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Category Archives: EDUCATION

Between Us: An Open Letter to the Disney Channel

Reblogged from Life Inspired:

Click to visit the original post

Dear Disney Channel Executives,

My daughter Journey has recently become a fan of the Disney Channel.  She just turned 7, she has officially outgrown Nick Jr. and since Nick seems to show SpongeBob all day, she has moved over to the Disney channel.  At first, she was pretty much only watching Phineas and Ferb.  Eventually, she started watching the rest of the line up including Good Luck Charlie, Austin and Ally, Shake It Up and Jessie.

Read more… 603 more words

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Ceremonia de Graduación del Programa Access – La Paz Students

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A El 19 de abril, el Encargado de Negocios Larry Memmott presidió la ceremonia de graduación de estudiantes del Programa Access 2011-2013. La ceremonia tuvo lugar en la Residencia del Jefe de Misión en La Paz. El evento comenzó con una presentación artística a cargo de jóvenes egresados de la ciudad de El Alto que deleitaron a la audiencia con un recital de violín. Durante el evento, los estudiantes destacaron la importancia del programa Access en sus vidas y demostraron su habilidad en el uso del idioma inglés, que es el resultado de dos años de cursos intensivos de idioma, comprensión cultural y liderazgo. Un total de 127 estudiantes de escasos recursos de la ciudad de El Alto se benefician del programa y reciben clases de forma gratuita con patrocinio del Departamento de Estado.

All photos and text are protperty of the US Embassy La Paz [Flicker Gallery]

 
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Posted by on April 24, 2013 in BOLIVIA, EDUCATION, photography

 

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Raising resilient expat children?

Mother's Day Montesori School (6)diversity & resilience

I feel like I began this year on a very ‘introspective mode‘, rethinking life, our lifestyle, and the way we plan on leading it forward…

This is a third post on my ‘random thoughts‘ about bringing our children out [first one discussed multilingualism and its approach as parents; and the second one dealt with 'how to approach' diversity issues], especially when it comes to the heterogeneous society they [children] are about to face…. any moment from now… [find all interesting links to great discussions at the bottom of this post!]

For a child, especially the young ones, parents are their strongest link to the concepts of ‘reality‘ and ‘normalcy‘.
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That said, I recently found from Expat Child, a fantastic site for inspirations for any parent out there, even if they’re not ‘serial expats’ like our family:
[and my deepest appreciation to the site authors for bringing out such an interesting discussion!]

Five Quotes On Resilience

Picture of the Galapagos Marine Iguana with a Darwin quote on survival of the species

It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. – Charles Darwin

Resilient children tend to have parents who are concerned with their children’s education, who participate in that education, who direct their children everyday task, and who are aware of their children interests and goals. Another important characteristic of resilient children is having at least one significant adult in their lives. – Linda F. Winfield

Courage is resistance to fear, mastery of fear, not absence of fear. – Mark Twain

There are two lasting bequests we can give our children: one is roots, the other is wings. – Hodding Carter

Self-esteem is the real magic wand that can form a child’s future. A child’s self-esteem affects every area of her existence, from friends she chooses, to how well she does academically in school, to what kind of job she gets, to even the person she chooses to marry. – Stephanie Martson

I don’t have answers for these questions, and maybe, secretly, would hope to find a few over here… from other expat/parents out there... I’m aware that we [parents] are all seeking answers, suggestions, so, I’ll echo my voice with many more… who knows? Comments/messages are very much appreciated, and more than welcome! “How are we [parents] working on raising more [socially] resilient children?”
Thank you!
 

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Embracing Diversity as an Expat: “How could we help our children around this issue?”

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I feel like I began this year on a very ‘introspective mode‘, rethinking life, our lifestyle, and the way we plan on leading it forward…

This is a second post on my ‘random thoughts‘ about bringing our children out [first one discussed multilingualism and its approach as parents], especially when it comes to the diverse society they [children] are about to face…. any moment from now…

The discussion on social diversity is not only part of our family’s daily life, but it also tailors the way we are raising our children, and the way we would like them to understand and perceive their surroundings.

Being a foreign-born spouse, who has moved out of Brazil over a decade ago, constantly traveling because of work and family life, I had to learn early that, the need to readjust and reinvent oneself is a critical part of the adaptation process in a foreign country. I’m also a parent, and often find myself trying to answer a few questions, to my own children, as well as, to other parents facing similar challenges: “What can I do to help my children around the issue of diversity?” And, in fact, how ready is our society to embrace diversity? 

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Life as an expat has shown me that we (parents) are the only ‘constant‘ on our children’s lives. Childhood friends come and go, depending on their parent’s jobs. Schools change. Countries, cultures, music, social patterns and expected behaviors last as long as one’s post assignment does.
For a child, especially the young ones, parents are their strongest link to the concepts of ‘reality‘ and ‘normalcy‘.
Over time, children will learn who they are and what to do through these experiences – absorbing a sense of their routines, traditions, languages, cultures, and national or racial identities – at their own pace, creating their very particular ‘hybrid culture‘, assuming their own identity, as unique social beings.
We are diverse, we speak different languages in our household, we come from distinct cultural and/or religious backgrounds… and our children could not be any different from that narrative. Our children are coming up as divergent individuals, in a much richer way than we (parents) were brought up. We are all very unique, and that notion needs to be reflected not only on the job represented by our officers (and their families) overseas, but also, through our own behavior as social creatures.
Diversity brings innovation and creativity. It’s important for us, parents, to add to our home environment, so it is reflective of other (cultural, racial, ethnic, family style) groups. It’s critical to express pride in our own heritage. Building positive identities and the respect for differences, would mean inserting these concepts to the routine of children’s everyday lives.

I don’t have answers for these questions, and maybe, secretly, would hope to find a few over here… from other expat/parents out there... I’m aware that we [parents] are all seeking answers, suggestions, so, I’ll echo my voice with many more… who knows? Comments/messages are very much appreciated, and more than welcome!

That said, what is our role as parents? How could we help our children regarding diversity? One of the suggestions is that we need to be constantly involved in their lives. Listening to their stories, learning about their ventures and challenges adjusting to new/unknown realities. We need to devote a great deal of patience for establishing a healthy communication channel within our household, and between all the levels of our (expatriate) community; opportunities will present themselves at the school, at the work level, at social events where children may take part… . It’s necessary to talk to our children about differences, in a very understanding and respectful way. Let us be resourceful and take advantage of the diversity around us.

