What is the “best” way to teach reading to children who are learning English.

Welcome to my next blog about reading with children who are learning English.

Recently I have been involved in some professional learning about reading and what impacts on it. As part of the professional learning, I read a Chapter titled “Building Bridges to text” in a book called “English Learners, Academic literacy and thinking” by Pauline Gibbons. Below is my summary of this text and my own opinion on how to ensure that children who are learning English are able to comprehend the texts that they are reading.

In multicultural nations, like Australia, many children begin school with a very limited understanding about English. These children usually speak another language at home or have been looked after by their grandparents (who do not speak English fluently) while their parents work. These children have not been exposed to the correct structure of spoken English and therefore need a lot of assistance when learning to read English texts.

Not only do they find the concepts about print (how a text works eg front cover, left to right, read left page first) difficult to understand, but their field knowledge is very limited as well. Field knowledge is the understanding about our world and making connections through experience. This is an area that many children struggle with, not just children who have English as a second or even third language. The texts that beginning readers are given cover a variety of topics. The text could be about a circus, playground, airport, another culture, swimming lessons, farm, making bread etc. If children are not familiar with these topics, they will need a lot of assistance to build their field knowledge to enable them to comprehend the text.

Remember the most important goal of learning to read is for a child to understand what they are reading. Reading fluently is important and does relate to comprehension but most of the time parents focus on this at the cost of a child not understanding the text.

Approaches to teaching reading for children learning English

1. Traditional or phonics based approach

This approach focuses on the child learning all their sounds to be able to work out written symbols. An educator would start with individual letters, then simple sight words, then the sounds that are made with two or more letters. After they have gained confidence with this, they would move onto simple sentences that focus on repetition. All early reader texts rely on repetition.

The disadvantage of this approach is that the child is able to make few links to what they already know from their own language. Reading can become a very abstract process for these children as the sounds do not match their first language.

2. Whole language approach

imgres-1This approach focuses on the child learning about the whole text by recognising what type of text it is, predicting what the text is about and using their own knowledge about the subject to bring meaning to the text. Good readers draw on three types of knowledge when reading a text; semanic knowledge (knowledge about the world), Syntactic knowledge (knowledge about the structure of the language) and graphophonic knowledge (letter-sound realtionships). This approach aims to combine all these types of knowledge when trying to read a text.

The disadvantage of this approach is that the child may not be familiar with the texts subject or familiar with the structure of the language that will help them predict what the sentences will be about.

3. Interactive approach

imagesThis approach is the combination of the traditional and the whole language approaches. A child learns about predictive and decoding (working out) skills depending on the type of text being read. What an educator does before reading a text with a child is very important to how successfully a child will be able to read it.

4. Critical approach

researchingThis approach focuses on a child being able to question and analyse a text in which they have been exposed to. They learn that no text is “neutral” as an author always has a particular context and the reader also has their own context. This means that we all see things differently depending on who we are. Words such as discovery, invasion and colonisation all have a particular context that refers to one event.

5. Social and cultural approach

reading 1This approach focuses on the understanding that reading is a cultural and social practice. Each society places a different value on it. Some children come from cultures that value oral story telling whereas some value  picture books or factual texts or religious texts such as the bible. This approach guides the educator in selecting particular texts for a child and the nature of the classroom discussion around reading.

Not one approach has all the answers. As educators and parents we need to use all of these approaches at different times depending on the needs of the child. I hope this has given you insight into the many factors that influence the skill of learning to read, especially for a child who is learning English.

Please share this article with all your staff and parents to ensure we all have access to information that will help our children reach their potential.

Until next time …

Kelly Pisani

Click here to email this post to yourself or a friend

 

How to increase your child’s achievement through a “growth mindset”

How do we motivate a child to work hard and achieve?  Is there a secret? How does one teach a child about motivation?

My blog this week explores the idea of children’s success related to their motivation intent. How to motivate a child is a question that many parents and educators of children ask everyday.

Everything we say and do sends a message to children. Some of these messages will increase a child’s level of motivation, whilst others will be the complete opposite.

In a survey conducted by the Canadian Education Association, over 80% of parents indicated that they “thought it was necessary to praise children’s intelligence to give them confidence in their abilities and motivate them to succeed.”(Boosting achievement with messages that motivate by Carol S Dweck) Unfortunately recent research indicates that this theory is wrong!

The research suggests that the most resilient and motivated children are the ones that believe that intelligence is not fixed (born with it mentality) rather it is something that can be developed through effort and learning. This research really emphasises the point that the key to achievement is what a child believes about intelligence.

The fixed mindset

A child with a fixed mindset will limit his or her chances to achieve. They want to look “smart” at all costs and do not like to undertake a task that may provide some challenges for them. Children with a fixed mindset tend to follow three rules:

1. Don’t make mistakes

mistakesA child with a fixed mindset believes that making mistakes shows a lack of ability. They would believe that the mistake indicates that they are not good at that particular area and would try to avoid it in the future.

2. Don’t work hard

imgres-3A child with a fixed mindset believes that intelligent people should not have to work hard. If you work hard, it means that you have low intelligence and indicates a limited ability. The idea that high effort equals low ability is one of the worst beliefs fixed mindset children have. (Boosting achievement with messages that motivate by Carol S Dweck)

3. If you make mistakes, don’t try and repair them

imgres-4A child with a fixed mindset is only interested in whether an answer is right or wrong. If they get an answer wrong, they tend to not care about what the correct answer was. They do not want to correct their errors and understand the concept for future learning.

The growth mindset

A child with a growth mindset is focused on the learning instead of the grades. Their main aim is to build on previous understanding and push themselves to the next level. Although they are not fixed on achievement, achievement usually goes hand in hand with this mindset. Children with a growth mindset tend to follow three rules:

1. Take on challenges

A child with a growth mindset often accepts many challenges that they could fail at. They want to stretch their abilities and learn new things.

 

2. Work hard

A child with a growth mindset believes that the harder you work at something, the better you will be at it. They do not believe that you are born with high intelligence or low intelligence but you can work hard and get success.

