Education

A SPECIAL SECTION OF THE RIVERTOWNS ENTERPRISE - JANUARY 12, 2018

Continuing ed offers something for everyone

Play and learning intertwined for preschoolers

By LINDA LEAVITT

BY LAURIE SULLIVAN

W

hen you were in college, did you ever look longingly at courses in the catalog that you couldn’t take because they were outside your major or had too many prerequisites? Later, perhaps your interests changed or new career opportunities arose for which you were not fully qualified.

Well, if you live in Westchester County, you’re in luck — opportunities abound for continuing education.

The Scarsdale Adult School is a leader in the field, offering over 200 courses a semester in day and evening classes open to all — you don’t need to be a resident — ranging from interactive lectures in history and culture, to games, fitness and instruction in music, cooking and the arts. The school continues to grow in number of students and course offerings every year.

Ann Sacher, adult school board co-chair with Leesa Suzman, sees the success of the school as a reflection of “a community that values education very highly for every stage of life,” a place where “people continue to be intellectually curious.”

Sacher credits executive director and Scarsdale native Jill Serling with creating a community of adult learners who love the old stand-bys but are open to new ideas.

“Jill has a great sense of what’s hot and what’s trending — she has her finger on the pulse of the community and she’s always

T

he preschool years are a time of wonder and exploration for little ones. Two of the most important things a child can do are learn and play. And when children play, they learn.

It’s a gateway to growth: • They’re learning from other children and their interaction with them.

• They’re learning about themselves and their place in the world.

• And they’re building on small achievements and building self-confidence.

Those achievements can be successfully building a block tower or using other manipulative toys or materials creatively. Or simply riding a tricycle for the first time by themselves. Small and large motor skills are enhanced in preschool and similar settings, giving them the building blocks they’ll need to ultimately be prepared for kindergarten and beyond.

No matter what the philosophy of a given preschool — and they can vary widely — children will ultimately be ready to move on to kindergarten with the skills and confidence they need.

The Montessori model

Grainne Bellotti, director at Pound Ridge Montessori, quoted Maria Montessori: “Play is the work of the child.” She Continued on page 10A

Continued on page 6A

Not all kindergarteners can read … and that’s OK

By MAJA TARATETA

M

INSIDE 3A Major choice for many students is no easy decision

4A College graduates: Preparing for the real world

8A Tips for working adults returning to college

8A Parents guide for college-bound kids 12A Which kind of school is right for your child?

13A News Notes

any parents are putting the pressure on schools to have kids reading by kindergarten. But this is not the norm of child development and some experts say the pressure can actually backfire, frustrating children instead of instilling a love of books that is at the heart of every good reader.

“Children learn at their own pace,” said Sue Tolchin, director of the Early Childhood Center at Westchester Reform Temple in Scarsdale.

Tolchin said WRT’s curriculum for students up to age 5 emphasizes important skills like self-help, following directions, coping and negotiating.

“Some parents feel pressure to have their children academically prepared. My feeling is that children do get there with help from nurturing preschool teachers,”

Tolchin said. “But I understand and acknowledge where the parents are coming from. The pressure they feel is that their child should not feel behind in their ability to keep up or that they have a negative self-image. We understand this need and partner with parents. We understand the necessity of parents to have their children prepared for kindergarten. Academics is just one part of being prepared. Children need to learn coping tools and how to handle life’s frustrations in order to succeed.

At Westchester Reform Temple’s ECC, we expose children to units of study, but we don’t force them into learning. The handson experiences, acceptance and fun allows them to want to learn more.”

It’s a similar story at St. Patrick’s School in Bedford, which has students from ages 3 and 4 through eighth grade. Principal Sharyn O’Leary said that many parents “expect children to read by the end of kindergarten.”

But there’s no rush.

“Children should begin pre-literacy skills within their preschool programs — recognition of letters, identification of sounds connected with each letter, etc.,” O’Leary said. “This also should be done at home, too. Just like walking and talking, reading is accomplished when a child is ready. Learning is a journey not a race.

That being said, by the end of kindergarten, a child who has no literacy skills should be evaluated.”

According to the U.S. Department of Education, from age 3 to 4 most preschoolers become able to enjoy listening to and talking about storybooks, understand that print carries a message, make attempts to read and write, identify familiar signs and labels, participate in rhyming games, identify some letters and make some lettersound matches and use known letters, or their best attempt to write the letters, to Continued on page 2A

EDUCATION

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Friday, January 12, 2018

KINDERGARTEN READERS Continued from page 1A

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represent written language — especially for meaningful words like their names or phrases such as “I love you.”

The U.S. Department of Education further recommends that by age 5 most kindergartners will become able to sound as if they are reading when they pretend to read, enjoy being read to, retell simple stories, use descriptive language to explain or to ask questions, recognize letters and letter-sound matches, show familiarity with rhyming and beginning sounds, understand that print is read left-to-right and top-to-bottom, begin to match spoken words with written ones, begin to write letters of the alphabet and some words they use and hear often and begin to write stories with some readable parts.

“Personally, reading is word recognition, fluency of reading and comprehension of text — main idea, sequencing, details — and de-coding/phonics,” O’Leary said.

For Tolchin it’s about comprehension.

“When a child is able to memorize it fosters their self-esteem,” she said. “This is the first step in reading. Comprehension and the ability to decode sight words follows, thus you have reading.”

The U.S. education department further advises that most children are reading by age 7, not kindergarten.

Sparking curiosity in reading is a good place to start, say the experts. “Many children are not reading when they enter kindergarten and that’s OK,” Tolchin said. “Let them explore and discover for themselves, not feel nervous or pressured.

Teachers need to promote activities that

foster curiosity and a feeling of self-worth.

We focus on giving children the skills to succeed and to pick themselves up and try again if they don’t succeed the first time.”

Parents play an important role. “Parents can read to children,” Tolchin said. “Keep sparking their interest and love of learning.

Make it fun.”

Parents can play games with their children — memory games with sight words, matching games. “Play a variety of games, read to their child, let them read to you, even if it is made up or memorized,” Tolchin said. “Allow them to explore through pretend play.”

O’Leary agrees: “Read-read-read to them every night from the time they are babies. Make it part of the night-time routine and take them to the library for story hour and to choose their own books.”

Access to real books is critical. ““Limit iPad use, and show children actual books,” Tolchin said.

According to the National Commission on Reading, the single most significant factor influencing a child’s early educational success is an introduction to books and being read to at home prior to beginning school.

“Keep in mind, however, that children don’t all learn at the same pace,” advises the Department of Education in its booklet entitled “Helping Your Child Become a Reader.” “Children become readers step by step… Some take longer than others, and some need extra help.”

But, it continues, “When children receive the right kind of help in their early years, reading difficulties that can arise later in their lives can be prevented.”

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The Rivertowns Enterprise/Page 3A

Major choice for many students is no easy decision

By MAJA TARATETA

M

aybe your son or daughter is about to graduate from high school. The college choice is almost buttoned up. But the choice of major? Not so much.

Or maybe your child is in college, but has already changed majors once and remains unsure of what he or she would like to focus on in college.

You are starting to panic. But neither situation is unusual.

According to national statistics, at least half of all entering college students are undecided about their majors. And once a student decides on a major, 50 to 70 percent will change majors at least once — and most will change at least three times — before they graduate.