One of the advantages this life as expatriates offers to families is the possibility to enroll our children in international schools. It’s already been discussed that students who attend schools with a diverse population (student body, faculty, staff) are capable of developing an understanding of the perspectives of other children’s backgrounds, learning to function in a multicultural, multiethnic environment.All of us are born free of biases, (un)fortunately, we tend to learn them as we grow. Is it a totally negative aspect of our lives? Could we turn our ability to make social judgments into a positive impacting tool? Let the discussion begin! :o

 

 
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Posted by on January 18, 2013 in children, EDUCATION, expat, resources, TCKs

 

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“To have a second language is to possess a second soul” (Charlemagne)

Already mentioned here my [random] thoughts on the whole bi/multilingual culture {Comments and extra thoughts on being a multilingual parent…}, and its obvious benefits, not only to the growing child, but also for the society that child is part of… Recently, CNN brought out an interesting/challenging/poking discussion on a study about ‘lifelong bilinguals’ {Study: Bilinguals Have Faster Brains} and the development of their brains… also, worth to check it out [I clearly did, it's part of who I'm... that said, I had no other option but to join the discussion forum with my 2 cents growing up as a nomad child, and now a 'trailing spouse' and mother to 3 TCKs].

I’m always on the lookout for interesting resources for supporting our toddlers’ learning, I stumbled upon this very interesting article from Multilingual Living, which I’m sharing below.

A very good resource for parents of TCKs, homeschooling parents, or any parent concerned about improving their children’s learning skills, without loosing track of reality.  From our “tentative trilingual home” to yours

Good reading!

Benefits of Multilingualism

By Michał B. Paradowski
Institute of Applied Linguistics,
 University of Warsaw

The advantages that multilinguals exhibit over monolinguals are not restricted to linguistic knowledge only, but extend outside the area of language. The substantial long-lived cognitive, social, personal, academic, and professional benefits of enrichment bilingual contexts have been well documented. Children and older persons learning foreign languages have been demonstrated to:

  • have a keener awareness and sharper perception of language. Foreign language learning “enhances children’s understanding of how language itself works and their ability to manipulate language in the service of thinking and problem solving”; 
  • be more capable of separating meaning from form;
  • learn more rapidly in their native language (L1), regardless of race, gender, or academic level;
  • be more efficient communicators in the L1;
  • be consistently better able to deal with distractions, which may help offset age-related declines in mental dexterity;
  • develop a markedly better language proficiency in, sensitivity to, and understanding of their mother tongue;
  • develop a greater vocabulary size over age, including that in their L1;
  • have a better ear for listening and sharper memories;
  • be better language learners in institutionalized learning contexts because of more developed language-learning capacities owing to the more complex linguistic knowledge and higher language awareness;
  • have increased ability to apply more reading strategies effectively due to their greater experience in language learning and reading in two—or more—different languages;
  • develop not only better verbal, but also spatial abilities;
  • parcel up and categorize meanings in different ways;
  • display generally greater cognitive flexibility, better problem solving and higher-order thinking skills;
  • a person who speaks multiple languages has a stereoscopic vision of the world from two or more perspectives, enabling them to be more flexible in their thinking, learn reading more easily. Multilinguals, therefore, are not restricted to a single world-view, but also have a better understanding that other outlooks are possible. Indeed, this has always been seen as one of the main educational advantages of language teaching”; 
  • multilinguals can expand their personal horizons and—being simultaneously insiders and outsiders—see their own culture from a new perspective not available to monoglots, enabling the comparison, contrast, and understanding of cultural concepts;
  • be better problem-solvers gaining multiple perspectives on issues at hand;
  • have improved critical thinking abilities;
  • better understand and appreciate people of other countries, thereby lessening racism, xenophobia, and intolerance, as the learning of a new language usually brings with it a revelation of a new culture;
  • learn further languages more quickly and efficiently than their hitherto monolingual peers;
  • to say nothing of the social and employment advantages of being bilingual {Study: Bilinguals Have Faster Brains}– offering the student the ability to communicate with people s/he would otherwise not have the chance to interact with, and increasing job opportunities in many careers {The Value In Being Bilingual or Multilingual}.
 
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Posted by on January 17, 2013 in EDUCATION, LANGUAGE, resources, TCKs

 

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10 days to a ‘possible White Christmas’. Colors from The Bolivian Folkloric Ballet of Potosi.

Image #10: 20 Days of a Joyful Christmas: The Ballet Folklorico de Potosi, Bolivia.

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Previous image here.

 

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12 days to a ‘possible White Christmas’… not quite your regular ‘Elf on the shelf’!

Image #9: 20 Days of a Joyful Christmas: Not quite your regular ‘Elf on the shelf’… more like ‘a non-stop climbing pre-toddler’! Climbing on the half-desk… going up the stairs… just got caught, while, quietly, trying to move on… Oh, the perks of being a mother of 3 little ones! Who needs adult supervision, anyway? :o

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Previous image here.

 

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13 days to a ‘possible White Christmas’…making my wish for 12.12.12: to witness their shared passion!

my two boys

my two boys after the match

Image #8: 20 Days of a Joyful Christmas: My two boys on a regular Saturday morning…

While many are still sleeping in, my boys head to the soccer field at the kids’ school… The ‘older one’ is the player, but my ‘youngest boy’ has to be there to support his dad… I couldn’t be any happier when looking at their faces… That’s a good wish for this 12.12.12: I’ve got 2 girls and 2 boys, and being able to witness their happiness is priceless… Today, I’m sharing the joy these boys bring to my life, through their shared passion: sports! :o

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Previous image here.

 

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14 days to a ‘possible White Christmas’. An evergreen centerpiece as a keepsake…

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Image #7: 20 Days of a Joyful Christmas: Evergreen centerpiece.

There’s a bit of backstory to this branch of evergreen. It used to belong to a much larger tree, in front of the  Radiation Treatment Facility here in La Paz. The tree has been trimmed to offer space for a canopy, where patients and patients-to-be would benefit from some much deserved shade, while waiting to be called into the facility. Several branches were cut down, and a few of the volunteers decided to take them home, using them as part of a unique Christmas decoration

Two weeks later, one of the branches still exists as my dining table centerpiece… beautiful… a keepsake of a day of work, but most importantly, reminding us about how blessed we’ve been… There’ll be no holidays at a hospital facility for our family… we’ll spend these holidays together, as a family.. we’re all healthy and grateful…

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Previous image here.

 

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15 days to a ‘possible White Christmas’… Driving among the clouds…

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Image #6: 20 Days of a Joyful Christmas: Literally driving among the clouds, outside the city of Nuestra Señora de La Paz… And we DID GO through this ride [or at least, the fab hubby did... all the driving!]. Here is the link for the complete Photo Essay!

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Previous image here.

 
 

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16 days to a ‘possible White Christmas’… Joy after the hail showers!

