waste of time--it is essential to your liveli-
need to splash out and eat something naughty, don't beat yourself
hood. new moms often see their baby's sleep time as a chance to
up about it. Just resolve not to make it a habit.
catch up on household chores. Let the house slide a little. Focus on top priorities.
When you simply ignore exhaustion, then this can have a massive
Tip Three:
Manage your exhaustion and don't allow it to reach dangerous
impact on your overall health and well-being for years to come. Take care of yourself. I know that may seem impossible, but you
levels. Looking after yourself and keeping your expectations real-
are putting out so much energy that taking 20 to 30 minutes each
istic will definitely help you on the road to recovery. Salena Kulkarni http://www.newmommymentor.com/thrive now for more information. article Source: articles island - Free article submission and free reprint articles
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hoME-School rElationS
Get Involved with Your Child's School Whether your child is in elementary, middle, or high school, your active involvement gives him or her a great academic advantage. If you focus on making education an important part of life in your home (not forced, just important!) from an early age, there's a good chance your child will accept that education is an integral part of growing up, and that doing well academically will lead to later success in the employment market. There are a number of ways you can show your interest in your child's education at school, such as: Find out what the school is doing, and make time to be involved in any activities where parents are allowed to attend. There are usually announcements on notice boards, web sites and through your teen bringing home information either on paper in the form of an invitation from the school to attend an event, or verbally from something they have been told. Whether it's a charity bake sale or the football game, you should actively support your child’s school life.
When there is a chance to talk to your child's teachers at a parent-teacher meeting, an open house at the school, or a class project presentation, make the time to attend. If you aren't working then a great way to get involved in your child's school is to volunteer your time to help out. This can be on a flexible basis, such as acting as a chaperone on study visits. on a more formal basis, you could commit to spending a few hours a week in a teaching assistant capacity. Your child's school office should be able to advise you on where help is needed. It doesn't really matter what you do within the school structure -- whether it's serving as a committee representative on the PTa or serving lunch in the school restaurant, the important thing is that you are getting involved with the life of the school. That not only gives you an insider's view of the school, but also shows your child that you are committed to their education. You're "walking the walk" with them as a positive role model. Jane Saeman http://www.aimhightutors.com/blog article Source: articles island - Free article submission and free reprint articles
modern parents magazine7
PrESchool
What to Expect Between their third and fourth birthdays, children: Y Start to play with other children, instead of next to them Y are more likely to take turns and share and begin to understand that other people have feelings and rights Y are increasingly self-reliant and probably can dress with little help Y May develop fears ("Mommy, there's a monster under my bed.") and have imaginary companions Y Have greater large-muscle control than toddlers and love to run, skip, jump with both feet, catch a ball, climb downstairs and dance to music Y Have greater small-muscle control than toddlers, which is reflected in their drawings and scribbles Y Match and sort things that are alike and unalike Y recognize numerals Y Like silly humor, riddles and practical jokes Y Understand and follow spoken directions Y Use new words and longer sentences Y are aware of rhyming sounds in words Y May attempt to read, calling attention to themselves and showing pride in their accomplishment Y recognize print around them on signs or in logos Y Know that each alphabet letter has a name and identify at least 10 alphabet letters, especially those in their own names Y "Write," or scribble messages
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Between their fourth and fifth birthdays, children: Y are active and have lots of energy and may be aggressive in their play Y enjoy more group activities, because they have longer attention spans Y Like making faces and being silly Y May form cliques with friends and may change friendships quickly Y Have better muscle control in running, jumping and hopping Y recognize and write the numerals 1-10 Y recognize shapes such as circles, squares, rectangles and triangles Y Love to make rhymes, say nonsense words and tell jokes Y Know and use words that are important to school work, such as the names for colors, shapes and numbers; know and use words that are important to daily life, such as street names and addresses Y Know how books are held and read and follow print from left to right and from top to bottom of a page when listening to stories read aloud Y recognize the shapes and names of all letters of the alphabet and know the sounds of some letters ed.gov
ElEMEntarY School
How Can I Encourage My Child to Read? Read aloud to your child often. Start reading to your child when
ing your child books and magazine subscriptions as gifts for birth-
he is a baby and keep reading as he grows up. as you read, talk with
days or other special occasions.
your child. encourage him to ask questions and to talk about the story. ask him to predict what will come next.
Get help for your child if he has a reading problem. If you think that your child needs extra help, ask his teachers about special
encourage your child to read on her own. Children who
services, such as after-school or summer reading programs. also ask
spend at least 30 minutes a day reading for fun develop the skills to
teachers or your local librarian for names of community organiza-
be better readers at school.
tions and local literacy volunteer groups that offer tutoring services.
1
Buy a children's dictionary and start the "let's look it up" habit.
6
If you are uncomfortable with your reading ability, look for family or adult reading programs in your community. Your librarian can help you locate such programs. Friends and relatives also can read to your child, and volunteers are available in many communities to do the same.
3 4
Set aside quiet time for family reading. Some families even enjoy reading aloud to each other, with each family member choosing a book, story, poem or article to read to the others. Visit the library often. Begin making weekly trips to the library when your child is very young. See that your child gets his own library card as soon as possible.
Make writing materials, such as crayons, pencils and paper, available.