“It is very common for a high school senior to be unsure and not yet ready to commit to a major,” said Christine M. Cahill, director of college counseling at The Harvey School in Katonah, New York. “Students are still learning what they are excited by or passionate about academically as seniors. They may be looking at multiple majors, making it difficult to commit to just one. Academically, they are still exploring, so to make that choice before entering college — or during that first year of college — may not be possible for them.

“For these two reasons, going to a college with an ‘exploratory’ program would be ideal, which will allow them to study multiple disciplines to help them discover the best fit academic major.”

Terence J. Houlihan, director of school counseling at Iona Preparatory School in

New Rochelle, agrees. “It is quite normative for teens to literally have ‘no idea’ what they’d like to study in college. I began working with high school students back in 1995 and I’ve known less than five to six per year who are committed to a major. The operative term here is ‘committed.’ Some teenagers may have ideas of what line of work they’d like to end up in after college, and most of that actually comes from their first teachers: their parents.”

There may be many reasons young people are not sure what to major in. “Developmentally, they are in a stage where they are individuating from their parents and connecting more with their peers,” Houlihan said. “The famed psychologist Erik Erikson coined the term ‘identity crisis’ when it comes to the teen years. The classic understanding is they spend their teen years figuring out who they are, what they believe and who they like. In the midst of this ‘exploration,’ deciding on one area is very challenging.

Currently, we are seeing more and more teenagers with symptoms of anxiety and as such, their capacity to make decisions that have signifi-

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cant ramifications can be impacted.”

According to BestColleges.com, students typically select their major based on career factors such as job availability in certain fields, as well as typical salaries and earning potential. A 2015 study from Georgetown University, “The Economic Value of College Majors,” business is by far the most popular college major. It is also among the fields offering the highest annual salaries, along with medicine and STEM-related (science, technology, engineering and math) fields. Engineering majors, along with accounting and finance, and nursing, are among the highest-rated fields by PayScale.com for alumni satisfaction, as well as earning potential.

But for many young p e o p l e , choosing a major means finding what interests them, first and foremost.

“I move away from focusing on what majors and instead talk about what interests the student has,” Cahill said. “Academically, what classes are they or have been drawn to? Asking them about what they are passionate about, both in and outside of the classroom.

“Sometimes students are unsure what they want to major in because they are unaware of how some majors are worded, as one school may call it one thing and list it differently than another school. Showing students that there is more than business, pre-med and psychology can be the catalyst needed to look beyond the ‘popular’ majors, and when students are reminded of their interests, passions that the list of majors may not seem as overwhelming or daunting.”

Iona Prep uses an inventory-type program, somewhat similar to the Myers-Briggs Type Indicator and the Self-Directed Search.

“Our 10th grade students will fill this out over two periods on laptops and it produces results according to the Holland Code: realistic, investigative, artistic, social, enterprising, conventional,” Houlihan said. “They then search careers based on their results.

“For example, a student who rates ASI (artistic, social, investigative) might have education as a potential career. The students then look up skills needed, job descriptions, tasks, potential wage earnings, education required, etc. From there, they will see a listing of college majors that could lead to that particular career.

“The goal is to get the teenagers thinking about possible career interests and what they may want to study in college. We do not expect them to have decided on a major from those activities.”

In fact, Houlihan rates “choice of major” as a “2” on a 1 to 5 scale of importance.

“Educating teenagers about the credit system in college is important,” Houlihan said. “I Continued on page 5A

EDUCATION

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Friday, January 12, 2018

College graduates: Preparing for the real world

By MAJA TARATERA

W

hen it comes to kids graduating college, the big question parents — and the students themselves — have is: Are they ready for the “real world”?

Essentially, how can young people best emerge from college well-rounded and prepared for the world of work?

“From the parents’ perspective, one of the top concerns is: Was the education worth the money?” said Meghan Makarczuk, director of career development at Manhattanville College in Purchase. “They want a guarantee that their child will make it in the real world.”

Makarczuk is responsible for the placement of graduates into the workforce and graduate programs, along with maintaining oversight of career development, internships, student employment, corporate and community outreach and career services for alumni. “The concerns start early,” she said.

“They are looking for fruitful rewards — a robust career and salary.”

At Fordham University’s Westchester Campus, director of career services Annette McLaughlin lists some of the top concerns she hears from students and parents: “Are they able to apply what they learned in college to their jobs? Can they financially support themselves in their first job after college? Is their major or minor applicable to the current job market? Does the major or minor matter as long as they have a degree from an accredited college or university?”

Colleges recommend students can best answer these questions and transit between school and career through dual majors, multiple minors and being involved on campus.

McLaughlin cites some of the many ways Fordham helps students make the move between school and the working world. She said Fordham offers “workshops, panels and programs about the real world of work; a mentoring program; employer visits; a career-management tool called Handshake; and career fairs,” among other programs.

Manhattanville, has an Atlas program, where students develop electronic portfolios and discover their passions. The program includes a course for sophomores to support them in career exploration and decision-making about their choices of major; an opportunity for juniors, in a small, seminar setting, to deepen their under-

standing of the skills and characteristics employers those experiences that will show their leadership, teamwork, creativity, civic engagement, ethical decision making and ability to communicate with people of diverse backgrounds; and a class for seniors that focuses on professional presentation of skills and accomplishments as well as ways to utilize their ePortfolios in the job search process.

Students should consider dual majors and multiple minors, say the experts. “Dual majors and minors programs provide an additional insight for employers regarding what interests the student,” said McLaughlin. “In addition, many students find their path after declaring a major, and it may be too difficult to change majors, therefore they minor to show their interests and typically excel in those courses. Projects and assignments show their success.”

Makarczuk agrees: “The more that they are able to pull from gives a wider range of reference. Adding second majors and minors allows them to explore things further.

This opens doors earlier as to what they enjoy, and allows for a more robust conversa-

tion.”

She also emphasizes extracurriculars and campus involvement. “These help exponentially,” Makarczuk said. “They are not just a grade, not just a pass/fail. They allow you to hone in on strengths and weaknesses as potential job candidates, while offering realworld experiences and meeting people both on- and off-campus… This helps to take away nerves. These students are unafraid, making it easier for them to have conversations. They feel grounded in their potential success.”

Added McLaughlin, extracurriculars and campus involvement are “very important, since these activities provide relevant experience in the core competencies required in today’s workforce — teamwork, problem solving, communication, technical abilities, adaptability, flexibility, collaboration, positive attitude and creativity.”

McLauglin lists her best advice for students preparing for the world of work: “Have a positive attitude. Identify a mentor or someone to help you navigate the workplace culture. Maintain professionalism at all times. Master your core du-

ties and responsibilities, and ask for help.

Communicate with your direct boss on a weekly basis, if not daily. Get organized and keep learning the technology. Adjust your communication style to the culture of the organization. Volunteer for projects.

Understand your social media footprint is also a reflection the organization you work for and can be positive or negative for your career growth.” And, “When in doubt, ask, don’t assume.”

Top advice from Makarczuk for students leaving college for the workforce? “I always say networking,” she said. “Networking makes the world go around. And it’s not something you should wait to do until you graduate. It can be getting involved on campus, asking questions, testing the water. I will always encourage students, even first semester freshmen, to come to a career fair, meet people, shake hands, make eye contact. From meeting someone to getting an interview, networking, being involved and asking questions are the tools you need to put in your toolbox to create what you want and are hoping for.”