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Image #5: 20 Days of a Joyful Christmas: Joy after the Hail Showers… 

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Are we gonna get any snow?! Who knows… maybe! Previous image here.

 
 

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17 days to a ‘possible White Christmas’… Making fun Science with… Snow!!!

Image #4: 20 Days of a Joyful Christmas: Let it snow in school… if [natural] snow doesn’t fall down from the sky, the solution is… let’s make it! [nothing wrong with having fun with school-made artificial snow!]

Makes Fluffy Artificial Snow in Seconds!

Twenty days until Christmas – through twenty images of joy… We’ll get a bit closer each day that goes by… Are we gonna get any snow?! Who knows… maybe! Previous image here.

 

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Children in adult-oriented places: a collection of [random] thoughts!

I found this theme really interesting, and intriguing… almost poking on us, parents of our loving well-behaved little ones:

“Everyone loves kids, right? Right! Except when they don’t. This week, we’re particularly interested in what you think about kids in adult-oriented places. I think most of us can agree that it’s not a good idea to drag little Sally to a bar at 1AM, but what about a museum? A fancy restaurant?” [Michele M. from King of States].

at the museum

Well, as a parent of 3 little kids (oldest one just turned 7), moving every two years, due to family work requirements, having to adjust not only to a new country, as well as to new cultures, new languages, there’s yet the expectation that [shockingly!] my kids should also re-invent themselves and adjust/adapt to new social demands/requirements, showcasing the pristine behavior only found in movies about expat children attending boarding schools, spending their spear time learning an instrument and being part of book clubs!

Clearly, that doesn’t happen. It never did, and very likely, it’ll not happen in any future

This theme, discussing the pros and cons of having children in adult-oriented/adult-only social places got me thinking. And I began reading through what others had to say about it [I'm such a curious cat!].

I’m always searching for resources related to raising children in multi-cultural settings, I take part at parenting forums, I respond/comment on discussion lists, I blog about raising TCKs, and seek help for that…

I’m also the ‘household fairy’, you know, that one silent worker, that makes the breakfast show up in the morning, the lunch packs being ready before the school bus turns the corner… the ‘laundry fairy’, the intense PTA volunteer. Unfortunately, there hasn’t been enough time to ‘school’ my children on the ‘perfect social behavior‘ [whatever it is or means] – I’m still trying. And my children are also trying to learn, the best they can. They’ve been to restaurants, airports, family gatherings, embassy functions, social events, you name it!

So, answering the original question, should kids be allowed at adult-oriented places? PROBABLY NOT. And I’m stating that as a MOM, speaking my heart out from my life experience, as a mother, and a former teacher. NOTHING AGAINST children. Love them. Deeply. But in my very humble opinion, there are some adult-oriented places that little ones should no be taken to – and that includes some of our beloved evening pubs, bars and dining places – unless the latter is kid-friendly, otherwise, one should only take a [especially the very young ones] to a bar or pub, if looking for some unforeseen sickness, and a parental headache for the following days! :o

making pizza, at a ‘kid-friendly’ restaurant!

But, should we, as parents, carry out our frustrations to a public setting? Would it be enjoyable to ourselves, and to others?

Kids deserve people to respect them. And, do you believe they [the children] would be receiving their deserved share of social respect, if others [adults] would feel uncomfortable with their presence? Tough call.

My parents always had to travel for work. We moved a lot. We were also three children, the only difference was that, being the oldest one (9 years older than the youngest), I was responsible for their social behavior.

A ‘quasi-responsiblity‘, if I could put it like that. And I remember getting the ‘rolled eyes’ from others, the ‘evil looks’ at restaurants. There was no nanny at that time. Two working parents. Going out to restaurants was a rare treat – we definitely had to ‘earn our way’. Today, I’m the parent. I’m the one flying with screaming  kicking bored wonderful children. :o The ‘looks’ towards me are still there. I can feel them. And I’m sure my children also sense them coming…

For all that, even if it’s hard, logistically challenging, last-minute need, try to find yourself a baby sitter. That’s my little 2 cents of advice, and one may do whatever it wants with it, even completely discard it. Just my humble suggestion…. Adult-oriented places are for adults only [clever conclusion, right?!].

Unfortunately, for the ones who would like to spend quality time with their children, tagging them along wherever they go, I’m sure there’ll be other alternatives… they’re called ‘kid-friendly places’. Trust me, kids don’t enjoy adult-only scenarios. I’ve been there. I’ve tried both ways, and I’d stick to the second one. It’s safer for the adult parent, the adult company, and for the children.

Good luck to all of us raising kids – what a tough job, man! :o

 
 

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So… where’s home? [from a TCK's perspective]

Adjusting to School…

School’s begun, kids are adjusting to their ‘newest’ challenges: new friends, without forgetting their ‘previous’ ones, new teachers, with different teaching techniques, strategies, and a brand new schedule… All in all, they seem to be taking it in pretty well (at least for these past 2 weeks!). Let’s see what future will bring to this foreign service family ♥

Adjustments are never easy, nor smooth, but as committed parents, we’re trying our very best to make sure our 3 kids have an enjoyable social/emotional/psychological experience at this new posting/assignment. Not all is under our control, unfortunately, but… it’s all part of life, and life’s challenging on itself – otherwise, what’d be the meaning of pursuing different lifestyles?

That said, during one of my ‘blog hopping’ ventures, found a very interesting video discussing the meaning of ‘home, from a TCK‘s perspective, totally worthy the time, and maybe, a good way to generate some discussion/questioning about the theme. Here it is:

So Where’s Home? A Film About Third Culture Kid Identity from Adrian Bautista on Vimeo.

 

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Learning about Culture and Presidents at the National Museum of American History, Washington DC.

                    George Washington Statue at National Museum of American History – Washington, D.C.

This is the last post of a series – images and stories from our experiences during the US Home Leave. Before we arrived to our newest work and life adventure, we got to spend some time with family back in the US, sharing our stories and experiences of the past two years living and working in Brazil; do a bit of traveling, spend some great quality time with our kids at parks in Delaware and Virginia… and visit the National Mall in Washington, DC. A lot done during our ‘home leave’, now, being shared with our friends, family and curious readers! :All of that will be presented here… one at a time, though! :o  

Sixth stop: The Presidents Hall, at the National Museum of American History, Washington DC: Link to the exhibit is here.

 

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Snapshots of The Smithsonian Natural History Museum, Washington DC.

Well, we’re in La Paz, Bolivia, now. But before we arrived to our newest work and life adventure, we got to spend some time with family back in the US, sharing our stories and experiences of the past two years living and working in Brazil; do a bit of traveling, spend some great quality time with our kids at parks in Delaware and Virginia… and visit the National Mall in Washington, DC. A lot done during our ‘home leave’, now, being shared with our friends, family and curious readers! :All of that will be presented here… one at a time, though! :o  

Fifth stop: Halls at the Museum of Natural History, Washington DC: Link to the exhibit is here.