3. Confront your mistakes and correct them

A child with a growth mindset is very eager to remedy their mistakes and learn from them. They want to focus on their mistake and get feedback to show them where they went wrong.

Let us return to the initial questions I posed at the beginning of the article. How do we get our children to be motivated and work hard in order to achieve? The new question that we should ask ourselves is “How do we get our children to have a growth mindset and not a fixed one?

As parents and educators we need to focus on the process or journey that the child undertakes instead of the finished product. We can give praise to a child in regards to their persistence, strategies used, their change of thinking due to new learning, their questioning, critical thinking and creative ideas.

We can celebrate how a child solved a problem or how they undertook a difficult challenge. This is what will motivate a child to have a growth mindset. They need to see us as the parents and educators going through this process as well and observe how we deal with difficult and frustrating setbacks within a task.

It is great to praise a child’s finished task (a child loves this intellegence praise) however, praising a child’s process which could be their effort, concentration, choices and persistence is more powerful to help a child achieve, have confidence and be a motivated learner.

I would like to thank a good friend and work colleague, Leanne for alerting me to this new research. This blog is dedicated to you.

Until next time …

Kelly Pisani

Click here to email this post to yourself or a friend

 

 

10 Ways To Help Your Child Prepare A Speech

Your child comes home from school and explains that they need to prepare a speech to deliver to their class in a couple of weeks. Where do you begin? How do you guide them to write and deliver the best speech that they can?

Look no further than “Creating A learning Environment’s” latest blog. In this blog, author, Kelly Pisani gives parents and educators 10 ways to help children prepare a speech. Remember if you find this article useful please share with all your friends and family.

Welcome to my next blog which focuses on 10 ways to help your child prepare their speech. Many parents feel overwhelmed when it comes to helping their child write and deliver a speech to an audience. It may be because of their own previous experience or that they don’t understand how a successful speech is structured and what presenting skills are important for a speech to be engaging.

Please find below my 10 best tips on preparing a successful speech:

1. Research the topic

researchingChildren are either given a topic, given a list of possible topics or given the opportunity to write a speech about anything they want. It does not matter how a topic has been selected but it is important for the child to engage in some research about it, to gain a deeper level of understanding. Work with your child to try and locate some factual evidence that supports their point of view. Adding quotes from well respected professionals, current statistics and current new headlines will give a lot of substance to their speech.

2. Know the purpose and who the audience will be.

Knowing the purpose of the speech will help you guide your child in achieving the aim of the task. Commonly in primary school, a speech is given to present an assessment, to persuade, to instruct, to engage, to enter into a public speaking competition or to entertain. The speech’s purpose may be a combination of a few of these. The speech should be written with the purpose in mind. It will influence what you put in the speech and how it is delivered.

It is equally as important to know the audience. Will it be said to children, to adults, to an external adjudicating panel or a combination of these? This will influence the type of vocabulary in the speech, the types of stories that should be said and the type of humour (if any) that could be included in the speech.

3. Structure of a speech and time limit

In most cases, children are given a strict time limit that their speech must be said in. If it is too short, there is not enough information in the speech and if the speech goes over time, it means there is too much content and it should be revised. Children need to say their speech in a slow, yet purposeful way. It is important that they are clear and use intonation in their voice to emphasis key points. Most children are nervous and rush through their speech. Encourage your child to say it slowly as their speech will have more impact as the audience will understand what is being said.

Most speeches should follow the simple structure of introduction, arguments with supporting evidence and finishing off with the conclusion. Use the time limit as a rough guide of how long each part should be. 20% of the time should be for the introduction, 70% of the time for the arguments with supporting evidence and 10% of the time for the conclusion.

4. Importance of a draft

assessmentsIt is essential that a child’s speech is their speech. It is very easy to “take over” and write what you believe they should say. You need to find a way of guiding your child, yet it is important that their ideas are directing the way the speech is constructed. Work on one part of the structure of the speech at a time. Writing a whole speech can be daunting so tackle a small section at a time. Ideally the introduction and conclusion are written after the main part of the speech has been written. Your child needs to understand that a speech can be modified many times. It can even be modified when they are practising their “finished speech” as something they said might not sound correct or flow properly. A speech is an evolution of ideas and children need to be encouraged to make lots of changes throughout the process of preparing a speech.

5. Eye contact

eyecontactGiving a speech is not the same as reading a speech. Many children do not focus on their presentation skills and only focus on writing the speech. Eye contact is essential to ensure the audience is engaged. If a child is not looking at the audience it can be seen, that they lack confidence, have not practised it enough or it can cause the audience to lose interest. If your child finds it difficult to look at people in the audience, encourage them to look at the hair on the audience’s heads. This way they can focus on the hair of people instead of their faces. The audience will not know that the child is doing it.

6. Engaging introduction

It is important that an introduction is engaging. The child needs to grab the audience’s attention from the second they start delivering their speech. With this in mind, we should not encourage a child to start with “Good morning …. or Good afternoon …” The first few words are vital to set the audience up for an engaging speech. If the introduction is written after the main part of the speech, the child will have a clear understanding of how to introduce it. How can we encourage children to write an interesting introduction? Your child may want to start with a story that emphasises what they are going to be talking about. They may start with “Imagine you are …..” or “By the end of this speech 500 people will …” or “Bang, woosh, whip …..” or ” I’ve got a secret …” There are so many ways to spark interest from your audience. After your child has said their story etc, then they can say their greetings to the audience. Eg Good morning adjudicators, peers and fellow competitors, today I am here to tell you about ….”

7. A powerful conclusion

microphoneGet your child to think about what they want the audience to take away from their speech. Is there a clear message that they want everyone to think about? This is what they need to include in the conclusion. Asking questions in the conclusion can be a powerful way to encourage the audience to think about the content that has been delivered. The last sentence is the most powerful. Usually I encourage a child to pose a question eg What will you do when you are faced with this choice? or give a reminder to the audience eg “Next time you throw rubbish in the ocean remember all the lives that you are endangering” There is some debate, whether you need to thank the audience for listening. I always discourage this as I want the audience to remember the last thing that has been said and I do not want it to be “Thank you”

8. Using gestures

Adding some gestures throughout the speech will add interest for the audience and also help the child emphasise key points. Over using gestures can make the speech turn into a dramatic performance. The general rule is one gesture per 30 seconds. Gestures could include using fingers when counting, palms out when asking a question or moving one hand when saying a key point.

