Kids Ahoy! Community

Parenting Reflections for 2010

2010-01-03T14:08:00.000-08:00

"And we have learned that to raise a happy, healthy and hopeful child, it takes a family, it takes teachers, it takes clergy, it takes business people, it takes community leaders, it takes those who protect our health and safety, it takes all of us. Yes, it takes a village." - Hillary Clinton

Join our proactive village today! http://facebook.com/kidsahoyshop & http://www.kidsahoyshop.com and together, let us help raise a truly Filipino global child, one with local roots and global dreams!

HAPPY PARENTING THIS 2010 AND BEYOND EVERYONE!

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As I Grow
~Author Unknown~

Please understand I am growing up and changing very fast.
It must be difficult to keep pace with me, but please try.

Please reward me for telling the truth.
Then I am not frightened into lying.

Please tell me when you make mistakes and what you learned from them.
Then I can accept that I am okay, even when I blunder.

Please pay attention to me and spend time with me.
Then I can believe that I am important and worthwhile.

Please help me explore my unique interests, talents and potential.
In order for me to be happy, I need to be me.

Please do the things you want me to do.
Then I have a good, positive model.

Please tell me by your words and actions that you love me.
Then I will feel loveable and will be able to love myself and others.

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Just Playing
by Anita Wadley

When I'm building in the block room,
Please don't say I'm "Just playing."
For, you see, I'm learning as I play,
About balance, I may be an architect someday.

When I'm getting all dressed up,
Setting the table, caring for the babies,
Don't get the idea I'm "Just Playing."
I may be a mother or a father someday.

When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say, "He is Just Playing."
For, you see, I'm learning as I play.
I just might be a teacher someday.

When you see me engrossed in a puzzle
Or some "playing" at my school,
Please don't feel the time is wasted in "play."
For you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may be in business someday.

When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is "Just Play."
I'm learning to follow directions and see the differences.
I may be a cook someday.

When you see me learning to skip, hop, run, and move my body,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse, or athlete someday.

When you ask me what I've done at school today,
And I say, "I just played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in my work.
I'm preparing for tomorrow.
Today, I am a child and my work is play.

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If I Had My Child to Raise Over Again
by Diane Loomans

If I had my child to raise all over again,
I'd finger-paint more, and point the fingers less.
I would do less correcting and more connecting.
I'd take my eyes off my watch, and watch with my eyes.

I would care to know less and know to care more.
I'd take more hikes and fly more kites.
I'd stop playing serious, and seriously play.
I would run through more fields and gaze at more stars.

I'd do more hugging and less tugging.
I'd build self-esteem first, and the house later.
I would be firm less often, and affirm much more.
I'd teach less about the love of power, And more about the power of love.
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Looking for a unique and meaningful Halloween event?

2009-10-27T17:25:00.000-07:00

Psssst...pssst...Come here...Come closer...

I'vegot something to tell you...I WANT TO TAKE YOUR CHILD. I WANT TO TAKE YOUR CHILD TO...

NATURE KEEPERS
THE HORROR SPECIAL

During their stay, Professor Leland, the mad scientist, will teach your young ones about the SCARY things happening to the earth, like pollution, climate change and global warming. We will experiment, discuss, and learn what can be done to beat these environmental monsters and ghouls. The professor would like it if your child came in costume, as the one with the WITTIEST, SCARRIEST ENVIRONMENTAL COSTUME will win a prize!

So join us on the last day of October at 1pm. Visit our secret laborary at Kids Ahoy! found at the dark street corner of New York and Lantana in Cubao. Or email the professor at teacherlei.kidsahoy@gmail.com.

Until then...SWEET DREAMS!

*IMPORTANT* No store-bought costumes pls. Recycleables & Handmade encourage!

Playdate/Program Fee applies.

Pls help spread the word! Max 20 kids only!

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http://kidsahoy.multiply.com/photos/album/205/Nature_Keepers_is_back

Are you looking for a unique and meaningful Halloween event?

2009-10-27T17:23:00.000-07:00

______________________________

http://kidsahoy.multiply.com/photos/album/205/Nature_Keepers_is_back

1 Little 2 Little 3...LITTLE RESCUE PLAYDATE!

2009-10-11T03:19:00.000-07:00

1 Little 2 little 3...LITTLE RESCUE
PLAYDATE!

OCTOBER, 17, 2009
SATURDAY, 9-12NN
PANDACAN, MANILA

WE NEED:
- Play Facilitators
- Playmates
- Food Donors
- Transpo Volunteer
- Art & School Supplies
- Toys, clothes
- and more!

BENEFICIARY: FCED
(Families and Children for Empowerment & Development)
250 kids (12yrs and below) from Typhoon Ondoy affected areas in Paco/Pandacan
and
30 community-parent Leaders

VOLUNTEER & DONATE TODAY
KIDSAHOY@GMAIL.COM
0920-5178127 / 4737896

http://littlerescue.wordpress.com

1 little 2 little 3...Little Rescue! for Typhoon Ondoy kid-victims

2009-10-03T00:41:00.000-07:00

1 little 2 little 3...Little Rescue!
A movement toward helping children COPE and RECOVER from the trauma brought about by the TYPHOON ONDOY. The movement focuses on promoting PLAY and healthy associations to build on their personal STRENGTH and TRUST.

WANT TO DONATE?
Plan rescue: food, milk, clothes, water, floaters
Plan recovery: toys, books, art materials
Plan safety: first aid supplies, meds, wipes, tissue, cotton

WANT TO VOLUNTEER?

Anybody can be a volunteer as long as you love kids and you know how to play!
Sign-up today and we'll keep you in the loop for schedule and location.

CONTACT US FOR DETAILS:
KidsAhoyShop.com
#56 Lantana cor New York Sts. Cubao, QC
kidsahoy@gmail.com / 4737896 / 0920-5178127
Look for Teachers Judee or Teacher Aia

Prima Day Care & Play School
6/F Ascott Makati, Glorietta 4, Ayala Center, Makati City
uniquepace@gmail.com / 0917-9617333
Look for Teacher Judith
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WHAT IS PLAY THERAPY?
"Play Therapy helps children understand muddled feelings and upsetting events that they haven't had the chance to sort out properly. Rather than having to explain what is troubling them, as adult therapy usually expects, children use play to communicate at their own level and at their own pace, without feeling interrogated or threatened.

Play Therapy helps children in a variety of ways. Children receive emotional support and can learn to understand more about their own feelings and thoughts. Sometimes they may re-enact or play out traumatic or difficult life experiences in order to make sense of their past and cope better with their future. Children may also learn to manage relationships and conflicts in more appropriate ways.

As your child engages in therapeutic play, issues are resolved from within the strength and empowerment of the child, freeing the child to master the situation or emotion she came into tackle with so much courage." -excerpt from http://www.bapt.info/whatispt.htm

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PLS HELP SPREAD THE WORD BY REPOSTING OR FORWARDING THIS LINK TO YOUR CONTACTS. http://kidsahoy.multiply.com/photos/album/203/ THANK YOU!!!

1 little 2 little 3...Little Rescue! for Typhoon Ondoy kid-victims

2009-10-03T00:39:00.000-07:00

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PLS HELP SPREAD THE WORD BY REPOSTING OR FORWARDING THIS LINK TO YOUR CONTACTS. http://kidsahoy.multiply.com/photos/album/203/ THANK YOU!!!

REACH OUT. TOUCH SOMEONE!

2009-09-30T13:58:00.001-07:00

Whatever one can do will not be enough but it shouldn't stop us from doing what we can :=) The need is massive but if each one can help, hopefully, we can ease the burden even just one victim at a time...SALAMAT! This is going to be an ongong effort.

REACH OUT. TOUCH SOMEONE!

Location Map: http://kidsahoy.multiply.com/photos/album/108/

Kids Ahoy is now accepting donations (clothes, food, school supplies, footwear, toiletries, medicine, toys, etc.) for CHILDREN AFFECTED BY TYPHOON ONDOY.

DROP-OFF POINT: 56 Lantana cor New York Sts. Cubao, QC

0920-5178127/4737896/kidsahoy@gmail.com

LOOK FOR TEACHER JUDEE, TEACHER AIA OR JOANNE PARSONS

PLS HELP SPREAD THE WORD BY REPOSTING.

WE WILL SCHEDULE A DAY NEXT WEEK SO OUR KIDS CAN PARTICIPATE IN THIS RELIEF EFFORT. THIS IS A GREAT LEARNING OPPORTUNITY FOR THEM, TOO...AS WE LIVE BY EXAMPLE AND SHOW THEM THE VALUE OF REACHING OUT AND TOUCHING SOMEONE IN NEED!

Pictures below were taken from our Mission of Love relief ops last year to Kalibo, Aklan. This was during the Typhoon Frank calamity which took place June 2008. More pix at:

http://kidsahoy.multiply.com/photos/album/151/Mission_of_Love_08_Beyond...

REACH OUT. TOUCH SOMEONE!

2009-09-30T13:58:00.000-07:00

REACH OUT. TOUCH SOMEONE!

Location Map: http://kidsahoy.multiply.com/photos/album/108/

Kids Ahoy is now accepting donations (clothes, food, school supplies, footwear, toiletries, medicine, toys, etc.) for CHILDREN AFFECTED BY TYPHOON ONDOY.

DROP-OFF POINT: 56 Lantana cor New York Sts. Cubao, QC

0920-5178127/4737896/kidsahoy@gmail.com

LOOK FOR TEACHER JUDEE, TEACHER AIA OR JOANNE PARSONS

PLS HELP SPREAD THE WORD BY REPOSTING.

Pictures below were taken from our Mission of Love relief ops last year to Kalibo, Aklan. This was during the Typhoon Frank calamity which took place June 2008. More pix at:

http://kidsahoy.multiply.com/photos/album/151/Mission_of_Love_08_Beyond...

20 Ideas for Teaching Citizenship to Children By Leah Davies, M.Ed.

2009-08-12T15:54:00.000-07:00

In light of recent events, we thought this would be a timely and appropriate article to share with all of you. We would have wanted to localize it as it is obviously written for American kids but it will have to wait for our free time which may not come for awhile. We believe the essence of the suggestions and recommendations given are basically the same and can be applied to the Philippine-context.

Maybe we can make it a Kids Ahoy community effort to come up with our own list, if each one can contribute ideas on how you encourage love of country in your home, school or community. Even if you are outside the Philippines, we are positive that you will have a great suggestion, too!

What say you?

as a courtesy, if you would like to repost, pls include a link-back to this post. Salamat at Mabuhay ang mga kabataang Pinoy!

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20 Ideas for Teaching Citizenship to Children

By Leah Davies, M.Ed.

Citizenship means being a member of and supporting one's community and country. A United States citizen has certain freedoms which are declared in the U.S. Bill of Rights. In addition to these privileges, a citizen has an obligation to be informed, law abiding, and uphold basic democratic principles such as tolerance and civic responsibility. Voting, conserving natural resources, and taking care of oneself are all part of citizenship. In addition, citizens often participate in local community projects dedicated to the common good.

In response to concerns about children's ethical development, many states have adopted character education programs of which citizenship is a part. Most educators agree that helping children understand their rights and obligations as a U.S. citizen needs to be reinforced in all grades.

Educators are obligated to teach students the history of our democracy on a level children can comprehend. Helping students explore citizenship and connecting it to their lives are the keys to true understanding. When children are exposed to storytelling, drama, and other activities in which they are actively involved, their retention is increased. If they learn that people from other countries are not necessarily free to voice dissenting opinions, practice their religion, or even have as many children as they would like, the students will begin to appreciate their freedoms.

Hearing accounts of people who fought for and founded the U.S.A. will increase their awareness. Children need to be taught that citizens of the United States are not free by accident, but because individuals made great sacrifices to protect their rights. Learning the history of our symbols such as our flag, Liberty Bell, and Statue of Liberty will contribute to their insight. Since our flag embodies our values and the unity of our country, respect for it needs to be maintained. Reasons behind certain holiday celebrations such as Fourth of July, President's Day, and Veteran's Day need to be addressed, as well.