 

As a Biologist, mom/teacher and former volunteer at the Natural History Museum (2004), I can say the visit, the explanations, and the teaching/learning combinations are well worthy a day trip with your own children, class students, friends, or simply, a ‘curious soul’… Related articles

 

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Images from an exciting visit to the O. Orkin Insect Zoo, in Washington, DC.

 

Before assuming post at our newest work/life assignment in La Paz, Bolivia, like many other foreign service families, we spent our four weeks of home leave in the US. We visited with family in Virginia and Delaware. We reconnected with friends from the past and from the present. We had fun at parks, public libraries, museums and galleries. We learned and shared experiences about history, culture, nature and life, with our kids. A very intense period – and totally worthy! A lot done during our ‘home leave’, now, being shared with our friends, family and curious readers! All of that will be presented here… one at a time! :o  

Fourth stop: The O. Orkin Insect Zoo, part of the Museum of Natural History [Smithsonian], in Washington, DC: Link to the exhibit is here.

At a Glance

The O. Orkin Insect Zoo is a special exhibit hall on the 2nd Floor of the Museum where visitors can observe live insects and their many-legged relatives. Volunteers conduct tarantula feeding demonstrations, work with live insects that visitors may touch and hold, and answer questions about the many-legged creatures that live in the Insect Zoo.

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As a Biologist, mom/teacher and former volunteer at the Natural History Museum, I can say the visit, the explanations, and the teaching/learning combinations are well worthy a day trip with your own children, class students, friends, or simply, a ‘curious soul’… 

 

 
 

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Snapshots from Home Leave: The Flag that Inspired the National Anthem [National Museum of American History, Washington DC].

The Flag that inspired the National Anthem

Well, we’re in La Paz, Bolivia, now. But before we arrived to our newest work and life adventure, we got to spend some time with family back in the US, sharing our stories and experiences of the past two years living and working in Brazil; do a bit of traveling, spend some great quality time with our kids at parks in Delaware and Virginia… and visit the National Mall in Washington, DC. A lot done during our ‘home leave’, now, being shared with our friends, family and curious readers! :All of that will be presented here… one at a time, though! :o  

Third stop: The Star-Spangled Banner Exhibit, Washington DC: Link to the exhibit is here.

Getting ready to unfold the Flag and sing the National Anthem. Curious eyes follow every step of the way. All visitors become part of the interactive visit to the Museum of American History – at 3pm, the performance starts…

 

Our children watched, mesmerized, the visitors below, singing and honoring the National Flag – what a great way to share with them information about the greatest symbol of the country… learning should never stop… a live experience they’ll always hold in their hearts!

Next time, our fourth stop, where we’ll share images and comments of our visits to several halls at the Museum of Natural History (Smithsonian). Children’s curiosity is endless! :o We had the pleasure of being joined by a dear friend, whose patience and care for my children are priceless… Thank you very much, Cherise! ♥

 

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Snapshots from Home Leave: An afternoon at the Clemyjontri Park in McLean, Virginia.

[Backstory: Well, we're in La Paz, Bolivia, now. But before we arrived to our newest work and life adventure, we got to spend some time with family back in the US, sharing our stories and experiences of the past two years living and working in Brazil; do a bit of traveling, spend some great quality time with our kids at parks in Delaware and Virginia... and visit the National Mall in Washington, DC. A lot done during our 'home leave', now, being shared with our friends, family and curious readers! All of that will be presented here... one at a time, though! :o

That said, let's continue with our tales & reporting from our time back in the US, during this year's home leave. Before, I shared here some unique images from an intriguing visit to the Butterfly Garden, hosted by the Smithsonian [Natural History Museum], in Washington, DC. Without question, the National Mall in Washington, D.C., is the United States’ public playground, with loads of open space for tourists, and kids in particular, to roam. There’s not much here in terms of specific play features, but you’ve got leafy areas for picnics, a carousel, paddleboats on the Tidal Basin, and lots of biking and walking trails.

Second stop: The Clemyjontry Park, McLean Virginia: Link to more information about the park, its hours and features, here.

As in, the packaging for a new toy can be as entertaining as the toy itself. I find that traveling with young kids follows a similar logic. You can do all the museums, monuments, churches, and castles in the world, but what kids really want is a place in which to run around like they do at home. So to aid in that quest, here are my recommendations for small-people spaces in big-city places—namely, adventuresome playgrounds that will stand in for that well-worn play area at your neighborhood school or park.

We had the pleasure of being joined by a dear friend, whose patience and care for my children are priceless… Thank you very much, Cherise! ♥

 
 

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Snapshots from Home Leave: A visit to the Butterfly Garden at the Smithsonian Museum, Washington DC.

 

Well, we’re in La Paz, Bolivia, now. But before we arrived to our newest work and life adventure, we got to spend some time with family back in the US, sharing our stories and experiences of the past two years living and working in Brazil; do a bit of traveling, spend some great quality time with our kids at parks in Delaware and Virginia… and visit the National Mall in Washington, DC. A lot done during our ‘home leave’, now, being shared with our friends, family and curious readers! :All of that will be presented here… one at a time, though! :o  

First stop: The Butterfly Garden, Washington DC: Link to the exhibit is here.

We had the pleasure to visit the $3million butterfly exhibit at the Smithsonian Natural History Museum. The exhibit “Butterflies + Plants: Partners in Evolution” features a 1,200 square foot tropical butterfly garden with approximately 400 butterflies. In the exhibit’s main hall, visitors learn about the co-evolution of butterflies and plants.

The butterfly garden at the Smithsonian is located on the Ninth Street side of the National Museum of Natural History building. 

Four distinct habitats – wetland, meadow, wood’s edge and urban garden — encourage visitors to observe the partnerships between plants and butterflies.

The garden is a joint project of the Horticulture Services Division and the Museum with partial funding from the Smithsonian Women’s Committee.

The garden, on view at all times, is a perfect complement to a visit to the O. Orkin Insect Zoo on the second floor of the Museum. [Stay tuned for upcoming posts on other visits to the Smithsonian wonders!] :o

As a Biologist, mom/teacher and former volunteer at the Natural History Museum (2004), I can say the visit, the explanations, and the teaching/learning combinations are well worthy a day trip with your own children, class students, friends, or simply, a ‘curious soul’… We had the pleasure of being joined by a dear friend, whose patience and care for my children are priceless… Thank you very much, Cherise! ♥

 

 

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Why Are There So Few Women in Math and Science Professions?