Set aside a special place for your child to keep her own library of books. ask family members and friends to consider giv-
Helping children become—and remain— readers is the single most important thing that parents and families can do to help their children succeed in school and in life.
ed.gov modern parents magazine9
MiddlE School
Supporting Students in Their Transition to Middle School Moving from an elementary school to a middle school is experienced by more than 88% of public school students as they begin the middle grades. This time of transition evokes a wide variety of emotions, behaviors, and concerns for both young adolescents and their parents. For many students it's considered a major stepping-stone on the road to becoming an adult. For teachers and principals, it is an opportunity to have a fresh start with students and to introduce them to the culture and expectations of their new school in a way that promotes positive behavior and involvement. A CALL to ACTIOn The national Middle School association and the national association of elementary School Principals urge principals, teachers, school counselors, parents, and students at both elementary and middle school levels to work together in the planning and implementing of strategies that will directly address students' concerns and ease the transition to middle school and provide children with a foundation for success in school and life. School leaders should:
•Make the planning, implementation, and evaluation of transition activities an annual focus, beginning in the intermediate grades of elementary school. •Begin as early as grade five to create an environment that promotes a confident transition from a self-contained classroom structure to the larger team structure of the middle school. •encourage collaboration among elementary and middle schools and teachers, students, and parents. •Provide comprehensive orientation programs for teachers, students and families, including older siblings, who strongly influence attitudes and perceptions of transitioning students. •Become knowledgeable about the needs and concerns of young adolescents in transition. •Support teachers' efforts to address students' social, developmental, and academic needs. •Provide leadership in creating a climate that values and supports effective home/school communications.
Teachers and Counselors should:
•engage in collaborative planning with their counterparts at the elementary and middle levels to ensure a smooth academic transition that recognizes and accommodates variations in curricula across feeder schools. •Become knowledgeable about the needs and concerns of young adolescents in transition. •Keep parents informed, help them become skilled in dealing with issues related to transition, and welcome their participation in their children's education. •Provide counseling at both the elementary and middle levels to address transition concerns and assure students of the availability of ongoing support. •Provide programs, activities, and curricula to help students understand and cope successfully with the challenges of transition. •Use a variety of developmentally appropriate instructional practices that will enable each child to experience academic success. •employ strategies such as cooperative learning that provide opportunities for peer interaction. •Consider organizational structures such as team teaching that ensure teachers have meaningful knowledge and understanding of each child. Parents should:
•Provide young children with manageable tasks that will help them develop organizational skills and responsibility.
•encourage children to try new things and to regard failure as a necessary part of learning and growing.
•Become knowledgeable about the needs and concerns of young adolescents in transition. •Help children turn their anxieties into positive action by learning about school rules, schedules, locker procedures and the availability of counseling. •attend school functions and stay involved in children's schooling. •Support children in their efforts to become independent. •Maintain strong family connections with young adolescents. •Be alert to signs of depression or anxiety in their children and seek help. In planning and implementing programs to address the needs and concerns of students moving from elementary to middle school environments, it is clear that collaboration among all adults who share responsibility and concern for our children's welfare is ultimately the most effective transition strategy we can employ. This article and more valuable resources for parents available at www.nmsa.org.
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high School
A Challenging High School Education for All Making Sure Your Child Is Ready High school is the training ground for college and work. Today, most good jobs require a college education. The way for your child to get ready for college is to take challenging courses. a strong schedule of classes—such as english, math (algebra I and II, geometry, trigonometry, calculus), foreign language, science (biology, chemistry, physics), and history or social studies—should help your child do well on college entrance exams and will prepare him for the even tougher college courses. The level of math, science and foreign language education students receive will be important for our country’s global competitiveness and national security. In addition, high school activities, for example internships, community service and sports, can build skills needed on the job, such as responsibility, time management and leadership. Continue to stay involved as your child progresses through high school. While it is likely that your child will want some independence, stay aware of your child’s studies and after-school activities. What Your High School Child needs to Succeed College is a critical goal for success in high school and in life. College graduates earn about 43 percent more than high school graduates. at the end of 2005, those with at least a bachelor’s degree had a median weekly income of $1,029, while those with a high school diploma earned about $585 a week.* There are all kinds of academic choices for high school students. Charter schools or magnet schools, which focus on themes, may help to encourage your child’s talents and interests. Some high schools offer advanced Placement courses that might allow your child to skip some of the beginning-level classes in college and, perhaps, graduate early. another approach to challenging courses is offering high school students college courses so they earn college credits while they are still in high school.
Partnering With Teachers and Counselors It is important for you to know your child’s teachers and counselors. The counselor usually handles class registration and schedules, and should be told of problems at home, such as divorce or illness, that could affect your child’s schoolwork. Be sure to attend school “open houses” or parent nights to meet your child’s teachers, and request parent-teacher conferences when needed. Teachers will often give you their email addresses so you may contact them easily. Teachers may have their own Web sites where they post class notes and homework assignments. Teachers and counselors can also give you names of tutors if your child needs extra help, and such tutoring may be free. Counselors have checklists for applying to college and for financial aid. Counselors can tell you when college entrance exams are given, especially the Scholastic aptitude Test (SaT) and the american College Test (aCT). Most colleges require one of these tests for admission consideration. The school or local library may have guides to help prepare for these tests. The U.S. department of education is an important source of financial aid for college through grants and loans. *U.S. department of Labor, Bureau of Labor Statistics, “Usual Weekly earnings of Wage and Salary Workers: Fourth Quarter 2005,” USdL 06-98, Jan. 19, 2006.
ed.gov
You may also want to look for programs designed to help students succeed in college by teaching study skills and providing tutoring, and programs that help students apply to college.
ed.gov
m o d e r n p a r e n t s m a g a z i n e 11
collEgE in re a c h fe is w it h a b e tt e r li
Why They Should Go Today, education beyond high school is practically a
to Deal with the
necessity to build a better life. Whether it's a 2-year or 4-
Cost for more in-
year college degree, or a trade or technical certification pro-
formation.
gram, more education opens doors to more opportunities. “But he doesn’t If you are like many parents or caregivers, you might have
need more edu-
concerns about whether your child should pursue education
cation for the jobs available around here.”
beyond high school. That's natural. But confront your con-
It might seem that way, but some jobs may have more edu-
cerns head on, and they will seem much more manageable.
cational requirements than you realize. and you may not be aware of all the opportunities. also, it's possible your child
“But how can I consider sending him to college dur-
may not live in one place all his life. Job markets can
ing an economic downturn that might cost me my
change rapidly, so the career flexibility more education can
job?”
provide will be a valuable asset.