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EDUCATION

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COLLEGE MAJOR Continued from page 3A

realize it’s trite, but I emphasize with high school students that if they choose pre-law or pre-med and then realize after a year in college that they’d like to switch, they cannot transfer credits. Entering a ‘school’ on campus can be helpful, whether it’s business, arts, science, etc.”

Having a strong list of “likes and dislikes” is an important part of moving in the right direction towards a focus. The “general idea” will help in the college selection process.

“It is important to make sure the school you choose offers the different areas of interests that you have,” Cahill said. “This makes is a lot easier on the student to know that if they change their minds academically that the other programs are still on that college campus. Transferring from major to major within one college or university is much easier than having to start the application process over as a transfer student leaving one school to begin the process all over again at different school.

“However, should a student need to transfer, it is not as taboo as it once was. For some schools, before a student applies, they do need to know which major they want to study, so it is important for a student to understand that they could be choosing different majors for different college choices. They should also be mindful how important the school is to them overall or do they like the school only for one particular major.”

And of course, parents can play a helpful role in the process of choosing a major “as long as they also keep an open mind and look beyond the ‘typical’ majors that are historically known to make the most money,” according to Cahill.

“I ask that parents not push their student into believing that they are supposed to be an accountant, business leader or doctor,” Cahill said. “Instead, ask questions, learn more about their child’s interests and passions and make this a family process. To keep in mind that their child is already extremely nervous to be trying to figure out which school to pick, which major to study, all the while trying to balance their senior year coursework with applying to colleges.

“Sharing their thoughts can be very important; they know their students and can help offer insight about their student. I think parents should be asking questions as well, learning more about exploratory programs and understanding what that means for each college/university that offers the program. To also understand which schools it is okay to be undecided — and to let a student go undecided if they truly are — and which schools it is better when applying to not be undecided.”

The best way for a parent to support a child in making one of the biggest decisions of his or her life is to listen and offer suggestions when asked.

“Too often, as parents, we spend time talking at them and not with them,” Houlihan said. “The research shows that teens feel close with the adults who seem interested in them, and the less time we talk at our teens and listen to them, the more we seem interested in them. Ask them pointed questions, tell them that you’re curious, direct them to speak with other adults or current college students about how and when they made their decisions.”

And remember, when the idea of choosing a major gets you bogged down and overwhelmed, more than half of college graduates pursue careers that are not related to their majors.

The Rivertowns Enterprise/Page 5A

Dobbs Ferry Public Library EDUCATIONAL RESOURCES FROM

Use your library card to check out these helpful on the Westchester Library System’s web page. www.westchesterlibraries.org Click on the tabs to “Listen Read and Watch” “Research” “Learn” “Jobs & Careers” Use this site to supplement your education in high school, college or graduate school • Tap into resources to help prepare you for college, graduate school, business school, medical school or law school • Use our resources if you are interested in going into business for yourself • If you are preparing to enter the workforce in the corporate or nonprofit worlds this web page is helpful for your employees • If you want to advance in the small businesses, big corporations or the public sectors use this.

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Dobbs Ferry School District

“Inside Edition” on Education

Independent Thinkers Change Worlds

T

he greatest gift you can give your child is a public school education. Dobbs Ferry is a community that values and supports education and provides its students with a worldclass learning environment. As the first district in Westchester County to offer the challenging and prestigious International Baccalaureate (IB) Diploma program, and most recently the IB Middle Years Program (MYP), students are focused on mastering the 21st Century skills that they will need to be successful in college and careers in the new global economy. Dobbs Ferry Schools are an investment in your child’s future. Here are the “Top 10” things you should know about the Dobbs Ferry School District: 1.

2.

3.

4.

5.

Private School Experience in a Public School Setting- Approximately 1,500 students attend Dobbs Ferry High School (9-12), Dobbs Ferry Middle School (6-8) and Springhurst Elementary School (K5). The District provides a dynamic and challenging curriculum for ALL its students emphasizing critical thinking and problem-solving skills.

Small Classes & Innovative Instruction- Average class size is 20-21 in K-5 and 22-24 in the upper grades. Approximately 90% of the District’s faculty holds graduate degrees. Ongoing staff development, the Teacher Leader model and a strong mentoring program support instructional practices. Performance International Baccalaureate (IB) Program- A 2-year college preparatory course of study for 11th and 12th graders recognized world-wide for its demanding academic requirements and in-depth study of subject content. One-third of graduating seniors receive the full IB Diploma and all High School students take at least two IB courses. The District obtained official authorization in 2016 to offer IB MYP in grades 6-10.

97% College-Bound- DFHS graduates attend the most selective private and public colleges and universities in the country including the Ivy League, “Little Ivies,” Big Ten and State University of New York (SUNY) schools.

Strong STEM- DFHS Science Research Program boasts Intel Science Talent Search semifinalists, Siemens Competition in Math, Science & Technology national finalist, Intel International Science

S TAY

and Engineering Fair (ISEF) participants, WESEF and Acorda Scientific Excellence Award winners.

State-of-the-art science labs support all the science disciplines. Elementary School students use the renown Singapore Math Program which fosters deep thinking, basic conceptual understanding and higher-level problem solving skills.

6. 21st Century Technology- The District’s high-speed wireless internet network and redesigned classrooms support students bringing their own devices (BYOD) to school. The 1:1 Chromebook initiative with students in grades 4-12 is a huge success. The schools also use G Suite for education, powered by Google. The District has its own fully operational television station, DFTV, with cuttingedge media production capabilities. Programming includes the “Daily Dose,” a student news show as well as “District Dialogue” a talk show with the Superintendent and “Eye-on-the-Classroom,” a fun, hands-on look at curriculum and instruction.

7. Team Spirit- Approximately 60% of High School and Middle School students participate on 44 interscholastic athletic teams. Off the field, each school “fields” Destination ImagiNation teams that qualify regularly for the Global Finals, the largest creative problem solving competition in the world.

8. Clubs For Everyone- The High School offers more than 30 unique clubs for students to join. The Middle School hosts 20 extra-curricular clubs and Springhurst has an active student government and ecology club, among others. All students at the Elementary School are active in caring for the Outdoor Garden /Classroom and are involved in the COMPOST KIDS program.

9. Cultural Arts- Students participate in music, theater and the arts including yearly musicals and dramas, artist-in residency programs, choral recitals, band/string orchestra concerts, art exhibitions and dance ensembles. Springhurst’s renowned Harmonaires have sung at Yankee Stadium, the White House and made recordings with professional pop vocalists.

10. Parents Welcome! Parents play a pivotal role in supporting the Dobbs Ferry Schools and are partners in the education process. Thank you to the BOE, PTSA, DFSF, Trailguides, SPRING, Booster Clubs and many other committee volunteers. The Dobbs Ferry schools’ values are reflected in its vision statement “Independent Thinkers Prepared to Change the World.” ✐

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EDUCATION

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CONTINUING ED Continued from page 1A

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thinking about potential courses,” Sacher said. “On other hand, she knows the school has to make money — it was losing money when she came on board — and she will cancel classes if enrollment is insufficient.”

Indeed, Serling seems to be everywhere classes are held, greeting students and introducing speakers with her trademark enthusiasm.

Many SAS teachers have loyal followers who sign up for their courses year after year.

One such instructor is Alfred Hunt, professor emeritus at SUNY Purchase, who has been teaching history and current events at the SAS for about 20 years.

