Thank you to the students and faculty that showed up on Sunday to support Making Strides! We completed our five mile walk and are steps closer to finding a cure. A special thank you to all that donated to this important cause. We reached our goal of raising $1000, together we can make a difference!
We at Parker Academy are always looking for new ways to reach out to families to include them in our adventures and successes. This is our second installment of ‘Taking Part’ in our 2018-2019 year and we hope you enjoy it as much as we have!
We at Parker Academy are always looking for new ways to reach out to families to include them in our adventures and successes. This is our first installment of ‘Taking Part’ in our 2018-2019 year and we hope you enjoy it as much as we have!
Parker Academy took part in Granite United Way‘s ‘Day of Caring’ this morning. They tackled five different locations to make a difference in their community! From painting a building, removing brush or picking up litter, these kids put their all into the tasks at hand. #dayofcaring2018
We started with reading aloud portions of “Narrative of the Life of Frederick Douglass, An American Slave” in an effort to get them used to using a “ primary source” This helps them to get an eyewitness view of the cruelties and spirit crushing impact of slavery.
We followed this with lessons on the various compromises of the antebellum period in which Congress tried unsuccessfully to balance the interests of “Free Soil” states with slaveholding states. The class engaged in a notetaking and discussion exercise with excerpts from Ken Burns’ “The Civil War” documentary.
The unit ended with a reading of journal entries by John Wilkes Booth and others about the Lincoln assassination.
The unit was a great chance to see what the students knew about the Civil War and to add to their knowledge base. It helped students to develop an understanding of the issues Americans were struggling with at that time.
The teacher reads a story to the class and then directs the students to select a character from the story and write a description of that character. The students get busy with the project and one by one, hand in the finished work. However, some students may struggle with an assignment. What was enjoyable for the other students is a daunting task for this student because perfectionism has caused him or her to be overly self-critical.
To the outside world, perfectionists seem like super achievers, but inwardly they may be struggling to meet unusually high standards they set for themselves.
Perfectionism itself is not a bad trait, but carried to extremes, it can become destructive. Never quite satisfied with their accomplishments, they may be experiencing low self-esteem and anxiety. Perfectionists are often overly critical of themselves and others.
What can you do if you think your child may be plagued by excessive perfectionism? Avoid being critical; attempt to bolster his or her self-esteem by explaining that imperfection is acceptable. It’s okay to be average or work to the best of one’s abilities. Give praise for completed tasks. For the perfectionist, just being able to finish something is an accomplishment.
You may want to let your child’s teacher know about this trait. Educators have experience dealing with different personality types, and they should be able to work with your child.
Physics may be one of the most challenging sciences, but it’s also with us all the time in our everyday lives. Help your child stop and notice.
Thinking about science in real-life terms can help your child master the subject. Sound difficult? Relax. It’s only a matter of translating the language of physics into the language of your child.
- Rest. This is the state of the book, gum wrapper or item of clothing your child leaves on the counter or the floor! An object is at rest when it is simply lying there and not moving at all.
- Inertia. This is your child after dropping the item. She knows she should pick up the item and put it away, but doesn’t feel like it. Inertia is a fancy term for resisting a change from one type of motion to another.
- Force. This is you. Force makes change happen. When you come along and tell your child she won’t be going out this weekend unless everything is picked up, you exert a force on your child. This force overcomes her inertia. She puts herself in motion and picks up what she left lying around.
- Mass. This is one way to tell how hard your child will have to work at cleaning up. Smaller objects (the gum wrapper) that are lighter and easier to move have less mass. Bigger objects (a stack of books) that are heavier and more difficult to move have more mass.
At Parker Academy, we help students learn how to regulate their behaviors. We utilize an “Emotional Regulation” chart to help students identify their emotional level and help them to develop strategies to manage their emotions. The lessons and learning activities that we use are designed to help students recognize when they are in the different zones as well as how to use strategies to change the zone they are in.
In addition to addressing self-regulation, students gain an increased awareness of emotional terms, develop skills in reading other people’s facial expressions, and gain a better perspective about how others see and react to their behavior. Students gain better insight into events that may trigger their behavior, and develop calming, alerting, and problem solving strategies.
Parents can help the efforts of the school and the student. Your child’s advisor can provide you with a copy of the “Emotional Regulation” chart or you can use the one that has been attached.