Many schools have adopted rituals that inspire citizenship. Immigrants report that saying the Pledge of Allegiance and singing patriotic songs are meaningful traditions that help them feel part of America. In addition to classroom lessons, some schools invite children to read school-wide messages that encourage citizenship and stimulate discussion. Patriotic programs can be presented by the students once a year. If children learn to love and appreciate their country through thoughtful activities, they will be more likely to become responsible, active citizens in their community, nation and the world.

What are some activities that foster citizenship in children?

Hold a discussion on what citizenship means -- including rights and responsibilities of citizens.
Define a good citizen and have the students share personal stories about when they exhibited citizenship. For example:
- I was friendly to a new child from a different country.
- I helped clean up the park.
- My mom and I passed out voter pamphlets.
- I collected used toys and clothes for needy children.
- I walked away from a fight.
- I said "no" when a friend asked me to steal money from another child.
- I wear my bike helmet and follow other bike safety rules.
- I wait for the signal to cross the street and I stay in the cross walk.
Ask students to describe what would happen if there were no rules or laws at home, in school, in traffic or against stealing, attacking, etc.
Involve them in making classroom rules. Discuss why rules are important and have them define the consequences if they are broken.
Ask the students to interview a veteran, immigrant, or person who lived through the Great Depression. Together make a list of questions they could ask such as:
- How do you feel about the United States of America?
- Tell me about your life?
- What was a difficult time for you?
- What does being a U.S. citizen mean to you?
  Have the children write about or draw what they discovered, report their findings and post the results on a bulletin board.
Have the children write a poem, story, play or song about citizenship. Have them perform their creation for others.
Ask the students to search for local citizens who generously contribute to the good of the community. Thank or honor them in some way.
Have them read, analyze and debate newspaper articles on various topics concerning civic life.
Have the children create a video on "American Life" or another related topic.
Invite speakers to share their knowledge of United States history or portray historical characters.
Read or have the students read stories about extraordinary Americans and then act out the stories.
Teach an understanding of the country's founding documents: Declaration of Independence, U. S. Constitution, and the Bill of Rights.
With an adult's assistance have the students take photographs in their community for a book entitled "Our Freedoms," "Our Citizens" or another related topic.
Attend city council meetings, school board meetings or court sessions. Visit historical museums, monuments, and/or national parks.
Teach the children patriotic songs to sing at a parent program, school or community event.
After researching the significance of American symbols and/or the Pledge of Allegiance, have the children make a bulletin board explaining what they learned.
Have the students create a presentation to teach younger students about the American Flag, its history, symbolism, care and proper display.
Discuss taxes and why our local, state and national governments need income for police, firemen, prisons, roads, etc.
Support a school-wide student council composed of representatives from each classroom.
Encourage students to participate in community service projects such as recycling, picking up litter, and volunteering for other worthwhile projects.

Reposted above from: http://www.kellybear.com/TeacherArticles/TeacherTip27.html

Are you a Stage Mom/Dad or a Stage Parent? What's the difference?

2009-07-16T16:09:00.000-07:00

Here's the definition of a Stage Mom/Dad and its difference with a Stageparent.

A stagemom, "in the performing arts, a stage mother is a term for the mother of a child actor. The mother will often drive her child to auditions make sure he or she is on the set on time, etc. The term sometimes has a negative connotation, suggesting that the individual is prone to obnoxiously demand special treatment for her child, or suggesting that the individual has placed inappropriate pressure on her child to succeed. Some believe that a stagemom is vicariously living out her own dreams through her child. (Wikepedia)

"A stage parent is someone who is progressively and proactively involved in the development of the whole being of his/her child." (Ms. Judith Y. Villongco - Prima School)

Parenting Exchange on MVP-ex TOPIC # 2 : "REDEFINING STAGE PARENTING"
held last July 11, 2009, Saturday, 2:30—3:30pm
Conducted by:JUDITH YUVIENCO-VILLONGCOMom of 16-yr olds, Krissy & Ericka, Owner of Prima Day Care & Play Schooland PACE (Open-Educ and Homeschooling for Unique Learners)
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Insights from Mommy J:
How lucky we were to grab a chance to make connections with each other this way :=) I consider myself blessed for not only having the opportunity to provide my son with such wonderful happy childhood memories but to give myself a chance to learn and grow as a person as well. Parenting is both a responsibility and a privilege and it is wonderful to know kindred souls out there who understand our desires to connect, share, learn, grow and truly make it an enjoyable and enriching experience. Thank you to CERTIFIED supermom Judith for sharing her family and staff's time with Kids Ahoy. It was a pleasure to meet the Prima teachers as well as your lovely and talented singing duo daughters! Goodluck on their CD launch on the 20th!!!We wish that next time, more parents will realize the value of such Meaningful and Valuable Parenting Exchanges (MVP-ex) and join us :=) Nevertheless, those of us who made it were affirmed of our need for such parenting exchanges that are small, intimate and personal which are conducive to real discussion and learning.

The operative word related to the topic discussed was "HOLISTIC DEVELOPMENT". We are all stage moms and dads although in varrying levels. Elevating all the energy, time, effort and resources spent to the next level means we advocate for our child's holistic development. We make sure we create opportunities and an ideal environment for him/her to develop not just in one but in many aspects: mind, heart, soul, body and spirit...inside and out. At each stage in their young lives, their needs vary, we must be there to provide them with the things they need in order to meet those universal needs and potentials i.e. early stage is physical (they need to be fed when they're hungry, etc).
What about their Emotional, social, cognitive, and many more? As parents we should be aware what those developmental needs are so we can provide them with guidance every step of the way. Do our choices of activities and opportunities for them answer their particular needs at every stage of their development?

Parenting is a lifelong process of shaping, mentoring and empowering one's child as he or she moves toward adulthood. Being engaged throughout the process is a whole different ball game and "stage".
I especially love the reminder to keep "goldilocks' just right" when it comes to stage parenting. That was a pretty powerful message for me. Ang galing ni Mommy Judith i-connect at i-relate dun ang nararamdaman ng mga anak natin.

Watch out for our August MVP-ex topic!

Additional Insights from Mommy Judith, our resource speaker.

May i just add too that childhood and parenthood today is almost like the real world case of Goldilocks and the Three Bears. I am in support of that role of Goldilocks who aside from her curiosity and exploratory characteristics aims for the "just right" soup, bed, chair, could be ... choices of friends, clothes to wear, books to read etc. In constant reflection and assessmnet of the actual capacity and capabilities of our children-psychologically, emotionally, cognitively - HOLISTICALLY. The goldilocks parent is a stage manager always looking for opportunities, procatively assessing the situation, intervening, quick to draw and withdraw :D the challenges are always present and distinct in every stage of our children's lives -- the prize from all these? Your child's "success smile" on his/her face (they carry this on and over in multiples exponentially- even in times of trouble).

Here's also a link about MASLOW which i always try to remember and correlate in my relationships and dealings with. Hope this helps all you "goldilocks" parents to address the stage or state of your children as well :D

http://changingminds.org/explanations/needs/maslow.htm

KIDS AHOY ALERT: What exciting play and learning opportunities are coming up?

2009-07-16T15:50:00.000-07:00

The wheels keep on churning and we hope you'll start joinin' :=) We can't really explain it in words but we hope you'll gift your family the Kids Ahoy experience soon! Click on the dates below for details.
July 4: Mind-mapping session with K.A. program-enrollees

July 6: 1st quarter start of all K.A. programs.

July 8: Free seminar on “DEVELOPING TALENTS & EXPERTISE AMONG GIFTED CHILDREN” July 11: MVP-ex Topic 2:"Redefining Stageparenting"

July 25: An afternoon of Science fun c/o Teacher Tim O'Mahony
Aug 1: Lego Mindstorm Workshops begin Aug 5: 1st Tri-sem for Prep Camp begins!

SEE YOU ALL SOON! Hope you can help us spread the word by reposting or forwarding to your contacts :=)

Email inquiries will be prioritized: kidsahoy@gmail.com

Subject: SY2009 Program InquiryName of Child,

Age:Contact Info: (Mobile, email)Program/s Interested in?

Interest of your child?How did you hear about Kids Ahoy?

Let's Play. Create. Discover. Learn. TOGETHER

READ ORIGINAL POST HERE: http://kidsahoy.multiply.com/journal/item/151/

KIDS AHOY FREE DEMO 1-SESSION CLASSES: June 22-27, 09, RESERVE YOUR SLOT TODAY!

2009-06-16T20:04:00.000-07:00

Kids Ahoy! Best Teachers Forever (BTFs) present our Demo Programs / Free Trial Classes for the Week of June 22 to 27, 2009 85 OPEN SLOTS available equals 85 NEW KIDS' FUN & CREATIVE EXPERIENCES which will be shared by Kids Ahoy this June! YAHOOOOOO! HELP US SPREAD THE WORD by sharing this link: http://kidsahoy.multiply.com/journal/item/149/

FREE TRIAL CLASSES OPEN TO NEW STUDENTS ONLY. This is to give a chance for kids who haven't joined any of our past playdates and programs to try out and experience the classes (and Kids Ahoy) prior to enrollment! Must confirm by 3pm Saturday, June 20.

DEMO PROGRAM OPTIONS (1 class per child)
Monday 3-4pm: Cooking (age 6-10) - 5 slots

The following have 10 slots open:
Tuesday 3-4pm: Art (age 6-8)
Wed 3-4pm: Concert kids (6-9)
Thursday 3-4pm: Drawing and Painting (age 9-12)
Friday 3-4pm: Philippine Games (age 6-10)

Saturday 5 slots each
10-1030: Bouncy Beats - (ages 1-2) (FILLED UP!)
11-1130: Bouncy Beats - (ages 1-2) (FILLED UP) )
11-1130: Crafty Book Club (ages 3-5)
1-130: Tiny Tunes (ages 3-5)
2 -230: Toddler Art (ages 3-5)

NATUREKEEPERS (age 6 and up)
SATURDAY, JUNE 27130 - 2pm (10 slots)
230 - 3pm (10 slots)

RSVP A MUST! 4737896 / 0920-5178127 kidsahoy@gmail.com / kidsahoyshop.com

Email inquiries will be prioritized: kidsahoy@gmail.com
Subject: Demo Week (June 22-27,2009) RSVP
Name of Child, Age:
Contact Info: (Mobile, email)
Program/s Interested in?Interest of your child?
How did you hear about Kids Ahoy?

Let's Play. Create. Discover. Learn. TOGETHER!TO OUR PROACTIVE COMMUNITY MEMBERS, WE WOULD APPRECIATE IT IF YOU CAN REPOST & FORWARD TO YOUR FRIENDS WHO ARE LOOKING FOR A PLAY CENTER, AN AFTER-SCHOOL & ENRICHMENT PROGRAMS THIS INCOMING SCHOOL YEAR!More programs will be uploaded on this folder: http://kidsahoy.multiply.com/photos/album/180/

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* Note: pls be considerate. If you are not committed or sure about being able to make it to the trial class, pls do not reserve a slot. Let's give a chance to other kids who want the opportunity. Thanks!

Typical Course of Study with Annotated Links (for PreK-12) By Beverly Hernandez, About.com

2009-04-04T16:59:00.000-07:00

Linked from About.com. While trying to write the introduction for this article, I received an email that says it all very nicely.

"I was wondering if your site offers a listing of what each child is required to learn in each grade. I have been looking for something like this to make me have more freedom in my schooling and make learning more enjoyable. Thanks" ~Mary Sandridge

I've had this question asked many times and can now provide a solution for you. And, I'm taking it a step further, I'll be providing links to online lessons for each topic in each grade level.

On the following pages, you'll find the World Book Typical Course of Study, but with links to online lessons for each topic in each grade level. It's a work in progress.