“It is one of the most rewarding experiences that I have had in education over the past 50 years,” Hunt said. “I have always thought that being in an educational environment with what are called ‘life-long learners’ is invigorating in part because those who have had a history appreciate it more than those who are just beginning theirs.

“Our discussion classes in current events have created a learning community that transcends the topics themselves. The Scarsdale Adult School offers something unique in our area whereby interested people can come together and express their views and have discussions in an atmosphere that is respectful and informative — a rare venue in these overly partisan times. It’s a joy divine that I look forward to each week.”

In addition to the skills, hobby and exercise classes offered at most adult schools, Scarsdale offers intellectually stimulating courses like Hunt’s, and lectures by respected authors and academics. The school

Friday, January 12, 2018

recently hosted prominent legal scholar Akhil Amar in a spirited and timely discussion of constitutional issues; on Feb. 8, George Saunders, acclaimed author of “Lincoln in the Bardo,” will address an adult school audience.

They keep coming back

Alan Waxenberg, a retired publishing executive, is a regular in Hope Friedland’s SAS watercolor classes at the Girl Scout House. He and his wife Susie took bridge classes at SAS. Alan, seeking something more creative, signed up for painting. He was thrilled to discover he had some talent.

“She’s a terrific teacher,” Alan said of Friedland. “She starts with the basics, demonstrating what we’re going to do. She guides us and treats us all alike… and I get a lot from the other students. Some of them are marvelous painters. Sharing is a big part of what we do.”

Though he’s devoted to Friedland, Waxenberg said he’s enjoyed meeting other instructors at the adult school’s annual student-teacher art show at the library. “I have a lot of respect for the adult school staff,” he said. “I’m amazed at enormity of agenda they offer.”

When she first moved to Scarsdale, Alisa Kaplan would look at the “fabulous offerings” in the adult school brochure and wish she had more time. “Now that my children are older and out of the house I am able to take advantage of some of those courses,” she said. “The instructors are knowledgeable, very patient and very approachable.”

The adult school celebrates its 80th birthday this year. Growing up in Scarsdale in the 1950s and ’60s, Vicki Aranow Feiner Continued on the next page

EDUCATION

Friday, January 12, 2018 Continued from the previous page

remembers that in her household, “Tuesday night was adult school night for my parents.

My mother took cooking courses and my father took aviation and economics.”

Although she now lives in Chappaqua, Feiner said, “I’m always drawn back to the adult school. I went to 14 different lectures this fall and not one was a disappointment — everything from [the Met exhibit on] Michelangelo to the anniversary of the movie ‘Casablanca’ to a course on communing with spirits. The only problem I have is I want to take everything. There are too many on same day so I have to pick and choose.”

Hudson River Community Education

Like the Scarsdale Adult School, Hudson River Community Education, based in Dobbs Ferry, is open to all and offers a wide variety of classes in art, music, dance, health and fitness, cooking and finance, with an emphasis on skill development. There’s a full range of exercise options, including barre, tai chi and zumba.

Hudson River Community Education co-coordinator Krystle Leon said the Dobbs Ferry Board of Education established the program when funding for an intervillage program sponsored by Westchester Community College dried up.

Among the offerings at HRCE this winter are courses in mosaic making, iPhone photography, protecting one’s assets, adult jazz, Argentine tango, drum circle therapy, Arabic and screenwriting. Fall courses included knitting, crocheting, quilt making and stained glass.

Hudson River offers a choice of times for the most sought-after courses; for example, the watercolor techniques class taught by the popular instructor Janice Cianflone is

The Rivertowns Enterprise/Page 7A

eration Science Standards and New York State Science Learning Standards Purchase’s summer youth programs offer intensive enrichment in architecture, creative writing, digital arts, filmmaking, journalism, music, performing arts, STEM and visual arts.

offered Wednesday at 4 and 7 p.m. and Saturday at 10 a.m. Leon said Cianflone has taught continuing ed classes throughout Westchester, attracting followers.

“We’ll put out almost anything people are willing to teach,” said Leon. “We try to keep prices low, but the program has to be selfsustaining.”

Leon said HRCE brochures are mailed to residents of the Rivertowns and a promotional email blast went to Yonkers and Hartsdale as well.

“We’re always trying to grow the program,” she said.

Sacred Heart University

Purchase College

Adults and teens can pursue a passion, hone or acquire skills for job progression, fulfill J1 visa education requirements or seek enrichment through immersive arts and STEM programs in summer, according to Kelly Jackson, director of continuing education at Purchase College.

As would be expected at an institution known for the arts, personal enrichment courses include American art, world literature, memoir writing and storytelling, bronze casting, woodworking, painting, drawing, filmmaking and voiceover, among other choices.

Noncredit professional certificate programs help adult students gain credentials and expertise in such fields as arts management, American sign language, media studies, editing with Adobe Premiere Pro, using Excel in the workplace, intro to Photoshop, interior design, social media marketing and geographic information systems.

Trudy Milburn, the assistant dean of Liberal Arts & Sciences, said appraisal studies, which teaches the skills necessary to build a career in the appraisal of fine and decora-

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tive art, antiques, furniture, jewelry, coins and stamps, is especially popular with adult learners.

The college offers programs through online partnerships with the American Management Association, Ed2Go, MindEdge, Learning Resources Network, the Institute for Integrative Nutrition Health Coach Training Program and the Center for Legal Studies.

There are also credit courses in k-12 teacher training and 15-hour modules in math and science aligned to the Next Gen-

Whether they are starting from scratch or transferring in credits from another college, Sacred Heart University in Fairfield and Stamford, Conn. offers part-time adult students “many flexible options including evening, online and accelerated courses to help them reach their goal of completing their bachelor’s degree,” said Kimberly Swartz, assistant director of media relations. “Adult students can also take up to 12 credits as a nonmatriculating visiting student for personal enrichment purposes or professional enhancement.”

Swartz said some of the more popular majors for part-time adult students are psychology, business management, marketing, accounting and health sciences. Adult students participate in the same courses as traditional-aged full time students.

At SHU’s campus on Landmark Square in Stamford, the Jack Welch College of Business offers a doctorate of business administration in finance and master’s degrees in digital marketing and human resource management.

At the College of Health Professions, college graduates can qualify as a physician’s assistant. The College of Arts & Sciences offers a master’s in film and television.

All courses offered at SHU are available to view on Web Advisor, the online course catalog.

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EDUCATION

Page 8A/The Rivertowns Enterprise

Friday, January 12, 2018

Tips for working adults returning to college

M

ost working professionals want to advance their skills, land that promotion and get a raise. However, some 36 million adults face a significant barrier to achieving their goals and aspirations: They still need to complete a significant amount of coursework in order to earn a college degree.

While many of these adults have completed at least some higher education classes, the demands of family life and maintaining a career, along with a lack of financial resources, can both be forces that derail these plans.

Fortunately, the pathways to earning a college degree are evolving, which means a working professional now has more affordable and efficient means to finish the coursework. With a smart strategy, a busy working professional can make that dream of earning a diploma into a reality.

1) Define your goals: Some people know exactly what they want from life and how a college degree will help them fulfill their goals. Others may have more general ambitions related to finishing the degree, but they may need to take time to create a more detailed plan. In either case, before choosing a higher education program, it’s important to take time to inventory skills and career experiences. The insights from this exercise can be helpful in charting your course to earning that diploma.