It’s natural to have concerns about the future when so much about our economy is uncertain. However, it might help you
“But she has a child of her own to care for.”
to know that federal aid programs may take a major change
Being a parent can make getting an education more diffi-
in your circumstances — like divorce, loss of your job or a
cult. But thousands of parents have done it, and your child
major illness — into account. encourage your child to get a
can too. Many schools provide services, such as on-campus
good education, regardless of your financial situation. If
daycare, for students with children. and with more educa-
you do lose your job, make an appointment with the Finan-
tion, she will be a much better provider for her child in the
cial aid administrator at your child’s school. explain your
long run.
circumstances. additional assistance may be available. “But his grades aren’t good enough.” “But I need her to help around the house.”
a child whose grades haven't been the best can still go. If
It's possible she can pursue her education without leaving
he still has a year or more before high school graduation,
home. and in the long run, helping her get an education
it's not too late to work on raising that GPa. Get involved at
may be an even bigger help to the family.
his school, offer your help and support and make your expectations clear to him. If he will be graduating soon, con-
“But I didn’t go, and neither did anyone else in the
sider community colleges, which can have more open
family.”
admission policies. Trade and technical schools are other
our economy has changed quickly in just the past few
good options.
decades. Job requirements or expectations for your generation may not be the same for your child's generation.
“But she isn’t ready to be independent.”
Today, many of the best jobs require additional education
almost every parent or guardian feels this way at some
beyond high school.
time. Many are surprised at how a little independence can help kids show more responsibility. In general, college
“But we just don't have the money.”
helps students gradually ease into adult independence. and
Many college students come from families with very limited
if she goes to a local school, she can continue to live at home
incomes. But they found ways to go. You might be surprised
until you both feel she is ready to be more independent.
at how many financial aid resources are available. Cost might be a hurdle, but it's not a roadblock. Check out How
college.gov
12 m o d e r n p a r e n t s m a g a z i n e . c o m
SPEcial nEEdS:
inFormedconsent
Informed Parent Consent for School-Aged Children with Disabilities Informed Parent Consent is one of the important parent rights in the Individuals with disabilities education act (Idea). Idea is the federal special education law. When your child receives special education services, there are times when the school must obtain your written permission before acting. More details are below. When does the school need to get my consent? Parent consent must be given: • before the school evaluates a child to see if he or she has a disability and needs special education services • before the school provides a child with special education and related services for the first time • before reevaluating a child to see if he or she still has a disability and still needs special education services. What happens before I give consent? • The school must give you full information about what activity they want you to agree to. • This information must be given to you in your native language, or other way of communicating, such as sign language. • The school must explain that your consent is voluntary and you may withdraw it at anytime. • The consent form you sign must describe the activity. For example, “Consent is given to evaluate my child by doing psy-
chological and educational testing.” • The consent form must also list any of your child’s records that will be shared with others and who will see them. What else do I need to know? • Your consent must be given in writing. • If you withdraw your consent in writing before the school acts, then they cannot go forward. • Consent for an initial evaluation does not mean you also agree to your child getting special education services. • Your consent is not needed for the school to look at existing school records or other information on your child, such as class work or testing that was done before. • Consent is not needed to give your child a test that is given to all children, unless consent is also asked of the parents of all other children. • Your state may have more parent consent items than what is in the federal Idea regulations. These added items would be in your state’s special education regulations. • You may consent to only some of the services offered by the school. If there are some services you do not agree to, the school must still provide the services you do agree to.
Families and Advocates Partnership for Education (FAPE) FAPE Coordinating Office: PACER Center, Inc. 8161 Normandale Blvd., Minneapolis, MN 55437 952-838-9000 voice ~ 952-838-0190 TTY ~ 952-838-0199 fax ~ 1-888-248-0822 toll-free Web site: www.fape.org ~ E-mail: fape@pacer.org
m o d e r n p a r e n t s m a g a z i n e 13
ModErn Educator
Dr. Joyce Epstein Johns Hopkins University Joyce epstein is the quintessential guru of parental involvement in education. as director of the national network of Partnership Schools and the Center on School, Family, and Community Partnerships, Principal research Scientist, and research Professor of Sociology at Johns Hopkins University, dr. epstein has conducted research and worked with elementary, middle, and high schools, districts, and state departments of education for many years to help educators build more effective programs of school, family, and community partnerships. dr. epstein has over 100 publications on the organization and effects of school, classroom, family, and peer environments, with many focused on school-family-community connections. In 1996, she established the national network of Partnership Schools to facilitate the connections of research, policy, and practice for school improvement. dr. epstein serves on numerous editorial boards and advisory panels on parent involvement and school reform. She is a recipient of the academy for educational development's 1991 alvin C. eurich education award and the 1997 Working Mother magazine award for her work on family-school partnerships, and co-winner of the 2005 american orthopsychiatric association's Blanche F. Ittleson award for scholarship and service to strengthen school and family connections. We recently had the opportunity to speak with dr. epstein regarding a study we are conducting on the topic of technology and parental involvement. She shared her views and discussed innovative practices at schools that are members of her national network of Partnership Schools. Modern Parents Magazine: Hi dr. epstein. It is an honor to speak with you. We are conducting a study on the following research question: How can technology impact parental involvement? I would love your thoughts on this topic. Dr. Joyce Epstein: That’s a good one. That’s a good question. There is high interest in this and not too much in the way of research. our caveat on this in the schools that we guide on this work is to be very careful. Because even though it’s very exciting and there are many new directions for this, it’s still the case that in most schools there is still a fair portion, sometimes quite large, of parents who really do not have access to new technology. So when schools use them they cannot assume equity.