Each grade level is broken down into academic subjects.
Each academic subject is broken down into topics to be covered that year.
I'm taking the list of topics and finding online lessons, worksheets, projects and games to help you cover the material and/or check mastery of the skill.

Course of Study by Grade Level

READ MORE

EXPERIENCE AN EXTRAORDINARY SUMMER WITH KIDS AHOY! CLASSES BEGIN WEEK OF APR 13TH. ENROLL ASAP!

2009-04-04T13:55:00.000-07:00

Dear Parent/s & Guardians:

YOU ARE INVITED TO EXPERIENCE Kids Ahoy's creative summer fun!

We would like to invite you to come today til Apr 7th,Tuesday (9-5pm) for a Consultation with the teachers or to enroll as we are finalizing our Classes & Enrollees list :=) We will be closed for the Holy Week (April 8-12) and classes will begin week of Apr 13th.

If you can't visit us by Apr 7, pls do not hesitate to give us a call (4737896) or send us an email (kidsahoy@gmail.com) re further queries or clarification.

If you & your child are only available on a Saturday, there is still a way that he/she can join us if the class you are interested in is available on Saturdays. You may come on a per session basis (pls check out the attached menu). All other programs (except for Chefs Ahoy!) have a per session availability although of course, if you enroll in a full program, you get discounted prices. We do have certain minimum number of students per class requirement before any class can proceed so it is best to confirm your attendance the day prior to scheduled class.

We have attached the following for your reference and convenience:

1) Programs Menu Listing (2pages)

2) Weekly Calendar

3) Location Map

If you are not quite sure yet what your child would like, check out our most economical Play Club Membership Program! We are sure that Kids Ahoy is the only company offering such a play opportunity this summer!

Let's PLAY. CREATE. DISCOVER. LEARN together this summer!

CHEERS!

From your most fun and creative Kids Ahoy teachers!

P.S. Please feel free to forward this invitation to your family and friends especially to those who are looking for an extraordinary fun and creative Summer for Kids as well as those who want to hear more about an exciting and proactive community of Filipino parents, teachers, kids and kid-lovers, online and/or offline :=)

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Play Club Membership Program
P1500/16hours consumable throughout summer

CLUB INFORMATION
2-12yrs, 3-5PM Tues to Fri
P1500 only 16hours of playtime consummable between March 10-May 30th.

SCHEDULE OF ACTIVITIES
TUESDAYS: Arts and crafts activities
WEDNESDAYS: Outdoor play & games
THURSDAYS: Board Games

FRIDAYS: Storytelling/show and tell

OTHER BENEFITS

You get 15% off (on 12 sessions in-house created programs) & priority inclusions in our Free demo classes, Media exposures & exclusive events!!!

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Kids Ahoy's Creative Summer 2009 Schedule

Ages 1 - 2
Bouncy Beats (music & movement)
Tuesdays and Saturdays, 10 - 11am

Ages 3 - 5

Tiny Tunes (music & movement)
Tuesdays and Saturdays, 1 - 2pm

Toddler Art (process art)
Tuesdays and Saturdays 2 - 3pm

Nature Keepers

(taking care of our environment), 2 Saturdays/month Specific Dates: TBA

Reading for Beginners
Mondays and Thursdays, 10 – 11am

Crafty Book Club (book club w/ arts & crafts)
Saturdays: 11 – 12am (age 4 - 5)

Ages 6 - 9

Concert Kids (music literature)
Wednesdays and Fridays 10am - 11am

Body Jammin'
Tuesdays and Saturdays 3 - 4pm

Art
Mondays and Thursdays 1 - 3pm

Art Combo (art, reading, writing):
Wednesdays and Fridays 2-5pm

Nature Keepers
(taking care of our environment): 2 Saturdays a month (Specific Dates: TBA)

Outdoor Essentials
(outdoor skills - camping, basic first aid)

Tues & Thurs, 4-5:30PM

Chefs Ahoy! (Healthy Cooking/Baking for Moms & Kids)
Mondays & Thursdays (11-12pm)

Crafty Book Club (book club w/ arts & crafts)
Saturdays: 1 – 2:30pm (age 6 - 8); 3 – 4:30pm (age 7- 9)

Individual instrument classes (up to teens) - Guitar, Bass.
Please call or email to schedule your class.

Academic Tutorials Please coordinate with the Teachers.

CLICK! Art (Photography with fun foto crafts projects)

9-10am Tues & Thurs (6-12yrs)

Paper Toy Workshop by Foldabots creator Jomike Tejido
Build your own Pop-up greeting cards, paper cartoon characters, a paper play town and know the secret in making your very own cardboard robots!
Mondays 3 – 5pm; ages 6-12yrs old.From April 27, May 4, 11, 18, 25 & June 1.

For Tweens & Teens (9 & up)

Junior Jam
Be part of a one—of-a-kind ensemble! Create and improvise music through song, dance and instrument playing! Learn to read, compose and perform music like a pro! Get to play cool percussion instruments, improvised instruments and even instruments you made yourselves! Discover the harmony that music, teamwork and whole lot of fun can make! Fridays 1 – 2pm, (ages 10 and up)

Art Studio (art, writing)
This art class combines art and writing via the art journal. Alongside art production techniques (drawing, collage, sculpture), our young artists will learn different kinds of writing (poetry, narrative).
Fridays 10am – 12nn

Drawing & Painting
Learn basics of Water Color. Pencil. Oil Pastel, Acrylic, Oil, Tues and Thursday 3 – 5pm. Ages 9 – 12.

Outdoor Essentials
(outdoor skills - camping, basic first aid): TBA

CLICK! Art (fun foto crafts projects)
9-10am Tues & Thurs (6-12yrs)

Photography 4 kids 6-12yrs. 1 Basic Class is pre-requisite to taking Advance classes.
Photography 1 (Basic), Sat (April 18, 25, May 23, May 30, June 6); 1-3pm
Photography 2 (Advance), Sat (April 18, 25, May 23, May 30, June 6); 3-5pm

Paper Toy Workshop by Foldabots' creator Jomike Tejido
Build your own Pop-up greeting cards, paper cartoon characters, a paper play town and know the secret in making your very own cardboard robots!
Mondays 3 – 5pm; ages 6-12yrs old. From April 27, May 4, 11, 18, 25 & June 1.

Guitar & Bass Individual classes.
Let us know your preferred schedule, and we'll coordinate with an available teacher.

Youth Mentoring
This is a volunteer program whose objective is to teach responsibility to the “big kids” by allowing them to teach and facilitate classes, events, and playdates alongside the teachers. Inclusive of snacks. Volunteers also get 15% off any programs they may want to enroll. 10yrs & up.

==========================

Let the children play!
For inquiries, email: kidsahoy@gmail.com
Or call (02) 473 7896 and look for Teachers Thea or Aia.
To better serve you and your child, Email inquiries will be prioritized:
SUBJECT: Kids Ahoy Play Club/Programs Inquiry
Pls include:
Name of Child, Age:
Name & Contact Info of Parents (email, mobile & city location)
Interests of Child:
Preferred Schedule/Availability:
How did you hear about us?:

VISIT: http://kidsahoy.multiply.com/photos/album/135 for details on each program.

___________________________________________

Kids Ahoy! Creative Play Shop

[PLAY. CREATE. DISCOVER. LEARN.]

Website: http://www.kidsahoyshop.com

Multiply: http://www.kidsahoy.multiply.com

Portal: http://www.kidsahoy.net

Friendster: http://www.friendster.com/kidsahoy

Tel#: 4737896 - 0920-517-8127

___________________________________________

Me and my CJ's Earth Hour Eureka moment!

2009-03-31T05:09:00.000-07:00

"I want to do this longer. Can we do it every 28th of the month Mama? I'm a nature keeper-in-training and I just gave the earth a gift" CJ Parsons, 9.28pm, 28th March, 2009 He said this as we counted down, last two minutes til end of Earth hour last Mar 28th while wiping away tears. I can't tell you how touched I was touched and how grateful I am to our Barefootprint Teachers Cherie, Lei, LJ and Denv for making such eureka moment happen :=) I just realized once again that kids will only learn to love nature and the outdoors if we show them how, if we commit to being a positive example for them. We can no longer take this responsibility lightly---it's not going to happen overnight. It takes planting the seeds which need to be nurtured every day in their young minds and hearts. We did a candlelit video diary so I can capture his thoughts and we played with shadows. CJ was sweating a lot but no complaints at all. He said, "sweating is not a sacrifice. We are doing good for earth". SALAMAT BEST TEACHERS FOREVER!!! WE'RE DOING THIS EVERY 28TH, 8:30-9:30PM. I am personally resolved after hearing CJ doubting my restraint and commitment, "Mama, are you suuuuuuuuuuuuuuuuuure, you can handle an hour without computer????" Wish ME luck! I need to do this...for earth, for us, for my son! ------------------------------------------------- NatureKeepers with Kids Ahoy & Barefootprint: EARTH HOUR Special

"I want to do this longer. Can we do it every 28th of the month Mama? I'm a nature keeper-in-training and I just gave the earth a gift"
CJ Parsons, 9.28pm, 28th March, 2009
-----

Earth Hour Acrostic
By the KA NatureKeepers

E - Electrisity must be saved when it is not needed
A - A tree needs more water to give food to people
R - Reuse those old bottles
T - Tree Planting
H - Help other people to save the earth

H - Help Earth by saving electricity
O - Observe proper usage of appliances
U - Unplug appliances that are not in use
R - Recycle things that can be reused

---

Yesterday, CJ, Rafael, Aaron & Louis enjoyed two separate Earth Hours. They enjoyed the official Earth Hour from 8.30-9.30pm, but they also spent 3-4pm engaging in Earth Hour activities.

They were joined for the first game by Mavi & Jego.

We all enjoyed the Electricity mini-lecture, the Earth Hour video, an Earth Hour activity hunt which culminated with candle holder making with recycled materials. The kids also gave a short message on video for Earth Hour, which we'll be uploading later.

Thanks again to Kids Ahoy, Aaron and Mummy Maj, Rafael, Louis, CJ & Mummy Joanne for a wonderful NatureKeepers special. Thanks also to Teachers LJ and Denvie.

We're happy to announce that CJ has declared the 28th of each month as Earth Hour night, and Aaron's family will turn the lights of every Saturday. That's NatureKeeping at its very best :)

Til next week - April 4 - Happy NatureKeeping!!

http://images.multiply.com/multiply/slide-show.swf" type="application/x-shockwave-flash" width="500" height="500" quality="high" bgcolor="#000000" allowfullscreen="true" allowscriptaccess="always" FLASHVARS="album_id=barefootprint:photos:8&security=8h8kaotnkAEiqghSs3XFag&base_uri=multiply.com">

REPOSTED FROM: NatureKeepers with Kids Ahoy: EARTH HOUR Special

The Quick 10: 10 Famous Homeschooled People by Stacy Conradt

2009-03-30T12:24:00.000-07:00

1. Agatha Christie. Agatha was a painfully shy girl, so her mom homeschooled her even though her two older siblings attended private school.
2. Pearl S. Buck was born in West Virginia, but her family moved to China when she was just three months old. She was homeschooled by a Confucian scholar and learned English as a second language from her mom.
3. Alexander Graham Bell was homeschooled by his mother until he was about 10. It was at this point that she started to go deaf and didn’t feel she could properly educate him any more. Her deafness inspired Bell to study acoustics and sound later in life.

4. If Thomas Edison was around today, he would probably be diagnosed with ADD – he left public school after only three months because his mind wouldn’t stop wandering. His mom homeschooled him after that, and he credited her with the success of his education: “My mother was the making of me. She was so true, so sure of me; and I felt I had something to live for, someone I must not disappoint.”

5. Ansel Adams was homeschooled at the age of 12 after his “wild laughter and undisguised contempt for the inept ramblings of his teachers” disrupted the classroom. His father took on his education from that point forward.