Parents can help by using language similar to what is used at the school and talk about the concepts of the emotional regulation zones as they apply to you in a variety of environments.
You can comment aloud so that your child understands that everyone experiences the different zones and use strategies to control (or regulate) ourselves.
For example, “This is really frustrating me and making me go into the Yellow Zone.”
“I need to use a tool to calm down.” “I will take some deep breaths and practice mindfulness.” Help your child gain awareness of his or her emotional regulation zones and feelings by pointing out your own.
Parents can talk about what zone is “expected” in the situation or how a zone may have been “unexpected.” They can share with the student how his or her behavior is affecting the zone you are in and how you feel. Parents can help the student become comfortable using language to communicate his or her feelings and needs, encouraging the student to share his or her zone with you.
Ask the student if s/he wants reminders to use these tools and how you should present these reminders. Ask the student to frequently share his or her Zones Folder with you and talk about what he or she has learned.
Make sure you frequently reinforce the student for being in the expected zone rather than only pointing out when his or her zone is unexpected. It is important to note that everyone experiences all of the zones. All of the zones are expected at one time or another. The Zones of Regulation are intended to be neutral and not communicate judgment.
With your support at home, your child can benefit from learning how to identify their regulation level and then develop strategies to manage their behavior.
Researchers know that chronic neglect or abuse in the home can cause toxic stress. But there are also other more subtle causes of toxic stress like ongoing marital strife between parents, chronic maternal depression, and very toxic we now know, poverty. Some types of stress are tolerable, but other types are considered “toxic”.
To understand these two types of stress, tolerable and toxic, it’s helpful to begin with an explanation of the brain’s stress mechanism. For these purposes we can separate the brain into two major divisions. We are all familiar with the advanced thinking part of the brain – the cerebrum. When we conjure an image of the human brain, it is the cerebrum we picture.
But beneath that part of our brain is a more ‘body function’ oriented brain region that handles emotions, as well as basic body states like hunger and sleep. In that region there is the limbic system where emotions like fear, anger and joy are processed. Nearby is an area called the hypothalamus and a gland called the adrenal gland which work together to release hormones in response to emotions or other body states.
So what are the solutions to reducing stress for our children? Fortunately, they are more available than one might think.
1. Supportive role models and environments: Psychologists have found that access to at least one supportive adult in a child’s environment can markedly reduce the effects of toxic stress. That can be a coach, a relative, a religious figure or, in many cases, a teacher. In fact, if you talk to successful adults who had very difficult or stressful childhoods, or who overcame extreme poverty, they will often single out a teacher or two who served as role models, inspirations and supporters.
Not only can a supportive teacher provide a relief from toxic stress – the school itself can provide a safe haven as long as the child feels protected and respected. For that to occur, the student needs to be successful at learning, which is not easy for many students from unstable or low socioeconomic status environments because of the negative effects of stress on brain development. However, three available methodologies can help.
2. Adopt a growth mindset: We have learned that when students believe that intelligence is not fixed but rather ‘smarts’ can develop through the process of learning, called a “growth mindset”, achievement is significantly accelerated.
3. Relax: There is emerging evidence that brief periods of relaxation, meditation or yoga can relieve stress and have a positive effect on learning.
4. Build Cognitive and Literacy Skills: Finally, there are neuroscience-designed interventions that research indicates can specifically target and build those regions of the brain known to be important for learning, resulting in dramatic improvements in academic success. When students can achieve, school becomes a six-hour a day relief from a toxically stressful environment.
Although we haven’t seen much bullying here, we want to remain vigilant. We know that approximately 30% of students in
public schools, almost one-third of kids in grades six through 12, experience bullying. Bullying ranges from name-calling and teasing to threats, lies, pushing, and hitting.
We know that bullying can leave a lifelong legacy of depression, low self-esteem, and behavioral problems. We recommend the following:
Plan a response. Offer your child different approaches, such as ignoring the bully. Or try a response that may catch the bully off guard, such as, “Why would you say something like that to me?”
Report the bully. If your child pleads with you not to report bullying to the teacher, consider talking to the teacher anyway. Ask that your child not be identified and that the bully be better supervised.
If your child is doing the bullying, talk with him or her about how that makes other kids feel. Get your child involved in projects that require helping and cooperating with others.
(from our September 2017 newsletter)
The number of cases of anxiety among children and adolescents is on the rise. This informative, must-read article goes into great detail on the possible causes and strategies for coping with anxiety.