BACK TO SCHOOL 2-EAST by Richner Communications, Inc

August 23, 2018

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August 23, 2018 — BELLMORE HERALD LIFE

MEDUSA LACROSSE COMES TO WANTAGH! LITTLE LAXERS FALL PROGRAM Wantagh Location Girls & Boys Ages 3 to 8

Medusa Little Laxers Program is coming to Wantagh for this first time this Fall for Girls & Boys Ages 3 to 8!

Due to popular demand, Medusa Lacrosse, the Garden City & Roslyn community’s premier, go-to youth lacrosse program is expanding to the Wantagh/Massapequa/ Merrick area. The Little Laxers program has introduced thousands of children ages 3-8 to the sport of lacrosse and helped nurture a love and passion for the game. Medusa is run by the Fiore sisters who were both 4 year starters on the G.C. High School Varsity Lacrosse Team and went on to play collegiate Division 1 level lacrosse at Princeton and Boston College. The program is known for its energy, positivity, creativity and ability to break down all the core concepts and fundamentals into fun drills and games that are challenging, competitive and appeal to those children who are hesitant to try a new sport.

Medusa Little Laxers Wantagh Fall Clinic Girls & Boys Ages 3 to 8

Dates: Wednesdays September 12, 19, 26, October 3, 10 & 17 Time: 4:00 – 5:15 p.m. Ages: 3 - 8 years old Cost: $165

*all cash payments receive $10 savings* *refer a friend and save an additional $10 per referral* Location: Cedar Creek Park, Wantagh Equipment Needed: Girls: lacrosse stick, goggles & mouth guard Boys Ages 3 & 4: Stick & Gloves Boys Ages 5 and Up: Stick, Helmet & Full Pads (boys entering K may choose to not wear full pads if they do not feel ready)

To Register: Visit www.medusalacrosse.com Click on the “Little Laxers” Tab - “Little Laxers – Wantagh” Questions? Email Medusalax@gmail.com

Here’s a couple of our many testimonials that sum the program up nicely:

“My daughter loves Medusa Little Laxers! I was so happy to find a program that makes learning a team sport so much fun. Who says you can’t dress up like a superhero or princess AND learn how to play lacrosse? And why not warm up by playing a game of freeze tag, or go on an Easter egg hunt with your lacrosse stick? It’s no wonder that even at three years of age, it was the one activity that my daughter was consistently excited to attend, and her subsequent progress in learning the sport reflects that! Jackie does such a great job leading the Little Laxers program and is a wonderful role model for the kids—she leads with so much enthusiasm and positivity and brings a great energy to the field! She really makes each and every child feel like they are part of the Medusa family.” -Jill, Garden City Resident “Justin has participated in a lot of sports programs and I have to say you truly do an amazing job and offer such a wonderful program. My husband and I were so excited when Medusa Little Laxers began a program on the North Shore. My four year old son LOVES going to practice. He wakes up every day asking if he has lacrosse and what the theme is going to be. He constantly asks us to take him outside to practice what he has learned. The coaches have such a contagious energy that make learning fun! At the first practice I was immediately impressed by the coaches ability to keep the kids moving and engaged. Thank you Medusa!” Jessica – Manhasset Resident 987931

Communication is the foundation of any healthy, loving relationship, including with your children. Try some techniques to kick-start a conversation and spark a deeper one about things that matter to you.

How was your day?

Creating conversation with your kids

By DiAnne Crown

The easy flow of conversation and discovery between parents and their young children invariably seems to stop early in elementary school. Why? Preschoolers and kindergartners find it difficult to remember the details and summarize a day's experiences. Older children may want to turn off school and think about something else, be too tired to talk or be upset about something they think will upset you. And youths are not only looking for the boundaries between what's theirs and what's yours; they may be even more concerned that you'll judge, overreact or take over their concern or need. Here's how to get the conversation started — and keep it going. Build A Routine For those fortunate enough to have it, an opportune talk time is immediately after school at pickup, when the events of the day are freshest. Or even on the way to or from their outside of school activities. Start as early as preschool or kindergarten. Let your children share during the drive home. You'll both benefit. You'll hear news of the day, and your young ones will have regular opportunities to practice sequencing and organizing information into a short report. Active, respectful listening will develop your children's willingness to share and include details.