2) Consider your time and explore your financial options: For a working adult, using traditional means to earn a degree isn’t always best-suited to the realities of life, not to mention finances. With the demands of fam-

ily and work encroaching on study and class time, fitting it all in can seem overwhelming.

It’s important to take time to research your options, because there may be more flexible and affordable paths to choose from.

One great example is a new program from Kaplan University called ExcelTrack. Students begin with an assessment, which measures what they already know and advises a course of study. Even better, the coursework allows them to focus on what they need to master, not what they already know. They then work through the courses online, which entails participating in seminars, doing practice activities, completing projects that demonstrate what they know and can do, all while taking as much or as little time as they need.

For people who are able to move at a faster pace, the option can be more affordable than the traditional route because they can pay a flat fee for six weeks (graduate level) or 10 weeks (undergraduate level), enabling them to take and complete as many courses as they can handle. This makes earning a degree from an accredited university much more affordable and flexible.

3) Get organized: Working toward a degree can be an intense experience for anyone, which is why it’s important to create the right environment to focus and study. Start by setting up a study station. Ideally, this is a desk or table that’s clean, well-lit and organized with plenty of supplies on hand, and a comfortable chair.

Begin by holding study sessions at different times of the day, while paying attention to energy and productivity levels. Many do their best when they rise an hour or two

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before their families do, while others come alive in the evening hours. Studying online offers this kind of flexibility so whatever time of day works for you, be sure and stick to your study routine. Before long, your mind will anticipate and expect a study session at certain times of day, which makes it easier to get focused.

4) Get support: With the demands of school and work, now is an appropriate time to seek help from family and friends. Talk to your partner, parents or siblings about taking on child care duties a few days or evenings a week so you can work without interruption. This is an opportune time to give older kids additional responsibilities, such as folding their laundry, starting dinner and packing their own lunches.

Beyond that, consider informing your employer about your college courses and your goals. If your degree is relevant to other work at the company, you might discover they are willing to help. After all, they already have an employee who knows the business, and they will more than likely appreciate your ambition.

5) Keep it in balance: When life gets this hectic, especially when it’s consumed with family, work and school, it’s easy to burn the candle at both ends, leaving you feeling overextended and burned out. This is why it’s important to schedule some down time.

Having a break to look forward to can be a powerful motivational tool. Maybe it’s a weekly bike ride or relaxing with a favorite movie. Whatever it is, don’t feel guilty about taking this time for yourself.

— BPT

Parents guide for college-bound kids

S

enior year. It’s a time to finish college applications, solidify friendships and look forward to the freedom and the responsibility that come once that final bell rings.

A lot of feelings surface during that final year, especially for parents. While your son or daughter might be overjoyed to finally fly the coop and live independently, you’ll probably be dealing with your own mix of emotions and you’ll want to be sure they’re ready to begin college in the fall.

For families with a child headed to college, senior year is best thought of as a transition year. Plan ahead to make sure your family stays on track.

To help you and your child with a successful transition, here’s the essential list of landmarks on the road that will take your Continued on the next page

EDUCATION

Friday, January 12, 2018 Continued from the previous page

child from a senior in high school to a freshman in college.

1) Apply yourself in the fall: The journey to college begins early and by the fall of senior year in high school, students should be in full transition mode. They should be finishing campus visits and finalizing the list of colleges where they want to apply. Make sure they’ve spoken with admission counselors, thoroughly researched schools they’re interested in and have everything they need to complete their college applications.

Keep tabs on important deadlines and stay organized to avoid missing any critical due dates. For example, will they want to apply early decision or early action? If so, make sure you have weighed how this could impact your financial plan for college.

2) Focus on financial aid from the start: For many parents, one of the biggest anxieties around college is the cost. Don’t forget that the Free Application for Federal Student Aid (FAFSA) opens on Oct. 1, and some aid is awarded on a first-come, first-served basis. Make sure you submit the form as soon as it’s available.

Because everyone has different needs, figuring out how to finance your child’s education requires some research.

At College Ave Student Loans, you can find private loan options for parents and students.

Even if you’re not ready to take a loan out yet, parents and students can try out the fast and easy pre-qualification tools to find out if their credit pre-qualifies for a loan and what interest rates they could expect, all without impacting their credit scores. Calculators are also available to help you explore your options and see how you can customize the loan payments to fit your budget.

3) Spring time is decision time: Early in the spring, students will start to receive their first acceptance letters. Once they’ve heard from all of the schools where they applied, they’ll have a big decision to make.

They need to do more than just decide which school to attend; they’ll also need to send in a deposit, complete their housing form and accept financial aid packages.

A crucial step in this process is comparing award letters from the colleges where your child has been accepted. In reading these letters, pay close attention to how schools list the total costs. For instance, some schools will subtract the awarded loan amount from the total cost of attendance, while others will not. This could make the net cost of some schools appear less than others when in reality they are not, so take your time reading the documents.

4) Tie up everything in the summer: Before students head to campus, you and your child should create a budget to keep tabs on college bills. This will help you to stay on track financially and set the right expectations about how they need to manage their money.

You can help your soon-to-be freshman by working with them to outline a monthly budget that will take into account expected and unexpected expenses. Take a look at their financial aid packages and any income they might be earning and block out the monthly mandatory expenses. Then decide how much money they can spend on things like entertainment.

If you find that scholarships, grants and federal aid don’t cover everything, private loans could be one solution for some collegebound students.

For parents and students, senior year is an exciting period. Knowing what steps to take and staying ahead of financial matters can help make the transition easier for everyone.

— BPT

The Rivertowns Enterprise/Page 9A

L

ocal author Rob Bernstein has a new book, “Uniquely Normal: Tapping the Reservoir of Normalcy to Treat Autism,” with the foreword by Temple Grandin, and is a great resource for parents with a child on the autism spectrum.

Here’s what people are saying: “Any reader who has been drawn in by Oliver Sacks¹s marvelous case studies will be drawn to Rob Bernstein¹s new book, Uniquely Normal.”

— Steve Zeitlin, Ph.D., Founding Director, City Lore “Without exception, Rob Bernstein’s work with these patients has markedly improved their ability to function effectively with others. He has a unique ability to engage with people, gently yet firmly coaxing them into the wider world, often for the first time. Once there, he guides them toward claiming their competence and channeling their untapped strengths.

I stand behind Rob Bernstein’s techniques without reservation.”

Available on Amazon.com

— Ram Kairam, MD, Pediatric Neurologist, Developmental Neurology Associates; Professor of Clinical Neurology, Columbia University Medical Center “Robert Bernstein is one of the smartest, most perceptive people I know. No matter where someone falls on the scale of ‘normal,’ Bernstein finds a way to connect.”

— Will Shortz, The New York Times’s crossword editor “Uniquely Normal” won first place in the category “Psychology/Mental Health” for Best Book Awards, sponsored by the American Book Fest as well as being a finalist in “Parenting and Family.”

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Page 10A/The Rivertowns Enterprise

PLAY & LEARNING Continued from page 1A

added, “If play is the work of the child, toys are the tools… Through toys, children learn about their world, themselves and others.”

Included in the list of what children learn from toys are figuring out how things work; picking up new ideas; building muscle strength; using imagination; solving problems; and learning to cooperate with others.

“Although we tend to think of work and play as in opposition to one another, they are most effective when they are brought together,” Bellotti said. “Therein lies the genius of the Montessori materials.”