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MPM: are there any examples you would like to share? JE: one place you can see how some of the schools we work with are dealing with this on a practical level, not a research level, is on our website www.partnershipschools.org. There’s a section called Success Stories and in there are annual books that we do with our partner sites. We have about 1300 schools that work with us right now so it’s quite a big sample. each year they report what we call Promising Partnership Practices. Many of them begin to try to unpack these technologies in some interesting ways. The best of them, if they make it past my staff and are in this book is probably because they are sensitive to the equity issue. one that comes to the top of my head is in the 2009 edition. on the web, in the Success Stories section, you will see a high school project that refurbished computers that they would typically just trash. They refurbished them and found the students in their district who did not have home computers and gave the refurbished computers to them. one year in their middle schools, the same district conducted an activity that used 5 or 6 different technologies designed to communicate with families about student grades, attendance and/or homework assignments. one of the activities was to have the students tutor the parents in how to use each technology. now that was really cool. of course parents never mind being helped by students on computer skills. Most kids are much more advanced. a significant percentage of the students fulfilled the homework assignment(s) and had the parents to sign-off that they had been tutored in WhiteBoard, the student grade portal or whichever technology was being used. MPM: do you have any suggestions for parents? JE: Typically, our work is to help schools and school districts to build programs so that they can work with their parents. We know parents are ready if they are approached in appropriate, feasible and useful ways. That’s the difficulty right now. Schools and districts need to build these kinds of programs. They need to know their families, whether they have access to high or low tech. They could make a big mistake if they are assuming one thing and no one’s really getting your messages. So good luck, Carol. Good luck with your study.
ParEnt toolKit
Parental Involvement Report Card The following questions are based on the Six Slices of Parental Involvement and are intended to help parents rate their contributions to their child’s success at school. research indicates that students are more successful when parents are involved in their child’s education. Use these 30 questions as a guide to discover some of the ways that you can help your child at home and at school. Parenting 1. Have you identified a regular time and place in your home for your child to do his/her homework? 2. do you monitor your child’s homework? 3. do you monitor your child’s television viewing habits? 4. do you ensure that your child has excellent attendance at school? 5. Have you discussed with your child the importance of a good education? 6. did you attend open House or Back-To- School night at your child’s school? 7. do you support and reinforce the school’s discipline plan? 8. do you support your child’s learning by providing nutritious meals and adequate time for sleep? Learning at Home 9. do you read to your young child? If your child is older, do you encourage reading by paying attention to what your child reads, as well as how often he/she reads? 10. do you hold your child responsible for completing all assignments on time and to the best of his/her ability? 11. are you knowledgeable about what information and skills your child should master at his/her grade level or in his/her subject areas?
elections for school representatives? Community Involvement 18. Have you attended at least one school program? (examples are an awards assembly, a play, an athletic event or a school party?) 19. are you a model of “good sportsmanship” when attending school and community events? 20. do you insist that your child exhibit good sportsmanship at all times? 21. do you encourage your child to participate in volunteer projects which serve the community? Communicating 22. Have you read the student code of conduct and/or discipline policy? 23. do you regularly read the school newsletter? 24. are you familiar with the extra services provided at your child’s school? (examples are speech therapy, resource help for gifted students and counseling.) 25. do you make yourself available for conferences requested by your child’s teacher? 26. Have you had at least one parent teacher conference with the teacher(s) of your child? 27. do you initiate contact with your child’s teacher or principal just to show your support? 28. are you aware of your child’s academic strengths and weaknesses? 29. do you ensure that your child takes courses to prepare him/her for a chosen career path? 30. are you familiar with the grading scale used on your child’s report card?
Volunteering 12. did you sign a written parental involvement pledge and volunteer to help teachers, administrators, students and other parents? 13. Were you a class parent, telephone tree coordinator, or a volunteer who provided parents with needed information? 14. Were you a part of parent patrols or other activities to increase the safety and operation of your child’s school and programs? Decision Making 15. Have you attended at least one PTa, PTo or other support group meeting this year? 16. Have you worked on school-based management committees, district level councils and/or committees on issues concerning your schools? 17. did you assist in providing information on school or local district
HOW DID YOU SCORE? InSTrUCTIonS: now go back and count the questions answered “Yes” and then add them up to get your score! don’t forget to take the Parental Involvement Pledge online at www.projectappleseed.org! 21 - 30: eXCeLLenT! Congratulations! You are a strong partner in your child’s education. 10 - 20: Good! Yes! You are making wonderful contributions to your child’s education, but there are even more ways that you can help. 0 - 9: needS IMProVeMenT! Your school and your child needs your help! Your child’s success at school might be increased if you were able to help more. www.projectappleseed.org
m o d e r n p a r e n t s m a g a z i n e 15
PrEgnancY