"What's new with your group mythology project?" Starting with specific known topics is more productive than the open-ended "How was your day?" Take An Active Role In Getting Ready For School Make lunch together, and talk about the day ahead. Keep a communication board on the refrigerator or by the back door, and run through the checklist of homework, permission slips, gym clothes and game schedules together. This will build your children's sense of routine and readiness and provide good topics for table talk later. Play Together Do what your children like, whether it's a favorite video game, ball toss, board game or funny YouTube video. Fun experiences build memories, keep you connected, open the door for conversations on other topics and often become perennial favorites as your children grow up. Give Your Full Attention Listening and being present are important elements of communication. In an article by Claire Gagne on the Today's Parent website, therapist and author Jennifer Kolari says: "When you're really connected, your body is leaning in and your phone is down. You'll find that if you do a really good job in those moments, they will come to you for the hard stuff." If you ignore or brush off your children when they're rattling on about the latest video game or a guest speaker who came into the classroom that day, Kolari says, you're losing an opportunity to show you are a good listener.

Start With What You Know For an easier time learning about the social aspect of your children's day at school, get to know their friends through play dates. Then you can ask about specific friends and situations. "Did you and Lucy play together at recess today?" could branch into their successes or problems on the playground that day, any new students in class and so on. Pay attention to teacher websites, homework, backpack Utilize Car Rides items, sporting events and what other par- Occasionally, talking side by side behind ents are talking about at school. And build on the windshield can be easier for teens than prior days' conversations, perhaps asking, Continued on page S-6

BELLMORE HERALD LIFE — August 23, 2018

Be supportive, not critical. No matter what your child is interested in, remember that your job as a parent is to be supportive. Whether it’s in the classroom or outside, guide your child to expand their interests and abilities, not to transform him or her into a child prodigy or the next sports superstar.

When to push your children And how to know if you're pushing too hard

By Katherine Martinelli

We all want what’s best for our children. But our idea of what is best for them might not always jibe with theirs. Often parents will give a nudge towards the decision they think is correct, trying to find that delicate balance between encouraging and pushing too hard. But what is pushing too hard? At its best, getting kids to do things that are challenging for them will teach them grit and flexibility while also widening their world view — whether it’s participating in sports, trying out for a play or engaging in a new social situation. But at its worst, pushing children too far can cause them to retreat inward, become resentful or develop even greater anxiety about trying new things. It can be difficult to determine how much parental pressure on children is healthy and when you should back off. Why we push “I think that pushing our kids is a matter of getting them out of their comfort zone, and then pushing the zone to be further and further out,” says Dr. Harold S. Koplewicz, a child and adolescent psychiatrist and the founding president of the Child Mind Institute. “We know that being able to tolerate discomfort is a wonderful life trait, and in addition to that, it makes them grittier and more resilient.” What we push kids to do depends on our judgment of what’s in their best interest, Dr. Koplewicz notes. “That could include pushing them while they’re in school to study harder, to do better academically. And we push them to try new things that we think will enrich their lives and make them feel good.” We might also push children to do things in the hopes that it will give them a competitive advantage on future college applications and scholarships Dr. Janine Domingues, a clinical psychologist at the Child Mind Institute, adds that encouraging kids to power through a tough situation can bolster their confidence. “I think it gives them a sense of confidence to know that Publisher StuaRt RIChneR