9. Use of palm cards

It is important that your child knows their speech. If they want people to listen then they need to be engaging. Constantly looking down at palm cards makes it difficult for the audience to stay focused. The palm cards should be used as a reminder for your child for the next part of the speech. We call them palm cards because the speech should be written on small cards that fit in the palm of their hands. Business cards make the best palm cards for speeches. Ensure that the palm cards are numbered to make it easier to check they are in order.

10. Practice, Practice, Practice

In order to get better at anything, we need to practice. Children should practise in front of the mirror in order to evaluate their eye contact, gestures and posture. A child needs to stand still, project their voice and practise with a microphone (if this is what they will have to do when it is time to deliver their speech in the classroom or competition) Have them deliver their speech in a variety of environments and in front of many different family members.

Public speaking is an essential skill that our children need. It will give them confidence, help them to structure their ideas and be able to give their opinion in a clear and concise manner.

I hope this gives you lots of useful tips and that the information is clear enough for you to be able to put this advice into practice the next time your child tells you that they need to prepare a speech.

Until next time …

Kelly Pisani

Click here to email this post to yourself or a friend

 

Why setting goals with your child is important for their education!

We are already back at school and holidays feel like a distant memory. Welcome back to Creating A Learning Environment’s blog. In this blog, I look at the importance of goal setting for children and how this has a positive impact on their learning.

imgres-3

At the end of first Semester all children would have received their learning report from their school indicating their areas of strength and their areas for development. Most schools also give parents the opportunity to meet with the class teacher to discuss the report and talk about what concepts the child needs further development in.

The report may have left you feeling proud, anxious or very stressed. With all this information gathered from the report and interview, the question of “where to now?” for your child may have crossed your mind. What do you do with this information and what can you do to help guide your child in the right direction? After all this worrying that the reports can initiate, it seems that everything gets back to normal and life continues like nothing different has happened as the child commences the next Semester.

As parents and educators, we need to ensure that change does occur as a result of the report. We need to use the feedback given to positively guide our focus for the future skill development of the child. If we do not change anything or not use the information given we might as well through out the whole system of reporting. Reports should not just be a measure for what has been taught, but should be a start for the new direction of teaching and learning.

The key element in sparking change is the child. We need to empower children by giving them the right to choose what they need to work on and how they are going to achieve this. Children have a good understanding of their own strengths and weaknesses and are a valuable contributor in the direction of their learning. Educators and parents need to encourage a child to use “goal setting” as a way of maintaining focus and drive to accomplish something.

I recommend using a SMART goal with a child. These goals are Specific, Measurable, Attainable, Realistic and Timely. Goals need to have these attributes in order for the child to have success.

Specific

The goal needs to be clearly defined and not general. For example instead of writing “Improve my handwriting” the child could write “Always use the the tripod finger hold when using a pencil”

Measurable

The process of achieving the goal must be easily observed and evaluated to see if the goal is being met. For example, the child used the tripod finger pencil hold for their writing in English and Maths but not in Science.

Attainable

The goal must be tailored for the child’s age and ability. You would not have a 5 year old child trying to write in cursive writing.

Realistic

The goal must be something that the child is motivated about and something they truly want to achieve. If a parent has too much input into the goal, the goal is actually theirs and not the child’s.

Timely

There needs to be a timeframe that the goal needs to be achieved by or evaluated by. For a child, a small time frame is ideal.

Facts about Goal setting for children

  • There is a difference between a long term goal and a short term goal. Short term goals may be the stepping stones to achieve the long term goal
  • The goals must be child centred
  • The goals must be in the control of the child
  • The goals could come from information gathered from the report or meeting with the teacher
  • The goals must be visible and put in a location that the child will see, to remind them of their goals every day
  • The goals must be revisited every day (evaluated)
  • A child should have between 1 - 3 goals at a time.
  • A child’s goals should be achieved in a short time frame.

5 Ways to display a child’s goals

1. Goals could be displayed as runs on a ladder. Each time a goal is achieved, you can add another one on the top so it looks like they are getting closer and closer to their long term goal.

b99592af88ebc914ef7c9d5821cc3444

2. Create a bucket list with your child that displays all their school goals.

fb2991d19e16d744356f72d788b768a6

3. Create a photo goal display. This would work great inside a classroom to ensure children are remembering their goals for a particular subject.

16d4ac2ae88550fa7ead6e8b529a0c0b

4. Post it note goals display. This will make it easier to change the goals every couple of weeks.

4fb3df55f0587afac8e784d882faac5c

5. Create a picture collage of the goals they want to achieve.

47ef3d994efaac83b1b5513380c386a0

 

We all want our children to keep working on areas that they may find a bit difficult. You need a lot of motivation to work on areas that you do not like so it is important for children to see that they are having success in that particular area. SMART goals help a child to stay focused, motivated and experience success.

I hope you have found this article helpful and it has given you some insight about how you can use the learning report and meeting with the teacher to spark some change for your child. Please share this article to spread the word about the importance of goal setting with a child.

Until next time …

Kelly Pisani

Click here to email this post to yourself or a friend

13 School Holiday Adventures To Have With Your Child In Sydney

It’s the beginning of school holidays in less than a week! Teachers are cheering and parents are groaning. Most parents are starting to think of some activities to do with their child that will be both engaging and fun.

Sydney is a great place to spend the school holidays with your children. I have complied a list of 13 treasures of Sydney that would offer lots of fun and engagement for all children and more importantly not break the budget.

  1. POWERHOUSE MUSEUM

pwerhouseLocated in the old Ultimo Power Station building adjacent to Darling Harbour, the Powerhouse Museum is the flagship venue of Museum of Applied Arts and Sciences (MAAS). Its unique and diverse collection spans science, technology, design and decorative arts, engineering, architecture, health and medicine, fashion and contemporary culture.