Pregnancy Do’s and Don’ts Pregnant women are bombarded with Do’s and Don'ts. It's tough to keep it all straight. Here are some helpful reminders. Pregnancy Dos • See your doctor regularly. Prenatal care can help keep you and your baby healthy and spot problems if they occur. • Continue taking folic acid throughout your pregnancy. all women capable of pregnancy should get 400 to 800 micrograms of folic acid every day. • eat a variety of healthy foods. Include fruits, vegetables, whole grains, calciumrich foods, and lean meats. • Get all essential nutrients, including iron, every day. Getting enough iron prevents anemia, which is linked to preterm birth and low-birth weight babies. ask your doctor about taking a daily prenatal vitamin or iron supplement. • drink extra fluids, especially water. • Get moving! Unless your doctor tells you otherwise, physical activity is good for you and your baby. • Gain a healthy amount of weight. Gaining more than the recommended amount during pregnancy increases a woman’s risk for pregnancy complications. • Wash hands, especially after handling raw meat or using the bathroom. • Get enough sleep. aim for 7 to 9 hours every night. resting on your left side helps blood flow to you and your baby and prevents swelling. • Set limits. If you can, control the stress in your life and set limits. don't be afraid to say no to re-
quests for your time and energy. • ask your doctor before stopping any medicines you take or taking any new medicines. Prescription, over-the- counter, and herbal medicine all can harm your baby. • Get a flu shot if your baby’s due date is between March and July. Pregnant women can get very sick from the flu and may need hospital care. ask your doctor about the flu vaccine. • always wear a seatbelt. The lap strap should go under your belly, across your hips. The shoulder strap should go between your breasts and to the side of your belly. Make sure it fits snuggly. • Join a childbirth or parenting class. Pregnancy Don'ts • don't smoke tobacco. Smoking during pregnancy passes nicotine and cancer-causing drugs to your baby. Smoking also keeps your baby from getting needed nourishment and raises the risk of miscarriage, preterm birth, and infant death. • avoid exposure to toxic substances and chemicals, such as cleaning solvents, lead and mercury, some insecticides, and paint. Pregnant women should avoid exposure to paint fumes. • Protect yourself and your baby from food-borne illness, which can cause serious health problems and even death. Handle, clean, cook, eat, and store food properly. • don't drink alcohol. There is no known safe amount of alcohol a woman can drink while pregnant. • don't use illegal drugs. • don't clean or change a cat's litter box. This could put you at risk for toxoplasmosis, an infection that can be very harmful to the fetus. • don't eat fish with lots of mercury, including swordfish, king mackerel, shark, and tilefish. • don't take very hot baths or use hot tubs or saunas. High temperatures can be harmful to the fetus, or cause you to faint. • avoid x-rays. If you must have dental work or diagnostic tests, tell your dentist or physician that you are pregnant so that extra care can be taken. womenshealth.gov
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Let the Children Play: A Parent's Guide to Children's Healthy Physical Development Janice aronson-Hanson, an occupational therapist who works with school-age children, says there is a natural process by which children develop strong bodies and healthy motor skills—much of which is fueled by physical activity. "There is a lot that happens developmentally when children use their bodies to react to their environment," says aronson-Hanson. all the physical activities that kids do naturally have the added effect of strengthening the muscles they will need to use in school when learning such skills as reading and writing. Unfortunately, teachers who work with young children are finding that more and more children are beginning school without the proper strength and physical development to take on new learning challenges. Many factors may be at fault. aronson-Hanson cites increased television and computer use (both passive activities), as well as preschool settings that emphasize academics over free play and physical exploration. In some cases, for example, children might be engaged in activities that require them to sit still for too long or perform such skills as writing the alphabet with pencils before they have the strength in their hands and fingers to do so correctly. "The more opportunities children have to strengthen their bodies by practicing with a variety of physical activities from the time they are very young, the better prepared they will be to learn once they become school-age."
Activities:
• Kneading dough for bread or pizza. • decorating cookies with sprinkles. • Squeezing sponges filled with water. • Playing with Play doh™ or modeling clay. • Squeezing colored glue from bottles onto paper to make pictures.
• raking and scooping handfuls of wet sand. Perceptual skills These include recognizing shapes and colors, finding one object in the midst of others and matching (understanding that one object is the same as another). Activities:
• Playing with nesting blocks. • Matching pairs of socks when mom or dad is folding laundry. • Making a scavenger hunt out of finding all the circles, squares, triangles or other shapes throughout the house. • Playing with building blocks. aronson-Hanson encourages families to use simple, smooth, wooden blocks that require children to practice their precision and dexterity in order to stack and balance them. Strong eye muscles are needed to read books, chalkboards, written text.
Activities:
Activities:
• Using the playground as weather permits. • Wheelbarrow walking. • rolling and pushing each other in wagons. • Carrying buckets filled with water to make sand castles or
• Ball games that involve rolling or catching. • Having the child find the light from the beam of a flashlight
to help wash the car. Hand and finger strength are needed for writing, holding pencils, cutting, pinching and picking up small objects.
as it is shone around a dark room. Hand/eye coordination is needed for buttoning, zippering, the manipulation of objects and the refinement of writing skills. Activities:
• allowing children lots of opportunities to practice their own zippering, buttoning and fastening of clothing. • Making collages out of edible objects, such as raisins and oshaped cereal. • Stringing beads (large, smooth wooden ones for younger children, smaller ones for preschoolers). • Finger play, such as the "Itsy Bitsy Spider." This article is reprinted with permission from the Capital Region BOCES Communications Service, which produces a series of Parent Central newsletters for school districts in New York State. These national award-winning publications offer parents cutting-edge insights into many of today’s toughest educational issues. Schools in New York State that would like to participate in these newsletters may call Capital Region BOCES Communications Program Manager Jennie Kerwood at (518) 736-4315 for more information.
m o d e r n p a r e n t s m a g a z i n e 17
En ESPañol
Por Qué Sus Hijos Deben Cursar Estudios Superiores en nuestros tiempos, los estudios superiores son casi im-
drán conseguir un puesto mejor pagado en el futuro y así
prescindibles para una vida mejor. Ya se trate de un pro-
contribuir más a la familia a largo plazo.
grama de estudios universitarios de dos o cuatro años, o de formación profesional o técnica, más educación abre el camino hacia más oportunidades.