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if there is a challenging moment, as a parent you’re helping them to problem solve it through as opposed to completely removing it or taking the problem away,” Dr. Domingues explains. “A child really does feel accomplished and good about the fact that they were able to get through it.” Know your child The most important factor in knowing when and how much to push is thinking about your child’s personality. “The first step is knowing your kiddo,” says Dr. Domingues. Particularly when it comes to pushing them to do extracurricular activities, consider your child’s strengths and interests, and have them be part of the conversation about what might be fun to do outside of school. Perhaps you think they play too many video games and want them to be more socially engaged or physically active. “But if they’re not into sports, then pushing them into team sports may not be the best thing,” advises Dr. Domingues. Other activities — like a coding club or cooking class — may be more appealing while still hitting some of the marks you are looking for in an activity.\ If you are meeting resistance, then it might be time to examine your own motivations for pushing your kid in a certain direction, says Dr. Koplewicz. “Are we encouraging or pushing our kids because it’s in their best interest, or is it something we’re doing for our selves?” Often our own childhood experi ences greatly impact how we parent. “I think most parents want their kids to avoid the mistakes they made,” Dr. Koplewicz reflects. So if a parent thinks they would have been more successful if only they’d done better in school or participated in a sports, chances are they will push their kids in that direction. Continued on page S-5

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Look for a tutor/tutoring center that you and your child can build a relationship with. A great tutor will be able to assess your child's strengths and areas of opportunity by getting to know them and design a tutoring plan based on those qualities.

Extra hElp:

Learning doesn’t stop when the dismissal bell rings Tutors can fill educational gaps

Another school year will begin shortly. That means it’s time to get those morning routine back in gear again, attending parent-teacher conferences, going to school plays, packing PB & J in your child’s lunch box, and taking your child to soccer practice. But that’s not all that it means! With the start of a new school year, your child is advancing another grade level and, you know, their classes are going to become more demanding and difficult. When children take on larger workloads, it’s not uncommon for their grades to begin declining and for them to become stressed — time management is a tricky thing to learn. Many parents decide it’s time to seek out a tutor to help keep their students on track. Tutoring is an investment in your child, so work with your child in order to get the best possible result. Pitch and persuade. Before searching for a tutor, discuss it with your child to get his buy in. Keep the conversation positive: “You know how reading is kind of hard sometimes? We are going to find someone who can help you.” Most students don’t like to struggle, so if your child is aware that there is a problem, he may be more likely to want help. Even so, expect apprehension and offer encouragement. Consider priorities. There is no one-size-fits-all when it comes to tutoring. It depends on your child’s needs, setting, convenience and cost. Some people choose a private tutor. Others go with a tutoring center. Still others opt for an online service. When choosing a setting — either small group or one-on-one instruction —determine which is the best fit for your child. If you choose a group setting, find out the maximum number of students per class. A convenient location is important, too. Studies show that more frequent tutoring sessions yield greater results. When it comes to cost, bear in mind that one-on-one tutoring may be more costly than group sessions, and in-home tutoring more expensive than traveling to a center. Get recommendations. Begin your search by asking your child’s teacher, principal, guidance counselor or others within the school community. Some school districts have a list of tutors and are willing to make recommendations. Also, check ads in your local parenting magazine or newspaper. Other parents are a good resource, too. Check credentials. Find out if the tutor has expeContinued on page S-5

August 23, 2018 — BELLMORE HERALD LIFE

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Getting your kids involved in extracurriculars can be enriching, but sometimes taking on too much can make them stressed or unhappy. The resulting anxiety and pressure can outweigh the benefits of their after-school activities.

When a lot is

too much

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Childhood stress and extracurricular activities

Now that the languid late summer days have yielded to the frenetic school year schedule, it’s a good time for parents to step back and make a careful assessment of whether or not their children are trying to do too much. “After-school activities like sports, clubs, dance lessons and volunteering provide important enrichment opportunities for schoolchildren, but too much participation without enough downtime, or participating for the wrong reasons could lead to unhealthy levels of stress,” says family medicine physician Dr. Jennifer Caudle, an associate professor at Rowan University School of Osteopathic Medicine. “Trying to ‘fit in’ socially or trying to please parents or improve their chances of getting into college can be strong motivators that cause kids to sign up for too many activities or ones they don’t really enjoy.” According to the results of a “Stress in America” survey published by the American Psychological Association, children and their parents view school-related stress much differently. Dr. Caudle notes that the survey found that 44 percent of children surveyed said they were worried about doing well in school, but only about one-third of parents thought this was an issue for their kids. And, while just five percent of parents felt their teenage children were worried about getting a good job or getting into college, 29 percent of teens reported feeling stress from this concern. “Most parents want what’s best for their children and want them to experience all the