With a strong focus on creativity and curiosity, a range of 12 permanent exhibitions at the Powerhouse is complemented by a changing program of temporary exhibitions and displays. There are regular tours and demonstrations, performances, workshops, forums and other special events held throughout the Museum.

The Wiggles exhibition in the museum is carefully curated so that adults are as entertained as children. While children dive into free-form play or are engrossed with high-tech interactive exhibits, grown-ups will uncover the amazing rise of The Wiggles and what’s kept them strong for so long.

All your family’s favourites are here – there’s a room dedicated to each of The Wiggles and the things they love. Plus there’s Wags The Dog, Henry the Octopus, Captain Feathersword and Dorothy the Dinosaur.

Opening times

Open Daily 10:00am - 5:00pm

Cost

Adult : $15

Child (4-15yrs) : $8

Children under 4 : FREE

 2. SYDNEY OBSERVATORY

A visit to this spectacular state-listed heritage site, night or day, is a memorable experience. Sydney Observatory is home to Australia’s most accessible telescope domes, with modern and historic instruments to safely view the Sun and other stars, planets and astronomical objects. At 1.00 pm daily the historic time ball drops, just as it has done since 1858.

Other features include the Sydney Planetarium and 3D Space Theatre immersive astronomy experiences, and the new East Dome, which has a ground-level accessible telescope.

Address: 1003 Upper Fort Street, Millers Point

Opening times

Open Daily 10:00am - 5:00pm

Cost

Day visits are free.

Regular 30 minute tours include the planetarium, 3D space theatre and telescope domes. These tours cost a small fee.

  1. Australian Museum

australianmuseumThe Australian museum has many exhibitions that children will be excited to explore. These exhibitions include, Dinosaurs, Birds and Insects, Minerals and Australia. A dedicated “Kidspace” area and “Search and Discover” area will keep children busy for hours.

Opening times

Open Daily: 9:30am - 5:00pm

Cost

Adult : $15

Family (2 adults + 2 children) : $38

Family (1 adults + 2 children) : $23

Child (5 -15 years) : $8

Children under 5 years : FREE

The Australian Museum is located on the corner of College Street and William Street in central Sydney, just across the road from Hyde Park and opposite St.Mary’s Cathedral.

4. Maritime Museum

 maritimeThe Australian National Maritime Museum began collecting maritime artefacts long before it opened its doors in 1991. The National Maritime collection contains a rich and diverse range of historic artefacts and contains over 140,000 objects.

Collection themes are based on Australian’s changing relationship with the maritime environment, its seas, coastlines and inland waterways, and aims to reflect the maritime history and contemporary maritime experiences of all Australians.

The museum aims to preserve, make available, develop and disseminate information relating to Australian maritime history and as a result each item in the National Maritime collection is digitised in our collection management database. A selection of these have been made available for members of the public to search.

 Treat the kids to a fascinating day of learning opportunities combined with thrilling adventure! Climb aboard real-life tall ships, warships and a submarine, engage in interactive displays, and take part in hands-on kids activities held during the week, on weekends and school holidays.

 Opening times

Open Daily 9:30am - 5:00pm

Cost

Adults: $27

Child (4-15 years old) : $16

Child (Under 4 years old): FREE

 5. Featherdale Wildlife park

 featherdaleYou can hand feed a kangaroo, wallaby or emu - or enjoy a face-to-face encounter with one of our friendly koalas - amongst one of Australia’s largest private collections of Australian native animals and bird life.

 

Featherdale’s facilities include:

  • Café
  • Souvenir shop
  • Shady picnic areas with BBQ’s

And it is ideal for young and old with the Park level throughout and baby changing and disabled facilities also provided.

Address: 217 Kildare Rd, Doonside NSW 2767, Australia

Opening times

Opening Daily 9:00am - 5:00pm

Cost

Adults $29.50
Child (3-15 years) $16.00
Student / Pensioner $23.00
Senior $20.50
Family (2 adults/2 children) $83.00
Family (2 adults/1 child) $69.00
Family (1 adult/2 children) $56.00

 6. Aquarium

 aquariumSEA LIFE Sydney Aquarium offers entertainment for young and old alike. Walk underwater through over 100 metres of glass viewing tunnels and see Australia’s marine life like never before! Come within inches of huge sharks, rays and turtles and see some of the remarkable marine and freshwater animals that Australia is famous for, such as the platypus, barramundi and Little Penguins.

As you walk around SEA LIFE Sydney Aquarium you’ll be taken on a journey through Australia’s wide and varied aquatic habitats, from the southern river systems that make up the Murray Darling Basin to the colossal Great Barrier Reef in the north.

Opening times

Open Daily 9:30am - 7:00pm

Cost

Online Prices via Sydney Aquarium website

Adult (16yrs+) = $28

Child (4 – 15 yrs) = $19.60

(Under 4yrs = Free)

7. Taronga Zoo

tarongazooTaronga Zoo is just 12 minutes from the city by ferry, with breathtaking views of Sydney Harbour and free shows and keeper talks throughout the day.

There’s always plenty happening at Taronga Zoo.  With over 4,000 animals to see, over 20 keeper talks and shows a day, tours, events & concerts, there’s always a new reason to visit Taronga Zoo.

 Opening times

Open Daily 9:30am - 4:30pm

Cost

Adults $46.00
Child (4-15 years) $26.00

Child (Under 4 years)       Free

 8. Sydney Hyde Barracks

 hydeparkbarracks​This museum tells vivid stories about what it was like to be a convict, or to be an orphan shipped across the world to make a new life. You can lie down in a hammock, try on leg irons and convict clothes, find rats and the rubbish and treasures they pulled under the floor to make their nests, and hear stories about the people who have lived and worked here. Follow the ‘Rats’ Trail’ through the museum to collect historical clues and receive a stamp at the front desk.

 Audio tours are provided free with admission in English, Japanese, Korean, Mandarin, French, Spanish, Italian and German. We also offer regular free guided tours, which take about 45 minutes.