In fact, at school they don’t refer to the toys as “toys” — they call them “materials” and play is referred to as their work to give what they do more respect and importance.

There are many areas within the Montessori classroom, including practical life, sensorial, language, math, art, science and geography. “The environment is carefully prepared by AMS certified Montessori teachers with material that attract, challenge and teach the children,” Bellotti said.

To keep the kids engaged, the materials are changed regularly.

The Montessori materials help children grow their sense of order, lengthen their concentration, develop their coordination and become more independent. In the classroom, students choose their own work and can work at tables or on rugs. There is only one of each material in the room. The kids work on their own or with a friend. Most materials have a control of error to self-correct.

Teachers give individual/group lessons and facilitate.

In a given classroom, students are mixed

EDUCATION with 2 to 5-year olds and attend the program for three years. Belllotti noted the younger ones learn from the older ones and the older ones teach the younger ones, which builds self-esteem, confidence and leadership.

The 2s attend from 9 a.m.-noon. The older children can take enrichment classes in art appreciation, Spanish, sign language, dance and movement.

Friday, January 12, 2018

that meets for one and a half hours. Camps for the older children are also held – five days a week for 3s till 12 and five days a week till 1 for the 4s.

Blank noted that the support from the congregation has been “huge.” Some of the schools’ students are not children of members but special arrangements are offered to invite families to join.

Play and learning: how they intertwine

Kids develop confidence

At Congregation Kol Ami’s Early Childhood Program in White Plains, director Nan Blank, who has spent the last 14 years at Kol Ami, noted how well-trained the teachers there are, noting the lead teachers all must have a masters in early childhood education.

For little ones, Kol Ami offers a First Friends program — in other places a class such as this might be called Mommy and Me — that meets once a week with mothers, fathers or caregivers that is often the children’s first entre into organized play. The program is facilitated by Blank and another staff member. The class starts with a welcome circle. Teacher facilitators talk about what they are going to do that day. Toys are always kept in the same place, which gives the children a sense of confidence and security. The kids can use the pretend kitchen, riding toys, a water table, painting and puzzles. The program offers unstructured activities for optimal play. For holidays the children do art projects, most recently for Chanukah. They sing, sing songs to stories and if it’s a holiday they sing songs relating to that holiday. At the end of playtime, they clean up. If the program falls on Shabbat, they celebrate it together.

In the summer, Blank runs a 6-week indoor summer camp for incoming 2-yr-olds

In the older classes at Kol Ami, the kids come in and immediately wash their hands, settle in and put their things away. In the 3s they talk about the days of the week and plan an activity.

Children get a sense of their abilities through play, according to Blank: “It helps them feel good about themselves, their ability to concentrate and it helps them to relax as they develop social skills.”

Through play, children learn how to navigate their environment, socialize with one another, whether it’s playing tag or an unstructured game. “It’s important to their development,” Blank said. “Whether they’re building blocks, playing with cars. It improves their self worth.”

During free play there are centers where children are free to pick their own activities. “They always have free choice in the art area or build whatever they want or have a tea party in the classroom or play outside,” Blank said.

Kol Ami is a was a curriculum-based school, looking at the whole development of each age group. “Whether we learn about feelings, how animals eat in wintertime, nutrition — what is a healthy diet? — or learn about people in our neighborhood,” Blank said.

In Blank’s view, “huge amounts of learn-

ing” comes from cooking and baking. In the three outdoor classrooms they can ride their bikes to help develop gross motor skills. A music specialist also comes in to work with the students.

Developing social skills is critical, in addition to developing imaginations. In the 4s learning to write becomes a focus. “A lot of learning is going on, whether we’re doing musical chairs, listening to music…

We do a lot of patterning,” Blank said. “It helps them as they eventually learn how to read, following three-, four- and five-part instructions. We make sure they can recognize capital letters. By the time they leave Kol Ami, they are ready and confident to enter kindergarten.”

For young 5s there is A Step Ahead program. “I call it a gift year,” Blank said. It’s for children with fall birthdays. Unlike a 4s program, the Step class is modeled more like a kindergarten class would be. There’s also a social worker to make sure kids are making social/emotional growth. The program promotes that growth. Some of the children who had been in Kol Ami’s 4s program attend along with some children from outside the school as well.

50 years, same model

Alcott Montessori’s Crane Road Scarsdale site director Pam Serra knows a thing or two about the Montessori philosophy.

Though only at Alcott four years, she’s been involved with Montessori schools for 38 years. She said that most of the staff has had a very long tenure at Alcott, many there 25 years or more. And for good reason: The children are learning and progressing and having fun at the same time.

The toddlers are in their own class, with Continued on the next page

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EDUCATION

Friday, January 12, 2018 Continued from the previous page

some children younger than 2, two or a little older. But the 3- to 5-year-olds — 2.9 year olds and up are included — are mixed in the same class because the kids learn from their peers with activities for all age groups. A 4-year-old can go farther than a younger child. There are activities in the room that answer the needs of all the kids.

That’s how the teachers put together their curriculum. The interests and needs of the children are at the heart of that decision, so it is constantly evolving.

Kol Ami’s teachers step back and let the kids figure things out for themselves, which helps the kids build their independence, confidence and their ability to figure things out for themselves, think for themselves.

Even in the 2s, preschoolers do things on their own. They could be pouring water from one container to another or working at the sensory table. The teacher may teach a lesson and then step back and see how the students do. Unlike many schools, they’re working on things themselves. In geography, someone could be tracing a map; someone could be doing a spelling activity; looking at a book. They’re talking to each other.

“It’s quite a sight to see how they’re becoming independent, they’re becoming drivers of their learning… it empowers them,” Serra said.

As the children move about the room and make choices the teachers are observing their progress. Then they decide whether to guide them or let them continue on their own with their curiosity guiding them. “We give them a lot of space to let them figure thing out on their own,” Serra said. “They’re trying all the options.

Teachers don’t have to feed them the an-

swers. If you allow them that time and energy to figure it out on their own it promotes their thinking skills.”

Serra said toddler activities revolve around language, mobility, movement, beauty and order. They’re into order. The toddlers have a block area, art activities, a sensory table and practical life. They learn to take off and put on their jackets. There’s a special set up to wash their hands with soap and water. In fall the kids had a special pumpkin scrubbing experience. This is all in addition to play.

The 3- to 5-year-olds have food activities.

It could be peeling clementines and pulling them apart and going to the table to eat it; they peel hard-boiled eggs and put them in a slicer and eat them. They can take snack whenever they feel like it from a buffet prepared for them when they need a break from play.

Whatever the children are ready for, there’s an area for them, whether it’s math, science, practical life, an area to develop more of their senses, geography, blocks and writing. According to Serra, they students learn from the actual doing. If they’re learning how to add it’s not from a ditto sheet.

Serra may table 5 marbles and ask a child to take some and then they put them together and count them. They also learn about multiplication and letters, so some may start to read small books.

“When they come back as 13-year-olds, when they’re college students and see what majors they’re picking and when they’re coming back with friends that they made here, now is the time to put in their foundations to make them successful human being,” Serra said.

Looks like they’ve learned to make the right play early on.

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EDUCATION

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Friday, January 12, 2018

Which kind of school is right for your child?

Public, private, charter, virtual and more, deciding what school is best for your children can feel overwhelming. You want them to have an education that prepares them for a challenging world while fitting their unique learning styles. How do you know the best option to ensure they thrive?