good things the world has to offer,” Dr. Caudle says. “But, parents also need to be aware that their children may not have the same ability adults have to cope with the kinds of stress over-scheduling can cause.” According to Dr. Caudle, signs of stress can include headache, stomach pains or fatigue, missing school assignments, mood or behavior changes, weight gain or weight loss, and changes in sleep. In younger children, new habits like thumb sucking or hair twirling can also occur. While some argue that overscheduling is not necessarily a problem, Dr. Caudle feels that overscheduling can be a cause of stress for some children. The beginning of the school year is the perfect time for parents to talk to their children about their activities. “Involve your children in the decision-making process about activities and remind them to choose an activity because they enjoy it, not because they think it’s what you want them to do or might help them get into college,” Dr. Caudle says. She also advises the following tips to help prevent overscheduling: √ Make sure your child has plenty of “downtime” and time for rest. √ Monitor your child for signs and symptoms of stress. √ Be flexible. Understand that your child’s interests — and, thus, activities — may change over time. √ Talk to your child about how they are feeling and listen to their feedback. n

When to push your children

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know they have to finish the eight, even if they decide after one that karate would have been more fun. “You are also trying to teach your child that if you make a commitment it’s good to stick to your commitment,” says Dr. Domingues. “Just because something happened that you didn’t like on the first day, or whatever the case is, doesn’t mean that it’s going to be completely ruined for the rest of the time. So you’re also teaching them to be flexible with their thinking of how it’s going.” That said, if a child who was enjoying an activity suddenly hates it, it could be a sign that something troubling happened. They may be experiencing bullying, have had an embarrassing social mishap, or may not feel supported by the teacher or coach. “You want to take the time to hear them out,” says Dr. Domingues, “and explore the options with them.” Of course, Dr. Koplewicz points out, parents can misread a situation. “Sometimes you make a mistake and have to regroup. You can’t beat yourself up afterwards.” He recalls sending his son to sleepaway camp when he was seven years old and making him finish the seven weeks even though his son was unhappy. When the boy came home, he said he really wished they hadn’t made him stay, and Dr. Koplewicz realized he hadn’t been ready for camp. So they took the next summer off, and the following summer eased back in with a short program that he ended up loving. It all worked out in the end. “I think there are definitely times when maybe you’re pushing too hard,” says Dr. Domingues. “If you really do see a complete mood change, if they’re more irritable more days than not, if there’s extreme tantrums about just going, or if the fighting to get them there is excessive or outweighs all the other things, then it might be time to reassess.” n Courtesy Child Mind Institute

Sticking with it When trying new things, Drs. Koplewicz and Domingues agree it’s especially important that kids are encouraged to see them through. So if they sign up for eight tap dancing lessons, they LIMITED TIME!

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When kids push back When kids don’t respond to gentle pressure, it’s important to consider what might be standing in their way. Is there some reason why your child isn’t engaging academically or socially? Is something inhibiting your kid’s ability to adapt or try new things? “Sometimes when pushing kids you bump into a real limitation. It can be an anxiety disorder, or a learning disability,” explains Dr. Koplewicz. “There’s a real barrier there. It’s not that they don’t want to do it. They would love to do it. It’s just too hard and unless you remove the barrier, encouraging and cheerleading won’t work.” For example, if your child is perfectly happy on the basketball court or going to school dances but won’t participate in the classroom, Dr. Koplewicz says the issue probably isn’t social anxiety. Instead they may be having trouble reading or processing information, so it may be worth a closer look. Sometimes our expectations can become outsized, too. Parents who are very motivated by the idea of getting their children into college might already be thinking of signing up for the right extracurriculars and getting the right GPA when their children are still several years away from filling out an application. Being pushed for a goal so far in the future, and hearing about it for so much of their lives, can make kids feel inadequate and resentful. If you think that your child might be feeling too pressured, it is important to take a step back. Children who are feeling overwhelmed or burned out might benefit from an approach that focuses more on the present. Praise successes and new skills for their own sake. If your daughter is playing soccer and taking piano, perhaps it will help her later in life, but she shouldn’t think that is the only motivation. If your son is struggling in math and needs a tutor, get one by all means, but explain that your goal is to help him understand what he is being taught — not to get him into Harvard.