Reblogged from newsofthetimes:

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There is a fascinating story on NPR this week about the lack of women in math and science fields that is worth a read.

It explores the reasons that there are more men than women in these fields and the reasons that many women do not stay in these fields. The article lays the blame on women's awareness of stereotypes regarding their competency in these areas.

Read more… 359 more words

A great finding, during one of my weekly 'blog-hoping' exercises... Thank you, NewsofTheTimesBlog!

"There is a fascinating story on NPR this week about the lack of women in math and science fields that is worth a read. It explores the reasons that there are more men than women in these fields and the reasons that many women do not stay in these fields. The article lays the blame on women’s awareness of stereotypes regarding their competency in these areas. The author makes it clear that the problem is not all in women’s heads, but rather lays the blame at the feet of the pervasive messages that women hear on a daily basis about their abilities, or inabilities, in these areas. I find this fascinating. When I was in middel school, I was told I was bad at two things – OK, maybe 3 things – math, science and art. Whether the people who told me these things recognized that they sent me this messages as a teenager or not, these messages stuck with me over the years; in fact, these messages have stuck with me to this day. I worked in the field of domestic violence for many years and was always interested in the programs that many shelters have for children who have witnessed domestic violence, where they use art therapy to help children heal and cope with their untenable family situation. As someone who was told that art was not a personal strength, I always felt more stressed by the idea of this type of therapy than soothed. The messages we are told when we are young stick with us. The story on NPR seems to confirm this and posits the theory that this is one of the main reasons that women, even women in high level math and science professions, do not stay in those positions. The story points out a fundamental challenge, in which there are not many women in these fields, and women seem less likely to enter these fields because they do not see themselves represented in these professions. Quite a chicken and the egg conundrum. What do you think? Have you, or your children, had any personal experiences with being told that you were not good at something? Have you found ways to counter these messages that work for you? Do you have any ideas about how more women could be encouraged to enter the fields of math and science? Or do you think that it is not really a problem to have this field so dominated by men? I would love to hear your thoughts. Thank you for reading."

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A fantastic reading, for sure! It's so good to know there are similar voices/questions/concerns out there! Enjoy the reading!
 
4 Comments

Posted by on July 12, 2012 in EDUCATION, science

 

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EcoClub Pizza: first results from school’s hanging garden!

[In English]: Pizza made with herbs grown at the American School Hanging Garden

We’d talked the School Canteen into turning the garden’s produce into Pizza (and Salad!) for lunch on June 11.

A bit of a backstory on our Hanging Garden Project: We’ve got new ORGANIC VEGGIES, all from ‘freshly donated seeds’…

Our middle/high school students have been deeply involved in building a system with planters made from recycled PET bottles, as seen on the right.

What originally was a school research project, has become a multidisciplinary task (see left), and a passion for all the gardening lovers! Besides that, we’ve discovered a great source of cost-free clean/distilled water for all the watering needs: the several air conditioning devices, spread throughout the school campus.

“Care for a slice?” :o

Great use of a recycled PET bottle!

 Related articles:
 

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Brown, green and red seaweed. From the beach to the classroom!

My “assistant”… a bit too young to be a TA, but very interested and curious.. also, pretty committed! :o not so hard to find good specimens at the clean beach of Carneiros… how lucky!

The result: intrigued, curious, second-graders! What a hit! :o

 

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Greenpeace in Brazil. Visiting the Rainbow Warrior Ship.

2 biologists

The Greenpeace ship, Rainbow Warrior is in Brazil.

We had the opportunity to go on a guided visit through its compartments, talk with the captain, and learn more about the current projects involving the Greenpeace Initiative and Brazilian NGOs.

The visit also included the solar kitchen installations and the solar panels.

 

The Captain

  

 

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School ‘Babylon Hanging Garden’: hard work pays off!

Great use of a recycled PET bottle!

 
Wordle: herbs

The Recognition 

EcoClub Pizza! Harvest time is approaching for the Hanging Gardens of the EcoClub. We’ve talked the School Canteen into turning the garden’s produce into Pizza (and Salad!) for lunch on June 11.:o Stay tuned!

That said, I’ve been asked to provide updates on our Hanging Garden Project. We’ve got new ORGANIC VEGGIES, all from ‘freshly donated seeds’… Our middle/high school students have been deeply involved in building a system with planters made from recycled PET bottles, as seen on the right. What originally was a school research project, has become a multidisciplinary task (see left), and a passion for all the gardening lovers! Besides that, we’ve discovered a great source of cost-free clean/distilled water for all the watering needs: the several air conditioning devices, spread throughout the school campus.  

 

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Snapshots of Mother’s Week.

What is Motherhood? I’m still trying to figure the answer out… some days I just feel like we’re “getting by”, instead of living… other days, are simply wonderfully perfect…. and, most of the days, are plain regular, filled with lots of “mom!!! come here, please!!!” or “mom!!! she took something from my bedroom!!!” or even, a gibberish cry that could mean anything from hunger, pain, to simply: “mom, hold me in your arms…”

Anyway, here are a few shots from this past “Mother’s Day (weeklong celebration)”

 
2 Comments

Posted by on May 24, 2012 in children, EDUCATION, expat, FAMILY

 

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Weekly Photo Challenge: Arranged

“Arranged”. That’s the inspiration for this week’s photo challenge from WordPress And the interesting part is that the images are part of one of our current projects: A Hanging Garden with school children, inspired by the Babylon Hanging Gardens, but using recycled materials, as PET bottles, coconut fiber (to build the planters), cost-free watering system and donated seeds… “Get involved, get “green”, get together”!

Not the Hanging Gardens of Babylon, but...

"Making sure they're all PERFECTLY ARRANGED"!

Other posts from WordPress bloggers

Arranged Police Horses (Weekly photo Challenge) « Cardinal Guzman


 

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[Português/English] Marine Turtles in Northeastern Brazil – Projeto TAMAR em Fernando de Noronha

Five of the world’s seven sea turtle species are found in Brazil.

For over 20 years TAMAR project is responsible for identifying and protecting nesting beaches and feeding areas, doing research, promoting awareness and involving the local community.

Thanks to good planning, loyal sponsorship and an innovative merchandising program they are able to maintain 20 bases in Brazil. Releasing more than 600 thousand hatchlings every year, the TAMAR bases have become important tourism attractions and mean income to 1200 families.

