Middle School Archives

8 Tips for Successful Museum Visits for Kids

November 29, 2013 Brad Hoffman Leave a Comment

Museums are fantastic places for learning and exploring the world around us. Where else can you find a dinosaur soaring 100 feet and a starry night indoors? Often times, bringing young kids to museums can be daunting. Here are some tips to ensure successful museum visits for kids and their parents!

1. Seek Out Museums with Family Friendly Galleries

Many museums offer spaces especially designed for young children. The Discovery Room at the American Museum of Natural History and Family Labs at MOMA provide fun-filled, safe spaces for little one to explore the wonders of the museum. Some museums like the Cooper-Hewitt, Guggenheim, Noguchi Museum, and The Jewish Museum also offer drop-in art programming in the galleries on set days of the week so make sure to check the calendar in advance.

2. Attend a Family Program

Family programs are designed with kids in mind. These programs are offered during the week and on weekends. At the Museum at Eldridge Street, kids become preservation detectives and sleuth their way through history each Sunday. During Arty Facts at the Brooklyn Museum families make all sorts of exciting discoveries.

3. Don’t Try to See the Whole Museum

Avoid the temptation to see it all! Instead, pick one exhibit to explore. Check out what’s on view on museums’ websites to make a selection in advance. Leaving happily after an hour-long museum visit will make everyone want to come for another visit.

4. Plan the Practical

Make sure to research the museum’s stroller policy before your visit. Also find out about the location of entrances with ramps, restrooms equipped with changing tables, and places where snacks can be shared. Print maps in advance so that you know where to go upon arrival.

5. Pack an Activity Bag

Bring a sketchpad and colored pencils. Drawing and writing is a great way to engage with art. Encourage kids to draw that they see, write a story about the artwork or the people pictured. Some museums like the Met and MOMA also have exhibition activity guides online that you can print and bring along for extra fun.

6. Play

Games like “I Spy” are great to help young kids focus in on a work of art or exhibit. Take turns choosing an object, shape, or color in a gallery and describing it to other family members.

7. Get Curious

Look closely at a chosen work of art. Ask your kids questions such as, “What do you notice?” Deepen the conversation with follow-up questions like, “What do you see in the work that makes you say that?” Encourage kids to use their imagination and describe what it would be like to enter the work. What would you see, smell and hear?

8. Find the Free

Thanks to Target, many museums have a free day. On Sundays, visit the Studio Museum of Harlem, check this calendar to explore Wave Hill, on Thursdays head to The Museum of Chinese in America. Every Friday afternoon at 4pm MOMA is free and on the first Friday of the month you can play at the Children’s Museum of Manhattan. First Saturdays at the Brooklyn Museum and Super Sabado at El Museo del Barrio on the third Saturday are filled with family fun. Although there will be more crowds, you won’t have the pressure to spend the day. Stay as long as your little ones can handle and leave with a clear conscience and some good memories.

For guided museum visits and art instruction and enrichment, reach out to the Museum Specialists here at My Learning Springboard!

Written by: Editorial Team, My Learning Springboard, Inc.

What is the Montessori Method?

November 25, 2013 Brad Hoffman 1 Comment

Dr. Maria Montessori was an educational philosopher and innovator who helped pave an inspiring path for educators to follow. There is a common misconception that Montessori Schools allow children to roam free with no boundaries – this is far from the truth! There is freedom within structure of engaging, thoughtful and inspiring materials that allow children to learn at their own pace to become independent learners, whilst being observed and guided by the teacher. Through close observation, teachers are able to identify when a child is ready to acquire a new skill and the teacher can direct them to material, which will enable the child to build on new skills learnt.

Concepts of Montessori

One of Dr. Montessori’s key theories was about child development and the use of the senses to learn, grow and navigate the world, especially for the keen minds from birth to age six. This age time frame is extremely important, as it is the sensitive period where new information is absorbed at a rapid pace.

The key learning areas in the Montessori classroom are practical life, sensorial, math and language, as well as culture, geography, science and art (which may vary in different schools). The materials used in the learning areas stress the importance of gaining new skills through the senses: seeing, hearing, tasting, smelling, touching, and movement.

A prepared environment is imperative to facilitate learning. These classrooms are welcoming spaces reflecting the child’s eye and responding to their interests and needs. A prepared environment is tidy, orderly, beautiful and calm, promoting an atmosphere where learning is engaging and – this fosters social and intellectual growth.