Address: Queens Square, Macquarie Street, Sydney, NSW 2000

Opening times

Open Daily 10:00am - 5:00pm

Cost

Adults        $10.00
Child (Under 15 years)          $5.00

Family (two adults + two children)  $20

 9. Calmsley Hill Farm

farmCalmsley Hill City Farm is a farm based attraction, close to the heart of Sydney, a place where children and adults can enjoy a variety of exciting shows and exhibits. Get up close to a range of native and farmyard animals. Bring your own picnic lunch, or use our electric BBQ’s to cook your own lunch while you enjoy our beautiful grounds.

 Address: 31 Darling St Abbotsbury NSW 2176

Opening times

Open Daily 9:00am - 4:30pm

Cost

Adults $25.50
Child (3-16 years) $15.00

Child (Under 3)                FREE

  1. Jewish Museum Sydney

jewishmuseumVisitors to the Sydney Jewish Museum are fascinated as much by the story itself, as by the way it is told, with its emphasis on excellence of design and technology.

Within eight exhibition areas, visitors confront life-size sculptures and dioramas, examine original documents and newspapers, and interact with multimedia displays.

Free guided tours take place at noon on Monday, Wednesday, Friday and Sunday.

Address: 148 Darlinghurst Road, Darlinghurst, NSW

Opening times

Sunday to Thursday = 10am - 4pm

Friday= 10am - 2pm

Cost

Adults $10.00
Child $7.00

 11. The Justice and Police centre

justiceandpoliceThe Justice and Police Museum was originally the Water Police Court (1856), Water Police Station (1858) and Police Court (1886). Restored to their 1890s character, the building’s heavy blocks of sandstone, spiked gates, winding steps and corridor of cells reinforce the museum’s themes of crime and punishment and law and order.

The museum features a magistrates court, a recreated police charge room and remand cells, a gallery of mug shots of Sydney’s early criminals and an array of spine chilling weapons. It also showcases weird and wonderful relics from notorious crimes such as the Shark Arm Murder, the Pyjama Girl Case and the Graeme Thorne Kidnapping, as well as many original objects associated with such legendary bushrangers as Frank Gardiner, Ben Hall, Captain Moonlight and Ned Kelly.

Opening times

Saturday and Sundays = 10am - 5pm

Cost

Adults $10:00
Child (Under 15 years) $5.00

Address: Corner Albert and Phillip Streets, Circular Quay, Sydney, NSW 2000

12. The Sydney Museum

sydneymuseumA modern museum built over and around the remains of Australia’s first Government House, the Museum of Sydney celebrates the people and events that have shaped the character and soul of this city. In 1788 Governor Phillip chose this site for his official residence. It quickly became the centre of the colony’s administrative and social life, and an important focus of first contact between the Gadigal people and the colonisers. The next eight governors also lived here, and as banquets and balls, the business of government and family home merged, the public and private lives of the colony’s leading citizens played out. Today, through a diverse and changing program of exhibitions and events, the Museum of Sydney explores the stories of this city from its origins to today, while the remains of the original building can be glimpsed through glass openings in the museum forecourt and foyer.

Opening times

Open Daily - 10:00am - 5:00pm

Cost

Adults $10:00
Child (Under 15 years) $5.00

Address: Cnr Phillip and Bridge Streets, Sydney, NSW 2000

13. Live Concerts

 Most clubs put on concerts or children’s activities during the school holidays. They usually sell tickets for a lower price to make it affordable for parents. One example of this is Concord RSL. They are hosting a “FUNKY BUGS” concert on the 2nd July 2015 at 10:30am. The concert is aimed for children 1 – 12 years old and is 45 minutes in length.

Adult tickets:              $5

Child (1 – 15 years)   $10

Child (Under 1 year)  FREE

Purchase tickets through “Try booking” – www.trybooking.com

smallsize

 

 

 

 

 

I hope these 13 activities will help you enjoy some quality time with your children during the school holidays in Sydney.

Until next time …schoolholidays

Kelly Pisani

Click here to email this post to yourself or a friend

 

It’s report season! - 10 Facts That All Parents Must Know Before Reading Their Child’s Report

Welcome back to Creating A Learning Environment. I can not believe that it is nearly the end of Term 4. Where has this year gone? The end of a Semester, means a very busy time for teachers. This is the time where teachers use all their observations and assessments to provide a formal document about each child in their class, to reflect on what that child has learnt and developed over the two terms.

This blog will look into the world of “grading” for reports and give parents information about what they need to know before they even open their child’s report.

New South Wales Primary schools send student reports home twice a year. The first one being at the end of Semester 1 (End of Term 2) and the second one at the end of Semester 2 (End of Term 4). The report’s aim is to give parents information about their child and give the parent an understanding of whether their child is meeting benchmarks for their age.

Reports can cause a lot of mixed emotions for many households. It can be a time of celebration of a child’s achievement or a realisation that your child is struggling to meet the expected level of a particular grade. With all situations, reports need to be used as a conversation starter between you and your child and between you and your child’s teacher.

Below is a list of 10 facts that all parents need to know before they read their child’s report.

1. The Board Of Studies - What is a KLA?

BoS%20Logo[1]The Board of Studies is the governing body for the implementation of teaching and assessing of students in NSW. They are responsible for setting the core curriculum that is being taught in schools and regulates how much time is allocated to the teaching of each KLA (Key Learning Area). A Key Learning Area is a term used to name a particular area of study.  There are 6 KLA’s in Primary School. They are English, Mathematics, Human Society and Its Environment (History), Science, Creative Arts and Personal Development, Health and Physical Education. Some schools may have the addition of Religious Education as their seventh KLA. All these KLA’s need to be assessed by a child’s teacher and a child is given a grade for each of these KLA’s on their reports.