6. Robert Frost hated school so much he would get physically ill at the thought of going. He was homeschooled until his high school years.

7. Woodrow Wilson studied under his dad, one of the founders of the Southern Presbyterian Church in the United States (PCUS). He didn’t learn to read until he was about 12. He took a few classes at a school in Augusta, Georgia, to supplement his father’s teachings, and ended up spending a year at Davidson College before transferring to Princeton.
8. Mozart was educated by his dad as the Mozart family toured Europe from 1763-1766.
9. Laura Ingalls Wilder was homeschooled until her parents finally settled in De Smet in what was then Dakota Territory. She started teaching school herself when she was only 15 years old.

10. Louisa May Alcott studied mostly with her dad, but had a few lessons from family friends Henry David Thoreau, Ralph Waldo Emerson and Nathaniel Hawthorne. Can you imagine?

----------------

Above is reposted from: http://blogs.static.mentalfloss.com/blogs/archives/20302.html

The Quick 10: How 10 Classic Toys Were Invented by Stacy Conradt

2009-03-30T12:19:00.000-07:00

1. Lincoln Logs were invented by John Lloyd Wright, Frank Lloyd Wright’s son. The original instructions included a how to construct a replica of Abraham Lincoln’s cabin, but also how to construct Uncle Tom’s cabin.
2. Tinkertoys were invented after a stonemason saw kids being totally entertained by building things with pencils and spools of thread.
3. Hula Hoops have been around forever in various formats, but the “official” Wham-O toy was invented in 1958. The inventors promoted it by going around to various playgrounds and parks giving children samples and showing them how to use it. Something tells me two random men showing up in a park handing out toys wouldn’t go over that well today…

4. Sea Monkeys are real (and that’s what they look like). I always thought they were a scam because I never once saw living Sea Monkeys swimming around in their little plastic home. Not once. They were “invented” in 1957 by Harold von Braunhut, the guy who invented X-Ray specs. They’re really brine shrimp and are ideal for packaging as a toy because they enter a natural state of suspended animation in certain (shippable) environments. When kids release the “monkeys” into the prepared water, they “hatch.” The reason they’re so active (supposedly… I’m still bitter that mine never worked) is because one of the packets you dump into the aquarium contains a type of salt that increases the sexual activity of the little critters. Yep. Think about that the next time your kid is fascinated by Sea Monkeys.

5. Play-Doh was first sold as a wallpaper cleaner. How’s that for weird? You rolled it on the walls to remove coal dust.

6. Troll dolls were created in 1949 by a Danish fisherman who needed a cheap Christmas gift for his daughter because he couldn’t afford to buy anything. He used sheep’s wool for the hair. Thomas Dam’s dolls caught on; thus the original dolls were called Dam Dolls. I got in on the whole troll craze in the early ‘90s; I think they still reside somewhere in my parents’ basement. I remember some of their names… I believe Dud the Surfer was my favorite. That’s not a typo: Dud. Not Dude. He had his own theme song. I’m not entirely sure why I’m sharing this.

7. Slinky was invented by Naval engineer Richard James. He knocked a spring off of a shelf when he was working to develop springs that could keep ship instruments stable in choppy waters. The spring did what a Slinky does… it stepped down to a stack of books, then to the table, and then to the floor, where it righted itself into a cylinder. James knew it would be a great toy, and tests by neighborhood kids proved him right.

8. LEGO blocks were invented by Ole Kirk Christiansen, a master carpenter who lived in Denmark. The word comes from the Danish words LEg and GOdt, which together means “play well.” They later discovered that in Latin, Lego means “I put together.”

9. Raggedy Ann and Andy were created by writer and illustrator Johnny Gruelle. Ann was created as a doll in 1915 for Gruelle’s daughter – he reportedly named the doll after two books poems from a James Whitcomb Riley book – “The Raggedy Man” and “Little Orphan Annie.” Ann inspired Gruelle to write stories about her adventures, and in 1918, Raggedy Ann Stories was released. Her brother, Andy, showed up in 1920. I had a Raggedy Ann doll and she scared the crap out of me. Most dolls did. I had a porcelain doll once and I accidentally broke her arm, and I was convinced that she was going to kill me in the middle of the night for breaking her, so I kept her shut in the closet. To this day I have to have the closet doors closed when I sleep. Have I ever mentioned that my first horror movie was Dolls and I was in third grade? Let the psychoanalysis begin!

10. Sock Monkeys. The sock monkeys that we have come to know and love today – the ones made with Red-Heel socks – are thought to have come about in 1932. The distinctive red heel was given to the socks so customers would know they were getting authentic Rockford socks. When the Nelson Knitting Company discovered that their socks were being used across the country in this arts-and-crafts movement, they won the design patent for the sock monkey pattern and started including it in the packaging of their socks.

Above is reposted from: http://blogs.static.mentalfloss.com/blogs/archives/24089.html

Kids Ahoy Summer 2009 Play Club explained...great enrichment program for your homeschooled child!

2009-03-28T15:03:00.000-07:00

Joining our Play Club this Summer gives you a chance to sample and preview the reasons why both Kids and Parents LOVE to experience Kids Ahoy! For a most economical amount, we are sharing this wonderful opportunity to kids to come together in a fun way! From Tuesday to Friday (3-5pm) there'll be a variety of activities scheduled which will be facilitated age-appropriate free play & activities. 16hours may be consumed from today til end of Summer.

A typical schedule for your child, depending on your availability would be:
Week 1: He/She comes on a Tuesday to do arts & crafts for 2hours (2hrs)
Week 2: He/She comes on a Friday to enjoy a Storytelling/Show & Tell day (2hrs)
Week 3: He/She comes during Board Games Day (2hrs)
He/She comes back on a Wednesday during the Outdoor Play & Games Day (2hrs)
and so on until you consume or finish your 16hours of Playtime. You have the entire Summer til May 30th to avail of your 16 play hours (Tues-Fridays, 3-5pm). If your child loves to come often, you may opt to renew your Play Club Membership.

Aside from the 16hrs play time, you will be able to get additional benefits such as 15% off on Kids Ahoy in-house created programs (12-sessions), & priority inclusions in our Free demo classes, Media exposures & exclusive events throughout the Summer!!!

So, come on over and let's get this unique Summer play opportunity going! Enrollment going on until April 4th! Please don't hesitate to consult with us via email, phone or better yet, visit us today!!!

CLUB INFORMATION
2-12yrs, 3-5PM Tues to Fri
P1500 only 16hours of playtime consummable between March 10-May 30th.

SCHEDULE OF ACTIVITIES
TUESDAYS: Arts and crafts activities
WEDNESDAYS: Outdoor play & games
THURSDAYS: Board Games FRIDAYS: Storytelling/show and tell

OTHER BENEFITS You get 15% off (on 12 sessions in-house created programs) & priority inclusions in our Free demo classes, Media exposures & exclusive events!!!

Let the children play! For inquiries, email: kidsahoy@gmail.com
Or call (02) 473 7896 and look for Teachers Thea or Aia.
To better serve you and your child, Email inquiries will be prioritized:
SUBJECT: Kids Ahoy Play Club/Programs Inquiry
Pls include:

Name of Child, Age: Name & Contact Info of Parents (email, mobile & city location)
Interests of Child:
Preferred Schedule/Availability:
How did you hear about us?

VISIT: http://kidsahoy.multiply.com/photos/album/135 for details on each program.

PLEASE FEEL FREE TO FORWARD TO YOUR CONTACTS AND REPOST IN YOUR BLOGS. THANK YOU!!!

Kids Ahoy Summer 2009 Play Club explained...an enrichment activity for your gifted child!

2009-03-28T15:01:00.000-07:00

CLUB INFORMATION
2-12yrs, 3-5PM Tues to Fri
P1500 only 16hours of playtime consummable between March 10-May 30th.

PLEASE FEEL FREE TO FORWARD TO YOUR CONTACTS AND REPOST IN YOUR BLOGS. THANK YOU!!!

Kids Ahoy Summer 2009 Play Club explained...

2009-03-28T15:00:00.000-07:00

CLUB INFORMATION
2-12yrs, 3-5PM Tues to Fri
P1500 only 16hours of playtime consummable between March 10-May 30th.

PLEASE FEEL FREE TO FORWARD TO YOUR CONTACTS AND REPOST IN YOUR BLOGS. THANK YOU!!!

MEET THIS WEEK'S CNN HERO! Dynamic Teen Company on MAKING A DIFFERENCE!!!

2009-03-10T21:13:00.000-07:00

We first heard of the inspiring story of Filipino 28yr-old, Efren Peñaflorida on tv a few days ago and we were so excited, we too want to meet him! We researched about his story and his team of teen volunteers and just recently joined the group on Facebook.

How amazing is Efren's way of making a difference in the lives of Filipino kids in Cavite? Truly a real-life young hero in our books and one that is a testament to proactivity and turning a simple yet brilliant idea into reality! In behalf of the Kids Ahoy community,

WE SALUTE YOU AND ALL YOUR EFFORTS AND SACRIFICES FOR FILIPINO KIDS IN YOUR NEIGHBORHOOD!

This story is about love for country and Filipino children. This story is about hope, determination and empowerment of self to do something tangible for our country inspite of limited resources. Who says you have to be "all grown-up" to be able to help others? This positive gang of young Filipinos are breaking the mold by doing and working towards nurturing Filipino kids--- and thereby impacting the future of this country.

Read more about DTC at http://dynamicteencompany.org/

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Pushcart classes help break gang chain
Reposted below from CNN.com

CAVITE CITY, Philippines (CNN) -- At 16, Rhandolf Fajardo reflects on his former life as a gang member.

Efren Peñaflorida's Dynamic Teen Company offers Filipino youth an alternative to gangs through education.

"My gang mates were the most influential thing in my life," says Fajardo, who joined a gang when he was in sixth grade. "We were pressured to join."

He's not alone. In the Philippines, teenage membership in urban gangs has surged to an estimated 130,000 in the past 10 years, according to the Preda Foundation, a local human rights charity.

"I thought I'd get stuck in that situation and that my life would never improve," recalls Fajardo. "I would probably be in jail right now, most likely a drug addict -- if I hadn't met Efren."

Efren Peñaflorida, 28, also was bullied by gangs in high school. Today, he offers Filipino youth an alternative to gang membership through education.

"Gang members are groomed in the slums as early as 9 years old," says Peñaflorida. "They are all victims of poverty."

For the past 12 years, Peñaflorida and his team of teen volunteers have taught basic reading and writing to children living on the streets. Their main tool: A pushcart classroom.

Stocked with books, pens, tables and chairs, his Dynamic Teen Company recreates a school setting in unconventional locations such as the cemetery and municipal trash dump.

Peñaflorida knows firsthand the adversity faced by these children. Born into a poor family, he lived in a shanty near the city dump site. But he says he refused to allow his circumstances to define his future.

"Instead of being discouraged, I promised myself that I would pursue education," he recalls. "I will strive hard; I will do my best."

In high school, Peñaflorida faced a new set of challenges. Gang activity was rampant; they terrorized the student body, vandalized the school and inducted members by forcing them to rape young girls, he says. "I felt the social discrimination. I was afraid to walk down the street."

Peñaflorida remembers standing up to a gang leader, refusing to join his gang. That confrontation proved fateful. At 16, he and his friends "got the idea to divert teenagers like us to be productive," he says.

He created the Dynamic Teen Company to offer his classmates an outlet to lift up themselves and their community. For Peñaflorida, that meant returning to the slums of his childhood to give kids the education he felt they deserved.

"They need education to be successful in life. It's just giving them what others gave to me," he says.

Today, children ranging from ages 2 to 14 flock to the pushcart every Saturday to learn reading, writing, arithmetic and English from Peñaflorida and his trained teen volunteers.

"Our volunteers serve as an inspiration to other children," he says.