“The right school will not only help your child learn essential skills, but instill a lifelong love of learning,” said Carol Lloyd, award-winning educational writer and editorial director for GreatSchools, a nonprofit school guide. “Bottom line: The school you choose for your child does make a difference.”

Lloyd knows making educational decisions isn’t easy. That’s why she offers her advice on the most important things to consider when researching schools.

Testing scores: How does the school perform on state assessments across grades and subjects? Look at the percentage of students who score at or above proficiency. If possible, look at test scores by student subgroup (race/ethnicity and family income).

How are students like your child doing?

Student progress: Test scores don’t tell the whole story. It’s important that no matter where students start on the educational spectrum, they make progress and continuously learn as time passes. Understanding student progress can give you important information about how much children are learning at this school from year to year.

Equity: Look at how students from all backgrounds are doing. Is there a big achievement gap between different groups?

This helps you understand how schools are serving disadvantaged student groups.

Advanced coursework: To understand

the academic rigor of a school, research the advanced courses offered. How many students are enrolling in those courses? What’s the average number of advanced courses a student takes at the school? All these details can paint a picture about whether the students are getting the classes they need for college and beyond.

Discipline and attendance flags: Does the school have high chronic absenteeism?

Do they suspend some groups of students far more often than others? This might be a red flag that you should consider.

College readiness: If you have a high school student, you’re probably starting to think about the future. If you want to ensure your child’s school is preparing them for college, research the high school’s SAT/ ACT participation and performance.

To check out schools in your area and learn more about school ratings and data, visit greatschools.org. You can quickly view this information and easily compare it against other schools you’re considering, helping you save time while providing you the necessary information to make a confident decision about your child’s education.

“The updated school profiles on GreatSchools display information parents need and provide support to help them take action,” Lloyd said. “For example, if a school has a low Equity Rating compared to other schools in their state, parents will find tips on how to discuss improving the education of all students at this school with teachers and administrators. This empowers parents today and in the future so their children can receive the education they deserve.”

— BPT

EDUCATION

Friday, January 12, 2018

———–—–— NEWS NOTES —–—–——— RiverArts music lessons benefit students RiverArts music program provides exceptional after school music lessons in the Rivertowns at 414 Warburton in Hastingson-Hudson. The renowned faculty of accomplished professional musicians and educators offers private lessons in all instruments and voice, as well as group classes and ensembles.

As an extension of their private lessons, students develop their skills in ensemble settings through cello, jazz and percussion ensembles.

Mighty Musicians classes give students in kindergarten through second grade an exciting introduction to the world of music and provide a strong foundation for future musical studies.

Performance opportunities are offered through annual recitals and additional events during the school year. Summer programs include an Annual Jazz Camp and continuing private lessons. New this year are Bluegrass Weekends for adults and young people, led by Tara Linhardt, held in Spring and Fall.

Scholarships are available for students with financial need.

Visit riverarts.org for complete program information and registration or contact music program director Kate Ashby at musicprogram@riverarts.org or 412-5120.

Music education at Westchester conservatory Music lessons at the Music Conservatory of Westchester in White Plains are more than just a musical experience — it’s an educational one.

Studies have proven that music lessons make kids smarter, strengthening the link between both sides of the brain, increasing academic scores, reading, and memory, and developing social skills such as self-motivation and self-confidence.

“The value of learning music is lifelong,” Conservatory dean Dr. Douglas Bish said. “Students of all ages can benefit from quality music education. It’s an investment in your child’s future.”

Dean Bish has had an extensive career as a music educator, professional performer, conductor, college professor and Fulbright scholar. His diverse experience brings a fresh perspective to the Conservatory. “Our teaching faculty are not only high level musicians and performers, they are equally dedicated, talented teachers who love working with students of all ages and levels,” he said.

Voted “Best Music School” by Westchester Magazine, the Conservatory offers private instrumental and vocal lessons, theory, performing ensembles, young children’s classes, Suzuki instruction, recitals, community concerts and lifelong learning for adults. All styles of music are taught, from classical to jazz, rock and pop. As a community music school, the Conservatory offers an enjoyable, high quality musical experience in a warm, welcoming environment.

Conveniently located on Central Avenue in White Plains, the Conservatory draws students from every community in Westchester and beyond with a beautiful 36,000 square foot building featuring 34 teaching studios and a professionally deContinued on page 14A

The Rivertowns Enterprise/Page 13A

St. James the Less Nursery School Crane Road at Church Lane Scarsdale, NY

CALL FOR A TOUR NOW ENROLLING FOR ALL PROGRAMS 2, 3, 4, and 5 Day Programs for 2’s 3, 4, and 5 Day Programs for 3’s 5 Day Program for 4’s 3 Week Extension Program June 4-June 22 6 Week Fun In The Sun Program June 25 –August 2 • Experienced and Caring Staff • Age Appropriate Curriculum • Language and Art Enrichment • Chapel • Gym • Music and Movement Programs • Science and Nature • Yoga TWO PLAYGROUNDS/INDOOR PLAY SPACE Excellent Student-Teacher Ratios

Looking for an Alternative?

Come meet Blue Rock faculty and hear how our vibrant and creative learning environment stimulates children’s natural curiosity with its hands-on approach. In small class settings, students engage in a dynamic, multidisciplinary, and discovery-based curriculum infused with the arts, nature, and play. Encouraging critical thinking, collaboration and creativity—Blue Rock is a great alternative for grades K-8.

Winter Information Session & Campus Tour Saturday, January 20, 10am

Please RSVP at 845-535-3353

Where Learning Comes Alive West Nyack, NY

www.bluerockschool.org

Now enrolling for TOT TIME for toddlers 12 months to 24 months with Parent or Caregiver WEDNESDAYS 9:30 AM to 11 AM Includes 30 minutes of music and movement with Miss Gigi and guided play with experienced staff.

Call today for details.

For information or to schedule a tour contact us at 914-723-1018 www.stjamesnursery1@aol.com Serving the Scarsdale Community for over 50 Years

EDUCATION

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———–—–— NEWS NOTES —–—–———

The Beginner’s Club

Continued from page 13A

18 Farragut Avenue, Hastings-on-Hudson 478-2334 • fivecornersprogram@gmail.com

Join our unique, fun-filled After-School Program For Kindergartners and First Graders Creative Playtime, a Healthy Snack, and a Kaleidoscope of Enrichment Activities Creative Arts

Indoor & Outdoor Games

Cooking

Sports

Woodworking & Clay

Yoga

Music & Movement

Dance

September 2018 through June 2019 Open Daily 3:00pm to 6:00pm

Plus snow days, holidays & school closings by arrangement

Mary Cahill, Director: 478-2334 For Registration Information, call Patti or Judith Between 8:30am - Noon or 3:00pm - 6:00pm • 478-2334

SCARSDALE ADULT SCHOOL Westchester’s Award Winning Continuing Education Program

ADUL E T recreation, skill L A wide array of affordable courses in humanities, A

SCARSD

SC

SAS

Classes meet at 15+ convenient locations throughout Westchester and NYC

Lifelong learners attend Scarsdale Adult School Scarsdale Adult School, an award-winning non-profit organization, is a proven source of quality adult education. Now entering its 80th year, SAS boasts a wide array of humanities courses, as well as computer, foreign languages, writing, career development, personal finance, arts and crafts, photography, fitness, card and board games, cooking, health/wellness, and hobbies and edutainment classes.