2. Time allocation for each KLA

KLAsSchools are restricted to how much time they can allocate to the teaching of each KLA. Teachers must assess each child for each KLA in the allocated time per week. In Primary school the time allocations are; English (25%-35%), Mathematics (20%), Science (6%-10%), HSIE (6%-10%), Creative Arts (6%-10%), PDHPE (6%-10%) and additional time for Religious Education, assemblies etc (up to 20%). As a general guide 6%-10% is usually 1.5 - 2.5hrs in a typical teaching week. Many infant classes use combined units to incorporate a few KLA’s in the one learning experience.

3. Stages in Primary Education

children readingThere are 4 stages in Primary Education. Early Stage 1 is Kindergarten, Stage 1 is Years 1-2, Stage 2 is Years 3-4 and Stage 3 is Years 5-6. There are many different types of schools within NSW. Some schools operate in year groups and some schools operate in stage groups. Some schools operate in single classrooms while others have open learning (a few classes work in their own space in a large room). All students are different and they thrive differently in different environments. All schools are bound by the same curriculum, time allocation for teaching each KLA and grading responsibilities, however, schools can chose the best way to deliver the teaching and learning experiences to their students.

4. Outcomes

teacher assessingEach KLA has outcomes that address a particular concept in the area of study that is related to what stage level the child is at. Teachers assess whether a child has not achieved, achieved or has gone beyond each outcome at the particular stage of each KLA. A teacher must look at the child’s achievement across all the outcomes in a KLA that have been taught and then communicate that to the parent and child in the form of a grade for that KLA. An example of a Kindergarten outcome in Mathematics is “Counts to 30, and orders, reads and represents numbers in the range 0 to 20”

5. Kindergarten grading

reading 1Kindergarten is the only grade in Primary school that does not have “Grades”. Teachers generally communicate a child’s achievement in relation to them achieving an outcome or working towards an outcome. This is their first year at “formal schooling” and being it is its own stage, grading does not commence until the children move into Stage 1.

6. What does a “C” mean?

Grade AThis is an area that causes the most stress to parents as the meanings of grades have changed a lot since they went to school. Most parents want their child to receive an “A” but many parents do not realise how difficult it really is to receive an “A”. A “C” is given to a student who is meeting all the requirements of that stage level. They are able to work efficiently in the classroom and achieve all benchmarks at that stage. Most students, as a result, will receive a “C”. Even though some parents are not happy with their child’s “C” for a KLA, it actually informs them that their child is doing exactly what they are meant to be doing.

7. How a teacher grades

assessmentsGrading is not an easy task. Many students can be on the border line of two grades. Two students could receive a “C” for a KLA but one could actually be a high C (nearly a B) and the other could be a low C (just higher than a D). Even though each grade could have such a big spectrum this is not written on the report. A teacher must use all the assessments completed, written evidence in work books and their own observations to give one grade for an entire KLA. They must look at everything that has been taught during the Semester and the contribution that the child has made to group tasks, individual tasks, projects and class discussions to get an overall achievement level.

8. Student’s strengths

littleboyParents may find a grade unjust for their child if their child may be particularly gifted in an area of that KLA. For example, If a child is a particularly gifted skier and they receive a “C” for PDHPE, their parent may believe that this grade is not a reflection of their child. What the parent does not realise, is that within each KLA there are many strands that need to be taught. In PDHPE there are several strands. All health modules, Dance, Gymnastics, Games and Sports, and Active Lifestyle. This child may be gifted in Skiing but that is only one sport out of many that may or may not be taught within the school. They may achieve at a “normal” level with all other sports and their understanding of the theory component associated to PDHPE, so their average grade for all areas of PDHPE is a “C”. This is reflected in all KLA’s.

9. Report Comments

ParentsreadingReport comments can be particularly difficult for a teacher. They are restricted by how many characters they can write and also how they are allowed to describe different learning attributes of a student. The best advice I have for parents is LISTEN in your parent-teacher interviews. This is a time where teachers can go into more detail about your child and show you examples of your child’s work. They can suggest specific activities you could do at home with your child that targets your child’s area of weakness. Always attend the parent-teacher interviews as they usually offer so much more information than a grade on a paper.

10. Working out a plan

parentteacherPrior to reading a child’s report, a parent generally has a good idea of their child’s academic ability. If you have concerns about your child’s rate of development and reading their report supports your thoughts, speak to the child’s class teacher about it. Just because a child is struggling it does not always mean that they will struggle for the rest of their educational journey. Work out a plan with your child’s teacher about the next steps that you or the school will undertake to identify what your child’s additional learning needs may be. This could include going to a GP, having a speech or hearing assessment or having an observation survey completed by an OT or specialised teacher. Early intervention is the key, so the earlier you identify the extra needs of your child, the more success your child will have. Always book a date for the next meeting with the teacher in order to discuss what has been completed since the previous meeting.

Grades of an A,B,C, D or E enables parents to have a small insight into the academic abilities of their child. Teachers encourage parents to not use grades as the only way to judge their child’s success at school. They need to also think about their child’s social and emotional development as a factor in assessing a child’s “success” at school.

If your child has special needs and you and their teacher believes that “no benefit” will come from your child reading all “E’s” in their report, you can request to have a report with no grades and just comments. The special need’s teacher at your school can offer more information about this idea.

Reports cause a lot of stress for children, parents and teachers. Always remember to use reports as a way of starting communication with your child about their strengths and weaknesses at school. Try not to compare their grades with their peers or with other siblings. Use it to get your child to set some academic goals they want to achieve before the end of next Semester.

Until next time …

Kelly Pisani

Click here to email this post to yourself or a friend

 

15 Ways To Teach Resilience To Your Child

In such a fast moving, busy society where we demand information straight away and do not want to wait for anything why is it so important, more than ever before, to teach children to be resilient?

Welcome to my next blog “15 ways to teach your child to be resilient”. In this blog I look at the reasons why resiliency is so important to a child’s development and ways parents and educators can help their children develop this important skill in life.

So many children in schools have an undeveloped sense of resiliency. It is at an epidemic level compared to the past decades. Why are so many children of this generation unable to display inner strength to deal with everyday challenges that arise and have under developed coping skills? Research tells us, that it is due to the lack of opportunities that children are given to practice this skill when they are young.