The group also runs a hygiene clinic, where children can get a bath and learn how to brush their teeth.

Since 1997, an estimated 10,000 members have helped teach more than 1,500 children living in the slums. The organization supports its efforts by making and selling crafts and collecting items to recycle. Take a look at the slums where Peñaflorida and his group spend their Saturdays »

Through his group, Peñaflorida has successfully mentored former gang members, addicts and dropouts, seeing potential where others see problems.

"Before, I really didn't care for my life," says Michael Advincula, who started doing drugs when he was 7. "But then Efren patiently dug me from where I was buried. It was Efren who pushed me to get my life together." Watch Advincula describe how he met Peñaflorida in the slums »

Today, Advincula is a senior in high school and one of the group's volunteers.

Peñaflorida hopes to expand the pushcart to other areas, giving more children the chance to learn and stay out of gangs.

"I always tell my volunteers that you are the change that you dream and I am the change that I dream. And collectively we are the change that this world needs to be."

=============

K4 Outreach Programs

Kariton Klasrum, Klinik & Kantin (pushcart school, clinic and canteen), K4; is Dynamic Teen Company’s effort to bring the basics of education, love for learning, food for the hungry and cure for the wounded. Some of them suffer maltreatment, abuse and abandonment. Every time they see the Kariton Klasrum, they run towards it like trucks of relief goods to a devastated and desolate community. What fill them up are not the food alone but the joy of teens telling them stories, fun learning of colors and crafts provided for them. Their healing are not merely from wounds being treated or health being restored but from the loving touch and mentoring being offered them by fellow kids who volunteered to bring back their rights as children, as human beings.

Saturday Schedules:

8:00 AM to 9:30 AM - Palengke, Cavite City
9:30 AM to 11:00 AM - Dumpsite, Cavite City
2:00 PM to 3:30 PM - Himlayan, Cavite City
3:30 PM to 5:00 PM - Badjao, Cavite City

55 Reasons to Homeschool (from the National Home Education Network)

2009-03-08T14:14:00.000-07:00

Spend more time together as a family.
Spend more time with children when they are rested and fresh rather than tired and cranky from school.
Avoid having to struggle to get children to do the tedious busywork that is so often sent home as homework.
Allow children time to learn subjects not usually taught in their school.
Allow children to have time for more in-depth study than what is allowed in school.
Allow children to learn at their own pace, not too slow or too fast.
Allow children to work at a level that is appropriate to their own developmental stage. Skills and concepts can be introduced at the right time for that child.
Provide long, uninterrupted blocks of time for writing, reading, playing, thinking, or working so that the child is able to engage in sophisticated, complex activities and thought processes.
Encourage concentration and focus - which are discouraged in crowded classrooms with too many distractions.
Encourage the child to develop the ability to pace her/himself - this is prevented in a classroom where the schedule is designed to keep every child busy all the time.
Spend a lot of time out-of-doors. This is more healthy than spending most weekdays indoors in a crowded, and often overheated, classroom.
Spending more time out-of-doors results in feeling more in touch with the changing of the seasons and with the small and often overlooked miracles of nature.
Children learn to help more with household chores, developing a sense of personal responsibility.
Children learn life skills, such as cooking, in a natural way, by spending time with adults who are engaged in those activities.
More time spent on household responsibilities strengthens family bonds because people become more committed to things they have invested in (in this case, by working for the family).
Time is available for more nonacademic pursuits such as art or music. This leads to a richer, happier life.
Children will not feel like passive recipients of subject matter selected by their teachers. They will learn to design their own education and take responsibility for it.
Children will realize that learning can take place in a large variety of ways.
Children will learn to seek out assistance from many alternative sources, rather than relying on a classroom teacher to provide all the answers.
A more relaxed, less hectic lifestyle is possible when families do not feel the necessity to supplement school during after-school and week-end hours.
Busywork can be avoided.
Learning can be more efficient since methods can be used that suit a child's particular learning style.
Children will avoid being forced to work in "cooperative learning groups" which include children who have very uncooperative attitudes.
Children can learn to work for internal satisfaction rather than for external rewards.
Children will not be motivated to "take the easy way out" by doing just enough work to satisfy their teacher. They will learn to be their own judge of the quality of their own work.
Children will be more willing to take risks and be creative since they do not have to worry about being embarrassed in front of peers.
Children will be more confident since they are not subject to constant fear of criticism from teachers.
Peer pressure will be reduced. There will be less pressure to grow up as quickly in terms of clothing styles, music, language, interest in the opposite sex.
Social interactions will be by choice and based on common interests.
Friends can be more varied, not just with the child's chronological age peer group who happen to go to the same school.
Field trips can be taken on a much more frequent basis.
Field trips can be much more enjoyable and more productive when not done with a large school group which usually involves moving too quickly and dealing with too many distractions.
Field trips can be directly tied into the child's own curriculum.
Volunteer service activities can be included in the family's regular schedule. Community service can be of tremendous importance in a child's development and can be a great learning experience.
Scheduling can be flexible, allowing travel during less expensive and less crowded off-peak times. This can allow for more travel than otherwise, which is a wonderful learning experience.
Children will be less likely to compare their own knowledge or intelligence with other children and will be less likely to become either conceited or feel inferior.
Religious and special family days can be planned and celebrated.
More time will be spent with people (friends and family) who really love and care about the children. Children will bond more with siblings and parents since they will spend more time together playing, working, and helping each other.
Feedback on children's work will be immediate and appropriate. They won't have to wait for a teacher to grade and return their work later to find out if they understood it.
Feedback can be much more useful than just marking answers incorrect or giving grades.
Testing is optional. Time doesn't have to be spent on testing or preparing for testing unless the parent and/or child desires it.
Observation and discussion are ongoing at home and additional assessment methods are often redundant. Testing, if used, is best used to indicate areas for further work.
Grading is usually unnecessary and learning is seen as motivating in and of itself. Understanding and knowledge are the rewards for studying, rather than grades (or stickers, or teacher's approval, etc.).
Children can be consistently guided in a family's values and can learn them by seeing and participating in parents' daily lives.
Children will learn to devote their energy and time to activities that THEY think are worthwhile.
Children will be able to learn about their ethnicities in a manner that will not demean. Children will be able to understand multiculturalism in its true sense and not from the pseudo-multicultural materials presented in schools which tend to depict others from a dominant culture perspective.
Children will not learn to "fit into society, "but will, instead, value morality and love more than status and money.
Children do not have to wait until they are grown to begin to seriously explore their passions; they can start living now.
Children's education can be more complete than what schools offer.
Children who are "different" in any way can avoid being subjected to the constant and merciless teasing, taunting, and bullying which so often occurs in school.
Children with special needs will be encouraged to reach their full potential and not be limited by the use of "cookie cutter" educational methods used in schools.
Low standards or expectations of school personnel will not influence or limit children's ability to learn and excel.
Children will be safer from gangs, drugs, and guns.
Parents will decide what is important for the children to learn, rather than a government bureaucracy.
Family will not be forced to work within school's traditional hours if it does not fit well with their job schedules and sleep needs.

Disclaimer: Though WALDSFE, Helaman's Academy and/or Doreen Blanding does its best to thoroughly screen every product, company, website and individual listed on these pages, please note that WALDSFE, Helaman's Academy and/or Doreen Blanding does not endorse any product, company, website or individual listed. If you have a problem with a page, find broken links, or companies that no longer support homeschooling please send email .

Reposted from http://www.waldsfe.org/Humor/55reasons.htm

What are the things students (children) will use when they are grown up?

2009-03-08T04:43:00.000-07:00

Though the article below is issuing quite a tough challenge on Western schools and institutions to consider how and what the kids should really be learning to prepare them fully for the "grown-up" world, we, as parents should also look at the critical points being raised by this article. Perhaps it is time to reconsider the basics and re-align our values and priorities when it comes to parenting and education to focus on the things that truly matter in raising a truly Filipino global child. Surely, raising such a child who is firmly rooted in Filipino values but competitive in the 21st century, global world will entail shared responsibilities amongst us all (parents, educators, government, extended family comprising each child's "village")?

Incidentally, does anyone have the 2008-2009 Education Budget numbers? We would appreciate shared references that point to the recent statistics and actual budget. Will it be a wild guess if we say, on a per child basis, per year, it wouldn't be much? Point is, with the current dire state of Education in the country, can we really expect our public schools to be able to teach any more than the bare necessities? Even if a child is fortunate enough to go to a private school, which will be more inclined to include these values or real-life skills in their curriculum, is it fair to say then that parents still bear the huge chunk of the responsibility to ensure that children learn these important life skills?

What do you think? What did you learn as you were growing up that you would like to make sure your child learns too? How do you teach these principles and values?

and as the article below points out, What are the things students (children) will REALLY use when they are grown up?

========================

Tough love . . . students in Western schools should learn to take responsibility for their actions. Photo: Ben Rushton

The failure of schools to educate: September 8, 2008 - 10:46AM

The head of The King's School, Tim Hawkes, throws down a challenge to educators.

Despite being a headmaster for nearly 20 years, I am just developing a conviction that I have been manifestly unfaithful as an educator because I have been teaching an inadequate curriculum. The fact that this inadequacy in curriculum is probably to be found in most Western schools brings me no comfort at all.

When the philosopher Aristippus of Cyrene was asked, 400 years BC, what students should be taught, he replied: "Those things which they will use when adults."

What, then, are the things our students will use as adults? The only certainties are well known - death and taxes. Do we teach death in our schools? Do we teach financial literacy?

Both my parents died a few years ago. Apart from the grief, I found I had to cope with the ignorance. What sort of funeral service? What is probate? Whom do I have to notify? What are the duties of an executor? My experience is hardly unique. We all have to deal with death, even if it is just our own.

Then there are taxes - a topic I have expanded to include financial literacy. I look at the young today and see far too many victims in the use of credit cards, in understanding the relative benefits of lending schemes, in deciding which telephone plan to use, and in being able to save.

Too many schools have lost sight of those things that will be used by our students when they become adults. The relevance of contemporary school education is compromised by many things, not least by exam systems designed not so much to prepare students for life, as to help them get into tertiary education or improve the resume.

What are the things students will use when they are grown up? Any serious answer is unlikely to omit things such as the ability to:

* live in community and forge good relationships;

* communicate well;

* know yourself and what you believe;

* handle intimacy and sex;

* control emotions and impulses;

* manage financial matters;

* do practical things, to clean, cook, make and mend;

* be good mannered and know etiquette;

* accept responsibility;

* be resilient and deal with grief and loss.

Doubtless more topics should be added, but a list even of this length begins to illustrate a chasm between what a student will use when an adult, and what a student is usually taught at school. There are glorious exceptions, of course, and most schools would be doing some things in some of the above areas, but I believe Western education is generally failing to offer its students relevant material.

It is easy to go rather too far with this thesis and advocate that students become like Byron's Don Juan. He learned the arts of riding, fencing, gunnery.

And how to scale a fortress - or a nunnery.

Schools should do more than train for a vocation of scaling nunnery walls. Schools must train the heart and mind, and do so through a variety of academic disciplines. However, schools must ensure they remain relevant to their students' future life, and there is rather too much evidence that they are failing in this regard.

I suggest schools should consider teaching the following skills:

1. Community Too often the contemporary child is the isolated doughy blob entertained by a range of expensive electronic equipment which limits their interaction to "e-relationships". These relationships are often transient and disposable, and lack authenticity. Social skills are under-exercised in some families. This can lead to children becoming self-centred and unable to take the needs of others into the orbit of their thinking. In short, they become a social liability in a group larger than one.

What some children need is a compulsory experience of living in community, not just for six hours a day within the choreographed setting of a school, but for 24 hours a day within the chaos of a bickering and restless community. They need to learn to live with people who are different, so that they can operate in a world where annoying people stubbornly remain and there is no "delete" button to remove them.

