 |
achievement in their classrooms
throughout the school year.
Professional commitment and staff
development for all of our K-4 teachers
are key components to “getting ready”
for the mandated tests in fourth grade.
It is not unusual for elementary
students to attend summer school these
days. Burton St. School has had a
summer program for first, second, third
and fourth graders for three years now.
Although our summer school focuses on
improving reading, writing, and listening
skills, children who attend also benefit
from small group instruction, a relaxed,
summertime atmosphere and additional
time spent on reading-like activities.
More and more, parents are learning that
the more time spent on reading, the
better children become at reading.
Many people are reluctant to
consider the concept of year round
schooling, but in reality we are already
doing this. Summer school extends the
school year for those students who need
it. After school tutoring, which begins for
some fourth graders next week, serves
to extend the school day so that the
children who need more time on reading
activities get more time. We have
implemented these programs because
we know that children do not develop at
the same rate or at the same time. To
prepare all children for success in fourth
grade, we have to employ a variety of
strategies to meet the needs of children
beginning not in fourth grade, but in
kindergarten as well.
Parents can always help us by
providing the support and
encouragement that children need to
succeed in school. Parents can also
help by joining the PTA, volunteering in
the classroom, working in our school’s
post office or school store. When we
work together, we accomplish more.
See you at the next PTA meeting!
|
|
|
|
|
David A., Laura G., Chelsea P., Sarah Rose G., Jillian V.,
Michelle K., Todd C., Taylor M., Laura F., Alyssa D., Robby C.,
Michael S., Tori W., Katie H., Brett G., Trevor S., Maggie C.,
Stanley D., Matt B., Christopher L., Colin H., Julie G., Hannah
R., Allyson L., Carter F., and Phillip K.
|
|
|
Caring for and teaching young children are complex and never ending
responsibilities. The idea is certainly not a new one. But repeating it can
serve as an important reminder to all of us who parent and work with children.
One facet of those responsibilities focuses on the need to be vigilant
about the type of programs (television, radio, rented videos and computer
games) that children are allowed to watch, listen to and/or play with.
Children remember and even mimic the things they see and hear on
television and in movies. They may not understand the meaning of all that
they experience. But if profanity, sexual innuendo and graphic violence get
laughs or other seemingly positive reinforcement, then children may repeat
or try to model these “grown-up” behaviors.
Kids know how to operate the VCR, and in unsupervised times, eight
or nine year olds can easily watch PG-13 or ever R-rated films that are left on
the counter. Or a child may be allowed to view questionable programs on
television as long as an older child or parent watches with them. Many
youngsters can describe violent video games much more thoroughly that
their social studies assignment.
Children need adult guidance and boundaries on what they
experience. If their boundaries for viewing and listening are hazy, then their
thinking and attitudes may well become blurred as well. Children look up to
the grown ups in their respective worlds. If we monitor carefully what they
see (on television and in the movies) and hear (music, language), then we
can make those worlds more positive for them.
|
|