IDS OUR K E

BELLMORE HERALD LIFE — August 23, 2018

Alternately, if parents have great memories of something from their youth they may try to push their kids to do the same thing, whether it’s join the track team or write for the school newspaper. But as Dr. Domingues warns, “I always tell parents the things that motivate us might not necessarily motivate them.”

August 23, 2018 — BELLMORE HERALD LIFE

BACK TO SCHOOL DireCTOry

east Meadow Jewish Center Hebrew School Ilene M. Rubin Nursery School The East Meadow Jewish Center Hebrew School and Ilene M. Rubin Nursery School have been providing a superior Jewish education in South Central Nassau County for over sixty years. Our religious school has been designated as a Framework of Excellence school by the United Synagogue of Conservative Judaism. In addition to a standard curriculum, we also cater programs for special education students in our Randi Weingarten Center for Special Children. The nursery school gives our children a well rounded experience in both preschool and Jewish subjects. Education does not end after Bar- or Bat-Mitzvah as our preteens and teens meet regularly at our youth groups and continue with Hebrew High School. If these programs interest you, call us at 483-4205. East Meadow Jewish Center Hebrew School Ilene M. Rubin Nursery School 483-4205

Kumon Math and reading Center Welcome to our Kumon Math and Reading Center. For more than 50 years, Kumon’s after-school academic enrichment program has helped children achieve success worldwide. We strive to instill in children the desire to achieve and the motivation to learn on their own. Whether your child is seeking enrichment, needs help catching up or is just beginning his or her academic career, Kumon is designed to help him or her develop a love of learning. Kumon Math and Reading Center 516-206-4200

Merrick Jewish Centre Our dynamic, innovative Hebrew School engages our students! Knowledge and love of Jewish life and living is our goal! We want our students to become lifelong learners and active members in the Jewish community! “Tell me and I forget. Show me and I may remember. Involve me and I understand." Chinese proverb Reading Hebrew beautifully, participating with knowledge, comfort and enjoyment in any synagogue and loving Judaism and Jewish life!. This is Merrick Jewish Centre! Merrick Jewish Centre 516-378-8384

Bellmore Pal The Nassau County Police Activity League, Bellmore Unit, is an organization formed over 60 years ago to benefit children, not only from our community but all surrounding communities. We strive, with the help of the Police Department, to develop children’s character to become fine productive adults in future years. The Bellmore PAL has many programs for all children from Pre School to Senior’s in High School. These programs help the children to learn sportsmanship, and develop athletic skills for future years. Many of our children have come back, as adults, to volunteer as coaches, commissioners or staff members. We need the help of the parents to volunteer in helping the activities we have for the children. By volunteering you not only help the children but also create a safer neighborhood. To find out more about the Bellmore PAL and volunteering please surf through our website or call 516 679 5990 Bellmore Pal 516-679-5990

Big Chief Big Chief is a family owned/operated school/camp that has been proudly serving the community for over 64 years. (6 weeks to 13 years). Big Chief provides a clean/safe environment where children feel loved and secure. We are small enough to give that personalized attention with great counselor/cjild ratio. Older campers customize their own program based on their interests. We are large enough to offer great extensive activities promoting the love of and lifelong skills. All tucked away on park-like facilities in the heat of East Meadow. Our facilities are air conditioned and we offer heated pools. Big Chief 516-781-3900 www.bigcheifschooland camp.com