2. Communicate Students, particularly boys, urgently need help to communicate better. The Neanderthal grunt may work well at the football ground, but not at work or at home. They need to be articulate, and to communicate well in writing. In fairness to schools, this challenge is being met reasonably faithfully.

However, schools must recognise that content governs only about 7 per cent of the impact of speech. The remainder is controlled by the appearance of the speaker (57 per cent) and the sound of the speaker (36 per cent). The science of voice projection, articulation, accent, modulation, pitch and pace needs to be taught, together with the most appropriate posture, grooming and appearance.

All students need to be taught to read body language, to sense mood, to interpret the unspoken feelings of another. They need to improve their ability to send and receive unspoken messages, other than the raised middle finger.

3. Know yourself An essential requirement for all students is that they eventually take "ownership" of what they believe in. They may mimic a political opinion from friends, a faith from parents and a cause from a teacher, but somewhere the student needs to stop the copying and find his or her own voice.

Martin Luther once stood before his critics and said: "Here I stand, I can do no other." Too many young people do not know where they stand or what they believe. An alarming number appear happy to progress through life without a cause, without a creed and without a conviction. Even worse, some do not even know themselves. They have no understanding of their unique gifts or abilities.

4. Intimacy The Western world does a poor job in preparing its students to be intimate. There are always exceptions, but in general students are required to navigate their way through the sexual swamp with minimal direction. Signposts can be vague and contradictory. The parents say this, and the school says that, but the porn site says something completely different. Where adult direction falters, peer direction takes over. The "leader of the pack" can, in strident and boastful voice, suggest the way forward to the forbidden fruit and encourage all to eat thereof. The proper people to educate students about sex are parents.

Some parents are wonderful at giving their children guidelines on sex, but others are delinquent. The latter can be because of the sin of omission. The lexicon of excuses is extensive: "It's not my job - the school will deal with it"; "I'm too busy"; "It's the sort of thing you have to learn yourself"; "They probably know more about it than I do"; "I'm not quite sure what to tell them." There are plenty of excuses to choose from. For other parents, it is the sin of commission. They teach their children an attitude towards sex that is unworthy of them. They model abusive and angry relationships, unfaithful relationships, degrading relationships. The child watches it all, memorises it all and repeats it all.

Schools can also fail their students. Classes will do pencilled drawings of reproductive organs, and become experts on how "tadpoles" swim upstream and how babies grow in the womb. They will be introduced to the horrors of sexually transmitted diseases in that theoretical, antiseptic way. Some of the luckier ones may get to roll a condom onto a banana and giggle their way through a lecture on dating. The mind is fed but not the heart.

The questions students want to ask, they are not allowed to, as it is not in the syllabus. So answers must be sought on the net, in magazines and on the back of toilet doors - they are certainly not in text books. We must do a better job of teaching our children about sex and intimacy. They have little need to hear more about the biology of sex, for this is generally done well in schools. Nor do they need to hear about the morality of sex from adults with dehydrated loins who have no connection with the virility of a teenager.

They want to know what they can, where they can, why they can, when they can, how they can, if they can. They no longer need to know how they measure up in an environment of unconditional love, but how they measure up outside, in the swamp of life where love, like and lust churn dangerously. It is not just smut and titillation that students want, for they can get these quite easily these days. What they want is something more elusive, something rare, and that is wholesome advice on how to be a man, how to be a woman.

5. Emotional control Prisons are typically full of men, and in particular men who would not be there if they had mastered the art of counting to 10 before acting. Acting impulsively usually means that only the reptilian part of the brain is exercised. Other parts of the brain need to be if students, particularly boys, are to avoid making poor decisions and enlarging our prison population. Fight or flight behaviours may be genetically useful for hunting mammoths or defending a cave from intruders, but are less useful in contemporary suburbia or in seeking acceptance as a mature and measured member of modern society.

6. Finance The level of ignorance in students about financial matters can be frightening. This is revealed in the number of young adults and students who get into financial trouble through an inability to budget, a failure to understand the traps associated with credit cards and incapacity to retire debt. Persistently living beyond their means, relying too much on parental help and making unwise choices on hire-purchase, telephone plans and leasing arrangements are just some of the problems resulting from students not being taught about financial matters. In a society increasingly riven with debt, wealth generation and wealth management need to be taught. The rudiments of saving, and the traps to avoid when borrowing or getting involved in get-rich-quick schemes, need to be shared with our students if we expect them to manage financial affairs appropriately.

7. Practical things Discussions about the absence of life-skills in the young are often laced with horrified tales of fungal growth in bathrooms, kitchen benches piled high with unwashed dishes, ovens blackened by neglect and bedroom carpets disappearing under a rising tide of discarded clothes. Some students have never been taught to cook. If they have, they have probably not been taught to clean up afterwards. A range of home maintenance skills is frequently missing in our students, including how to maintain a lawn mower, change a tap washer, turn off the water if there is a leak, recycle waste, conserve water and reduce the power bill.

8. Manners It is probably all right for a child to eat like a pig, but they must know they are eating like a pig and be able to stop when the situation demands it. Failing to learn many other social behaviours can result in students being disadvantaged. The simple act of sending a thank-you message for a present, shaking hands appropriately, knowing what cutlery to use, addressing a letter correctly, understanding what "formal" means and knowing the art of good conversation are just some of the skills at risk of extinction in the lives of too many of our young.

9. Responsibility Many students live voyeuristic lives. They like to watch. Watching is safe. You bear no responsibility, accept no accountability. "Spectatoritis" is rife. Many of today's teenagers are screenagers. They look, comment and criticise from the comfort of the couch. The child then becomes an adult who finds it difficult to do much other than to watch and excuse themselves from accepting responsibility. Students need to be taught how to take ownership of their own behaviour, how to be leaders, how to make appropriate decisions, and how to serve others well.

10. Resilience Life cannot be expected to provide a constant stream of undiluted fun, praise and success. If students crumple because they do not get an hourly fix of praise, they may not last long. Self-esteem needs to be built up, but never to a stage that ordinary performance is exalted as extraordinary. "Warm fuzzies" are good, but so too are words of correction if they are shared with wisdom and understanding. Students should not depend on a constant diet of praise. Disappointment happens, so do discouragement and distress, and thus some inner courage is required.

It might be as well to remind some that if the world didn't "suck", they would fall off and that some resilience is needed. The gods play with us all and cause us to laugh and cry. Emotional and physical courage is required. As it is said, we are all born naked, wet and hungry, and things then get worse. Fortunately, things also get better.

This is an edited version of a plenary address Dr Hawkes gave to an international boys' schools coalition conference in Canada and a paper to the Federal Government's review of national curriculum.

==========================

Above is reposted from this page.

The failure of schools to educate (from the Sydney Morning Herald)

2009-03-08T04:29:00.000-07:00

Tough love . . . students in Western schools should learn to take responsibility for their actions.
Photo: Ben Rushton

September 8, 2008 - 10:46AM

The head of The King's School, Tim Hawkes, throws down a challenge to educators.

When the philosopher Aristippus of Cyrene was asked, 400 years BC, what students should be taught, he replied: "Those things which they will use when adults."

What, then, are the things our students will use as adults? The only certainties are well known - death and taxes. Do we teach death in our schools? Do we teach financial literacy?

What are the things students will use when they are grown up? Any serious answer is unlikely to omit things such as the ability to:

* live in community and forge good relationships;

* communicate well;

* know yourself and what you believe;

* handle intimacy and sex;

* control emotions and impulses;

* manage financial matters;

* do practical things, to clean, cook, make and mend;

* be good mannered and know etiquette;

* accept responsibility;

* be resilient and deal with grief and loss.

It is easy to go rather too far with this thesis and advocate that students become like Byron's Don Juan. He learned the arts of riding, fencing, gunnery.

And how to scale a fortress - or a nunnery.

I suggest schools should consider teaching the following skills:

1. Community Too often the contemporary child is the isolated doughy blob entertained by a range of expensive electronic equipment which limits their interaction to "e-relationships". These relationships are often transient and disposable, and lack authenticity. Social skills are under-exercised in some families. This can lead to children becoming self-centred and unable to take the needs of others into the orbit of their thinking. In short, they become a social liability in a group larger than one.

2. Communicate Students, particularly boys, urgently need help to communicate better. The Neanderthal grunt may work well at the football ground, but not at work or at home. They need to be articulate, and to communicate well in writing. In fairness to schools, this challenge is being met reasonably faithfully.

3. Know yourself An essential requirement for all students is that they eventually take "ownership" of what they believe in. They may mimic a political opinion from friends, a faith from parents and a cause from a teacher, but somewhere the student needs to stop the copying and find his or her own voice.

4. Intimacy The Western world does a poor job in preparing its students to be intimate. There are always exceptions, but in general students are required to navigate their way through the sexual swamp with minimal direction. Signposts can be vague and contradictory. The parents say this, and the school says that, but the porn site says something completely different. Where adult direction falters, peer direction takes over. The "leader of the pack" can, in strident and boastful voice, suggest the way forward to the forbidden fruit and encourage all to eat thereof. The proper people to educate students about sex are parents.

5. Emotional control Prisons are typically full of men, and in particular men who would not be there if they had mastered the art of counting to 10 before acting. Acting impulsively usually means that only the reptilian part of the brain is exercised. Other parts of the brain need to be if students, particularly boys, are to avoid making poor decisions and enlarging our prison population. Fight or flight behaviours may be genetically useful for hunting mammoths or defending a cave from intruders, but are less useful in contemporary suburbia or in seeking acceptance as a mature and measured member of modern society.

6. Finance The level of ignorance in students about financial matters can be frightening. This is revealed in the number of young adults and students who get into financial trouble through an inability to budget, a failure to understand the traps associated with credit cards and incapacity to retire debt. Persistently living beyond their means, relying too much on parental help and making unwise choices on hire-purchase, telephone plans and leasing arrangements are just some of the problems resulting from students not being taught about financial matters. In a society increasingly riven with debt, wealth generation and wealth management need to be taught. The rudiments of saving, and the traps to avoid when borrowing or getting involved in get-rich-quick schemes, need to be shared with our students if we expect them to manage financial affairs appropriately.

7. Practical things Discussions about the absence of life-skills in the young are often laced with horrified tales of fungal growth in bathrooms, kitchen benches piled high with unwashed dishes, ovens blackened by neglect and bedroom carpets disappearing under a rising tide of discarded clothes. Some students have never been taught to cook. If they have, they have probably not been taught to clean up afterwards. A range of home maintenance skills is frequently missing in our students, including how to maintain a lawn mower, change a tap washer, turn off the water if there is a leak, recycle waste, conserve water and reduce the power bill.

8. Manners It is probably all right for a child to eat like a pig, but they must know they are eating like a pig and be able to stop when the situation demands it. Failing to learn many other social behaviours can result in students being disadvantaged. The simple act of sending a thank-you message for a present, shaking hands appropriately, knowing what cutlery to use, addressing a letter correctly, understanding what "formal" means and knowing the art of good conversation are just some of the skills at risk of extinction in the lives of too many of our young.

9. Responsibility Many students live voyeuristic lives. They like to watch. Watching is safe. You bear no responsibility, accept no accountability. "Spectatoritis" is rife. Many of today's teenagers are screenagers. They look, comment and criticise from the comfort of the couch. The child then becomes an adult who finds it difficult to do much other than to watch and excuse themselves from accepting responsibility. Students need to be taught how to take ownership of their own behaviour, how to be leaders, how to make appropriate decisions, and how to serve others well.

10. Resilience Life cannot be expected to provide a constant stream of undiluted fun, praise and success. If students crumple because they do not get an hourly fix of praise, they may not last long. Self-esteem needs to be built up, but never to a stage that ordinary performance is exalted as extraordinary. "Warm fuzzies" are good, but so too are words of correction if they are shared with wisdom and understanding. Students should not depend on a constant diet of praise. Disappointment happens, so do discouragement and distress, and thus some inner courage is required.