Registration is open 24/7 at ScarsdaleAdultSchool.org, with staggered class start dates throughout the year for fun and enrichment in every season. Class locations, days and times vary by course, but all are housed in venues convenient to Scarsdale.

Classes are open to all, regardless of residency, and courses fill on a first-come/ first-served basis.

In celebration of its 80th birthday, SAS

Continued on the next page

COLLEGE ADVICE 101 JANE C. HOFFMAN, MBA, CEP

Informed Informed Process. Wise Decisions.

Process.

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YEARS Register today80 at www.ScarsdaleAdultSchool.org Contact us: 914-723-2325 or Registrar@ScarsdaleAdultSchool.org

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Hundreds of students have • Successful complex track college admissions process.

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As a nonprofit school, the Conservatory fulfills its mission to provide the extraordinary benefits of music to everyone in the community, with scholarship assistance to ensure that all students can participate.

The Conservatory will hold informational open houses for prospective students and parents leading up to the first day of the spring semester on Feb. 4. Visit musicconservatory.org to see the full range of programs offered this spring semester or call 761-3900.

will host several special events, beginning on Thursday, Feb. 8, with an evening with George Saunders, author of “Lincoln in the Bardo,” the 2017 Man Booker Prize winner. On Thursday, Feb. 15, Mary Feinsinger will host Broadway and American Standards Sing Along. In the spring, SAS will reprise Tales from the ‘Dale and Beyond: An Evening of Live Storytelling on Thursday, April 12.

Next semester is bursting with guided tours. Students will have a chance to sample foods on Arthur Avenue, at the Essex Street Market and at the Wafels & Dinges Factory. Architecture and history buffs may explore the luxury, prewar East Side high-rise apartment buildings designed by Rosario Candela, as well as the tenements of the old Lower East Side. Additional tours will walk the High Line, Lyndhurst Mansion, Times Square, Grand Central Station and Gotham’s Jazz Age Art Deco buildings. Artists and art historians will highlight the latest exhibits at the Met, the Cloisters, in the underground MTA installations and in the galleries along the Bowery, Chelsea, Lower East Side, and High Line.

SAS offers more music appreciation courses than ever, with classes devoted to Beethoven, Broadway overtures, Rodgers and Hammerstein, Leonard Bernstein, the Great American Songbook, the history of jazz and the latest operas in the Met’s Live in HD series.

Noteworthy new history and current event topics this term include: · The Supreme Court Roundup

JANE C.Certified HOFFMAN OFFMAN MBA, CEP JANE C. H , ,MBA, CEP Highly experienced Certified Educational Planner (CEP) Highly experienced Educational Planner (CEP) support and advice students and • Personalized Informed Process.

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Friday, January 12, 2018

EDUCATION

Friday, January 12, 2018 Continued from the previous page

· Today’s Political Strongmen · Breaking News: How Technology Is Changing the Media Landscape · 1968: The Year that Shook Our History · Jews in Commerce from Herders to Hedge Fund Managers.

The spring semester also promises an opportunity to take a secular look at Kabbalah and Jesus, better understand Constitutional interpretation or step back into Poldark’s Cornwall from Tintagel to Land’s End. Art appreciation series cover impressionism and modern art. Students may improve their English, French, German, Italian or Spanish language skills.

Movie matinees and an Alfred Hitchcock retrospective comprise this semester’s film courses. Literary discussion groups include the perennial favorites BookTalk with Harriet Sobol, Enjoying Poetry with Ruth Handel, Contemporary Memoirs with Lori Rotskoff and Short Stories with Marilyn DeRight. Single-subject classes will focus on Jorge Luis Borges, John Donne, WWI poems and plays, and “Little Fires Everywhere” by Celeste Ng. In its technology department, SAS offers answers to questions about the Apple iCloud, Excel and eBay. Students may jump-start careers with grant writing tips or wind them down with retirement planning and investment courses to help students navigate ever-changing estate tax and social security laws and shed light on strategies for living on fixed incomes.

Aspiring performers can be swept up in song or storytelling. Arts and crafts opportunities include drawing, basket weaving, embroidery, knitting, jewelry-making, book binding, mixed media, painting and stained glass. Photoshop and photography courses appeal to those with a passion for cameras of all shapes and sizes.

Fitness and dance classes run the gamut from A (aerobic fit blast) to Z (zumba), including ballroom, body sculpting, tap, pilates, Walk 15® and yoga. Students may

The Rivertowns Enterprise/Page 15A

hone their bridge game or take up canasta or mah jongg. Others may learn to meditate, become more mindful, experience a spirit encounter, or learn the basics of genealogy research reading.

All these classes and many more will be starting before the ground thaws. With both day and evening classes, SAS has something to fit everyone’s schedule. The new spring catalog will be mailed in mid January to all Scarsdale residents and will be posted on the adult school website. Extra printed catalogs will be available at the Scarsdale Public Library and village hall.

Visit ScarsdaleAdultSchool.org to register, to sign up for the bimonthly electronic newsletter or for additional information about the dynamic line-up. Call 723-2325 with questions.

THE WINDWARD SCHOOL 2018

Summer Program July 2 – July 27, 2018 (no class July 4)

Enriching & Fun Half-Day and Full-Day Sessions for Grades 3–9

In Westchester and Manhattan

Education

A special section of

The Rivertowns Enterprise 95 Main Street, Dobbs Ferry, NY 10522 (914) 478-2787 www.rivertownsenterprise.net PUBLISHER...................... Deborah G. White SECTION EDITOR........................... Todd Sliss ART DIRECTOR .................. Ann Marie Rezen AD DESIGN ........................... Suzanne Brown

• Reading, writing, math, science, arts, drama, sports, computers, and more • Courses taught by Windward-trained faculty • Morning academic courses and afternoon activities • Academic courses structured around the School’s research-based, multisensory curriculum

AD SALES ..................................Marilyn Petrosa, Thomas O’Halloran, and Francesca Lynch

thewindwardschool.org/summerprogram

©2018 W.H. WHITE PUBLICATIONS, INC. ALL RIGHTS RESERVED. REPRODUCTION IN WHOLE OR IN PART IS FORBIDDEN WITHOUT THE PUBLISHER’S WRITTEN PERMISSION.

914.949.6968, ext. 1250

EDUCATION

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*

Friday, January 12, 2018

ASK ABOUT

OUR GYMNASTICS HOLIDAY CAMP Ages 4–12 years.

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h Ask About Our Summer Camp

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Winter/Spring Gymnastics Classes

* Boys & Girls * Ages 20 months & up * Beginner—Advanced * Competitive Teams * Cheerleading * Private Lessons

Open Gym

A walk-in, non-instructional playtime for walkers to 4 year olds!

Private Birthday Parties

* Air Castles * Obstacle Courses * Trampolines & more All of our famous parties are private.

Our interactive staff will make your child’s party a very special one.

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on their goals, you can work on yours! Save 50% on a 10 visit gym pass details at the member services desk!

SPEED SCHOOL powered by Equalize Fitness

GymCats is located at Equalize Fitness • equalizefitness.com gymcats.net • 914-965-7676 • One Odell Plaza • Yonkers, NY 10701 (Exit 9 off Saw Mill River Pkwy • Hastings/Yonkers Border)