The age range in a Pre-K classroom is from age 3 to 6 years old, and children are organized into multiage groups. This is a wonderful benefit to children, as there are a range of materials targeted at different stages of acquiring new knowledge and information. This means your child will always have materials that are appropriate to their level as well as more challenging materials if they are ready to progress onto harder work. The younger children learn from the older students through observation. The peer-to-peer learning is enriching as it gives children the ability to further concrete skills learnt and builds confidence in their learning. The younger or newer students have a goal that they see and want to work towards and achieve.

The Montessori teacher is responsive to all children’s strengths, abilities and interests. This enables educators to respectfully enter while a child is working to inspire, demonstrate and facilitate learning. Intentional teaching is deliberate, purposeful and thoughtful. Observation and documentation allows the teacher to assess the child’s learning. This is an ongoing process and refers to gathering and analyzing information as evidence about what children know, can do and understand.

Presentations of materials are when the teacher sees that the child is ready to learn a new skill and is presented a new work. Presentation of materials or works can be done in large or small groups or individually. Once the child(ren) have been presented with the new work, they may choose the work as many times as they please.

Respect. Grace and courtesy. Peacefulness! What wonderful and important themes and ideas to be taught and modeled to children. Respect is shown through examples of how children should respect themselves, others and the environment. Manners, respectful vocabulary, and conflict resolution are just a few of the concepts covered to help children understand social structures and to grow into happy, peaceful and respectful humans of this world.

By Cara Zelas, Private Tutor

Teachers College Reading and Writing Project

November 20, 2013 Brad Hoffman Leave a Comment

Lucy Calkins is a leading expert in guided reading instruction and writing instruction who teaches at Teachers College of Columbia University. She founded the Teachers College Reading and Writing Project, and is the author of books found in 65% of American K-5 classrooms, including The Art of Teaching Writing.

As a resource for both teachers and parents, this wonderful series of seven videos allows parents and educators to virtually attend a workshop at Teachers College Reading and Writing Project, providing relevant and useful information for literacy and language development.

The video below outlines the methods of the Teachers College Reading and Writing Project, and the other videos go into specifics covering Reading and Writing Skills, Teaching Education, Curriculum, Design of Writing Standards, Implementation, and Book Club.

Our faculty is well versed in Lucy Calkins teachings and using the Teachers College Reading Writing Project benchmark reading levels.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Top 10 Teacher Tips for Making the Most of Every Parent-Teacher Conference

November 5, 2013 Brad Hoffman Leave a Comment

Parent-Teacher Conferences are a moment in time to share your expertise and knowledge while also gaining valuable insights from students’ parents. Here are 10 tips to help you better enjoy the experience:

Establish a positive and trusted relationship with students’ parents right from the start of the school year. Establishing a trusted relationship is essential when challenging discussions need to be held.
Schedule conferences in advance. Be mindful of scheduling requirements at your school and leave a bit of flex time between each conference. Send parents confirmation of their scheduled date and time a day or two before the conference.
Be prepared. Gather relevant materials such as recent work samples, grades, test scores, and observational notes. Review this information so that you can speak about it knowledgeably and confidently. At the table have a pad of paper, pens, pencils, a box of tissues and classroom materials to share as examples.
Greet parents at the door with a smile, a handshake and a warm welcome. Invite them to join you at the conference table, set with adult-sized chairs. There’s nothing like starting on a positive note.
Start and end each conference with positive comments. Comments must be genuine and show that you know and care about their child. Communicate that you believe that their child can and will be successful and that you are implementing strategies to ensure that progress continues.
Begin each conference with a teacher update of student progress. This sets a positive tone for the conference and allows you to address strengths and concerns upfront. After you have shared your observations and data, ask parents for their input, feedback and questions. LISTEN, LISTEN, LISTEN- you will learn a lot. Respectful two-way communication is a building block to maintaining this critical and trusted relationship, which according to research has a tremendous impact on student achievement and success.
Ask questions during the conference to let parents know that you are interested in what happens outside of school hours as well. “What does your child say about school?” “How does your child feel about his/her learning?” “Is there anything your child wants you to share with me?” “What are your goals for your child?”
Set an environment where parents feel encouraged to share their concerns and provide feedback on how they see their child’s progress and/or the instructional program. It is your challenge to listen and respond without becoming defensive, even though this is difficult. This is significant because allowing parents to share their thinking opens the door for long-term meaningful communication.
Write down any follow-ups that were discussed and agreed upon. Be sure to follow through and keep parents posted on your actions. Let parents know that they can count on you for the agreed upon follow-up.
Remember that every parent is doing his or her best, and sending the very best child they have to your classroom each and every day. Make sure they know you value that.