This is an edited version of a plenary address Dr Hawkes gave to an international boys' schools coalition conference in Canada and a paper to the Federal Government's review of national curriculum.

==========================

Above is reposted from this page.

Previews: Learning Styles and Multiple Intelligences online tests

2009-03-07T15:27:00.000-08:00

Sharing with you all an interesting test for M.I. which we found online. Do share with us your child's results. HERE'S TO GETTING TO KNOW OUR KIDS MORE! If you know of other interesting tests for kids, feel free to add the link here. :)

Visit this link for the test http://www.mitest.com/omitest.htm

Gardner has identified eight intelligences. These areas in a culture are valued as having the ability to solve a problem or create a product in a particular way. The intelligences are like talents and gifts in that there are many combinations possible. Intelligences can also be strengthened. How readily the improvement occurs depends upon the biology of the persons' brain and the teacher that the culture gave the person. Gardners' eight intelligences are:

Linguistic - the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric. Possible vocations that use linguistic intelligence include journalism, administrator, contractor, salesperson, clergy, counselors, lawyers, professor, philosopher, playwright, poet, advertising copywriter and novelist.

Logical-Mathematical - the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling. Possible vocations that use the logical-mathematics intelligence include accountant, bookkeeper, statistician, trades person, homemaker, computer programmer, scientist, composer, engineer, inventor, or designer.

Musical - the ability to understand and develop musical technique, to respond emotionally to music and to work together to use music to meet the needs of others, to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions. Possible vocations that use the musical intelligence include technician, music teacher, instrument maker, choral, band, and orchestral performer or conductor, music critic, aficionado, music collector, composer, conductor, and individual or small group performer.

Spatial - the ability to perceive and represent the visual-spatial world accurately, to arrange color, line, shape, form and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to transform visual or spatial ideas into imaginative and expressive creations. Possible vocations that use spatial intelligence include illustrator, artist, guide, photographer, interior decorator, painter, clothing designer, weaver, builder, architect, art critic, inventor, or cinematographer.

Bodily-Kinesthetic - the ability to use the body and tools to take effective action or to construct or repair, to build rapport to console and persuade, and to support others, to plan strategically or to critique the actions of the body, to appreciate the aesthetics of the body and to use those values to create new forms of expression. Possible vocations that use the bodily-kinesthetic intelligence include mechanic, trainer, contractor, craftsperson, tool and dye maker, coach, counselor, salesperson, sports analyst, professional athlete, dance critic, sculptor, choreographer, actor, dancer or puppeteer.

Interpersonal - the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and to solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal. Possible vocations that use the interpersonal intelligence include administrator, manager, politician, social worker, doctor, nurse, therapist, teacher, sociologist, psychologist, psychotherapist, consultant, charismatic leader, politician, and evangelist.

Intrapersonal - the ability to assess one's own strengths, weaknesses, talents, and interests and use them to set goals, to understand oneself to be of service to others, to form and develop concepts and theories based on an examination of oneself, and to reflect on one's inner moods, intuitions, and temperament and to use them to create or express a personal view. Possible vocations that use the intrapersonal intelligence include planner, small business owner, psychologist, artist, religious leader, and writer.

Naturalist* - the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna, and to recognize cultural artifacts like cars and sneakers. Possible vocations that use the naturalist intelligence include conservation, biologist, teacher, lobbyist, and park service. *Because this is a recent addition to the Intelligences, we have not yet included it in the Multiple Intelligence Tests our site features.

Multiple intelligence is a natural way to structure learning. All the aspects of the person are taught to, meaning can be extracted, and applications can be made to life. The children in our classrooms are multifaceted and have many abilities. We as teachers need to give the children the skills and the opportunity to use their abilities and enhance them throughout their life.

Above is an excerpt from http://www.mitest.com/omultint.htm

**********************
Do you know your Learning Style? Here's a cool test to find out : http://www.pesdirect.com/learning-styles.html
While everyone can learn, we all learn in different ways. To help you better understand yourself as a teacher as well as understand your children/students, we have gathered some information about Learning Styles that will highlight the ways in which you and your students receive & process information. We hope that by reading this information and taking these tests you will be able to develop strategies which will enhance your learning potential. The learning styles tests were compiled by A. J. Berghuis. They have no time limits so you should try to answer each question as honestly as you can.

test

2009-03-06T14:59:00.000-08:00

test

Are you creative?

2009-02-27T09:28:00.000-08:00

The meaning of "creativity" has evolved through the times and perhaps it's time to revisit and ponder upon the question and relate it to our lives. What does it take to be creative? What does it mean? What are the different manifestations, expressions or examples of creativity?

"What comes to mind when you think of creativity? People being imaginative, inventive, taking risks and challenging convention? Do you think about originality and the value of what people produce? Perhaps you think you can only be creative if you are artistic."

Why even bother asking such questions? Perhaps you'll be surprised at the answers you can come up with when you open yourself up to the possibility that contrary to your own traditional views of creativity---surprise surprise----you, too like others are creative after all.

Are you ready to go on a journey to find out one's inner "creatio" or ability to "create from nothing"?

Do share your thoughts on this thought-provoking, life-changing questions.

-------------------------------------------------------------

excerpt from What is Creativity? By Linda Naiman

"I define creativity as the act of turning new and imaginative ideas into reality. Creativity involves two processes: thinking, then producing. Innovation is the production or implementation of an idea. If you have ideas, but don't act on them, you are imaginative but not creative.

“Creativity is the process of bringing something new into being...creativity requires passion and commitment. Out of the creative act is born symbols and myths. It brings to our awareness what was previously hidden and points to new life. The experience is one of heightened consciousness–ecstasy.”
— Rollo May, The Courage to Create

“A product is creative when it is (a) novel and (b) appropriate. A novel product is original not predictable. The bigger the concept, and the more the product stimulates further work and ideas, the more the product is creative.”
— Sternberg & Lubart, Defying the Crowd

-----------------------------------------
Let us also consult our very search-friendly wikipedia. This is a sufficient enough basis for discussion. http://en.wikipedia.org/wiki/Creativity Below is just an excerpt on the discussion of Creativity.

Creativity

From Wikipedia, the free encyclopedia

Jump to: navigation, search

For other uses of "Creativity", see Creativity (disambiguation).

Creativity is a mental and social process involving the generation of new ideas or concepts, or new associations of the creative mind between existing ideas or concepts, creativity is fueled by the process of either conscious or unconscious insight. An alternative conception of creativeness is that it is simply the act of making something new.

From a scientific point of view, the products of creative thought (sometimes referred to as divergent thought) are usually considered to have both originality and appropriateness.

Although intuitively a simple phenomenon, it is in fact quite complex. It has been studied from the perspectives of behavioural psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, and management, among others. The studies have covered everyday creativity, exceptional creativity and even artificial creativity. Unlike many phenomena in science, there is no single, authoritative perspective or definition of creativity. And unlike many phenomena in psychology, there is no standardized measurement technique.

Creativity has been attributed variously to divine intervention, cognitive processes, the social environment, personality traits, and chance ("accident", "serendipity"). It has been associated with genius, mental illness and humour. Some say it is a trait we are born with; others say it can be taught with the application of simple techniques. Creativity has also been viewed as a beneficence of a muse or Muses.

Although popularly associated with art and literature, it is also an essential part of innovation and invention and is important in professions such as business, economics, architecture, industrial design, music, science and engineering.

Despite, or perhaps because of, the ambiguity and multi-dimensional nature of creativity, entire industries have been spawned from the pursuit of creative ideas and the development of creativity techniques.

Leonardo Da Vinci is well known for his creative works.

Creativity has been associated with right or forehead brain activity or even specifically with lateral thinking.

Some students of creativity have emphasized an element of chance in the creative process. Linus Pauling, asked at a public lecture how one creates scientific theories, replied that one must endeavor to come up with many ideas — then discard the useless ones.

Another adequate definition of creativity is that it is an "assumptions-breaking process." Creative ideas are often generated when one discards preconceived assumptions and attempts a new approach or method that might seem to others unthinkable.

Distinguishing between creativity and innovation

It is often useful to explicitly distinguish between creativity and innovation.

Creativity is typically used to refer to the act of producing new ideas, approaches or actions, while innovation is the process of both generating and applying such creative ideas in some specific context.

In the context of an organization, therefore, the term innovation is often used to refer to the entire process by which an organization generates creative new ideas and converts them into novel, useful and viable commercial products, services, and business practices, while the term creativity is reserved to apply specifically to the generation of novel ideas by individuals or groups, as a necessary step within the innovation process.

For example, Amabile et al. (1996) suggest that while innovation "begins with creative ideas,"

"...creativity by individuals and teams is a starting point for innovation; the first is a necessary but not sufficient condition for the second."^[1]

Although the two words are novel, they go hand in hand. In order to be innovative, employees have to creative to stay competitive.

=======================================

KIDS AHOY BEST TEACHERS' FOREVER CIRCLE (BTFc)

2009-02-13T03:08:00.000-08:00

Thank you dear Kids Ahoy teachers!!! Your genuine love for kids, passion for teaching & brilliant minds drive Kids Ahoy to higher planes.

TO ALL OF YOU, OUR BEST TEACHERS FOREVER, MARAMING SALAMAT! You truly are best friends that Kids Ahoy parents can ever have!

What is a Teacher?

To a mind of flint, the teacher must be iron, and strike sparks. To the empty pitcher, the teacher becomes a well. To the fallow mind, a planter of seeds. To the cluttered mind, a gardener to weed, shape, and clear a space for growing.

To the lens, the teacher is light, and to the mind of light, a lens.

To the sleeper, the teacher is the wake-up call of birds at sunrise. To clay, the teacher is potter, sculptor, and trainer in self-shaping. To the wanderer, the teacher is a knowing guide. To the developed mind, the teacher is colleague, listener, friend.

To all, the teacher is a mirror that shows not only the self but the path and its choices, the task and its demands--the difficulties, the joys. To all and from all, the teacher is a learner, a person--and a prism through which the ordinary continuously reveals itself to be miraculous.

by Gerald Grow
Division of Journalism
Florida A&M University
Available: http://www.longleaf.net/ggrow
-----------------------------------------------------

A Rock Star in the making...by Teacher Thea

2009-02-10T23:32:00.000-08:00

After all the drama brought about by my paradigm shift last weekend, here's a much needed breather for one emotional Mama. I am quite grateful for having such awesome "Best Teachers Forever" collaborators and "co-conspirators" in my son's homeschool education. One of the advantages of having such multi-talented teachers around Kids Ahoy kids, is my kid being a direct beneficiary of all that I work so hard for everyday. As our community grows, so is my son. It is his good fortune to be able to enjoy the best of many worlds:

eclectic homeschooling + best teachers + Kids Ahoy creative and social playground + an encouraging community that surrounds him, plus a Dad who is very much engaged in his education & needs inspite of the distance and a Mom who's around 24/7.

Imagine having parent-teachers meetings every lunch hour of every day at least? So far, I have no complaints at all. In fact, it's so ideal, we can only get better at it from hereon.

KEEP ROCKIN CJ & ROCK ON DEAR TEACHERS!

============================

A Rock Star in the making...by Teacher Thea

CJ and I have been doing guitar lessons for almost a month now, and I'm glad that he's really getting in to it. :)

although we might have progressed a bit too fast...

CJ BEFORE CJ AFTER

hehehe..just kidding mommy J! CJ and I were just having a little fun, no need to panic (yet). hehe.

I'm really happy to see Cj's improvment not only in his guitar-playing but emotionally as well. Aside from reading notes and learning to strum chords, we learned a lot of valuable lessons.

1. Learn to laugh at your mistakes.

2. If you can't play it slow, you can't play it fast.

CJ made his own motto for this principle, he said: "slow practice = fast progress"

3. Being a great musician is not about memorizing notes and perfecting every technique, It's about having these 3 things: patience, discipline and heart.