Ohav Sholom At the JFI’s Stuart and Eileen Stone Hebrew School at Ohav Sholom we engage our children and their families in Jewish life and education that is relevant and exciting. Our school is open to all Jews regardless of their background, level of observance and affiliation. Using imaginative and thought provoking teaching methods and hands-on experiences for the children, our students are instilled with a lifelong love, pride and appreciation for Judaism, its traditions and the Land of Israel, as well as a proficiency in Hebrew reading and Prayers. Our students gain an appreciation for the joys, values and traditions of our heritage as vividly brought to life by our dedicated and enthusiastic teachers, whose creativity and dynamism make every lesson a unique learning experience. Our Hebrew School values whole family education as integral to Jewish upbringing. For more information and to register, go to HYPERLINK "http://jfi-li.com/school"jfi-li. com/school or call Bonnie at 516-378-198 Ohav Sholom 516-378-1988

Li Swim At Long Island Swim School children are taught their strokes correctly the first time. The small group environment makes learning to swim safe, easy, and fun. Long Island Swim School, has built upon the established training program of our elite swimmers with a broader educational approach. Teaching and coaching over 2500 children each week throughout the New York area, our swim programs have evolved to meet the needs of swimmers at every level, from beginner to the aspiring collegiate athlete or Olympian. Our learning sequences are geared towards small logical progressions that allow the whole stroke to be developed. Children learn the safety skills they need by learning to swim correctly. We work on developing real swimming strokes, as opposed to developing a false sense of security derived by under water swimming and dog paddling that ultimately may interfere with learning real swimming. It is through this skill based quality instruction that Long Island Swim School students develop a joy for learning and a passion for swimming. With over 35 years of swim instruction expertise, Founder Dave Ferris and his coaching partner Ginny Nussbaum are recognized as two of the top swim coaches in the nation and oversee all of our swim programs. LI Swim 516-378-8467

If the tutor is a good match you will see your child develop a 0relaxed attitude toward homework and school.

Tutors can fill educational gaps Continued from page S-3

rience teaching the subject with which your child needs help. Although the instructor may not be credentialed for your child’s grade level, it’s a good idea to find one who holds a college degree and has completed a tutor training program. This will ensure he understands educational theory, instructional strategies and remedial approaches. Graduate students with strong content knowledge may be a good option, too. Equally important is experience and teaching style. Ask if the tutor has taught children of similar age and learning style as your child. Likewise, consider personality and attitude. Is the tutor patient, upbeat and encouraging? Is he congenial with children? Tally the track record. It’s equally important to also check references and track record. Does the tutor you are considering have satisfaction surveys from past parents and students that prove he has helped them raise test scores, improve classroom grades and/or experience better homework completion? Time it right. Although extracurricular activities and parents’ work schedules often dominate the clock, try to be flexible so tutoring sessions are held at a time when your child is most open to learning. Some students need a 30- to 40-minute break after school. But if you give other kids that same down time, it will be a battle to get them to start working. Know what timing works best for your child and adjust your schedule accordingly.

Collaborate on goals. When formulating tutoring goals, get everyone on board — teacher, tutor, parent and child. Teachers and tutors are aware of what the goals should be, but parents know their child best and should be involved in the goal-setting process. It’s ideal if the tutor and teacher work toward a common goal and communicate regularly to reinforce each other’s techniques. The teacher may also be willing to give feedback on your child’s progress in the classroom. Request progress reports. Many tutors offer periodic progress reports and will check off goals and redefine them, if necessary. Ask for a sample of progress reports to see if they are clear and helpful. Also inquire how often reports will be given. View policies. Clarify policies before signing on the dotted line. Some tutors charge clients if an appointment is canceled without a 24-hour notice. Others have detailed policies for scheduling makeup sessions. Show support. Remember, parents play an important role in the whole learning process, so look for practical ways to support your child’s academic endeavors. At the end of each tutoring session, find out what he is expected to do before the next one — whether it’s memorizing his multiplication facts or completing all of his classroom assignments — and support those learning efforts at home. n