As parents and educators we want our children to be happy, successful and have a strong sense of personal worth. We want them to aim high and reach their potential. Unfortunately this can be confused with giving our children everything and doing everything we can to protect our children from undesirable feelings of despair and stress.

We need to give our children many opportunities to practice coping skills when they are aged 2 - 12 years old in order to set them up for a solid emotional foundation for the older years. We need to expose them to challenges that allow them to practice these developing skills.

Below is a list of 15 challenges that we can use to help our own children or children in our class develop their own resiliency.

1. Do not aim to accommodate their every need straight away

imgresSometimes in life our needs can not be met straight away. There are times that we need to wait for food to be prepared or wait for transport to take us somewhere. Children need to learn how to wait for things even if they believe they are dying of starvation.




2. Children need to serve others 

imagesSometimes it feels like everyone has a “every man for himself” mentality. Children need to learn that there are many people in this world and the world does not revolve around them. (wise words from my mother) It is very hard when children tend to be the centre of everything in their family. They are the most special gifts for parents, grandparents, aunties and uncles. Encourage children to let others have a turn first or give other people food first before themselves.

3. Waiting without entertainment

imgres-1Think about when you were a child. If you went to a restaurant and had to wait for food after your parents had ordered it, how did you cope without an entertainment device? (ipod, ipad, DS). Or when you were driven by your parents for 20 minutes in the car, how did you survive not watching a movie in that time? We all survived and are well adjusted adults. Some of us anyway :). Children can only learn to wait if they are given opportunity to wait.

4. Do not eliminate all risks

imgresEliminating every possible risk that may pose a danger to your child will do more harm than good. Children need to assess the risk, problem solve and accept responsibility for their actions. If you take all the risks away they will not get the opportunity to practise these skills.

5. Children need to give

imagesIt is important that children understand that material possessions are not essential to happiness. This sentiment contradicts what advertisements are trying to convey to our children. Encourage your children to regularly give some of their clothes and toys to the less fortunate.

6. Problem solving skills

imgres-2When children come to you with a problem it is important that you help them work out the solution instead of just telling them what to do. Children need to have many opportunities to go through the problem solving process in order to understand how to solve problems successfully. Pose lots of questions to your child to guide them through this process.

7. Do not rescue your child straight away

imgres-3This is an area that most parents find difficult to do. Let your child get frustrated when they can not do something, so you are able to talk about how they are feeling and what they can do about it. They need to experience these emotions in order to learn how to deal with them.

8. Children need to help younger children

imgres-4Children need to be given many opportunities to help younger children. They could help with doing up shoelaces, reading a picture book to them and helping the younger child solve their own problems. This will help children develop their leadership skills and realise that all people are different and require different things.

9. Do not provide all the answers

imgres-5We need children to be able to discover answers for themselves. Children need to learn how they can answer their own questions through research and collaboration with others. Sometimes parents need to say to their child “I don’t know. Maybe you could find out and come and tell me what you found” to encourage their child to work it out for themselves.

10. No interruptions when adults are speaking

imgres-6Children need to learn when it is okay to talk and when they need to wait before talking. So many children are allowed to interrupt conversations that they learn quickly, if they are loud, they will get the desired attention straight away. You can work out a simple way between you and your child, so you know that they need to ask you something while you are talking. When you have finished the sentence, you then can turn to them and encourage them to say “Excuse me” before asking you something.

11. Do not give in

imgresIf you have set an expectation ensure that you follow through with what you have said. Children need to learn that there are rules and consequences if you do not abide by them. Eg If you said that your child must turn off the television after the show that they are watching has ended, then make sure this happens.

12. Identifying emotions

imgres-2Children need to learn to identify the emotions they are feeling. Read lots of books that deal with a variety of emotions and discuss how the characters handle these emotions.

13. Children need perspective

imagesChildren need to realise how fortunate they are compared to others. Give older children the opportunity to volunteer at a charitable organisation to gain a perspective about their own reality.

14. Allow your child to fail

imgres-3Children need to experience failure to learn valuable skills. Children who are always successful have not developed their coping skills when a stressful situation arises. One simple way is to beat them at a game that they really want to win. Help them work through their feelings and encourage your child to have some positive self talk sentences to get them through their disappointment. eg It is only a game.

15. Model resiliency

imgres-4Actions speak louder than words. Model the behaviour that you want your children to display in everyday situations. Have lots of conversations with your child about your own emotions and how you cope with stressful situations.

Children who are resilient become very adaptable adults. They have a strong sense of worth and are able to learn from mistakes and look forward to the future.

I hope these 15 ideas will help guide you in assisting your children in becoming resilient. Please share this blog if you believe it offers some interesting food for thought.

Until next time …Resiliencecollage

Kelly Pisani

Click here to email this post to yourself or a friend

 

20 Ways To Help Your Child Learn Their Sounds

Sound Collage

Welcome to my third blog in the series “Literacy in the Primary Classroom”. In this blog I focus on how educators and parents can use games in their home and classroom to help children learn sounds successfully.




Learning the sounds that letters make in our alphabet are the building blocks to writing and reading. Children need to have a comprehensive understanding and knowledge of the relationship between the letter and the sound.  This will give them a solid foundation to learn to read and write efficiently.

Children begin learning sounds before they start primary school. They may know the sound of the letter that begins their name or the sound of a letter of their favourite toy. As you have probably already gathered from my previous blogs, I do not encourage parents and educators to only use flashcards to help a child learn a concept. Learning in context is the best way that children learn anything. It needs to mean something to the child in order for them to store the information in their brain.

Enabling your child to learn their sounds in a fun environment is pivotal to their success. There are so many quick games that the child could play independently, with a sibling or a parent which gives the child a meaningful learning environment to learn their sounds successfully.




It is important for your child to be exposed to lowercase and uppercase letters. Children need to learn that we mainly write in lower case letters and only use uppercase letters for the beginning of a sentence or beginning of a proper noun. So many children begin school writing their entire name using capital letters. Please discourage this as it is a very hard habit to break.

Once children have learnt most of the sounds of the alphabet, they need to be exposed to sounds that letters make when they are together. For example phonic blends like ch, sh, ar, ou, er and ing.