CJ will have his debut performance on Feb. 28 at our arts and music festival. Hopefully Teacher Kakoy and Teacher Gareth could jam with us. Find out the song that turned him into this little rockstar. hehehe.

Hope to see you guys there!

Top 100 Educational Websites of 2009

2009-02-08T14:18:00.000-08:00

Albeit sponsored by #3 (time4learning), this is still a valuable resource online that is worth sharing with you all. Taken from this link. Do let us know which ones you found the most helpful or your kids found most fun and educational. We've seen many of our Kids Ahoy community members rave about Starfall so no wonder it came out as Number 1. If you found this list worthwhile, do link back to this post :=)

Apparently, 7,000 Product Testers recommended their favorite links and the following came out in the Top 100 Educational Websites of 2009.

Top 100 Educational Websites of 2009

The three sites mentioned most often were:

The Top Sites for 2009
1) www.starfall.com
2) www.edhelper.com
3) www.time4learning.com

Note: Normally we would not include a commercial site on this list. However, so many people nominated Time4Learning, it seemed unfair to leave them off the list.

Click on a site name
Explore their site for awhile
If you love it, add it to your bookmarks
Then use the back button to come back to the main Top 100 list

All of these sites are safe, proven and used by thousands of parents just like you. So grab a cup of coffee, put your kids on your lap, and have fun exploring these wonderful sites.

Reference

Ed Helper
http://www.edhelper.com

School Express
http://www.schoolexpress.com/

Learning Page
http://www.learningpage.com

Tools for Educators
http://www.toolsforeducators.com

Britannica
http://www.britannica.com

Discovery School
http://school.discovery.com

Homeschoolers Reference Desk
http://www.geocities.com/homeschooldesk/

Internet Public Library
http://www.ipl.org

New York Times Learning Network
http://www.nytimes.com/learning

Enchanted Learning
www.EnchantedLearning.com

Miscellaneous

Autism Today
http://www.autismtoday.com

Ideal Lives
http://www.ideallives.com

Study Stack
http://www.studystack.com

Study Spanish
http://www.studyspanish.com

How Stuff Works
http://www.howstuffworks.com/

Living Spanish
http://www.livingspanish.com/

To Learn English
http://www.tolearnenglish.com/

Songs for Teaching
http://www.songsforteaching.com/

Education Creations
http://www.educationcreations.com/freestuff.htm

Lesson Plan Central
http://www.lessonplancentral.com/

Time Savers for Teachers
http://www.timesaversforteachers.com/

Great Resource for K-8
http://www.kids.gov/

Time4Learning
http://www.time4learning.com

Math

The Math Worksheet Site
http://www.TheMathWorksheetSite.com

Math Goodies.com
http://www.mathgoodies.com

Math Playground
http://www.mathplayground.com

Math Drills
http://www.math-drills.com/

Math.com
http://www.math.com/

Algebra Help
http://www.algebrahelp.com

WebMath
http://www.webmath.com

Cool Math Games
http://www.coolmath-games.com

High School

High School Ace
http://highschoolace.com/ace/ace.cfm

Homework Spot
http://www.homeworkspot.com

Explore Learning
http://www.explorelearning.com/index.cfm

Best Colleges
http://colleges.usnews.rankingsandreviews.com/college

Preparing Your Child for College
http://www.ed.gov/pubs/Prepare/index.html

Science

BrainPOP
http://www.brainpop.com

Chem4Kids
http://www.chem4kids.com

Exploratorium
http://www.exploratorium.edu

InnerBody
http://www.InnerBody.com

Science for High School
http://www.scienceforhighschool.com/

Cosmeo
http://cosmeo.com

NASA for Students
http://www.nasa.gov/audience/forstudents/index.html

Astronomy for Kids
http://www.astronomy.com/asy/default.aspx?c=ss&id=127

Nine Planets
http://www.nineplanets.org

StarChild
http://starchild.gsfc.nasa.gov

The Electronic Zoo
http://netvet.wustl.edu/e-zoo.htm

Smith Life Science
http://www.smithlifescience.com/

The MAD Scientist Network
http://www.madsci.org

Try Science
http://www.tryscience.org

Science & Technology Education
http://www.ftexploring.com/

Arts & Crafts

Art Lessons for All Grades
http://www.princetonol.com/groups/iad/lessons/lessons.html

Kinder Art
http://www.kinderart.com

Crayola
http://www.crayola.com

Draw Space
http://www.drawspace.com/

Draw Your World
http://www.drawyourworld.com/index.html

Drawing/Sketching Lessons
http://drawsketch.about.com/

Kids Art
http://www.amazingmoms.com/htm/kidsart.htm

Reading

Starfall
http://www.starfall.com

Reading A-Z
http://www.readinga-z.com/samples/preview.html

TLS-Books
http://www.tlsbooks.com/

Project Gutenberg
http://www.gutenberg.net

Wowio.com
http://www.wowio.com

Writing

ABC Teach
http://www.abcteach.com

Scholastic – Student Activities
http://www2.scholastic.com/browse/learn.jsp

Online Writing Guide
http://oswego.org/staff/tcaswell/wg/para.htm

The Write Site
http://www.writesite.org

Spelling City
http://www.spellingcity.com/

Teacher’s Lab
http://www.learner.org/teacherslab/

Geography, History and Virtual Travel

Colonial Williamsburg: Electronic Field Trips
http://www.history.org/trips

Natural Wonders of the World
http://www.field-guides.com/sci/natwon/index.htm

Teacher’s Guide Virtual Field Trips
http://www.theteachersguide.com/virtualtours.html

CyberBee
http://www.cyberbee.com

Global Online Adventure Learning Site
http://www.goals.com/Index.htm

The Jason Project
http://www.jasonproject.org

Virtual Field Trips
http://www.uen.org/utahlink/tours

Xpeditions @ National Geographic
http://www.nationalgeographic.com/xpeditions

K-12 Africa Guide
http://www.sas.upenn.edu/African_Studies/Home_Page/AFR_GIDE.html

States and Capitals
http://www.50states.com

Life in the Middle Ages
http://www.kyrene.k12.az.us/schools/brisas/sunda/ma/mahome.htm

New Perspectives on the West
http://www.pbs.org/weta/thewest

The American Civil War Homepage
http://sunsite.utk.edu/civil-war

The Civil War Homepage
http://www.civil-war.net

The Oregon Trail
http://www.isu.edu/~trinmich/Oregontrail.html

Geography Worksheets
http://homeschooling.about.com/od/freeprintables/qt/geogprintables.htm

White House for Kids
http://www.whitehouse.gov/kids

Lewis and Clark
http://www.pbs.org/lewisandclark

Homeschooling

Homeschool.com
http://www.homeschool.com

Homeschool Reviews
http://www.homeschoolreviews.com

Homeschool Blogger
http://www.homeschoolblogger.com/home.php

Homeschool Buyers Co-Op
http://www.homeschoolbuyersco-op.org/

Homeschool Freebie of the Day
http://www.homeschoolfreebieoftheday.com

Homeschool Classifieds
http://www.homeschoolclassifieds.com

The Well Trained Mind
http://www.welltrainedmind.com/

Educational Games

Family Fun
http://www.familyfun.com

Teach With Movies
http://www.teachwithmovies.org

Fun Brain
http://www.funbrain.com

Discovery Kids
http://kids.discovery.com/games/games.html

I Know That
http://www.iknowthat.com

More than Music by Teacher Thea

2009-01-29T18:00:00.000-08:00

Reading through Teacher Thea's post below explaining the benefits of her music programs from a parent's perspective made my heart pump with excitement! Coming from a very eager mom who wants the best for her child, these new music programs here at Kids Ahoy! surely make me excited to be able to share this opportunity with other kids as well. Saturday classes have been opened based on demand from many in our community and these programs commence this Feb-March 2009. We will also be doing these amongst other creative programs (Watch out for our Dance classes aside from Art, Music, Nature and more!) to be rolled out soon especially during our first ever full Summer program offerings! If you're shopping for Summer programs for your kids, consider Kids Ahoy's unique, creative and meaningful programs which are teacher-designed & developed, mommy-approved programs just for kids!

More than Music

The past few days have been busy for us here at Kids Ahoy, answering inquiries here and there regarding our new music programs. So let me save you the trouble and answer the most frequently asked questions right here. This will also be a good opportunity for me to explain our music programs better. J

What is the music program all about?

The general goal of our music program is to unleash the creative potential in children by making them experience music through listening, singing, moving and instrument playing. At the same time, we integrate these experiences with concepts learned at school and at home, through our weekly themes, free talks and group sharing. This way we provide a safe and encouraging musical environment that will support your child’s total development.

What activities will my child experience in these classes?

BOUNCY BEATS (1-2)

TINY TUNES (3-5)

CONCERT KIDS (6-9)

Although our developmentally appropriate music activities vary depending on the age group your child belongs to, all 3 classes follow a set routine which are as follows:

Arrival Routine - children place their names on attendance board and enjoy a few minutes of free play or a prepared arrival activity.

Circle Time - We check attendance, the day of the week and weather, we have circle games and start-up songs.

Jam Time - We do a lot of singing and instrument playing. We have a regular round of well-loved nursery rhymes and songs as well as Filipino children's songs, chants and rhymes.

Movement Time - Bounces and tickles, movement games, dances and creative dramatizations

Quiet Time - rest time or quiet free play

Story Time - Children listen to stories sung to them, or take part in the story by providing the sound effects or acting out the characters.

Circle Time - We wrap up what we learned in class through group sharing, songs or circle games.

Dismissal Routine - Children are asked to line up quietly and leave the music room peacefully.

Routines give the class structure and children feel at ease because they know what to expect. They become familiar with their environment and they have activities to look forward to.

How are the classes conducted?

The activities and routines mentioned above may give you a clear picture of how I conduct my class. If the question is to what method I use, well, I don’t really stick to one method but rather have a personalized approach. This is because I view my students as unique individuals and that there are different ways by which children learn. This is why I do not confine myself to a particular style, but rather explore other methods developed in other fields to be able to successfully impart knowledge that accommodates all learners.

How would it benefit my child?

Experiencing music at an early age is not only FUN for children; it is also a good way to develop the ff:

Memory – singing songs over again improves memory and teaches them new things
Vocabulary –songs, rhymes, stories, help children learn the names of things and how these words sound. (phonological awareness)
Motor Coordination – movement games and dances improve their motor coordination and spatial awareness as well.
Ability to relax – quiet time is usually done with soft music played in the background. This will help the child tone down, reflect and relax.
Imagination – our activities involve a lot of fun, playful improvisations, which will develop your child’s creativity (and hopefully their sense of humor as well, kids tend to be too serious nowadays)

Apart from this, they get to meet new friends and learn to make music together as a team. This will develop their social and emotional skills as we learn to take turns, follow directions and listen to one another.

What makes it different from other music programs?

I am not familiar with all the music programs out there. But what I can say for sure is that we have a personalized, non-traditional approach to teaching music because we believe that educating children must be conducted in a free environment, approached gradually according to the child’s pace, and to the child’s interest.

Apart from using traditional western nursery songs and rhymes I make sure to include Filipino material. I feel this is very important, for it will give the children a sense of country and cultural identity. The Kids Ahoy music program does not rely on canned music, as much as possible I play and sing to my students, and use canned music only when the activity requires us to do so.

The concert kids program is a dream program of mine; it's a unique music literature class for kids. I’ve been planning this back when I was still in college and I am pretty sure there isn't’t any other program like it. We are happy and excited that it will have its debut here at Kids AhoyJ

I believe we could say that more than music, our programs are focused on inspiring the intellect, enriching the emotions and soothing the soul.

I hope this helps. See you soon at Kids Ahoy. J

~Teacher Thea

Enroll today at 4737896 / kidsahoy@gmail.com

View the details of each program at: http://kidsahoy.multiply.com/photos/album/135/

Saturday Classes now offered!