“Yo no fui a la universidad, ni nadie en mi familia.” nuestra economía ha cambiado rápidamente durante las úl-
Según han confirmado las investigaciones al respecto, los
timas décadas. Los requisitos y exigencias que existían en el
estudios superiores conducen a puestos de trabajo mejor re-
mundo laboral de su generación frecuentemente no son los
munerados y riesgos de desempleo más reducidos. es más,
mismos que rigen la generación de sus hijos. Hoy en día,
algunas investigaciones han demostrado que un título de
muchos de los mejores puestos de trabajo exigen una for-
educación superior puede redundar en el beneficio de toda
mación superior a los estudios secundarios (high school).
la familia del titulado, tanto ahora como en el futuro. “no tenemos con qué pagar.” Lo fundamental es que sus hijos o los jóvenes a su cargo
Muchos de los estudiantes que aparecen en este sitio son de
sigan los estudios superiores. Cualquier apoyo que usted les
familias de escasos recursos. Sin embargo, lograron ar-
pueda brindar será una ayuda enorme.
reglárselas para hacer los estudios superiores una realidad. Usted puede quedar sorprendido al saber cuántas fuentes
Posibles inquietudes: cómo enfrentarlas y despejarlas
de ayuda económica están a su disposición. aunque el costo
al igual que a otros padres o encargados, posiblemente le
puede presentar algunas dificultades, no son insalvables.
surgen inquietudes sobre si le conviene a su hijo o hija cur-
Para más información, consulte Cómo costear los estudios.
sar estudios superiores. Tales inquietudes son normales. Lo importante, sin embargo, es que las enfrente sin titubeos.
“Pero mi hija ya tiene un bebé y tiene que
así, podrá despejarlas con más facilidad.
cuidarlo.” Puede ser más difícil obtener un título de educación supe-
“¿Cómo voy a pensar en pagar los estudios superi-
rior cuando se es padre o madre. Sin embargo, hay miles de
ores para mis hijos durante una crisis económica
padres que lo han hecho, y lo puede hacer su hija también.
en la que podría quedarme sin trabajo?”
a los estudiantes que tienen hijos muchas instituciones ed-
es normal preocuparse por el futuro cuando hay tantas in-
ucativas brindan servicios de guardería infantil. es impor-
cógnitas sobre el estado de la economía. no obstante, quizá
tante recordar que cuanto más formación su hija adquiere,
le sirva de ayuda saber que los programas federales de
más capaz será de cuidar a su hijo a largo plazo.
ayuda económica para estudiantes tienen en cuenta los cambios importantes en las circunstancias de la familia del alumno, como por ejemplo, el divorcio, el desempleo y las enfermedades graves. así que anime a sus hijos a obtener una buena educación, sin importar la situación financiera en la que usted se encuentre. en el caso de que se quede sin empleo, concerte una cita con el administrador de ayuda económica de la institución educativa de su hijo o hija, y explíquele sus circunstancias. Puede que se ponga a su disposición más asistencia. “necesito que mis hijos trabajen y contribuyan a los ingresos de la familia.” algunos jóvenes pagan ellos mismos los gastos de estudio, por lo que se reduce la necesidad de tener más ingresos en la familia. además, si sus hijos obtienen más formación, po-
18 m o d e r n p a r e n t s m a g a z i n e . c o m
una
vid am ejo alc r es a n tá ce hij os de sus Source: Infoplease Homework al
ed.gov
EducatorS
according to research, students typically decide what kind of teacher you are and what kind of class it will be within the first 15 minutes of the first class. Here are some ideas to get the class off to a good start: v Put the class name and number on the board before class so students can check if they are in the right room v Be very enthusiastic about the discipline you are teaching and the course itself v Use a little humor v Try to get to know students by asking them something about themselves (either orally or on a paper) v Tell them a little something about yourself v If possible, learn students names as quickly as possible and refer to students by name v Stress your availability- when and how v Come prepared with all the materials you need and plan how you want to conduct the first class more carefully than you usually do. Phyllis Blumberg, Ph.D. Director of the Teaching and Learning Center University of the Sciences in Philadelphi a
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For years, educators have known that parents are the first and most important teachers. Unfortunately, many parents may not possess the tools necessary to assist their children as effectively as they would like. educators are required to determine the needs of children academically and socially. Should parents also know the key components for determining these needs in their children as well? of course they should, and Modern ParenTS Magazine (MPM) is your academically focused resource for developing well-informed parents. The more parents are exposed to strategies and techniques that we as educators take for granted, the more apt they are to improve their parenting skills. In education, we unwittingly hoard the very ammunition necessary to win this battle. In order to effect change, we must let parents in on our expertise. MPM is dedicated to connecting home and school by providing information that is common knowledge to educators for families in our society. By the same token, in this era of accountability, Modern ParenTS Magazine is working toward parent accountability. Unlike most publications, MPM is
produced primarily by educators and former education administrators. as such, we are expressly aware of the accountability measures in place for teachers, students and administrators. Conspicuously absent in accountability measures, is the most important factor in the equation: parents. MPM is developing a targeted campaign to address this issue. Supporting MPM is one significant step towards achieving the goal of parent accountability. In order to make significant strides in this regard, we must show that we have provided parents with significant, innovative and research-based strategies and techniques. Providing MPM to your parents acts as the uniform documentation necessary to propel the struggle for parent accountability. Subscribing to MPM allows the decision makers to see that educators are providing consistent data to parents, regardless of their physical locations and any other barriers. If we as educators stand behind a product designed to include all parties in the accountability process, we can effect the change necessary to transform the face of our beloved profession.