By Laurie Gross and Amy Shapiro
My Learning Springboard, Inc.

Explaining Learning Disabilities to Your Child

October 31, 2013 Brad Hoffman Leave a Comment

By Marcia Brown Rubinstein
Original Source: Smart Kids with Learning Disabilities

AT A GLANCE

How and when to tell your child about her learning disabilities depends on your readiness as well as hers • The “right time” is sooner rather than later, never in anger, and always in an atmosphere of optimism and confidence • Encourage ongoing discussions characterized by honesty, clear communication, reassurance, and an emphasis on her unique abilities.

As a parent, you must make sure that your child has the right information at the right time so that she can navigate her world with confidence. The same is true for information about learning disabilities.

Parents often agonize about telling a child that she has learning disabilities. But can you imagine not telling your child she has asthma because you don’t want her to feel funny using an inhaler to breathe?

Learning disabilities are just as real and just as disabling as biological differences. The sooner they’re addressed, the better the prognosis for a productive future.

FINDING THE RIGHT BALANCE

In the absence of an explanation, your child will assume that she is stupid if she stumbles in class, struggles with assignments, and sees that others need less assistance to learn. If you haven’t educated her about her unique learning style before that happens, you’ve waited too long.

On the other hand, if you describe all the difficulties that may develop from a particular diagnosis, you may create a self-fulfilling prophecy. She may assume that she is incapable of learning anything, so why bother trying? In that case, you have disclosed too much too soon.

Is there a perfect time to inform your child about her learning disabilities? Of course. But the perfect time is different for every child, in every family, in every culture, in every setting, in every school, for every type of intellectual range, and for every type of learning disability.

So how and when should you begin to educate your child about her learning differences? The answer is simple: When you are ready, when she is ready, when the time is right, better sooner than later, never in anger, and always in an atmosphere of optimism and confidence. Following are tips to help you through the process.

Educate yourself about your child’s diagnosis and her assets and deficits before communicating the scope of the learning disability to her. In your discussions do not lose sight of her strengths and unique abilities.

Reassure her that she’s perfectly healthy, then explain her specific learning disability in detail suitable to her age and intellect. If she has dyslexia, for example, you may want to say that her brain works differently when she reads. If she’s been mixing up letters, point it out as an example of what happens with dyslexia. With older kids, prepare material for them to read and referrals to websites that explain their specific type of LD in language they can understand.

Tell her how you’re going to get help. Reinforce the fact that you and all family members will do everything it takes to guarantee her success. Share some examples of successful people with LD.

Explain tasks she’ll find easy to complete and ones that might provide challenges. Find support professionals to cover areas you cannot manage yourself. This includes emotional as well as cognitive issues.

Maintain an ongoing discussion about your child’s future. Discuss your expectations and hopes as well as hers. Make sure she knows that she can excel as long as she works hard. Don’t downplay the fact that there will be frustration along the way. Reinforce the fact that you and other family members will do what’s needed to ensure success.

Communicate clearly. Make sure your child understands everything you’re saying. Don’t hide behind jargon and clinical terms. Translate those into language she will understand. Help her apply the information in proactive, upbeat ways.
Compliment her often and sincerely. Self-esteem and resiliency are often fragile in a child with LD. Praise her lavishly, but make sure you mean it. Never give empty or gratuitous praise.

Get involved in your child’s school. There is nothing better than your active and obvious presence. You are your child’s primary educational advocate. Make sure that the teachers and administrators know you and know that you are overseeing her entire school program. Don’t find out too late that accommodations were not carried out.

Tell your child at least once every day, “I love you.” This advice works well for kids without LD too, but for those with LD, it’s as critical as food and shelter.

There may be few things more difficult than having these important discussions with your child, but if you get stuck, keep going back to No. 9. It’s more important than all the others combined.