Below is a list of 20 sound games that can be played at home and at school. Not only do they give your child an opportunity to learn their sounds but they also are fun and engaging learning activities. All these games are versatile so you can use single sounds or more complicated sound patterns in the games depending of your child’s needs. 

1. Hammer sounds

HammerPut a sticker of a letter on each block of wood. Have a mystery bag that has objects that begin with each letter. Have the child put their hand into the bag without looking and pull out one object. The child needs to say the name of the object and say what letter it starts with. They can then hammer down the corresponding letter on the wood while making the letter’s sound.




2. Padlock sounds

PadlocksHave a variety of padlocks with matching keys. On each padlock, put a sticker of an object. Write the beginning letter of the object on the corresponding keys. Lock all the padlocks and put in a tub. Mix up all the keys as well. The child must look at each object, determine the starting sound and use the correct letter key to open it. Ensure that the child says the correct sound for the letter.

3. Musical sounds

musical soundsWrite all the sounds on different pieces of paper and spread around the outside of a large table. Get you child to use their finger or a toy to move around onto each letter while the music is on. When the music stops, the child must stop on that sound. They must say the name and sound of that letter (or letter pattern)

4. Plastic egg match

lettersoneggsUsing plastic eggs, write the lower case and upper case letter on each half of the egg. Take all the eggs apart and mix them up in a tub. The child can match all the correct halves back together while saying their name and sound. (There are many plastic eggs in the shops at the moment due to Easter)

5. Paper plate sounds

fb1cabdd2b26c35d78711e1baee6f9adUsing a paper plate, write all the upper case letters around the outside. Have the matching lower case letters on single pegs. The child must match all the letters/sounds together while saying the letter names and sounds.

6. Sound catch

WaterFill up a small container with water. Write the letter/sounds on ping pong balls. The child must use a net to catch a ping pong ball and say the name and sound before putting it into their fishing bucket.

7. Shaving cream tray

c563165f34fc9fc6d7b8f5431f6edbf6Fill a mini cupcake tray with shaving cream. Gently put a piece of paper on each with a letter/sound written on it. The child must say the letter sound and name before they can push the piece of paper down to the bottom of the cupcake tin. Children love squashing the shaving cream. This has always been a successful game for me.

8. Toy match

matchtoysWrite letters/sounds all over a large piece of paper. Have a collection of little toys that all begin with one of the letters/sounds on the paper. The child must put each little toy on the corresponding letter/sound while saying the name and sound of that letter.

9. Simple sound board game

17eb72ea5d54cc1397b0c5613fa95f40Make up a simple snake like board game that has all the sounds that your child is working on. Have a little toy to be the player’s piece. The child rolls the dice and moves that many spots. They must say the letter name, sound and a word that begins (or has it in if you prefer) with that sound before they can have another turn.

10. Sound Popcorn

soundpopcornWrite the letter/sound on outlines of popcorn and put them in a popcorn bag. The child needs to choose a piece of popcorn and put it on their popcorn paper template in the correct spot (or colour in or cross off) while saying the name and sound of the letter.

11. Sound water spray

waterspraysoundsUse chalk on a blackboard or pavement to write the letters/sounds that your child is working on. The child must say the correct name and sound of the letter before they can use the water spray to take it away.

12. Bulldozer sounds

bulldozersoundsMake a track for a bulldozer to go along. You can use tape, lines on a piece of paper or lines in the sand. Have the child use their bulldozer to pick up the letters/sounds along the way. They must say the letter name and sound.

13. Matching spoons

spoonsWrite all uppercase letters on the tip of coloured spoons. Write all lowercase letters on the base of clear spoons. Mix all the spoons up and the child must put the a clear spoon on top of the matching coloured spoon to make a pair. They must say the name and sound when they have formed a pair.

14. Scavenger hunt

scavenger huntHave all the letters/sounds written on separate pieces of paper. The child must search the home or classroom to find an object that starts with each letter/sound. They place the object on the letter and continue until the 10 minute time limit is up. Then they have to say all the sounds they were able to find and the ones they could not.

15. Treasure hunt

treasure huntHide letters/sounds in a sandpit or in the soil. The child must dig around to find all the hidden sound fossils. (you could write the letters on dinosaur bone shapes). The child would then say all the sounds they have found.

16. Alphabet toss

alphabettossWrite all the letters/sounds on balls or beanbags. The child picks up a ball or beanbag, says the name and sound and tries to throw it into one of the baskets in front of them.

17. Alphabet hide

alphabethideandseekWrite all the letters of the alphabet on different blocks of Duplo. Hide them around the house or classroom. The child must find them all and correctly order them in an alphabet tower. They must say the name and sound of each letter.

18. Feed the Monster

Feed-the-Alphabet-Monster-466x1000Make a monster out of an empty wipe container. Have all the letters/sounds written on pieces of paper. The child feeds the monster the letters (letters written on old bottle caps) and the monster makes the sound of the letter they are eating. The child can be the voice of the monster. Alternatively this can be a two player game. One child feeds the monster, the other is the monster who makes the sounds.

19. Dice game

dicegameMake a template similar to this image. The child rolls the dice and colours in the first sound in that row. They must say the letter name and sound. Before the game starts they need to guess which row they think will be coloured in first.

20. Sound I spy

Phonics-I-spy-discovery-bottle-game-680x915Put a variety of objects in a bottle. Write their corresponding letters on a sheet. Fill the rest of the bottle up with rice or sand. The child shakes the bottle around and when they find an object they must say the first sound of that object and cross the letter off on their sheet. They need to cross off all letters.

It is important that children engage in meaningful learning experiences in order to gain the knowledge and understanding about a subject matter. Have fun with your child as they begin to learn their sounds. Always try to point out letters in our environment to make connections for your child.

I hope this blog has given you some useful information about incorporating some interesting sound games at home and in the classroom. Playing these games will help your child learn their sounds in a fun and meaningful way, instead of just using flash cards.

Until next time…

Kelly Pisani

Click here to email this post to yourself or a friend