m o d e r n p a r e n t s m a g a z i n e 足 足 19
Key Things Parents Can Do To Make Sure Their Children Are Prepared For The 21st Century
Problem: U.S. students are currently performing below their international peers in math and science. In 1983, the landmark education report, a nation at risk, recommended that high school students take a minimum of three years of math and three years of science. Yet today, only 22 States and the district of Columbia require at least this amount. Currently, only 44% of american high school students are enrolled in a foreign language class. and less than 1% of american high school students study critical foreign languages. Take Action: encourage your elementary school child in his/her math homework. remind him/her of the importance of learning math for success in high school, college, and beyond. Learn your State's math and science requirements for high school graduation. encourage your child to take four years of math and four years of science in high school, even if it is not required. Find out what kind of critical language courses your child's school offers. encourage your child's school to offer them and encourage your child to take them. encourage your child to take more advanced Placement (aP) courses in high school. Problem: nearly 75% of high school graduates enter college, but only 12% of these students have completed a significant college-prep curriculum. research shows that students who take rigorous courses in high school stand a far greater chance of succeeding in college. aP students are much more likely than their peers to graduate from college in four years or less. The four-year college grad-
uation rate for students who take two or more aP courses is 32 percentage points higher than for those who don't take any aP courses. and the rate for students who take just one aP course is 16 percentage points higher than for those who don't take any. Take Action: Find out what aP courses your child's high school offers. Make sure they meet the true definition of advanced Placement and are not simply "honors" courses. If the school does not offer any, encourage it to do so. encourage your child to take aP courses. encourage your child's teacher to take advantage of the department of education's Teacher-to-Teacher Initiative. Get involved in helping your child's school improve.
ed.gov 20 m o d e r n p a r e n t s m a g a z i n e . c o m
gayleKing
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a
as editor-at-large of two major magazines, host of her own radio show, and a mother of two, Gayle King is the epitome of a Power Parent. Since their inception, she has held the editor-atLarge position for both o: The oprah Magazine and o at Home. She hosts “The Gayle King Show” on SIrIUS XM radio's oprah and Friends, where she interviews cultural icons and public figures. Furthermore, her daughter Kirby graduated from Stanford in 2008, and her son William graduated from duke in 2009. We had the distinct honor of meeting Ms. King during the 10th anniversary of the “Vagina Monologues.”
Modern Parents Magazine - Let’s talk a bit about parenting and the aspects of parenting that were most fun for you. I know your children are probably out of the infant/toddler stage right now. Gayle King - Yes, my daughter is 22 and my son is 21. From the time I was a little kid, I knew that I wanted to be a parent. I knew I desperately wanted kids. So much so that I said to my mother, “If I reach a certain age and I’m not married, I’m going to have a baby. I don’t know how. I don’t know where. I don’t know when, but I’m going to have a baby.” She was not happy to hear that.
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MPM - You were actually blessed with two children. King - Yes, they are both in college, so they are officially potty trained and doing very well.
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ModErn ParEnt
MPM - Speaking of potty training, that is an issue that we typically address with many of the icons we have been fortunate to speak with regarding parenting. Let’s talk about the potty training stage and how you handled it. King - What I think is so great now is that now there are those pull-up things. We didn’t have that when Kirby and Will were little. You went from diapers to big boy/girl pants. now there are pull-ups, which I think are great, because they are diapers that look like big boy pants. But we got through it very well . ...pretty much on schedule. It’s not like they were ahead of the curve, but they were on schedule with everybody else.
MPM - did you have any tricks that you would like to share with our readers? King - I didn’t have any tricks. I told them “this is the toilet, this is how it works” and let them see the process. Then you give them huge praise when they do it correctly. You know children today are no different from anybody else. Children are just little adults. They have the same emotions, the same feelings, they get embarrassed and they get humiliated. You know it makes me angry when people think it’s oK to humiliate a child. They respond to praise and love just like everybody else. I never ever lost sight of that.
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JOIN US AS WE CONTINUE OUR INTERVIEW WITH GAYLE KING IN THE NEXT ISSUE.
m o d e r n p a r e n t s m a g a z i n e 21
Preventing Cyberbullying in Schools and the Community Bullying is a form of emotional and physical abuse that is characterized by a power imbalance in which a bully chooses victims that he or she perceives as vulnerable. With the spread of technology-mediated communication in recent years comes a new form of bullying that can occur anywhere and can take a similar toll on the victim. Cyberbullying is a growing form of bullying that involves sending or posting hurtful, embarrassing, or threatening text or images using the Internet, cell phones, or other electronic communication devices. other forms of cyberbullying include creating Web sites that contain harmful or highly personal materials or images that may damage the victim’s reputation or friendships, distributing questionnaires that poll classmates about a student’s physical traits, and excluding victims from online groups. Since many students have access to the Internet outside of school, cyberbullying can occur at any time of day, and its effects can be difficult to avoid. What Makes Cyberbullying Different from Other Bullying? Many aspects of cyberbullying make it unique and potentially more harmful and problematic than traditional bullying. The sense of anonymity provided by screen names or other virtual identities allows bullies to distance themselves from the situation, often making them less inhibited in their cruelty toward their victims (Keith & Martin, 2005) and less aware of the consequences of their actions (national Crime Prevention Council, 2009). This anonymity also provides an easy opportunity for bullies to falsify their identities or impersonate others. The effects of cyberbullying can also be more widespread than traditional bullying, as electronic information is so easily disseminated beyond its intended audience. In this way, cyberbullying is persistent and often indelible and irreversible. Facts About Cyberbullying In a survey of more than 1,500 youth in grades 4–8, conducted by i-SaFe america Inc. (2004), students reported the following: • 58 percent said that someone has said mean or hurtful things to them online • 53 percent reported having said something mean or hurtful to another person online • 58 percent said that they have not told their parents or another adult about something mean or hurtful that happened to them online Similar to traditional bullying, cyberbullying appears to increase in elementary school, peak