[NOTE FROM BLOGGER] ALL THE INFORMATION BELOW IS PROVIDED BY WWF BRAZIL:
Project: Supported by WWF
Year started: 1982
Other Partners/Supporters: Petrobrás
Address: Alameda do Boldro s/no. – Fernando de Noronha – PE
Contact: Claudio Bellini
e-mail: infonoronha@tamar.org.br
more info: www.projetotamar.org.br
Area: Natural
Activities: Visit a conservation unit
Equipments: sandals, shorts, t-shirts, swimming gear, towel, small backpack, sunglasses, sunscreen
Gateway: Recife ou Natal
Near airport: Fernando de Noronha – PE
Dist. from the airport: 2 KM
Max. number visitors: 15
Min. number visitors: 2
Max. Lenght: 10 day(s)
Min. Lenght: 2 day(s)
Level: easy
Activity: Enviromental, Scientific, Social
Best time to go: February, March, April, May
Attending a night-time lecture (9 pm) at the TAMAR Institute

[Portuguese] O arquipélago de Fernando de Noronha, composto por 21 ilhas e ilhotas de origem vulcânica, está situado a 345km de Natal, capital do Rio Grande do Norte/RN e a 545Km de Recife, capital de Pernambuco/PE. É sítio de reprodução da tartaruga-verde (Chelonia mydas), que utiliza as praias arenosas do lugar para desovar entre os meses de dezembro e julho. É também área de alimentação, crescimento e repouso para juvenis desta espécie e da tartaruga-de-pente (Eretmochelys imbricata).

As praias de desova apresentam características propícias a um monitoramento diário, inclusive noturno nas áreas principais. A do Leão concentra 80% das ocorrências. As demais desovas acontecem ao longo do mar de dentro, entre as praias do Sancho e da Conceição. Cada estação reprodutiva, registra em média 100 desovas, gerando 8.900 filhotes da tartaruga verde.

O TAMAR iniciou suas atividades na região em 1984, quando o arquipélago ainda era território federal administrado pela Aeronáutica (hoje é território do Estado de Pernambuco).

Em 1986, foi criada a APA-Área de Proteção Ambiental. A praia do Leão, principal área de desova do arquipélago, tornou-se o embrião do Parque Nacional Marinho, criado por decreto federal, em 1988.

Fernando de Noronha é uma das bases mais importantes para o trabalho do Tamar.

É um verdadeiro laboratório natural, pois a transparência do mar oferece excelente condição ao desenvolvimento de pesquisas sobre a biologia e comportamento das tartarugas marinhas em ambiente natural, sobretudo debaixo d’água.

Além do monitoramento de fêmeas, durante o período reprodutivo, a base mantém um programa de marcação e recaptura de tartarugas que utilizam o arquipélago como área de alimentação, crescimento e repouso, durante uma etapa do seu ciclo de vida. Desde 1990, mais de mil tartarugas já foram marcadas pelo Tamar através desse programa, em que os pesquisadores realizam mergulho livre, autônomo ou rebocado.

Além do mais, o grande fluxo turístico que o arquipélago registra é estratégico para o trabalho de sensibilização e educação ambiental, principalmente através do Centro de Visitantes-Museu Aberto das Tartarugas Marinhas, o qual tivemos o prazer e honra de visitar durante nossa recente visita ao arquipélago. Todos os visitantes do Museu-Aberto do TAMAR recebem uma palestra gratuita sobre a vida selvagem a ser encontrada no arquipélago, assim como, são instruídos a como se comportar em frente à natureza, sem causar quaisquer impacto ambiental. Todas as palestras são às 9 da noite, e seguem por cerca de uma hora até uma hora e meia. Extremamente informativas,claras, concisas e ministradas por pesquisadores e voluntários do TAMAR. É a perfeita preparação para os que irão aventurar-se a explorar as ilhas na manhã seguinte. Nós adoramos a experiência, eu enquanto bióloga, e meu esposo, agora apaixonado pela vida marinha. Um sucesso e uma oportunidade única de vivenciar, aprender e compartilhar conhecimentos.

 

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The Tropical Christmas arrived… in 25 images.

The ‘non-white’ Christmas is here! Let’s celebrate… tropically!

Image #25: 25 Days of Tropical Christmas: Celebrating Christmas, tropically!

[With pizza and cold beverages?!] Merry Christmas to all!

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Original Post:

25 Days to Christmas

 
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Posted by on December 25, 2011 in EDUCATION, I SPY, photography

 

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5 days to a ‘non-White’ Christmas… in 25 tropical images.

School decorated hallways.

Image #20: 25 Days of Tropical Christmas: Arts & Crafts to decorate the Schools

Original Post:

25 Days to Christmas

 
4 Comments

Posted by on December 21, 2011 in EDUCATION, I SPY, photography

 

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Our son’s classroom featured on Rede Globo: good eating habits can be taught.

 
5 Comments

Posted by on November 28, 2011 in BRASIL, children, EDUCATION, FOOD, Português

 

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Habitat for Humanity came to School

Great way to get middle and high schoolers interested, engaged and committed. Habitat for Humanity came to the American school of Recife, this past week, to gather volunteers for their work in the Northeast Brazil…

Every couple of months, led by the class of Seniors, students, parents, teachers and staff, go out to the suburbs of Recife, helping (re)build homes, sharing experiences and offering advice on waste management, water use and conservation, health care; or simply, listening to fantastic stories from the local community.

Here are some of the exciting things happening, and that would really help teenagers and young adults to get a better understanding or the real world: (Thanks Mindy Walker for providing the school materials!)

Here for their Youth Program.

AGES 14–25

Build your community
There are so many things you can do to make an impact in your community.

Start today to become the leaders of Habitat tomorrow!

 
4 Comments

Posted by on November 22, 2011 in EDUCATION, school, volunteer

 

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“Oso pardo, oso pardo, que ves ahi?” or Thoughts on the Creative Flow of a TCK

Although we’re on family vacation (it’s October, right?!) , I’d asked our kids’ teachers to give me some work sheets for their time off, in order to help them not forget about school, during their traveling days…

 It may sound a bit “geeky”, but hey, that’s who we are, and that’s what we believe it is the right thing to do… at least, for now… Our oldest one is 6 years old, and experiencing the challenges of  “cursive letters”. This morning I spend a few good hours with him – it’s been raining, not a lot to do outside, and before we jumped into the movie-marathon mode, we did some ‘homework’ together. And, actually, it turned out to be fun.

After we were done, it came to me the realization of how we’re been raising our kids, immersed into hybrid cultures, always moving, always surrounded by different languages, doing homework in Portuguese, and proudly showing it to grandma, explaining her (in English) the task performed, and thanking grandpa for letting him borrow pencils and eraser, in Spanish… It sure made me stop and think: is that how it’s supposed to be? The children seem to adjust well to changes,  but how far is it possible to go, without stretching it out?