How was your day? Continued from page S-2

talking eye to eye. Listen to music; share stories of the day; and talk about any topics of interest or concern. Make sure these are two-way conversations, not one-way interrogations, says Gagne. This way, you'll get much more value out of your daily commute. Table Talk Family meals together offer precious faceto-face time to keep current on news and

schedules, laugh and talk, and make plans. This is also prime time to share beloved and quirky stories about your immediate and extended family. Some families share one good thing and one bad thing from the day. Mix up the conversation with different starters; pick up a stack of Would You Rather...? For Kids cards or TableTopics boxed idea cards for families. Look up "If you could..." imagination topics and many others on websites like Six Sisters' Stuff and The Family Dinner Project. n

NavigatiNg the school bus School bus safety musts to teach your child

BELLMORE HERALD LIFE — August 23, 2018

By Sharon Naylor

According to the National Highway Traffic Safety Administration, an average of 24 school-age children are killed in school transportation accidents each year. Eleven of those children are on the school bus, and 13 are pedestrians. Even one child killed or injured in a school bus accident is too many. So it's important to teach your children the safety rules of being in or around school buses. Since it's back-to-school time, make it a top priority to deliver a school bus safety lesson to children who will be riding the bus for the first time and to older children who have ridden the bus for several years. They, especially, need to be reminded of how important it is to practice bus safety, because older kids can get complacent about school bus risks. While the school bus is the safest way to travel to and from school, according to the National Association of Pupil Transportation (NAPT), it’s always important for parents to yearly instruct your children how to stay safe in and around the school bus as obstructed views, distracted drivers and more can put kids at risk. The loading and unloading area is called the "Danger Zone," and it's the space on all sides of the bus where children are in the most danger of not being seen by the driver (10 feet in front of the bus where the driver may be too high to see a child, 10 feet on either side of the bus where a child may be in the driver's blind spot, and the area behind

the bus). The "Danger Zone" is particularly dangerous for young children, who are more likely to be struck because they act impulsively, dash to get on and off the bus, assume other drivers will see them and stop, and don't always stay within the driver's sight. Older kids experience risk when they are distracted by their friends — who also might be unaware of other motorists or their positioning in the driver's blind spots — and by their handheld gadgets. So Google an image of a school bus "Danger Zone" that illustrates in danger-red the areas around the bus that they are to avoid. It's considered a common rule of thumb for children to stay at least 10 feet away from all sides of the bus and to always cross the street in front of the bus while the bus is stopped, red lights flashing, driver watching. But kids have to be taught or reminded to look carefully for other motorists who are not stopped for the bus and to look behind the bus for any irresponsible driver who might speed to pass the bus. And they should never cross the street behind the bus. If friends are headed that way, your child is not to follow them. Role-play to give your child a script, such as, "Let's cross up here where the driver can see us." With practice, they'll feel more confident in group dynamics. Teach kids to stay away from the bus's wheels, and if they drop something while get-

School buses are safe transportation if your kids know safety rules. ting off the bus, they are to tell the bus driver bus. They are to avoid strangers at all times. before trying to retrieve it. The bus driver will Here are some safety tips for when on the wait, keeping the child safe from tragedy. bus, which older kids also need to be remind If your child forgets something on the bus, ed of because their peers may be unsafe he or she should wave for the bus driver's travelers. attention to ensure the driver stops the bus for safer re-boarding. Your child should never Before the bus arrives just walk back to the bus, because the driver √ Ensure backpacks are packed securely so might not see him or her approaching, espepapers and other items donít scatter as the cially if the child is in the "Danger Zone." bus approaches. And of course, children are to walk straight √ Create a morning routine that puts kids at home, on the sidewalk, after getting off the Continued on page S-8

Bellmore/North Bellmore Unit

Fall Soccer Registration 2018 Boys and Girls (Co-ed Division) Born between 2005-2014

For additional information call:

(516) 679-5990

or visit our website at:

www.bellmorepal.org or www.nassaucountypal.org ONLINE REGISTRATION – AUGUST 11 UNTIL SEPTEMBER 8 IN PERSON REGISTRATION –

Bellmore PAL office – Nassau BOCES school 2351 Jerusalem Avenue, North Bellmore on Thursday, September 6 from 7-8:30pm Registration Fee: $75.00 – 1st child | $70.00 – 2nd child Uniform purchases: Only at Bellmore PAL office, 9/6 and 9/12, 7- 8:30pm Mandatory uniform: shirts $20.00/shorts $10.00

Intramural games start between 11:00am-3:00pm. Practice schedules are determined by the individual coaches.

Volunteer coaches needed for all age groups. THERE ARE NO REFUNDS.

Our “First Kicks” soccer program is for children 4 years of age entering Kindergarten in September 2019. We also have a soccer clinic for children 5 years of age entering Kindergarten in September of 2018. These clinics will be conducted by NOU Soccer. They will both be held at the Winthrop Avenue School on Saturday mornings. 5 year old players entering Kindergarten have the option of doing a clinic or being placed on a team in a kindergarten division of our Intramural league that plays on Sundays. Intramural games start between 11:00am-3:00pm.

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All first time players must bring a birth certificate.

School bus safety musts to teach your child Continued from page S-5

the bus stop five minutes before the scheduled pickup time. This helps avoid a lastminute rush, when safety lessons are easily forgotten, and ensures kids are safely in place for boarding. √ Encourage children to wear bright, contrasting colors so they can be seen easier by drivers. √ Walk young children to the bus stop or encourage kids to walk in groups. There is safety in numbers; groups are easier for drivers to see. √ If kids must cross a street, driveway or alley, remind them to stop and look both ways before crossing. √ Verify the bus stop location offers good visibility for the bus driver; if changes are needed, talk with nearby homeowners or school district officials to implement changes. √ Remind children that the bus stop is not a playground. Balls or other toys could roll into the street and horseplay can result in someone falling into the path of oncoming traffic. √ Instruct kids to stay at least three steps away from the road and allow the bus to come to a complete stop before approaching it. On the bus ride √ When boarding the bus, items can get bumped and dropped. Caution children that before picking anything up, they should talk to the driver and follow instructions to safely retrieve their possessions. √ Teach safe riding habits: stay seated with

head, hands and feet inside at all times; keep bags and books out of the aisle and remain seated until the bus stops moving. √ Instruct children to never throw things on the bus or out the windows and to never play with or block emergency exits. √ Remind kids that just like when riding in a car, loud noises are off limits so they don’t distract the driver. Leaving the bus √ Remind children to look before stepping off the bus. If they must cross the street, teach them to do so in front of the bus by taking five big steps (approximately 10 feet) away from the front of the bus, looking up and waiting for the driver to signal that it is safe. √ For parents who meet their kids at the bus, remember that in their excitement kids may dart across the street. Eliminate the risk by waiting on the side of the street where kids exit the bus. √ Make the bus ride part of your daily “how was school?” discussion. Encourage kids to talk about the things they see and hear on the bus so you can discuss appropriate behaviors and, if necessary, report any concerns to school administrators. As bullying is prevalent and buses are no exception, ask your child to tell you about any bullying they observe, whether against another child or themselves, and talk about how to shut down bully behaviors. n

A refresher on school bus procedures is an important part of your back-to-school prep, whether your child is on the bus for the first time or has been riding for years.

Merrick Jewish Centre i r c l e Ev e r y C r u Ch O Hebrew School i ld In is cial

Building Love of Jewish Life & Learning

Sp e

Music! Creativity! Torah! Fun!

Convenient Bus Service from Bellmore and Merrick Schools Half Price Tuition for Aleph Students (Second Grade) MERRICK JEWISH CENTRE 225 Fox Boulevard, Merrick NY, 506-379-8650 WWW.MERRICKJC.ORG membership@merrickjc.org

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August 23, 2018 — BELLMORE HERALD LIFE