What Can Parents Do? Since most cyberbullying occurs outside of school on family-owned mobile phones and computers, parents have a great deal of responsibility for addressing this problem. However, this may be easier said than done. Most parents do not want to believe that their child is capable of being a perpetrator, and few parents realize how common cyberbullying actually is. In addition, teenagers often demand Web privacy from their parents, making it particularly challenging to monitor their Web activity. Still, there are a number of things that parents can do to help prevent cyberbullying in their own homes:
1. Understand what cyberbullying is and how technology can be used to bully others. The technology divide between generations can make this difficult, but the more educated parents are, the more likely they are to notice when their children are bullying or are being victimized. 2. Contact the Internet service provider (ISP) and learn about the ISP’s recommendations and regulations against cyberbullying. 3. Learn what their children are doing online and be comfortable talking to them about it. Be clear about which sites on the Internet they can visit (and which sites are off-limits), what they can do there, and how much time they can spend online (Beale & Hall, 2007). 4. Talk to their children about what to do if they receive or see a cyberbullying message. Parents might suggest that their children ignore the posting or that they calmly but firmly ask the cyberbully to remove the harmful material (Storey et al., 2008). 5. remind their children to protect their personal information by not sharing private information, such as their full names, addresses, phone numbers, or passwords. 6. notify school officials if there is an incident that involves the school and/or other children at school. 7. Save ongoing harassing messages so they can be reported to e-mail services, ISPs, Web sites, cell phone companies, etc. Cyberbullying is typically a violation of the “terms of use,” and violators are often subject to adverse action (anti- defamation League, n.d.). 8. Keep computers used by children in common areas of the home (Health resources and Services administration, n.d.). 9. Look for signs that a child might be a victim of cyberbullying, for example, having sleeping problems, avoiding school, acting sad or withdrawn, exhibiting mood swings, showing a sudden disinterest in computers, rapidly switching screens when a parent enters the room, or crying for no reason.
during middle school, and decline in high school. This article appears courtesy of Education Development Center and the National Center for Mental Health Promotion and Youth Violence Prevention. The National Center for Mental Health Promotion and Youth Violence Prevention is funded by a grant from the Substance Abuse and Mental Health Services Administration and provides training and technical assistance to the Safe Schools/Healthy Students initiative. © EDC, 2009 all rights reserved.
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The next star of MODERN PARENTS Magazine is . . . your child! Hello Readers, Modern Parents Magazine invites you to send in the most interesting photos or stories of your children. Has your child made noteworthy progress at school? Did you capture a snapshot of him or her during a particularly funny moment? If so, we at MPM would love to feature your photographs or anecdotes in the next issue. Please send all photographs as a jpeg attachment. Stories may be sent in the body of the e-mail to pps@modernparentsmagazine.com.
email us at: pps@modernparentsmagazine.com m o d e r n p a r e n t s m a g a z i n e 足 足 23
product review
Contact: eliane Henri C: 310.873.7771 e: eliane@ehi-pr.com
The Tutor Whisperer THe TUTor WHISPerer Can Be Heard LoUd and CLear aT WWW.THeTUTorWHISPerer.CoM
In July 2009, native angelino, educator, and writer Julie Kamins launched her new website www.thetutorwhisperer.com. The site is dedicated to providing learning strategies, memorization techniques, as well as reading and writing tools for students, teachers, parents, and tutors. From her wealth of experience and expertise as a tutor spending time with students on a daily basis and having shared these techniques with her students yielding successful results, Julie has been able to generously create an online forum that makes this information and these methods accessible to everyone. Julie Kamins holds degrees in english, Sociology, and Law and is an academic tutor in Pacific Palisades, California. Her students range in grade levels from developmental kindergarten to graduate school. In addition, she has developed specialized, alternate programs for those struggling with standard teaching methods. Kamins works as a mentor and guide to college-bound students, coaching them through the maze of applications and essays. also available at The Tutor Whisperer website is Julie’s first book, Why Am I at the Red Table, published by Librujas in a series dedicated to young children and educational challenges. Julie’s story mirrors several reallife experiences of her students. The book features Madison, who is excited about her first day of second grade until her teacher assigns reading groups. This book appeals to a variety of children taking off at various levels in the learning process and stresses working at one’s own pace and personal best versus comparing oneself to others. The author wrote the story as a tool to 24 m o d e r n p a r e n t s m a g a z i n e . c o m
inspire children to have confidence and to know that their experience is shared by millions of others. 90210 star and mother of three, Jennie Garth had this to say about Why Am I at the Red Table: “I read the book to the girls, and they liked it. I felt that it was very well done and recognized feelings that can cause confusion and anxiety among children. It helps to alleviate the stereotypes placed on certain children based on their reading levels.” other high profile mommies who have read the book to their children and shared positive feedback with Julie include Keisha Whitaker, wife of Oscar winning actor Forest Whitaker, Calista Flockhart, and anna Getty. In addition to her book, Julie’s newest creation, Flashy Cards, are also available on The Tutor Whisperer site. Flashy Cards are customized flash cards with several different designs, making an otherwise bland learning tool more personalized and engaging for students. These have already been a hit with Julie’s own students and are just being released to the public in conjunction with the launch of www.thetutorwhisperer.com. Currently available on the site are the camouflage Flashy Cards in pale green, yellow, pink, baby blue, and white. More designs will soon be available on the site, including skateboards, soccer balls, hearts, as well as stars & unicorns. We reviewed the Flashy Cards here at Modern Parents Magazine and created a focus group to review the product. Both product reviews were favorable. This product is an innovative educational tool. Julie Firstenberg Kamins lives in Pacific Palisades with her two children Joshua Miles and alana rose and husband dr. Philip Kamins. She hopes to instill a love of learning in all the children in her life.
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