That said, my intrigued soul found some very good reading, from adult TCK authors, and we’re likely to become contributors, sharing experiences and thoughts, along the way…

Here it is -  interesting reading about becoming an adult third cultured, still remaining your own creative person.

“Creative thought, one of the world’s most valuable commodities, is something that has started to become somewhat elusive as our generations have progressed. It’s a principal that is born of original thought, the need to invent, and the want to produce something that others will seek value in. It has led to the development of the wheel, to the creation of the keystone arch, the sundial, the plough, the lens, the camera, the story, the song, the car, the computer, and the hadron collider. It has developed our species, improving our state of living and the reasons for which we live. Creativity, as a force, is what brought us from hunting with sharpened sticks to flying through space.

Yet that word, creativity, one we use so frequently for so many things, holds a weight to Third Culture Kids that’s only outmatched by the word “culture.” Of course, if you were to look a little closer, to really examine the core concepts of both those words and the implications that each of them posses, you would find that not only are they connected, but they are almost inseparable.

Being creatures of culture, TCKs posses that natural ability to rapidly evolve their cultural standpoint based on the community that surrounds them. We have a way about us, one that does not allow for us to be considered the same as those we interact with, but instead allows us to be accepted by them. We can see what others cannot, can move in circles where others would be outcasts. We view culture not as a boundary, but as a gateway into the heart of the world.

As TCKs, we do it subconsciously, unaware that we are behaving this way but aware of our talents and our ability to meld into something new. We missed it as we grew up, took it for granted as children while we hopped from place to place, but since we have matured and grown and become the Adult Third Culture Kids we are now, we have seen how naturally these behaviours are to us by watching how impossible they are for our First Culture Kid friends.

The question that remains, however, is what power does creativity have in the hands of a TCK? Creativity is a mental state that’s not accessible by everyone. It’s a unique problem solving technique for an extremely unique type of problem. Humanity is hard-wired to only understand patterns. For example 1+1=2 because every time you take the number one and add another number one, you always end up with two. Why? Because it always happens, and it happens because that’s just the law of mathematics. Creatives, however, push the bounds of that human limitation. We accept the laws because they are there, but we believe in that off-chance that maybe, just maybe, by some freak possibility or coincidence, the next time I take one apple and add another apple to it, a third apple will spring into existence and I’ll have three apples. We know it’s foolish, we know that based on the laws of mathematics and the physical restrictions of our universe it’s impossible. But we hope for the alternative.

This constant longing for the middle ground between impossible and spectacular is a trait that we incorporate into our regularly occurring existence. There’s no denying the fact that we, as TCKs, do not have a cultural home, possess no country in which we can return to, and have no place on this planet that we truly fit into. We are trapped outside the realm of normal human interaction, completely incapable of returning to a community or culture that is truly our own. So instead, we have turned to creativity.

Through creativity, TCKs have built-up groups of people, from friends to colleagues, that are so strong and so interwoven into our lives that they have become our own little cultural home. We have selected them for their differences, for the ways in which they can help better our lives and the lives of those around them. We have selected them for their value, for their desire to improve upon a situation and the relentless need to always take that next great step. We have created a culture of people who will stop at nothing to change the world.

So when you are next asked what it means to be a TCK, answer in whichever way you believe best resolves an impossible question. But know that if you and I are ever fortunate enough to meet, and you ask that question to me, I will simply smile and say the following:

It means that one day, with the help of everyone else, one plus one will equal three.”

 
2 Comments

Posted by on October 13, 2011 in EDUCATION, school, TCKs

 

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Science is fun! Renewable energy through the eyes of eighth graders

As promised, I’m posting another great Science Project (before I forget, thank you for sharing the previous blogpost). This time, from some of my 8th Graders, who chose to talk about renewable resources, clean energy and the implications of working now to guarantee a safer future… they brainstormed over a question: “who’s gonna save the world?”.

And so they did, using simple concepts, powerful images and their own understanding of current situations. Besides coming up with the traditional one-page write-up, they designed and developed this short movie. Like my previous comments about last week’s science project, i was nicely surprised by the outcome. Maybe, I’m just a proud (and bias!) advisor…

Hope you all enjoy this display of group work {some participants, myself included, are members of the School‘s photojournalism Ecoclub}, hope you appreciate the ideas behind the concepts, and, why not say, the students’ excellent choice for background music!

 
7 Comments

Posted by on September 17, 2011 in EDUCATION, resources, school, science, technology

 

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Science is fun! How 6th graders understand the importance of water

Kids seem to be a bit more technologically sound these days, especially when compared to my own time as a 6th grader! I wasn’t expecting that a project about the use, importance and implications of recycling water could go much beyond a few handmade posters and read pieces of paper, in front of their class… Here is a video prepared by some of my students – please forgive any misspelling, and/or English mistakes/typos… at the end, they’re just kids, with access to the internet, and the capacity of “pretending to be video producers for a day”! :o

 
8 Comments

Posted by on September 15, 2011 in EDUCATION, school, science

 

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Folklore or Folclore? American School in Brazil shows the cultural differences

Folkore day in Brazil: August 22. Time to celebrate cultural differences! :o

A few snapshots from the School cafeteria – the “common place to share experiences”!

traditional stories, legends and myths...

creatures from the sea, from the land, and from the space all get together making up for beautiful tales!

tropical creatures - hanging out with the monkeys!

cartoon stories

 
2 Comments

Posted by on September 8, 2011 in EDUCATION, LANGUAGE, TCKs

 

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Brazilian National Day: “building the country together”

International (elementary) students from the American School in Recife got together to “show how to build the country“, great initiative from teachers, students, and a fun way to celebrate Brazil’s National Day! Can you guess which national symbol they built? :o

 

 



 
5 Comments

Posted by on September 7, 2011 in EDUCATION, LANGUAGE, school, TCKs

 

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Why Science is Hard to Learn.

At the same time, it begs the question:

“why is Science hard to teach”?

Got two words for that:

misleading concepts

The other day, when I found myself mentioning to students ‘I’d been teaching for longer than they’d been breathing’, I realized that, despite the long time, the challenges of teaching Science were always there…

I could list here various reasons for those difficulties: perhaps students have persistent preconceptions (especially misconceptions); lack previous life experiences (including those they might have missed in school) that would have provided valuable background information on the topic; maybe even a limited ability in the math skills needed for a particular subject; difficulty understanding abstract ideas; all that together requires a lot of extra strategic teaching skills from the teacher. If the majority of these difficulties are not addressed, in one way or another, students may end up developing even more misconceptions and more gaps in their learning…

So, maybe, teaching Science is harder than learning it? Unfortunately, I don’t have the answer to this question, and would gladly accept suggestions and/or guidance… Teaching is already hard enough by itself. When we add to the pot a series of misleading concepts, which aren’t all untrue in their nature, but extremely challenging to explain and to be understood, then, the boiling conclusion teachers have to face are serious instructional dilemmas

But, hey! Although hard to admit, some concepts are not as easy to teachers as we may try to sell them to students! [guilty smiles!]

One common fact is that the more abstract a Science topic is, the harder it is to learn for many people, including us, teachers! Telling Science to students is not teaching Science.

These images all show an aspect of science, but a complete view of science is more than any particular instance.

image from University of California Berkley (ucberkley.edu)

We all, students or not, learn by “doing” Science, and abstract topics need to be made concrete. The question is: ‘How?” How to transform concepts such as “the flow of matter and energy in ecosystems“, ”matter and its transformations“, “Earth’s shape and gravity“, and understanding changes in motion – into something more concrete? Luckily, for these questions in particular, if you are curious, feel free to visit the “Hard-to-teach Science Concepts“, a great discussion-book for teachers and committed parents. Students are better able to face their misconceptions and preconceptions when they are engaged in instructional activities, placing Science into a context they are capable of understanding…

If learning Science is considered to be difficult, the reverse activity, the act of passing on your life and academic experiences, your knowledge, your discussion points, through teaching sessions, is also challenging! And as Carl Sagan once stated (see box above), offering our students and our children a “shrug” as a possible answer, could just be the path of least resistance, but definitely, may not work in the long run when attempting to raise intellectually motivated students – that being in Science or in any other academic field.

Good luck to us all, Science teachers or not, and I’m wrapping this ‘brainstorming’ post up, with a very optimistic smile… :o

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Posted by on September 5, 2011 in EDUCATION, resources, science

 

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Bringing Up Children Bilingually {sharing the experience}

During one of my ‘weekend’s online research’, seeking resources for supporting our toddlers’ learning, I stumbled upon this very interesting article from The Education Cafe, which I’m sharing below. A very good resource for parents of TCK, homeschooling parents, or any parent concerned about improving their children’s learning skills, without loosing track of reality.  We’ve been trying to bring our kids up in Portuguese and English. Good reading!

Bringing Up Children Bilingually
FEBRUARY 1, 2011

–Delana S

(…)

Defining Bilingual

Simultaneous

A bilingual can be an individual learning two or more languages simultaneously beginning between birth and age three.

Successive

A successive bilingual would be three or four years old to six or seven.

Late

And then there are bilinguals who develop additional languages after that point; they are late bilinguals. In the journey to becoming bilingual Dr. Landon quotes Jim Cummins as he mentions two stages that a bilingual reaches.

Stages

BICS and CALP

The first stage is Basic Interpersonal Communication skills (BICS) and the second is Cognitive Academic Language Proficiency (CALP). In a successive bilingual a seemingly fluid language socially (BICS) can be acquired in the first 18-24 months; however, it takes much longer to acquire the ability to think, reason, and speculate in that language. CALP often takes 5-7 years to develop if CALP has already been reached in the mother tongue. If CALP was not yet reached in the mother tongue, then it can take 8-9 years (e.g. in the individual working on two languages simultaneously, beginning before age 3). For successive and late language learners, if CALP is not reached in the mother tongue prior to beginning the learning of academics in a second language, CALP may not be reached in either language. CALP occurs on a continuum, but you can tell if CALP is occurring if the child can 1) read, 2) comprehend, and 3) read between the lines (or make inferences about what he is reading).

Benefits of Bilingualism

Enhances problem-solving ability and creative skills
Enhances awareness of how languages operate and the development of literacy skills
Increases understanding of underlying meaning and critical thinking
Increases linguistic creativity, expression and thinking
Often able to outperform other children cognitively and academically
Strengthens academics and extends career and college choices
Expands worldview and perception
Increases sense of individual, family, and cultural identity
If knowing one language is compared to seeing in red, and knowing a second language is compared to seeing in yellow, then the bilingual not only sees in red and yellow but also sees in orange.

Issues/Struggles on road to Bilingualism causing benefits not to develop

First language fails to develop sufficiently because it is not challenged cognitively and consistently.
First language does not have a strong cognitive foundation to support additional language, leading to underdeveloped thinking skills in first and second language.
Developing CALP in two or more languages simultaneously

This can be done if both languages are given equal input time during the birth to 3 time period. One parent speaks one language and the other parent (or nanny) the second language. One reads to the child in one language and the other reads in the second language. Even if/when a child shows preference to speaking in one of the languages over the other, both languages should continue to be spoken and read to the child.

Bilingualism and Learning to Read

For simultaneous bilinguals, learning to read and write in one language at a time can be helpful. Once a child learns to decode and read for comprehension in one of the languages, he will probably learn to read the other language on his own (with just the new script being taught). For successive and late bilinguals, it is best for them to develop CALP in the mother tongue first (learning to read, write, and reason in that language) before learning to read and write in a second language.

Other Tips and Issues

If your child is a simultaneous bilingual, teach your child to read first in whichever language she is strongest.
A child with cognitive or linguistic processing difficulties in one language will likely have those same difficulties in other languages.
For successive and late bilinguals, start with one subject in the second spoken language. Then gradually introduce less cognitive classes in that language (e.g. PE, Art, Science) moving to ½ the teaching in the mother tongue and ½ in the second language.
Some resources recommended by Dr. John Landon

A Parent’s and Teacher’s Guide to Bilingualism by C Baker.
The Care and Education of Young Bilinguals by C Baker.
Language Strategies for Bilingual Families: The One Parent, One language approach by S Barron-Hauwaert
The Bilingual Family by E Harding and P Riley
The Bilingual Family Newsletter by Multilingual Matters—online archives

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2 Comments

Posted by on July 31, 2011 in EDUCATION, resources, TCKs

 

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Eleven months of folklore in Brazil: dressing accordingly…

In Brazil there’s always an excuse to dress up for parties and/or traditional celebrations. Here’s a small sample of our kids’ past 11 months in-country:

Day of Folklore, honoring a national writer, dressing up as a talking doll, from Sítio do Picapau Amarelo, Ms Emilia, Marquesa de Rabicó:

Dia das Bruxas – Halloween. At school and with the neighbors

Carnaval, as traditional Frevo dancers

Matutinho & Matutinha, ready for the June Celebrations!

and off to School they go!!

 

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Be Great!

My name is Michael. I breathe to be great. Anything that brings me success in family, work, church, and life, I am passionately pursuing it!

Peace be upon you!

And whoever desires the Hereafter and strives for it, with the necessary effort due for it while he is a believer - then such are the ones whose striving shall be appreciated.

Living The Seasons

Finding Beauty & Laughter Everywhere

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